Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “continuing professional development”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 19 recordsLinked to original sources
PubMed1991

IDEA: an index of dental educational activity.

This paper reports on the construction of an index of dental educational activities (IDEA) developed as part of an exploration of continuing professional development activities among a sample of general dental practitioners (GDPs) in the Yorkshire Region in Britain. To assist in the interpretation of the index scores an analogy is drawn to an academic examination. Only 50% of the GDPs passed, 31% achieving scores of 40% or less and 9% distinctions. Higher IDEAS were achieved by practitioners who spent a lot on their dental education, those who intended to attend continuing education events next year practice principals, those who worked in larger practices and men GDPs. Little difference in the scores was observed by the age of the practitioner, experience of working in hospital or distance from the central continuing education centre. Discussion centres on the utility of the index as a summary of updating practices and its potential as a comparative measure across health professions. High levels of continuing professional development and thus high IDEAs must be encouraged, but they need to be accompanied by high quality care and effective job performance.

Education, Dental, Continuing↗
PubMed1988

Professional-development and continuing-education programs for pharmacists in large hospitals.

Pharmacy directors at large hospitals nationwide were surveyed to determine the status of professional-development and continuing-education programs for staff pharmacists at their institutions. An 18-item questionnaire was developed and mailed in July 1987 to pharmacy directors of 445 large (bed capacity of greater than or equal to 450) hospitals. The questionnaire was designed to elicit information about who holds responsibility for the professional-development programs, the programs' frequency and format, how attendance is documented, and the types of individuals who present the programs. A total of 327 (73.5%) of the questionnaires were returned, with 256 (78.3%) of the respondents indicating that their department had some form of developmental-training program. Only 45 (17.6%) of these respondents indicated that their department employed an individual whose job title was specific for education or training functions. Hour-long lectures and videotaped programs were the most popular formats; programs were most frequently presented by pharmaceutical sales representatives or clinical or staff pharmacists. Of 251 respondents, only 90 (35.8%) indicated that an educational needs assessment of pharmacists had been conducted in the 18 months before the survey. Of 252 respondents, 138 (54.8%) indicated that their departments had no annual budget for these programs. Although program attendance was documented by 248 (97.3%) of the 256 departments, 111 (43.3%) did not require any type of certification for some programs. Evaluations were required by only 127 (49.6%) of the 256 pharmacy departments offering these programs. Inhouse programs offer opportunities for professional development, but resource allocation, program organization, and incentives for participation such as standards of performance could be improved in many of the programs explored by this survey.

Certification↗
PubMedDate not supplied

Focus on excellence: decision making in rehabilitation nursing.

This article describes the conceptual framework, design, implementation, and evaluation of a series of workshops for rehabilitation nurses in which the Decision Profile, a practical model for clinical decision making, was used. Evaluations confirmed that the approach was exceptionally effective, not only in engaging the audience and presenting information that would assist in continued professional development, but also in validating and supporting the participants' intuitive processes and decision-making patterns through analyses presented by experts.

Adult↗
PubMed2026

Genomic science and the nurse educator's role: Promoting integration from curriculum to clinical practice.

BACKGROUND: Registered nurses and nurse educators play a critical role in preparing future clinicians to translate genomic discoveries into practice. However, emerging evidence suggests that both groups may lack sufficient knowledge and confidence in genomics, potentially limiting their ability to teach, mentor, and apply genomics in real-world settings. This gap is especially concerning in Aotearoa New Zealand, where the genomic literacy of nurse educators and clinicians remains underexplored. OBJECTIVE: This study aims to: (1) assess nurse educators' genomic literacy and confidence in teaching genomics; and (2) evaluate registered nurses' knowledge and confidence in applying and teaching genomics in clinical practice. DESIGN: Exploratory descriptive qualitative. SETTING: This study was conducted in the greater Auckland area. PARTICIPANTS: A total of 17 participants were recruited using purposive sampling to ensure a diverse range of perspectives across varying levels of teaching experience, disciplinary backgrounds, and exposure to genomic content. METHODS: Data were collected using semi-structured focus group interviews, a method well-suited for generating in-depth discussion and facilitating interaction among participants with shared professional interests. The collected data were analysed using thematic analysis methods. RESULTS: The findings offer insight into the preparedness of New Zealand's nursing workforce to engage with genomic-informed healthcare and inform strategies for integrating genomics into nursing curricula and continuing professional development. Given the interdisciplinary nature of genomic healthcare, these insights may also be relevant to other health professionals-including midwives, pharmacists, and allied health practitioners-who increasingly encounter genomic information in clinical practice and require foundational competencies to support patient care. CONCLUSION: Addressing this educational gap is critical to ensuring that nurses-key facilitators of patient care and public health-are equipped to deliver safe, equitable, and evidence-based genomic healthcare.

Humans↗
PubMed1992

Medical humanities in nursing: thought provoking?

Medical humanities is an innovative way of learning. Discussing literary texts of nursing practice has been used to help students analyse attitudes, values and ethics; it has also been used to help practitioners review and reflect on their own experience and philosophy of nursing. In nursing education, it has been used to explore difficult issues in a safe environment. The value of this approach in nursing education and practice is that it can encourage reflection, promote self-awareness and stimulate debate on difficult issues: for example, death and dying, power and institutionalization (of patients and staff) and pain. This paper gives a detailed worked example of how a literary text can be used in this way, the aim being to provide a resource which readers can then use with a group of students or colleagues. Finally, the authors explore the question of where medical humanities might have a place in the curriculum: as a lecture/tutorial in a course (e.g. Ethics), as a module in the curriculum, as a method of teaching nursing subjects (e.g. communication skills), as a discussion group (outside the curriculum), as a study guide, using literary texts alongside nursing text books. Any of these strategies can be a powerful vehicle for preserving the 'human factor' in both nursing education and continuing professional development.

Attitude↗
PubMed1989

[Dentist's continued professional training and development].

A high level of qualification is the most important factor for the increase of common labour capacity. The pregraduate and graduate education of the dentist in GDR is regulated according to present and future need. Actually the accent must be put on postgraduate teaching of dentists.

Dentists↗
PubMed1990

Continuing professional education needs of clinical dietitians in Pennsylvania.

A multimethod needs assessment generated both qualitative and quantitative data about continuing professional education needs and interests of Pennsylvania clinical dietitians. The study also evaluated three different needs assessment procedures. First, data were obtained from 22 clinical dietitians invited to participate in focus group interviews. The dietitians suggested continuing education topics representing four aspects of practice: clinical, procedural, professional development, and management skills. With the data obtained, two needs assessment instruments subsequently were prepared and distributed at a statewide conference. Fourteen percent of 650 attending dietitians volunteered to participate in the needs assessment process. Forty-four completed a survey using an electronic preference recording device, and 50 completed printed questionnaires. Although not directly comparable, responses to both questionnaire formats generally confirmed suggestions obtained from focus groups. Topics such as computer applications, patient education, staff development, and time management led the wide variety of choices selected. Respondents favored live, affordable, conveniently located programs delivered effectively by experts using a participatory format. Of the three assessment procedures used, focus group interviews provided the most detailed information for planning continuing education. Surveys based on focus group results are useful for contributing quantitative data. We conclude that a comprehensive plan for dietitians' professional development through continuing professional education should include structured needs assessments. The assessments are necessary to determine the diverse and changing concerns, needs, and preferences of dietitians and the organizations employing them.

Dietetics↗
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↗
PubMed2026

Identifying General Practitioners, Nurses, and Pharmacists Training Needs in Precision Medicine: A Survey Study.

INTRODUCTION: The clinical advances of precision medicine, elevating clinical decision-making through use of genetic and genomic data, lifestyle, and environment factors, is improving patient outcomes. Health care professionals report they are not competent or confident to deliver precision medicine to patients. To design continuing education for advanced practice nurses, general practitioners, and pharmacists, this research investigates perceived knowledge, importance, and self-efficacy in precision medicine. METHODS: Items were informed from results of a literature review and focus group study. A one-sample t test was used to compare differences for each item toward the theoretical neutral value (indifferent in our case, to number 3). To analyze differences between professions, parametric analyses of variance (ANOVA) was used. RESULTS: A lack of time, further complicated by a lack of knowledge about precision medicine services, and how to safely share patient data, with a perceived limited network of professionals in precision medicine were reported. Respondents demonstrated low confidence in precision medicine topics while indicating a willingness to pursue training aimed at improving their genetic and genomic competencies. Participants rated topics as only slightly important to their current professional roles. No significant differences were found across professional groups. DISCUSSION: Flexible formats for continuing education aligned to needs are required to target the knowledge and skills gap in precision medicine. Improved knowledge on topics including ethics, legal frameworks, and precision services is needed. Effective educational interventions aimed at enhancing the confidence and competence of health care professionals are essential to making precision care a reality for patients.

CPD↗