From Continuing Education to Continuing Professional Education: The Shift to Lifelong Learning in Occupational Therapy

1984 ◽  
Vol 38 (8) ◽  
pp. 503-504 ◽  
Author(s):  
J. L. Jones ◽  
M. Kirkland
Keyword(s):  
Occupational Therapy ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Professional Education ◽  
Continuing Professional Education

scholarly journals IMPLEMENTATION OF THE CONTINUING EDUCATION CONCEPT IN THE EUROPEAN EDUCATIONAL AREA: REGULATORY PROVISION

2020 ◽  
pp. 78-84
Author(s):  
Svitlana Sysoieva ◽  
Olena Protsenko
Keyword(s):  
Continuing Education ◽  
Lifelong Learning ◽  
Education System ◽  
Professional Education ◽  
Educational Activity ◽  
High Tech ◽  
Access To Education ◽  
The European Union ◽  
Eu Countries ◽  
Education Concept

The article reveals the European context of the meaning of the «continuing education» concept, which is interpreted in the Memorandum on Lifelong Learning as a purposeful educational activity conducted on an ongoing basis to improve the knowledge, skills and abilities of citizens and is a basic principle of the education system. Continuing education has become a key element in the European Union definition of strategies to build the world’s most competitive and dynamic knowledge-based society. The analysis of international documents adopted by EU countries showed that the implementation of continuing education strategies in national systems is recognized as one of the priority areas and fundamental principles of educational system development in EU countries, which direct the national policy of their countries to implement the concept of lifelong learning and encourage higher education institutions increase access to education for different age groups. The system of continuing education is divided into three components. The first – additional professional education – contributes to the formation of the professional basis of human resources of the modern high-tech economy. The second component of the system of continuing education provides various groups with the opportunity to adapt to changing living conditions. The third component of the system of continuing education provides for the satisfaction of various individual educational needs of citizens. The implementation of the concept of continuing education is aimed at covering the educational programs of all people – from the youngest to the elderly. Attention is focused on finding ways to democratize access to education, increase the value of knowledge, increase investment in education and bring it closer to the consumer. The study and analysis of international documents on continuing education is necessary for the further development of the education system of Ukraine, which corresponds to the general trend of development of education systems in European and global space

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 Nurses’ Attitudes Toward Lifelong Learning via New Technologies

2020 ◽  
Vol 5 (2) ◽  
pp. 89-102
Author(s):  
Maria Lera ◽  
Kiriaki Taxtsoglou ◽  
Aikaterini Frantzana ◽  
Lambrini Kourkouta
Keyword(s):  
Nursing Education ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Professional Education ◽  
New Technologies ◽  
Original Research ◽  
State Hospitals ◽  
Continuing Nursing Education ◽  
The Mean ◽  
And Behavior

Introduction: Lifelong professional education is considered as a qualitative indicator in the health discipline, as it can improve health professionals’ knowledge and skills, as well as nursing care. Purpose: The purpose of this original research is to examine and record the attitudes and behavior of nurses working in state-run hospitals in the Municipality of Thessaloniki regarding lifelong education through new technologies. Identification of nurses’ motivations for lifelong distance education, recording of nurses’ perception of the need for continuing nursing education, and determining how nurses pursue lifelong learning are the objectives of this study. Methodology: The study was conducted between January and March 2019. The sample of the study consisted of 124 nurses (n = 124) from three state hospitals of the Municipality of Thessaloniki. A questionnaire consisting of 5 parts was used as a research tool. SPSS 23 statistical software platform was used for statistical analysis. Results: The sample consisted of 124 participants, 12 were men and 112 were women. The mean age of the participants was 42.37 years and the mean experience in the field was 16.78 years. Two main reasons for continuing education were attributed to the upgrade of the nursing profession and the need to improve the quality of care provided. Conclusions: Nurses believe that continuing education is essential and their professional knowledge must periodically be enriched and renewed.

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.

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