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Results for “continuing professional development”

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PubMed2001

Dietetics professionals have a positive perception of professional development.

This study summarizes the perceptions towards the Professional Development Portfolio method of recertification and attitude towards professional development of dietetic professionals as measured in the national pilot study of the Portfolio. Portfolio compared to control respondents had greater awareness, and better understanding and knowledge of the Portfolio process after using the Portfolio guide. The perception that the Portfolio process will aid in maintaining competence did not differ between groups. The perception that self-reflection aided in determining career goals and confidence to conduct a learning needs assessment differed slightly between groups. Both groups had a positive attitude towards professional development and that continuing professional education (CPE) improved competence. All perceptions and attitudes were positive. The focus of CPE in foods, business, management, education, and research did affect the ability of dietetics professionals to find appropriate CPE. Rural and unemployed respondents had more difficulty finding appropriate CPE. The findings indicate that the Portfolio guide aides the dietetics professional using the Portfolio process and that the perception towards the Portfolio process is positive. Some dietetics professionals with different CPE focus had difficulty finding appropriate CPE, and this did not differ by control and Portfolio group. More innovative methods of CPE delivery may need to be considered for these practitioners.

Adult↗
PubMed2003

Developing a neonatal workforce: role evolution and retention of advanced neonatal nurse practitioners.

BACKGROUND: Over the past decade more than 120 advanced neonatal nurse practitioners (ANNPs) have graduated from the Southampton based ANNP programme. OBJECTIVES: To determine the scope of practice and evolving role of ANNPs and to identify factors that may affect future recruitment and retention. METHOD: An open ended structured questionnaire on clinical role, working arrangements, retention and attrition, continuing education, and professional development was sent to 95 ANNPs. RESULTS: A response rate of 83% was achieved. There was an attrition rate of 14%, with most ANNPs remaining in their original seconding unit. Factors considered to be important for role satisfaction included a well defined role, working within a team of ANNPs, appropriate remuneration, and evidence of unit support for both role definition and continuing professional development. CONCLUSIONS: Although ANNPs are expensive to both train and employ, this evidence suggests that there is a good return on the investment in terms of retention to the unit and the specialty. Their role incorporates many features of advanced nursing practice as well as providing "value added" neonatal care by merging traditional medical and nursing roles and crossing professional boundaries. In 2004 the manpower challenges for neonatal units will be even more acute; these data confirm that there are effective options available but they require long term strategic planning and investment.

Adult↗
PubMed1994

A professional development model: rewarding excellence in nursing practice.

Change continues to be the only constant in health care. The array of rapid and complex changes in the provision of health care services is dramatically affecting the development needs of professional nursing staff. The model presented describes a theoretical framework designed to support the philosophy of both continuous learning and professional development of nurses and also provides a structure for systematic implementation of objectives, content, and learning activities. Linking of professional development models with reward systems is rapidly becoming a successful strategy for organizations in achieving cost-quality outcomes. This model provides a map for staff and management to support, recognize, and reward professional development.

Clinical Competence↗
PubMed2006

Effectiveness of an enhanced peer assessment program: introducing education into regulatory assessment.

INTRODUCTION: The College of Physicians and Surgeons of Ontario developed an enhanced peer assessment (EPA), the goal of which was to provide participating physicians educational value by helping them identify specific learning needs and aligning the assessment process with the principles of continuing education and professional development. In this article, we examine the educational value of the EPA and whether physicians will change their practice as a result of the recommendations received during the assessment. METHODS: A group of 41 randomly selected physicians (23 general or family practitioners, 7 obstetrician-gynecologists, and 11 general surgeons) agreed to participate in the EPA pilot. Nine experienced peer assessors were trained in the principles of knowledge translation and the use of practice resources (tool kits) and clinical practice guidelines. The EPA was evaluated through the use of a postassessment questionnaire and focus groups. RESULTS: The physicians felt that the EPA was fair and educationally valuable. Most focus group participants indicated that they implemented recommendations made by the assessor and made changes to some aspect of their practice. The physicians' suggestions for improvement included expanding the assessment beyond the current medical record review and interview format (eg, to include multisource feedback), having assessments occur at regular intervals (eg, every 5 to 10 years), and improving the administrative process by which physicians apply for educational credit for EPA activities. CONCLUSIONS: The EPA pilot study has demonstrated that providing detailed individualized feedback and optimizing the one-to-one interaction between assessors and physicians is a promising method for changing physician behavior. The college has started the process of aligning all its peer assessments with the principles of continuing professional development outlined in the EPA model.

Attitude of Health Personnel↗
PubMed1983

A profile of clinical dietetics practice in Pennsylvania.

Clinical dietitians in Pennsylvania (N = 185) responded to a survey (based on the practice description developed by the Clinical Dietetics Profession Team of the Continuing Professional Education Development Project) in which they rated time spent on and perceived importance of 11 responsibilities and 120 tasks in their practice. Practitioners spent the most time on responsibilities and tasks that they perceived to be most important. Responsibilities rated high in terms of time spent and importance were nutrition care implementation, nutrition care planning, nutrition assessment, and nutrition care evaluation. Dietitians reported spending a considerable amount of time on activities related to documentation.

Attitude of Health Personnel↗
PubMed1976

Continuing Education Unit: a new dimension in continuing education.

The rapid expansion of continuing education within the professions has evolved with little continuity and structure, a fact which impedes the professional's ability to develop a long-range plan of continued professional development. A major weakness stems from society's lack of uniform standards to measure and certify continuing education. A new unit of measure, the continuing education unit (CEU), has been developed as a voluntary national effort for a uniform unit of measure for noncredit continuing education, which will both quantify programs and ensure a reasonable degree of program quality. Effective implementation and use of the CEU requires consumers of continuing education to assume a greater role in program planning and development in conjunction with program producers. The CEU provides a valuable tool for the professions to effectively use continuing education; however, improved competency requires more than the mere accumulation of CEU.

Accreditation↗
PubMedDate not supplied

A nursing update course. Service and education collaborate.

This article describes the planning, development, implementation and evaluation of a nursing update course. It identifies collaboration between a hospital and college as the key element in the program's success. Evaluation showed the program was effective in recruiting and educating students; it helped alleviate a local nursing shortage and brought nursing practice and education together, and 87% of the course participants either returned to practice or entered formal education programs to continue their professional development.

Budgets↗