Continuing Education: Continuing Professional Education: Luxury or Necessity?

1998 ◽  
Vol 39 (4) ◽  
pp. 332
Author(s):  
Darlene E. Weingand
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Continuing Professional Education

Advancing Practice through Continuing Professional Education: The Case for Reflection

2002 ◽  
Vol 65 (5) ◽  
pp. 237-241 ◽  
Author(s):  
Anne E K Roberts
Keyword(s):  
Continuing Education ◽  
Professional Practice ◽  
Professional Education ◽  
Continuing Professional Education ◽  
Status Quo ◽  
Short Discussion ◽  
Discussion Paper ◽  
Essential Component ◽  
The Status ◽  
Reflection On Practice

This short discussion paper is inspired by the belief that continuing education is an essential catalyst for advancing professional practice. It proposes that reflection on practice is an essential component of continuing professional education and that experienced practitioners must reflect on practice in order both to develop personally and to move the profession forward. Inevitably, this entails questioning the status quo, facing conflict and initiating change. These processes are discussed here and the discussion concludes by considering some strategies for incorporating reflection through continuing professional education.

CONTINUING EDUCATION OF NURSES IN BULGARIA ORGANIZATION AND DEVELOPMENT

2018 ◽  
Vol 28 (3) ◽  
pp. 1111-1116
Author(s):  
Maria Spasova
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Health Professionals ◽  
Health Care Professionals ◽  
Financial Incentive ◽  
Continuing Professional Education ◽  
Credit System ◽  
Knowledge And Skills ◽  
Traditional Course ◽  
Eu Member States

The dynamics of today's world requires every one of us to maintain, upgrade and refine our knowledge and skills lifelong. For the nurses whose profession is regulated in the EU member states, as well in Bulgaria, continuing education is a key element of their professional development. One of the main objectives of the continuing professional education (CPE) is to contribute to the acquisition of new knowledge and skills in a way, appropriate to meet the needs of а present-day medical practice. The institution that organizes, coordinates, provides and registers continuing professional education of the health care professionals is Bulgarian Association of health professionals in nursing (BAHPN). There are different forms of professional educations – courses, congresses, conferences, seminars, ets. For estimation of the various forms of the continuing education in 2006 have been applied United Credit System (UCS), according to which for participation in each provided form credit points were given. The instrument for registration was the National Electronic Professional Register (NEPR).The aim of this study was to analyze retrospectively the trends in the development of continuing education of nurses in Bulgaria for a period from 2006 until the end of 2017. A database from NEPR with 86866 registered participations was used. Inclusion criterion included that health professionals were nurses, with or without registered CPE participations. The study employed retrospective analysis, documentary and statistical methods.The system of continuing professional education of the nurses in our country is an actively developing system that provides equal access and variety of forms of CPE, credited by BAHPN’s United Credit System. The most preferred form of CPE for the nurses was a traditional course. Participation in other forms of continuing education was under the expected levels and occupied a share of only 14.35% in the total structure of continuing education.The registered number of CPE participations for the observed period is a reason to designate nurses as "learning professionals". Despite the existence of some barriers to participation in continuing education, nurses accomplish their professional ethical commitment by actively building their knowledge and skills. The results of the survey revealed the need of measures to motivate nurses to participate more actively in the different forms of continuing education. Motivation could be achieved through interventions to provide support from the employer and colleagues as well as providing opportunities for sponsoring training and regulating a financial incentive to achieve higher competency.

scholarly journals Continuing Education for Lay Ministry: Providers, Beliefs, Issues, and Programs

2013 ◽  
Vol 28 (1) ◽  
Author(s):  
Leona M. English
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Continuing Professional Education ◽  
Lay Ministry ◽  
Religious Organizations ◽  
Education Programs ◽  
C Programs ◽  
Lay Ministers ◽  
Group B

Research into continuing professional education (CPE) has been a constant for many professionals, including those pastors and clergy who work in religious organizations. Continuing education for lay ministers (non-ordained) in churches, however, generally has not been given this close scrutiny or attention. This article reports on research conducted with 35 leaders of lay ministry education programs in Canada, to provide information on their (a) demographics as a group (b) attitudes toward church and church bodies, and the amount of support they received from the community, and (c) programs and their participants. This study contributes to an understanding of continuing education for lay ministry.

scholarly journals DEVELOPMENT OF INNOVATIONS IN CONTINUING PROFESSIONAL EDUCATION

2021 ◽  
Vol 13 (3) ◽  
pp. 6-22
Author(s):  
I.O. Kotlyarova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Continuing Professional Education ◽  
External Factors ◽  
Self Organization ◽  
Lifelong Education ◽  
Educational Innovations ◽  
Force Majeure ◽  
Theoretical Foundations

The paper aims to study the methodological and theoretical foundations of the development of innovations in the field of continuing professional education (CPE). The methodological foundations of the study of the phenomenon of innovation in CPE (general laws of dialectics, systemic, synergetic and acmeological approaches) are identified and characterized. The external factors of the education sector cased by globalization, internationalization, digitalization and the “force majeure” of pandemic were determined and their influence on the development of CPE in the first quarter of the XXI century was revealed. The features of the current continuing education were revealed. They were developed both under the influence of environmental factors and as a result of internal tendencies of self-organization. On the basis of a theoretical analysis of the requirements for education caused by these factors, the types of CPE problems were formulated. The necessary nature of educational innovations was substantiated. The role of innovations in resolving the problems of continuing education was described. Typical modern innovations and their role in the development of continuing education as an aspect of a person's lifelong education were characterized.

Cardiac Nurses' Views of Continuing Professional Education

2008 ◽  
Vol 7 (1) ◽  
pp. 59-66 ◽  
Author(s):  
Fiona Timmins
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Response Rate ◽  
Local Level ◽  
Continuing Professional Education ◽  
Item Questionnaire ◽  
Local Initiatives ◽  
Education Needs ◽  
The Republic ◽  
High Level

Background: There is little information available on cardiovascular nurses' attitudes to continuing professional education. Anecdotally many nurses profess that they require additional study days to keep updated in practice; however these are not always available at local level. This survey aimed to capture the views of cardiovascular nurses with regard to their continuing education needs. Aims: This research aimed to identify cardiovascular nurses' views on continuing professional education. Methods: A 26-item questionnaire collected data from 195 cardiovascular nurses in the Republic of Ireland. Response rate was 52% ( n = 102). Results: Most nurses had attended an educational event in the last 3–6 months and national conferences and local initiatives provided most of these latter services. Most respondents received both funding and study leave to attend. Nurses preferred method of keeping up-to-date was by means of conference and study days, journal use was also frequent. A high level of access to electronic resources was reported. Midweek was the preferred time for continuing education to occur. Conclusions: The findings reveal a positive attitude to continuing professional education. They also support the endeavours of national professional organisations, such as INCA and highlight the important role that these organisations play in the provision of ongoing education to cardiovascular nurses.

The Purpose and Practicalities of Postgraduate Education

2002 ◽  
Vol 65 (5) ◽  
pp. 245-251 ◽  
Author(s):  
Auldeen Alsop ◽  
Carol Lloyd
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Workplace Learning ◽  
Professional Education ◽  
Continuing Professional Education ◽  
Postgraduate Education ◽  
Occupational Therapists ◽  
Leadership Positions ◽  
Postgraduate Study ◽  
Critical Skills

This article suggests ways in which continuing professional education might contribute to occupational therapists' ongoing professional development. It highlights the need to view critical skills as a feature of competent practice and discusses the relative merits of enhancing these skills through workplace learning and postgraduate study. It is suggested that occupational therapists aspiring to leadership positions and consultant therapist posts seek postgraduate opportunities to prepare themselves for these roles. Consideration is given both to how occupational therapists might make choices about programmes of continuing education and to how they might prepare to undertake postgraduate study.

scholarly journals Achievement motivation and attitude of medical laboratory assistants to continuing education

2021 ◽  
Vol 23 (6) ◽  
pp. 185-215
Author(s):  
K. S. Kichukova ◽  
T. G. Taneva
Keyword(s):  
Continuing Education ◽  
Achievement Motivation ◽  
Professional Education ◽  
Professional Competence ◽  
Continuing Professional Education ◽  
Practical Significance ◽  
Medical Laboratory ◽  
Graduate Degree ◽  
Life Long Learning ◽  
Professional Field

Introduction. The problem of improving competence by means of continuing education of health specialists is not sufficiently discussed and studied, especially in terms of medical laboratory assistants. The emphasis of the present study is on the ability to update achievement motivation of laboratory assistants through new opportunities and forms of continuing professional education. Their interest in continuing education indicates an aspiration for improving their professional competence with respect to innovative professional practices including dynamically changing methods, technologies and devices facilitating health examinations that reflect the highly significant results of their work for the health and life of their patients.The aim of the present research is to study the achievement motivation of students and medical laboratory technicians and its influence on the main variables and descriptors of the attitude towards continuous learning.Materials and research methods. The studied persons represent three target groups involved in continuing professional education - in-service medical laboratory assistants, heads of medical laboratories and students enrolled in the programme of Medical Laboratory Assistant at Bulgarian medical colleges. The methodological tools comprise standardised psychological tests, as well as questionnaires developed for the purposes of the specific study.Results and scientific novelty. The main results support the thesis that motivation for achievement is updated in activities and situations where professional success is subjectively important and there are clear criteria of success or failure. The interest in continuing education depends on the motivation for achievement as a tendency in various individuals.The higher achievement motivation determines a stronger need to improve professional competences, aspiration to acquire a graduate degree in their professional field, preferences to specialisations as a form of continuing learning and understanding of continuing education as a manifestation of the desire for new knowledge.The results from the study may enrich the existing research data on the application of achievement motivation theory as an explanatory model of life-long learning behaviour, which may become an effective way to tackle the rapidly ageing and half-life of knowledge in medicine and technology.Practical significance. The applicability of the results is very clearly visible in the formulated thesis of the necessary change in the educational policy in the country through new forms of continuous education of medical laboratory assistants which would update their achievement motivation and would result in increase in the efficiency of their professional functioning.

Evaluation Models for Continuing Education Program Efficacy: How Does Athletic Training Continuing Education Measure Up?

2009 ◽  
Vol 4 (3) ◽  
pp. 117-124 ◽  
Author(s):  
Jennifer L. Doherty-Restrepo ◽  
Brian J. Hughes ◽  
Gianluca Del Rossi ◽  
William A. Pitney
Keyword(s):  
Adult Learning ◽  
Continuing Education ◽  
Patient Care ◽  
Athletic Training ◽  
Program Development ◽  
Professional Education ◽  
Continuing Professional Education ◽  
Learning Theories ◽  
Adult Learning Theories ◽  
Evaluation Models

Objective: Although continuing education is required for athletic trainers (AT) to maintain their Board of Certification credential, little is known regarding its efficacy for advancing knowledge and improving patient care. Continuing professional education (CPE) is designed to provide professionals with important practical learning opportunities. The purpose of our literature review is to provide ATs with an understanding of the primary evaluation models for CPE programs and identify how athletic training compares to the current models. We then explicate how adult learning theories can influence both CPE program development and evaluation. Data Sources: We conducted a review of pertinent literature from 2005–2008 using the Cumulative Index to Nursing and Allied Health Literature (CINAHL) with the following search terms in various combinations: andragogy, adult education, continuing education, continuing professional education, lifelong learning, and evaluation. This search resulted in approximately 190 hits. Data Synthesis: We reviewed research studies that examined CPE effectiveness and the application of adult learning theories in program development. Our findings revealed that most CPE programs fail to assess acquisition or retention of knowledge in allied healthcare professions. To date, no studies in athletic training have investigated the extent to which CPE influences patient care. Conclusions/Recommendations: We suggest conducting learning outcome studies to examine how ATs acquire and retain CPE program content and then apply it to their professional practice. Furthermore, we recommend incorporating adult learning theory into all CPE practices, including conference planning.

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