Modernizing Continuing Professional Development Using Social Media

2022 ◽  
pp. 415-429
Author(s):  
Natasha Snelgrove ◽  
Matthew A. Sparks ◽  
Javeed Sukhera ◽  
Joel M. Topf ◽  
Teresa M. Chan
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Continuing Professional Development

Nurses Using Social Media and Mobile Technology for Continuing Professional Development

2016 ◽  
pp. 1289-1313
Author(s):  
Carey Mather ◽  
Elizabeth Cummings
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Case Studies ◽  
Mobile Technology ◽  
Continuing Professional Development ◽  
Health Profession ◽  
Mobile Technologies ◽  
Healthcare Sector ◽  
Actual Case ◽  
Nurses And Midwives

Continuing professional development is mandatory for all healthcare professionals in Australia. This chapter explores how the expectations of the regulatory and professional organisations of nursing and midwifery can be integrated within the profession by enrolled and registered nurses and midwives to meet the requirements and maintain their registrations. Using actual case studies as a basis, the chapter demonstrates how continuing professional development can be delivered as mobile or m-learning using social media or mobile technologies within this health profession. This chapter focuses on case studies from the Australian healthcare sector; however, it appears that similar issues arise in other countries and so the challenges and solutions described in the case studies can inform practice in other countries. It concludes by discussing the potential for continuing professional development m-learning into the future.

scholarly journals Continuing Professional Development via Social Media or Conference Attendance: A Cost Analysis

2017 ◽  
Vol 3 (1) ◽  
pp. e5 ◽  
Author(s):  
Stephen Maloney ◽  
Jacqueline Tunnecliff ◽  
Prue Morgan ◽  
James Gaida ◽  
Jennifer Keating ◽  
...  
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Cost Analysis ◽  
Continuing Professional Development ◽  
Conference Attendance

scholarly journals Evolution of Facebook groups: Informal e-learning among medical laboratory scientists in Nigeria

2014 ◽  
pp. 250-261
Keyword(s):  
Professional Development ◽  
Social Media ◽  
International Development ◽  
Learning Style ◽  
Online Courses ◽  
Continuing Professional Development ◽  
Medical Laboratory ◽  
Agency For International Development ◽  
E Learning ◽  
Health Project

Most people think of online courses when they talk about e-learning, but aspects of social media can also be considered e-learning. In 2011 the Knowledge for Health Project (K4Health) began work with local partners to implement an e-learning and professional development policy for Medical Laboratory Scientists based on the needs identified by United States Agency for International Development (USAID)/Nigeria. Six e-learning courses were developed and promoted through several channels including social media. A Facebook Group was created to share information about accessing and navigating the courses and attracted 8,500 members in 18 months. As the Group grew, the topics discussed evolved to include trade union news, employment opportunities and technical resources. Another Facebook Group provided insights that Facebook Groups could be used to facilitate interactions focused on continuing professional development. The findings show that Facebook Groups accommodate an informal learning style, allowing individuals to learn through peer support in flexible ways. It has also shown that the use of Facebook Groups is associated with high levels of engagement with e-learning courses.

Influence of gender on attitude towards the use of social media for continuing professional development among academic librarians in Nigeria

2018 ◽  
Vol 119 (3/4) ◽  
pp. 226-240 ◽  
Author(s):  
Stella Ngozi Anasi
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Gender Difference ◽  
Survey Design ◽  
Continuing Professional Development ◽  
Sampling Technique ◽  
Academic Librarians ◽  
Content Type ◽  
Ogun State ◽  
Use Of Social Media

Purpose The purpose of this paper is to investigate the influence of gender on attitude towards the use of social media for continuing professional development among academic librarians in Ogun State, Nigeria. Design/methodology/approach Descriptive survey design was used for the study. Research instrument used was questionnaire where 79 copies were administered to academic librarians, using total enumeration sampling technique. Five universities in Ogun State, Nigeria were selected for the study. The data collected were analysed using descriptive and inferential statistics such as percentage, frequency, mean, Pearson product moment correlation coefficient and t-test for data analysis. Statistical Package for Social Sciences (SPSS, version 19) was used to run the analysis. Findings The study revealed that WhatsApp (75.0 per cent) is the most frequently used social media for continuing professional development among academic librarians. Attitude towards the use of social media for continuing professional development among academic librarians is positive. There is no statistically significant gender difference in attitude towards the use of social media for continuing professional development (t = 0.097, df = 54 and p > 0.05). There is significant moderate positive relationship between attitude towards social media use and frequency of use of social media (r = 0.439; p < 0.05). Originality/value The study was necessary to identify gender difference in attitude towards the use of social media for continuing professional development by academic librarians in Ogun State, Nigeria.

Nurses Using Social Media and Mobile Technology for Continuing Professional Development

2016 ◽  
pp. 976-1000
Author(s):  
Carey Mather ◽  
Elizabeth Cummings
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Case Studies ◽  
Mobile Technology ◽  
Continuing Professional Development ◽  
Health Profession ◽  
Mobile Technologies ◽  
Healthcare Sector ◽  
Actual Case ◽  
Nurses And Midwives

Continuing professional development is mandatory for all healthcare professionals in Australia. This chapter explores how the expectations of the regulatory and professional organisations of nursing and midwifery can be integrated within the profession by enrolled and registered nurses and midwives to meet the requirements and maintain their registrations. Using actual case studies as a basis, the chapter demonstrates how continuing professional development can be delivered as mobile or m-learning using social media or mobile technologies within this health profession. This chapter focuses on case studies from the Australian healthcare sector; however, it appears that similar issues arise in other countries and so the challenges and solutions described in the case studies can inform practice in other countries. It concludes by discussing the potential for continuing professional development m-learning into the future.

Use of social media by new library professionals: Outcomes from a UK survey

2016 ◽  
Vol 50 (4) ◽  
pp. 435-467 ◽  
Author(s):  
Helen Monagle ◽  
Amy Finnegan
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Continuing Professional Development ◽  
New Professionals ◽  
Online Surveys ◽  
Media Usage ◽  
Use Of Social Media ◽  
The Uk ◽  
Development Network ◽  
The Relationship

This research explores the connection between social media and independent continuing professional development, focusing on new professionals within the UK and Ireland who graduated between 2010 and 2015, based on Ruddock’s definition (see Appendix 1). Two online surveys were conducted to ascertain why continuing professional development networks have been created and why new professionals use them. The first survey was completed by 100 new professionals; the second was completed by four continuing professional development network founders. This paper explores the relationship between the uptake of continuing professional development and social media usage by new professionals and highlights the reasons social media are used by new professionals for continuing professional development which include cost, variety of continuing professional development options, and removal of boundaries, e.g. geographical, hierarchical. The survey also found that network founders used social media to promote continuing professional development and engage with users.

scholarly journals Quantifying Use of a Health Virtual Community of Practice for General Practitioners’ Continuing Professional Development: A Novel Methodology and Pilot Evaluation

10.2196/14545 ◽  
2019 ◽  
Vol 21 (11) ◽  
pp. e14545 ◽  
Author(s):  
Abdulaziz Murad ◽  
Natalie Hyde ◽  
Shanton Chang ◽  
Reeva Lederman ◽  
Rachelle Bosua ◽  
...  
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Knowledge Sharing ◽  
Community Of Practice ◽  
General Practitioners ◽  
Virtual Community ◽  
Continuing Professional Development ◽  
Discussion Forum ◽  
Web Based ◽  
Virtual Community Of Practice

Background Health care practitioners (HPs), in particular general practitioners (GPs), are increasingly adopting Web-based social media platforms for continuing professional development (CPD). As GPs are restricted by time, distance, and demanding workloads, a health virtual community of practice (HVCoP) is an ideal solution to replace face-to-face CPD with Web-based CPD. However, barriers such as time and work schedules may limit participation in an HVCoP. Furthermore, it is difficult to gauge whether GPs engage actively or passively in HVCoP knowledge-acquisition for Web-based CPD, as GPs’ competencies are usually measured with pre- and posttests. Objective This study investigated a method for measuring the engagement features needed for an HVCoP (the Community Fracture Capture [CFC] Learning Hub) for learning and knowledge sharing among GPs for their CPD activity. Methods A prototype CFC Learning Hub was developed using an Igloo Web-based social media software platform and involved a convenience sample of GPs interested in bone health topics. This Hub, a secure Web-based community site, included 2 key components: an online discussion forum and a knowledge repository (the Knowledge Hub). The discussion forum contained anonymized case studies (contributed by GP participants) and topical discussions (topics that were not case studies). Using 2 complementary tools (Google Analytics and Igloo Statistical Tool), we characterized individual participating GPs’ engagement with the Hub. We measured the GP participants’ behavior by quantifying the number of online sessions of the participants, activities undertaken within these online sessions, written posts made per learning topic, and their time spent per topic. We calculated time spent in both active and passive engagement for each topic. Results Seven GPs participated in the CFC Learning Hub HVCoP from September to November 2017. The complementary tools successfully captured the GP participants’ engagement in the Hub. GPs were more active in topics in the discussion forum that had direct clinical application as opposed to didactic, evidence-based discussion topics (ie, topical discussions). From our knowledge hub, About Osteoporosis and Prevention were the most engaging topics, whereas shared decision making was the least active topic. Conclusions We showcased a novel complementary analysis method that allowed us to quantify the CFC Learning Hub’s usage data into (1) sessions, (2) activities, (3) active or passive time spent, and (4) posts made to evaluate the potential engagement features needed for an HVCoP focused on GP participants’ CPD process. Our design and evaluation methods for ongoing use and engagement in this Hub may be useful to evaluate future learning and knowledge-sharing projects for GPs and may allow for extension to other HPs’ environments. However, owing to the limited number of GP participants in this study, we suggest that further research with a larger cohort should be performed to validate and extend these findings.

scholarly journals Who says academics don’t do CPD? Connecting practitioners and developing together through distributed cross-institutional collaborative CPD in the open

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Chrissi Nerantzi
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Social Media ◽  
Academic Development ◽  
Student Experience ◽  
Continuing Professional Development ◽  
Cross Cultural ◽  
Institutional Collaboration ◽  
Diverse Communities ◽  
Open Educational Practices

 In this paper, the author shares an emerging model to engage academics and other professionals who teach or support learning in Higher Education (HE) with continuing professional development (CPD). The model fosters informal cross-institutional collaboration through distributed and diverse communities of professionals for them to learn and develop with and from each other. A potpourri of pedagogical initiatives developed and offered as open educational practices and resources interwoven into each other using social media has been included. These illuminate opportunities for cross-institutional and cross-cultural CPD, highlight challenges as well as invite further exploration and research in this area. Initial evidence indicates that open practices are changing the academic development landscape, and informal cross-institutional collaborations among HE Institutions and other partners can provide valuable opportunities for self-organised informal and formal academic CPD that strengthens relationships internally and externally and has an impact on practices and the student experience.

Sign in / Sign up

Export Citation Format

Share Document