scholarly journals Nurses’ Awareness and Participation in Mandatory Continuing Professional Development in the Philippines: A Pilot Survey

2020 ◽  
Vol 7 (1) ◽  
pp. 135-142
Author(s):  
Ryan Michael Flores Oducado ◽  
Julie Anne Faye Sobrepeña Palma
Keyword(s):  
Professional Development ◽  
Work Experience ◽  
Continuing Professional Development ◽  
The Philippines ◽  
Self Directed Learning ◽  
Survey Tool ◽  
Common Information ◽  
Civil Status ◽  
Directed Learning ◽  
Descriptive Survey

Introduction: Mandatory Continuing Professional Development (CPD) in the Philippines is relatively new. The purpose of the study was to determine nurses’ awareness and participation in CPD in the Philippines. Methods: This descriptive survey was conducted among nurses (n=30) in a private hospital in Iloilo City. A researcher-made survey tool was used to gather data. Data were analyzed using descriptive statistics and Mann-Whitney U to test for differences between variables. Results: Results indicated that were nurses were generally aware of the CPD law and its implementing rules and regulations (IRR). However, while nurses understood the concept of CPD and the renewal requirements of the CPD Act, more than half were not aware of learning activities under Self-Directed Learning and that nurses can earn CPD credit units through online CPD programs. Almost half were unaware that excess CPD cannot be carried over to the next three-year period, and more than one-third were unaware that only completed post baccalaureate degree programs can be used to earn CPD credit units. There were no significant differences in the awareness of nurses when grouped according to sex, age, civil status, position, salary, and length of work experience. Seminars and workshops were the most common CPD activities participated by nurses in the last 12 months. Conclusion: Addressing the common information gaps regarding the CPD law identified in this study may assist in increasing nurses’ support in the implementation of the mandatory CPD among nurses.

scholarly journals Nurses’ Awareness and Participation in Mandatory Continuing Professional Development in the Philippines: A Pilot Survey

2020 ◽  
Author(s):  
Ryan Michael Flores Oducado ◽  
Julie Anne Faye Sobrepeña Palma
Keyword(s):  
Professional Development ◽  
Work Experience ◽  
Continuing Professional Development ◽  
The Philippines ◽  
Degree Programs ◽  
Self Directed Learning ◽  
Civil Status ◽  
Directed Learning ◽  
Post Baccalaureate ◽  
Descriptive Survey

This descriptive survey aimed to determine awareness and participation in Continuing Professional Development (CPD) among nurses (n=30) in a private hospital in Iloilo City. A researcher-made questionnaire was used to gather data. Data were analyzed using descriptive statistics and Mann-Whitney U to test for differences between variables. Results indicated that were nurses were generally aware of the CPD law and its implementing rules and regulations (IRR). However, while nurses understood the concept of CPD and the new requirement of the CPD Act, more than half were not aware of learning activities under Self-Directed Learning and that nurses can earn CPD credit units through online CPD programs. More than one-third were unaware that excess CPD cannot be carried over to the next three-year period and that only completed post baccalaureate degree programs can be used to earn CPD credit units. There were no significant differences in the awareness of nurses when grouped according to sex, age, civil status, position, salary, and length of work experience. Seminars and workshops were the most common CPD activities participated by nurses in the last 12 months. Addressing the information gaps regarding the CPD law identified in this study may assist in increasing nurses’ support in the implementation of the mandatory CPD among nurses.

scholarly journals Barriers and Facilitators to Self-Directed Learning in Continuing Professional Development for Physicians in Canada

2018 ◽  
Vol 93 (8) ◽  
pp. 1245-1254 ◽  
Author(s):  
Dahn Jeong ◽  
Justin Presseau ◽  
Rima ElChamaa ◽  
Danielle N. Naumann ◽  
Colin Mascaro ◽  
...  
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Barriers And Facilitators ◽  
Self Directed Learning ◽  
Directed Learning

scholarly journals Relevant continuing professional development and quality resource situation make the Difference in student academic performance

2021 ◽  
Vol 11 ◽  
Author(s):  
Leticia Bosu
Keyword(s):  
Professional Development ◽  
Academic Performance ◽  
Survey Design ◽  
Pearson Correlation ◽  
Continuing Professional Development ◽  
Eastern Region ◽  
Academic Qualification ◽  
The Difference ◽  
The Government ◽  
Descriptive Survey

This study seeks to look at the relationships among teachers’ academic qualification, availability of quality resources and the performance of students in Mathematics, English and Integrated science of Basic Schools at Kwahu-East in the Eastern Region of Ghana. The authors used a descriptive survey design which adopted the questionnaire, interview and observation in the collection of data. The authors used stratified random sampling in selecting 180 teachers whereas purposive sampling was used in selecting 27 headteachers and District Education Officers which used the Pearson correlation in the analysis. The study revealed that a teacher’s academic qualification obtained through education had no significant relationship with student’s academic performance in the respective subjects being measured by this study. The authors recommend that the Government of Ghana concentrate on providing continuing professional development (CPD) programmes that concentrate on practical situations in the schools and channel more resources to schools.

scholarly journals The Significance of Self-directed Learning Readiness, Academic Self-efficacy, and Problem-solving Ability Among Filipino Nursing Students

2021 ◽  
Vol 20 (10) ◽  
pp. 83-94
Author(s):  
Johnny J. Yao
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Self Efficacy ◽  
The Philippines ◽  
Future Research ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
Indirect Association ◽  
Academic Self Efficacy

A professional skill that permits nursing students to carry out nursing interventions in the workplace is the ability to solve health care problems. This is essential if they want to become professional nurses. Educators have been attempting to establish effective instructional techniques to improve nursing students’ problem-solving abilities. This study examined the relationship between problem-solving ability, academic self-efficacy, and self-directed learning readiness (SDLR) among nursing students. This study utilized a descriptive correlational study and recruited 170 nursing students in a private higher education institution in the Philippines. Standardized questionnaires were distributed, and data were analyzed using descriptive and inferential statistics. Results show that there is a significant indirect association between problem-solving ability and SDLR (r = -0.525, p < 0.001). Secondly, there is a significant direct association between SDLR and academic self-efficacy (r = 0.549, p < 0.001). Lastly, there is a significant indirect association between academic self-efficacy and problem-solving ability (r = -0.505, p < 0.001). The findings substantiate the assumptions of the study that academic self-efficacy, SDLR, and problem-solving ability of students have relationships with each other. Thus, students who are self-directed learners and are confident with their abilities of success in school tasks are able to solve complex problems or issues. Future research may be explored using longitudinal designs to be able to ascertain the causal link and directionality of the variables related to the present study.

Transformational Shifts of Pedagogy Through Professional Development, Essential Questions, and Self-Directed Learning

2018 ◽  
pp. 160-178
Author(s):  
Ronda Cypret-Mahach
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Self Directed Learning ◽  
Essential Questions ◽  
Directed Learning ◽  
Transformational Experiences ◽  
Star Reading

This chapter describes transformational experiences of a faculty of teachers during a yearlong action-research case-study of professional development, infused with digital technologies intended to capitalize on self-directed learning strategies, in the use of essential questions specifically designed to target critical thinking in students. Teachers who began to adopt the essence of essential questioning into their teaching practice also began to seek ways to engage in personalized self-directed learning as they looked for avenues to continue development of successful practice. The ability to self-investigate and self-delineate pedagogy was critical for most of participant teachers. The faculty of teachers involved in the action-research case-study demonstrated statistically significant growth on the Measure of Questioning Skills, indicating the experience encouraged teacher growth in questioning abilities. Research data also reflected statistically significant student growth in STAR Reading and STAR Math scores, and an increase in student's Measure of Questioning Skills.

Self-Directed Learning in MBA Leadership Courses: Using Strategic Professional Development Plans

2017 ◽  
Vol 2017 (1) ◽  
pp. 11373
Author(s):  
Arthur J. Rubens ◽  
Gerald A Schoenfeld ◽  
Bryan Schaffer ◽  
Joseph S. Leah
Keyword(s):  
Professional Development ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Development Plans

scholarly journals Self-directed Teacher Professional Development in Saudi Arabia: EFL Teachers’ Perceptions

2020 ◽  
Vol 10 (11) ◽  
pp. 1359
Author(s):  
Hamad I. Alshaikhi
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Workplace Learning ◽  
Learning Context ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Directed Learning ◽  
Teacher Professional

This study explores Saudi EFL teachers’ perspectives, attitudes and experiences with regards to their teacher professional development (TPD) with special emphasis on workplace learning and self-directed initiatives. Using semi-structured interviews and reflective essays, the study managed to highlight a thriving workplace learning context in which teachers are involved in many forms of self-directed learning, including experiences stemming from the dailiness of the everyday realities of their schools. Data showed that Saudi EFL teachers are committed professionals who are well aware of a variety of TPD resources and opportunities; some of them are institutionalised while the majority are self-directed by teachers themselves beyond any institutional requirement. The study revealed that many participants had high preferences for self-directed learning over institutional provisions for its embeddedness in their context, the nature of their specialisation, and for the changing nature of their profession. Networking, collaboration, reflection and collegiality are some of the main features of self-directed learning as reflected in teachers’ current practices.

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