scholarly journals Introducing continuing professional development

1994 ◽  
Vol 1 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Andrew Sims
Keyword(s):  
Professional Development ◽  
Health Service ◽  
Postgraduate Training ◽  
Professional Knowledge ◽  
Continuing Professional Development ◽  
Postgraduate Education ◽  
Working Life ◽  
Knowledge And Attitudes ◽  
Standards Of Practice ◽  
High Standards

Most professions have recently realised that basic undergraduate and postgraduate training is not enough to maintain high standards of practice throughout a long career. Continuing professional development (CPD) has become a feature therefore of the working life of these professions, and medicine, which was in the forefront for undergraduate and postgraduate education, has somewhat lagged behind in this. The failure of consultants to keep up to date in their professional knowledge and attitudes is clearly detrimental to patients, to the doctors themselves, and to the Health Service.

scholarly journals Local initiatives in clinical effectiveness

2000 ◽  
Vol 6 (5) ◽  
pp. 373-379 ◽  
Author(s):  
Robert Kehoe
Keyword(s):  
Professional Development ◽  
National Health Service ◽  
Health Service ◽  
National Health ◽  
Secondary Care ◽  
Continuing Professional Development ◽  
Clinical Effectiveness ◽  
Clinical Governance ◽  
Local Initiatives

With the arrival of clinical governance, psychiatrists working for the National Health Service (NHS) can no longer work in isolation, and commitment to both clinical effectiveness and continuing professional development (CPD) is expected and likely to become mandatory. Clinical governance gives clinical effectiveness a high priority within NHS organisations, both at primary and secondary care levels, together with clearer lines of accountability.

scholarly journals Developing a regional specialist registrar day

2006 ◽  
Vol 30 (8) ◽  
pp. 310-312
Author(s):  
David J. Ogden
Keyword(s):  
Professional Development ◽  
Health Service ◽  
Continuing Professional Development ◽  
Child And Adolescent Psychiatry ◽  
Specialist Training ◽  
Knowledge And Skills ◽  
Specialist Registrar ◽  
Short Space ◽  
Generic Groups ◽  
Service Specialist

Higher specialist training in psychiatry requires the development of a broad range of knowledge and skills in a short space of time. However, a brief national survey of programme directors confirms reports from peers that structured, targeted teaching tends not to continue beyond completion of College Membership examinations. Exceptions to this rule are child and adolescent psychiatry and to a lesser extent psychotherapy, which reflects requirements laid out in the Higher Specialist Training Handbook (Royal College of Psychiatrists, 1998). Specialist registrars must therefore, using limited study time and funding, attempt to acquire knowledge from local and national courses. These, however, are usually aimed at more generic groups: for example, all health service specialist registrars or at consultants for fulfilment of continuing professional development.

scholarly journals Lifelong learning and nurses’ continuing professional development, a metasynthesis of the literature

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Mandlenkosi Mlambo ◽  
Charlotte Silén ◽  
Cormac McGrath
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Continuing Professional Development ◽  
Policy Makers ◽  
Supportive Environment ◽  
Development Interventions ◽  
Nurses Perceptions ◽  
High Standards ◽  
Improving Patient Care ◽  
Qualitative Literature

Abstract Background Continuing professional development (CPD) is central to nurses’ lifelong learning and constitutes a vital aspect for keeping nurses’ knowledge and skills up-to-date. While we know about the need for nurses’ continuing professional development, less is known about how nurses experience and perceive continuing professional development. A metasynthesis of how nurses experience and view continuing professional development may provide a basis for planning future continuing professional development interventions more effectively and take advantage of examples from different contexts. The aim of this paper is to conduct such a metasynthesis, investigating the qualitative research on nurses’ experiences of continuing professional development. Methods A metasynthesis of the qualitative literature was conducted. A total of 25 articles fulfilled the inclusion criteria and were reviewed. Results We determined five overarching themes, Organisational culture shapes the conditions, Supportive environment as a prerequisite, Attitudes and motivation reflect nurse’s professional values, Nurses’ perceptions of barriers and Perceived impact on practice as a core value. This metasynthesis highlights that nurses value continuing professional development and believe that it is fundamental to professionalism and lifelong learning. Moreover CPD is identified as important in improving patient care standards. Conclusions Based on the metasynthesis, we argue that access to continuing professional development could be made more attainable, realistic and relevant. Expediently, organizations should adequately fund and make continuing professional development accessible. In turn, nurses should continue to actively engage in continuing professional development to maintain high standards of nursing care through competent practice. This paper highlights the perceived benefits and challenges of continuing professional development that nurses face and offers advice and understanding in relation to continuing professional development. We believe that this metasynthesis contributes with insights and suggestions that would be valuable for nurses and policy makers and others who are involved in nurse education and continuing professional development.

scholarly journals Personal development plans: making them work, making them count

2003 ◽  
Vol 9 (1) ◽  
pp. 5-10 ◽  
Author(s):  
David Newby
Keyword(s):  
Professional Development ◽  
National Health Service ◽  
Health Service ◽  
Personal Development ◽  
Peer Group ◽  
Continuing Professional Development ◽  
Development Programme ◽  
Group Settings ◽  
Development Plans ◽  
Professional Development Programme

Personal development plans (PDPs) are a central requirement to remaining in good standing for the Continuing Professional Development programme of the Royal College of Psychiatrists. They are also integral to the framework now agreed for consultant appraisal in the National Health Service. This paper sets out the context which makes PDPs increasingly important and discusses the link between appraisal and revalidation, covering ‘360-degree’ techniques such as Ramsey questionnaires (which may ultimately figure in revalidation mechanisms). It then describes the practicalities of generating PDPs, especially in peer group settings. Experience from pilot workshops is used to illustrate how PDPs can be made to work and how learning/developmental objectives can be made meaningful.

scholarly journals Overview of The Needs of Sustainable Professional Development For Alumni Ners Faculty of Nursing University of Riau

2021 ◽  
Vol 9 (1) ◽  
pp. 55-63
Author(s):  
Fitriana Fitriana ◽  
◽  
Yufitriana Amir ◽  
Erwin Erwin
Keyword(s):  
Professional Development ◽  
Health Services ◽  
Professional Practice ◽  
Formal Education ◽  
Continuing Professional Development ◽  
Sampling Technique ◽  
Emergency Nursing ◽  
Training And Education ◽  
High Standards ◽  
Nursing Training

Continuing professional development is a process that must be carried out by each individual nurse in order to maintain and update the development of health services through setting high standards of professional practice. The purpose of this research was to determine the need for ongoing professional development activities which include training, seminars, workshops, and formal education for alumni of the Faculty of Nursing, Riau University. Design was descriptive quantitative. The research sample was 293 respondents taken using purposive sampling technique. The results showed the need for continuous professional development in the first priority is training (34.8%) with the type of training needed is emergency nursing training or BTCLS (19.8%), and the second highest priority is formal education (25.3%), who continued S2 if given the opportunity (89.4%) of respondents with the desired form of specialist programs namely management nursing (20.5%) and (10, 6%) want to continue with S3 if given the opportunity. The conclusion of this research is the need for continuing professional development especially training and education activities is very important for Nursing alumni of the Faculty of Nursing, University of Riau to improve their professionalism.

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