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Results for “continuing professional development”

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PubMed1993

A study of hospital nurses' attitudes toward continuing education in Kaohsiung City, Taiwan.

The purpose of this study was to investigate hospital nurses' attitudes toward continuing education. Continuing education was defined as non-credit organized educational programs designed for nurses by hospitals, nursing institutions, or other related organizations to maintain or improve professional competence. It included "in-service education", "on-the-job training", and other synonymous educational activities. Six hundred and seventy-four randomly selected hospital nurses in Kaohsiung City participated in this study. The data was collected by delivering a 34-statement questionnaire through the directors of nursing. Cronbach's Alpha Coefficient was applied to determine the reliability with a value of 0.79. Factor analysis and a group of experts' suggestions were applied to determine the validity. Frequency distribution, Analysis of Variance, Scheffe' test, and Multiple Regression Analysis were conducted to analyze the research questions. The level of significance was set at 0.05 or less. The results indicated that the majority of nurses (92.65%) hold positive attitudes toward continuing education (M = 86.32). Nurses' attitudes toward continuing education were related to selected personal and professional characteristics, and hospital policies regarding continuing education. To maintain nurses' positive attitudes and to develop positive attitudes for those who hold negative attitudes, some strategies for continuing education should be considered by nursing administrators.

Adult↗
PubMed1997

Attitudes of rural general practitioners towards undergraduate medical student attachments.

OBJECTIVE: Increasing exposure of undergraduate medical students to rural practice is a key component of the national effort in Australia to redress the rural workforce shortage. For this exposure to be successful, willing cooperation of current rural general practitioners is essential. To date there has been no formal assessment of rural general practitioners' attitudes to having undergraduate medical students attached to their practice. METHOD: A descriptive survey, using a mailed questionnaire was sent to all 316 general practitioners currently practising in rural areas of South Australia, as identified from the database maintained by the South Australian Rural Practice Training Unit. RESULTS: A 71.5% response rate (n = 225) was achieved, of which 203 were eligible for inclusion. Of these, 176 doctors had medical student attachments in their practice on at least one occasion; 74.4% of whom (n = 131) perceived the attachments to have a positive experience on their continuing medical education experience, and 81.1% (n = 142) described a positive experience on their professional development. However, 52.6% (n = 92) felt the attachments had a negative effect on their income. Almost all the doctors who were included in the survey (94.6%, n = 192) were willing to have students attached to their practice in the future for between one to two weeks. Of these, 169 wanted quality assurance points, 112 wanted financial reimbursement, and 108 wanted 'academic status' with a university. CONCLUSION: The results suggest that rural general practitioners are willing to have students attached to their practice for periods between one to two weeks, providing they receive quality assurance points, and to a lesser extent, financial reimbursement and academic status.

Attitude of Health Personnel↗
PubMed2000

Educational outreach visits: effects on professional practice and health care outcomes.

BACKGROUND: Outreach visits have been identified as an intervention that may improve the practice of health care professionals, in particular prescribing. This type of 'face to face' visit has been referred to as university-based educational detailing, public interest detailing, and academic detailing. OBJECTIVES: To assess the effects of outreach visits on improving health professional practice or patient outcomes. SEARCH STRATEGY: We searched MEDLINE up to March 1997, the Research and Development Resource Base in Continuing Medical Education, and reference lists of related systematic reviews and articles. SELECTION CRITERIA: Randomised trials of outreach visits (defined as a personal visit by a trained person to a health care provider in his or her own setting). The participants were health care professionals. DATA COLLECTION AND ANALYSIS: Two reviewers independently extracted data and assessed study quality. MAIN RESULTS: Eighteen studies were included involving more than 1896 physicians. All of the outreach visit interventions consisted of several components, including written materials and conferences. Reminders or audit and feedback complemented some visits. In 13 studies, the targeted behaviours were prescribing practices. In three studies, the behaviours were preventive services, including counselling for smoking cessation. In two studies, the outreach visits were directed toward improving the general management of common problems encountered in general practice, including asthma, diabetes, otitis media, hypertension, anxiety, and acute bronchitis. All studies examined physician behaviour and in three studies other health professionals such as nurses, nursing home attendants or health care workers were targeted. Positive effects on practice were observed in all studies. Only one study measured a patient outcome. Few studies examined the cost effectiveness of outreach. REVIEWER'S CONCLUSIONS: Educational outreach visits, particularly when combined with social marketing, appear to be a promising approach to modifying health professional behaviour, especially prescribing. Further research is needed to assess the effects of outreach visits for other aspects of practice and to identify key characteristics of outreach visits that are important to its success. The cost-effectiveness of outreach visits is not well evaluated.

Education, Medical, Continuing↗
PubMedDate not supplied

Queensland public sector nurse executives: professional development needs.

In a time of health care reform and rapid change, nurse executives need effective leadership skills to be able to respond to a challenging environment, provide quality cost-effective care and promote the professional development of nursing. This research aimed to provide an understanding of nursing executives' roles and professional development needs and obtain concise information for the development of strategies and professional development programs to enhance the effectiveness of the present and future roles of nursing executives. A descriptive cross-sectional postal survey was sent to all public sector Level 4 and 5 nursing executives in Queensland (n = 281), with a response rate of 52.3% (n = 147). Financial management, human resource management and information technologies were identified as the areas where professional development was most needed. Structured educational activities such as short courses or seminars covering information technology, financial and budget management and general business management were identified as the type of activities best suited to nurse executives' needs. The most frequently reported barriers to professional development were difficulties obtaining relief staff, inadequate time, financial cost and inadequate district manager and regional support to enable access to professional development programs.

Attitude of Health Personnel↗
PubMed1970

Hospital libraries: focal point in the continuing education crisis.

The Proposed Requirements for Professional Libraries in Hospitals to be Licensed in the Commonweath of Pennsylvania are presented and discussed. Indication is given of current trends in the development of hospital libraries as the single most important factor in continuing medical education and as the least-developed factor.

Education, Medical, Continuing↗
PubMed2006

Pressure ulcers and occupational therapy practice: a Canadian perspective.

BACKGROUND: Occupational therapists are involved in the prevention and management of pressure ulcers. While many therapists identify challenges with their clinical practice in this area, there is little information available regarding specific occupational therapy interventions or effectiveness. PURPOSE: The goal of this study was to gain a national perspective of practice in Canada and identify directions and trends in the management of pressure ulcers. METHOD: A survey was distributed to occupational therapists at 75 facilities across Canada, soliciting information on intervention, practice issues and satisfaction with their practice. RESULTS: Thirty-seven therapists from 36 facilities responded, answering questions about risk assessment tools, referral patterns, interventions and decision-making models, satisfaction with practice, intervention rationales, and recommendations for change. Risk assessment, early intervention and continuity of care were identified as concerns, with a lack of resources identified as a limitation to practice. Seating and positioning were common interventions. PRACTICE IMPLICATIONS: This information can be used by clinicians to direct best practice and professional development goals. Further research is indicated in risk assessment, team collaboration and mattress prescription.

Canada↗
PubMed1997

Opening up the options: making the inflexible into a flexible framework.

The post-registration framework for registered nurses and midwives was set up to provide flexible continuing education programmes for registered nurses. For those students who already have the basic professional qualification specific to their area of practice, professional development programmes are intended as a vehicle for improving their own personal professional competence. However, for those individuals who wish to gain further qualification or to change from one practice context to another, it is argued that the framework does not adequately address their needs. At present, pre-registration diplomates emerge from the Project 2000 programme with a qualification which enables them to work in one specific area of practice only. This early specialization is not in line with current and projected USA and European thinking (Castledine 1995) and may lead to a reduction in the broad base of nursing knowledge. It is further argued that pre-registration programmes should provide a generic base of nursing theory and practice, whereas specialist knowledge and practice should be the main thrust of post-registration work. The authors argue that initial development of nurses in specialist areas at pre-registration level restricts their ability to respond to rapidly changing health care needs later in their careers. The post-registration framework should be a flexible vehicle by which individuals can gain expanded knowledge in a particular field of practice or can change professional direction if they wish. Thus, nurses would have the freedom to develop in a way that is most appropriate to their changing individual needs.

Education, Nursing, Baccalaureate↗
PubMed2003

[Pedagogical approaches and educational practices in health sciences].

Educational practices are widely used in the health field, both in continuing education for health professionals and health education for the general population. These two fields intersect through the development of educational knowledge oriented by a set of target representations of man and society. Such representations are demonstrated by teaching/learning processes in the four main pedagogical trends in Brazil: traditional, renewed, conditioning-based, and liberating (or the Paulo Freire approach). Based on their respective principles, methods, and individual and social consequences, we contend that liberating pedagogy can produce better results than the others by allowing the student's active participation in the learning process, thus fostering continuous development of human skills in both the health services clientele and health workers.

Education, Continuing↗
PubMed2002

Professional nursing portfolios: a global perspective.

In some countries, nurses develop professional portfolios to obtain or maintain licensure, employment, and promotion. A professional portfolio is an important marketing tool that enables nurses to demonstrate their competence. Currently, regulatory bodies worldwide are considering requirements for portfolio development. This global perspective provides information on how to endure a professional portfolio.

Documentation↗
PubMed1993

Communication intervention for individuals with dual sensory and intellectual impairments.

For individuals with dual sensory and intellectual impairments, the lack of effective communication skills places severe limitations on their learning potential and sense of belonging. Educational intervention for this population has recognized the critical need to develop communication skills, yet the complexity of the individual's needs continues to plague progress. Unique needs and situations of individuals in this category, coupled with extremely limited numbers of trained and experienced professionals, challenge the field to develop creative means of addressing this vital issue. Documented case studies provide the field with examples of potential options to employ when addressing the communicative needs of individuals with dual sensory and intellectual impairments. However, these case studies provide partial communication systems that address partial communicative needs. Providing individuals having severe sensory, intellectual, and other disabilities with a true language that can meet all communication needs, both receptive and expressive, is still beyond our grasp. Future efforts with this focus will need to combine early intervention, creative technology, and principles of normalization in order to be successful.

Blindness↗
PubMed1994

Planning a continuing education program: the model for health education planning.

1. Development of CE programs for occupational health nurses is integral to professional development. Occupational health nurses are constantly being required to increase and upgrade skills. 2. Evolving issues in health care reform reflect an emphasis on the cost effective, quality care provided by well prepared occupational health nurses. Thus, the need for providing high quality programs and resources for occupational health nurses becomes a challenge for CE providers. 3. The Model for Health Education Planning (MHEP) is used to describe the development of a program. The MHEP includes six phases: initiation, needs assessment, goal setting, planning/programming, implementation, and evaluation. 4. Use of the MHEP ensures that the program planning process is achieved in an appropriate manner. The focus is on meeting the needs of the learner.

Education, Nursing, Continuing↗
PubMedDate not supplied

Foster families who care for infants with prenatal drug exposure: support during the transition from NICU to home.

Infants exposed prenatally to drugs and alcohol tend to enter the child welfare system at a younger age than many other foster children and often directly from the hospital following birth. This article examines three concepts from the postpartum family adaptation literature: transition to parenthood, maternal and paternal role identities, and attachment. It applies these concepts to the experiences of foster parents who care for infants with prenatal drug and alcohol exposure. Also reviewed are recommended strategies to promote development of the foster parent-infant relationship and to increase parental knowledge within the NICU setting and during the period of transition from hospital to home. Nurses within the NICU have a unique knowledge and experience of caring for infants in withdrawal. This knowledge needs to be shared beyond the hospital with community professionals, who may have limited training in infant health, mental health, or development.

Continuity of Patient Care↗
PubMed1994

How to develop a proactive formulary system.

To develop a quality formulary system, a proactive approach is necessary. This approach incorporates a prospective product and concurrent product analyses. A prospective product analysis, in turn, involves a review of current formulary agents, those likely to enter the marketplace shortly, and the formation of an expert review panel. This panel's tasks are to examine therapeutic, economic, and humanistic aspects of therapy and to set initial parameters for appropriate and cost-effective use of accepted products. Keys to a successful formulary system are to continuously monitor drug use and compliance with criteria and to work collaboratively with all institutional professionals in the development, implementation, and monitoring of the system.

Clinical Medicine↗