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Results for “continuing education”

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At least 163 records · Page 9Linked to original sources
PubMed1993

[When is continuing education useful? A literature analysis of determinants for behavioral change in nurses who finished continuing education].

Nursing continuing education programmes may differ in the extent in which they affect nursing practice. Differences may be explained by: background characteristics of the participant; characteristics of the programme itself; characteristics of the teacher(s); characteristics of the relationship between the participant and the teacher(s); characteristics of the relationship between the participant and the other participants; characteristics of the social system; knowledge, skills and attitudes; and intention of the participant to change behavior. In this literature review, a model is presented in which these variables are integrated and which may be used to explain why continuing education programmes have no, little or much effect. On the basis of the present scientific knowledge, support from colleagues, supervisors and administrators (a characteristic of the social environment) emerges as a very important determinant of positive behavior changes in nursing practice.

Attitude of Health Personnel↗
PubMed1996

[Evidence based medicine, the Cochrane Collaboration and dealing with medical literature. Implications for medical education, graduate and continuing education].

The concept of evidence-based medicine yields to provide medical practice with actual scientific evidence, which raises from a comprehensive analysis of randomized controlled studies. The article reviews recent approaches, especially in the field of primary care (resp. family medicine) and points out the various outcomes of this concept within an analysis of the German system of medical instruction and continuing education. This approach, as all other components of medical education, shall prove its efficacy in further studies evaluating the impact on achievement in patient's care.

Curriculum↗
PubMedDate not supplied

The case against mandatory continuing education.

Requiring continuing education (CE) for RN relicensure began in the 1970s and has remained a controversial issue over the past 25 years. This article is a description of the process used by nurses in one state to investigate the complex issues surrounding mandatory continuing education for relicensure and the factors that led state nursing leaders to support the continuation of a voluntary CE system. Included are the findings of a survey of all states currently requiring continuing education for relicensure. The primary reason given for mandating CE was to protect the public, however, no data are available to support this premise.

Education, Nursing, Continuing↗
PubMed1975

Help stamp out mandatory continuing education!

Mandatory continuing education programs for health professionals, as they are now administered, are predictable failures. Such programs may destroy the will to learn. Objective studies indicate that current continuing education programs do not influence the methods of practice of the health professional. Current programs are primarily pedagogical, reflecting the philosophies and techniques of child-youth education. Present methods of program evaluation are sorely inadequate. Adults may be coerced into attendance, but learning and subsequent application of knowledge may not be forced. Future continuing education programs should be problem-centered. The adult practitioner must become actively involved in the planning and execution of these programs.

Adult↗
PubMed1994

Evaluating the purpose and benefits of continuing education in nursing and the implications for the provision of continuing education for cancer nurses.

In the light of increasing emphasis upon mandatory continuing education in nursing, the need for cancer nurses to update and improve their knowledge and skills is heightened. The challenges lie in how to keep nurses up-to-date, broaden their outlook and ensure that patients benefit. In this paper the literature on the purpose and benefits of continuing education is reviewed, and the implications of the Post-Registration Education and Practice Project (PREPP) for cancer nurses are addressed. Arguments about a definition of 'continuing learning' rather than 'continuing education' are discussed, since outcomes vary depending upon the definition adopted. Inconsistencies between the benefits claimed and those measured are highlighted. Attention is drawn to the inconclusive nature of the studies that have measured impact; some of the problems encountered in the provision of adequate education and its accessibility to nurses; and the continuing discrepancy of perceived need between nurse and manager. Specific impact evaluation studies relating to continuing education in cancer nursing are reviewed. Recommendations for providing education with measurable outcomes are drawn from the literature, while a case is made for the alternative perspective of lifelong learning where outcomes are neither specific nor measurable. In conclusion, the questions of who should be responsible for education and the need for further development of impact evaluation tools are addressed.

Education, Nursing, Continuing↗
PubMed1977

The general practitioner and continuing education.

A continuing education program for the general practitioner is presented that would provide a degree or certificate of advanced status on completion. This long-term program would be made possible by giving credit hours for continuing education courses taken, then redeeming these credits for the certificate or degree on completion. The dentist's choice in continuing education programs is protected because he can choose between programs with or without objectives, and programs that are tailored to his interests.

Curriculum↗
PubMed1997

[Harmonizing European medical education, continuing and postgraduate education].

The harmonization of medical education, specialist training and continuing medical education (CME) in Europe progresses at different levels. University exchange programmes like ERASMUS and SOKRATES try to realize the European idea on the student and academic level. Specialist training is complicated by differences in responsibilities. The UEMS, based on various agreements, coordinates the harmonization process. Surgical training is represented by the European Board of Surgery (EBS). Its basic care and subspecialties have been described and European qualifications are being prepared. The content of education as well as log books, trainee qualification and training centers are regulated by position papers. Continued medical education is described in the Charter of Continued Medical Education of Specialists in which the content of training and requirements are defined.

Curriculum↗
PubMed1983

Cost avoidance in a regional continuing education center.

Continuing education is a professional fact of life. There are numerous reasons why health professionals continue their education: the knowledge explosion makes existing theory and practice obsolete; society is ever changing and becoming increasingly complex; professionals are required to improve the quality of services rendered because of increased demands for accountability; some individuals change roles (e.g., direct care provider to administrator) within a profession, or even change professions; and some professions (e.g., medicine, nursing) require documentation of participation for relicensure and/or recertification to practice. While there are compelling reasons for health professionals to continue their education, the state of economic affairs is such that both continuing education (CE) providers and participants must seek ways to avoid and/or reduce costs related to CE. This paper consists of a case study description of what one regional continuing education center has done to reduce costs without reducing services.

Area Health Education Centers↗
PubMed1996

The Association says no to Mandatory Continuing Education.

Mandatory Continuing Education (MCE) for nurses is a compulsory requirement for nurses to participate in continuing education in order to continue practising as a nurse. Should MCE be introduced, the most likely method of enforcing that requirement would be for it to be linked to a nurses' authority to practice, that is, it would be necessary to demonstrate the required MCE before annual registration would be renewed and a current practising certificate issued.

Education, Nursing, Continuing↗