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Results for “continuing professional development”

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PubMed2000

Transforming continuing education materials for on-line learning.

Internet-based learning is a growing trend in continuing education for health professionals. We have developed an on-line version of four workshops for practising physicians, tracing a patient's course from the initial diagnosis of dementia to end-of-life care. We have also developed an on-line dementia toolkit that could evolve with changing knowledge. The toolkit consisted of reference material collected from a variety of sources and vetted by our team of experts to address the common complaint that the sources of on-line reference materials are often unauthenticated. The Geriatric Forum provides an array of resources for health professionals.

Aged↗
PubMedDate not supplied

[8 years of the "University of the Veterans of Work" at the Humboldt University in Berlin--experience in offering education for the elderly].

The authors analyze the present situation and prospective demands for the learning process in old age, demonstrated by interviews of old age students of "Universität der Veteranen der Arbeit". It is given an answer to the question: is the conception and it's presentation in accordance with meaning of old age students. By 80% of probationers are the lectures one form of continued professional training. The students anticipate to develop their general education and also informations about problems of old age people. 90 probationers mean, that there is a positive effect on their private life, result from visit the lectures of the "Universtät der Veteranen der Arbeit". These results confirm the present form of this educational offer for old age people.

Aged↗
PubMedDate not supplied

Exploring the efficacy of continuing education mandates.

OBJECTIVE: This study explored the link between mandatory continuing education (CE) for relicensure and the development of professional competence. BACKGROUND DATA: Boards of nursing protect the public by establishing requirements for safe entry-level practice and assessing ongoing nursing competence. Some boards have mandated accumulation of CE hours as a means of assuring continued competence. The use of CE for this purpose has been controversial because no link had been established between CE and nurse competencies. METHODS: A survey was sent to 4000 randomly selected nursing subjects: 2000 licensed practical or vocational nurses (LPN/VNs) and 2000 registered nurses (RNs). RESULTS: Nurses perceived that work experience, their basic professional education, and mentors and preceptors were stronger contributors to their professional development than CE. Nurses mandated to collect CE hours did not experience more growth in their professional abilities nor did they accumulate more total hours of CE than those without such a mandate. Those with mandates did, however, attend more hours of CE that were unrelated to their work or interest, and were more likely to attend CE by correspondence. CONCLUSIONS: Nurses attend CE classes whether they are mandated to do so or not.

Education, Nursing, Continuing↗
PubMed1996

Midwives' motivation for continuing education.

This study examined midwives' motivations for continuing their education by conducting a survey amongst a sample population of midwives, employed in 4 Health Authorities in the North West of England. The survey was carried out using a questionnaire which asked midwives to indicate the 'importance' of a series of requirements of continuing education. Of 120 midwives who received the questionnaire, 83 (69%) replied. Motivational factors included: learning for professional and personal development; fulfilling legal or statutory practice requirement, or as a social activity. The results showed that motivation for continuing education was strongest in relation to professional competence and an innate desire for knowledge. Where personal development was achieved, the emphasis was to promote professional advancement rather than social interaction. Less emphasis was placed on fulfilling the legal requirements for practice. The strongest motivators were learning orientated, which suggests that the subjects were self-directed to fulfil their needs, based on a desire to learn, this being less dependent on external motivators, which may be activated by statutory or employer requirements. Social interaction was seen as the least important aspect, although subjects found it beneficial to meet colleagues from other areas and felt that they learnt from exchanging views about various clinical practices.

Adult↗
PubMed1996

Supervision in nursing: my experience and views.

This paper begins with the presentation of the problems encountered by the nursing staff in their everyday practice and during the introduction of supervision in the field of nursing. This is a didactic and supportive method which might encourage and enhance nurses' professional development and personal growth. The paper continues with a description of the author's personal experience and knowledge of supervision gained during the course on supervision organized by the University of Nijmegen within the Trans-European Mobility Project for University Studies (TEMPUS, 1992-1994), and also during an authentic supervision session the author actively took part in.

Attitude of Health Personnel↗
PubMed1990

Psychosocial aspects of ambulatory pediatrics.

The ability to interview is an essential skill that continues to develop throughout a pediatrician's professional life. Interviewing is a complex procedure that requires in-depth understanding of medical illness, child development, individual and family dynamics, cultural variations, and self-awareness--your personal values and response to crisis, serious illness, and stress. Interviewing is learned by thoughtful reflection of each interview as well as more formally through the use of videotape and attending observation. Each interview is an opportunity to develop a relationship and add a bit of experience that is unique to the patient or parent and potentially useful in understanding more in the future. Although this procedure receives little formal attention, the interview is often the primary vehicle for making the diagnosis, relating to the child and family, and easing emotional suffering and can be a source of satisfaction for the many hours of hard work.

Ambulatory Care Facilities↗
PubMed1995

Using referral letters to measure quality and performance in general practice.

Although quality assurance is a concern of professional Colleges of General Practice and researchers in primary care, there are practical difficulties in measuring performance in general practice. Reliance on medical record audits in general practice has many shortcomings. Referral letters hold many advantages as a tool for audit or quality assessment in general practice: accessibility; acceptability; objectivity; consensus in standard setting for letters; and a positive impact on the quality and cost of management. Professional consensus standards will continue to be developed. If they are to be used for performance measurement, rather than simply serve an educational function, more use can and should be made of referral letters to assess and improve general practitioner performance.

Family Practice↗
PubMed1999

Nurses' perceptions of the value of written reflection.

Reflective writing is increasingly becoming a feature of professional practice as nurses seek to provide evidence of their continuing development and competence. This study reports the process and findings of a study using grounded theory to explore how nurses are using and developing writing techniques as a tool for facilitating and supporting their development in practice. Two focus group interviews were conducted with 12 experienced nurses completing a professional course which involved reflective writing as the assessment component over a calendar year. These interviews generated the broad base of concepts and categories which direct the later stages of a grounded theory study. These preliminary categories suggest that firstly, the skills of reflective writing need to be learnt rather than being assumed as a natural capacity; secondly, that this leads to the acceptance of writing as a learning strategy in its own right; thirdly, reflective writing is considered to be a tool which helps the practitioner to develop analytical and critical abilities; finally, the nurses identified their own personal, as well as professional growth as being facilitated by reflective writing. Lincoln and Guba's (1985) criteria for establishing rigour in qualitative studies, and Strauss and Corbin's (1990) criteria for judging a grounded theory study are used as benchmarks throughout the paper.

Attitude of Health Personnel↗
PubMedDate not supplied

Evaluation of education program developments: illustration of the research and development cycle.

The Research and Development (R and D) cycle is a program development model used to translate research findings into educational programs or products ready for use in the field. The R and D cycle is illustrated by describing its application to Effective Patient Teaching, a course on teaching skills for health professionals. Evaluation is a continuing part of program development. Evaluation methods need not follow a rigid formula; methods will generally change with the stages of program development and the evaluation purposes.

Educational Measurement↗
PubMed1997

Professional responsibility: implications for nursing practice within the realms of cardiothoracics.

Through an exploration of the realms of professional responsibility this paper aims to illustrate its implications in nursing practice with particular reference to the area of cardiothoracics. Throughout the paper issues surrounding the 'Code of Professional Conduct for the Nurse, Midwife and Health Visitor' and the 'The Scope of Professional Practice' released by the United Kingdom Central Council for Nursing, Midwifery and Health Visiting (U.K.C.C.) in 1992 are considered. 'The Code' as it will subsequently be referred to, and the 'The Scope of Professional Practice' (U.K.C.C.) address issues of current change within the nursing profession and provide a focus for discussion. While recognising both current constraints to clinical practice and the complexity of professional responsibility, it is concluded that the delivery of research based, quality patient care remains central to the role of all nursing professionals. With a primary focus on others before the self, nursing professionals must continue to address issues surrounding the maintenance and development of this care.

Education, Continuing↗
PubMed1991

Absentee patterns among OR staff. Identifying aspects of the problem.

Absenteeism continues to be a great concern to hospital administrators. Nursing personnel should have a clear idea of acceptable attendance parameters based on written policies that are routinely administered. Efforts are now directed toward exploring strategies that reward personnel for good attendance records. Early development of professional attitudes related to absenteeism should continue to be supported and fostered. Implications from this preliminary study indicate that it may be more cost-effective to hire RNs than STs to work in ORs.

Absenteeism↗
PubMedDate not supplied

A comprehensive plan to meet the unit-based education needs of nurses from several specialty units.

Nursing staff development departments across the country have responded to the anticipated changes in health care in a variety of ways. This need to reexamine the traditional role of the clinical instructor has resulted in the development of creative strategies designed to meet the unit-based education needs of nurses. In this article, the authors describe a comprehensive approach that not only meets the learning needs of staff members from several specialty units but also fosters their professional development.

Education, Nursing, Continuing↗