scholarly journals Blending learning: The preferred choice of clinical nurse educators to provide continuing professional development

2019 ◽  
Vol 10 (1) ◽  
pp. 58
Author(s):  
Antonia Arnaert ◽  
Hamza Ahmad ◽  
Norma Ponzoni ◽  
Catherine Oliver ◽  
Adriana Grugel-Park
Keyword(s):  
Professional Development ◽  
Nurse Educators ◽  
Professional Competence ◽  
Video Clip ◽  
Continuing Professional Development ◽  
Structured Interviews ◽  
Clinical Nurse ◽  
Human Contact ◽  
E Learning ◽  
Traditional Pedagogy

Introduction and objective: A clinical nurse educators’ (CNE) work is primarily focused on ensuring that fellow registered nurses have the skills and training to improve their clinical practice and maintain their professional competence. In recent years, resource limitations and a growing emphasis on self-directed learning have increased the pressure on nurse-educators to integrate e-learning into their teaching methods. While research has evaluated the experiences of nurses on this topic, limited understanding is known of CNEs’ experiences. Purpose: This qualitative study explored the CNEs’ experiences in facilitating continuing professional development for their nurses and the integration of e-learning in a University Health Center in Quebec, Canada.Methods: The sample consisted of 7 CNEs, who had more than one to 15 years of experience in their current position. Their experiences with e-learning varied: it ranged from incorporating a video-clip in their presentations, to providing input into the learning management system they tested. Semi-structured interviews were thematically analyzed. Results: Despite participants varied levels of knowledge towards e-learning, all were convinced that this method could be used complementarily alongside hands-on training. Though they recognized the importance of human contact in teaching, they also understood the limitations of the traditional pedagogy; lacking the addition of interactive features. Despite some criticism, CNEs were able to identify opportunities where e-learning could be useful: during nursing orientation, tracking, evaluation and accreditation purposes, content refreshment, and to standardize protocols.Discussion and conclusions: More research is needed, and cooperative efforts are required from nurses and nurse-management to engage in the promotion of professional development.

scholarly journals Effects of an e-learning programme on osteopaths’ back pain attitudes: a mixed methods feasibility study

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Jerry Draper-Rodi ◽  
Steven Vogel ◽  
Annette Bishop
Keyword(s):  
Professional Development ◽  
Low Back Pain ◽  
Back Pain ◽  
Mixed Methods ◽  
Biopsychosocial Model ◽  
Continuing Professional Development ◽  
Retention Data ◽  
Low Back ◽  
Structured Interviews ◽  
E Learning

Abstract Background The biopsychosocial model is recommended in the management of non-specific low back pain but musculoskeletal practitioners can lack skills in assessing and managing patients using a biopsychosocial framework. Educational interventions have produced equivocal results. There is a need for an alternative educational tool to support practitioners’ development in the application of biopsychosocial model to manage low back pain. Methods A mixed methods study assessed the feasibility and acceptability of an e-learning programme on the biopsychosocial management of non-specific low back pain for osteopaths with more than 15 years’ experience. A sequential explanatory design was conducted, with a feasibility randomised controlled trial and semi-structured interviews explored with thematic analysis. Results A total of 45 participants participated in the RCT of which 9 also participated in the interview study. The a-priori sample size was not met (45 instead of 50). The recruitment strategies, randomisation, retention, data collection and outcome measures worked well and were found to be feasible for a main trial. The retention, satisfaction and participants’ views of the programme demonstrated a good acceptability of the programme. Data from the semi-structured interviews were organised in three themes, the first two were related to the feasibility and acceptability of the e-learning programme (practical experience of following the course and engagement with the content) and the third relates to the impact of the intervention (perception of the BPS model). Conclusion A main RCT is feasible and the intervention was received well by the participants. A main RCT is required to assess the effectiveness of the e-learning programme. This work also provided data on aspects so far unreported, including osteopaths’ views on continuing professional development, on e-learning as a form of continuing professional development and osteopaths’ perceptions and challenges concerning the implementation of the biopsychosocial model in practice.

scholarly journals Advancing the Adoption of Continuing Professional Development (CPD) in the United States

Pharmacy ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 157
Author(s):  
James A. Owen ◽  
Jann B. Skelton ◽  
Lucinda L. Maine
Keyword(s):  
Professional Development ◽  
United States ◽  
Patient Care ◽  
Professional Competence ◽  
Care Delivery ◽  
Continuing Professional Development ◽  
The United States ◽  
Pharmacy Education ◽  
Development Plans ◽  
Patient Care Delivery

Over the last four decades, the expanded patient care roles of pharmacists in the United States (U.S.) have increased focus on ensuring the implementation of processes to enhance continuing professional development within the profession. The transition from a model of continuing pharmacy education (CPE) to a model of continuing professional development (CPD) is still evolving. As pharmacists assume more complex roles in patient care delivery, particularly in community-based settings, the need to demonstrate and maintain professional competence becomes more critical. In addition, long-held processes for post-graduate education and licensure must also continue to adapt to meet these changing needs. Members of the pharmacy profession in the U.S. must adopt the concept of CPD and implement processes to support the thoughtful completion of professional development plans. Comprehensive, state-of-the-art technology solutions are available to assist pharmacists with understanding, implementing and applying CPD to their professional lives.

Developing E-Learning Provision for Healthcare Professionals' Continuing Professional Development

2011 ◽  
pp. 91-104
Author(s):  
Susi Peacock ◽  
Gloria Maria Dunlop
Keyword(s):  
Professional Development ◽  
Quality Of Care ◽  
Healthcare Professionals ◽  
Continuing Professional Development ◽  
Specific Group ◽  
Care Services ◽  
External Pressures ◽  
E Learning ◽  
Practical Reflection

This chapter discusses the provision of continuing professional development (CPD) for allied healthcare professionals (AHPs) through e-learning. External pressures are increasing on AHPs to engage with CPD on a regular basis to improve the quality of care services and facilitate changes in working practice. E-learning has the potential to reach this group of diverse learners and integrate learning into their work schedule at a time and place convenient for them and their employers: eCPD. We provide a practical reflection grounded in the experience of practitioners and students who have been involved in our deployment of eCPD over the last three years. The issues that have arisen from this initiative will be familiar to many of those who have been involved in the deployment of e-learning in our sector. Ultimately, we hope that the solutions we have provided to meet the needs of this specific group of learners will address those for all e-learners. In addition, we believe that it will support the process of embedding (“normalising”) e-learning across an institution.

scholarly journals A Continuing Professional Development Program for Pharmacists Implementing Pharmacogenomics into Practice

Pharmacy ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 55
Author(s):  
Natalie Crown ◽  
Beth A. Sproule ◽  
Miles J. Luke ◽  
Micheline Piquette-Miller ◽  
Lisa M. McCarthy
Keyword(s):  
Professional Development ◽  
Multiple Choice ◽  
Development Program ◽  
Continuing Professional Development ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Structured Interviews ◽  
Primary Care Settings ◽  
Online Lectures ◽  
Almost All

A continuing professional development (CPD) program for pharmacists practicing in community and team-based primary care settings was developed and evaluated using Moore’s framework for the assessment of continuing medical education. The program had three components: online lectures, a two-day training workshop, and patient case studies. Knowledge (pre-post multiple choice test); attitudes, readiness, and comfort with applying pharmacogenomics in their practices (pre-post surveys); and experiences of implementing pharmacogenomics in practice (semi-structured interviews) were assessed. Twenty-one of 26 enrolled pharmacists successfully completed the program, and were satisfied with their experience. Almost all achieved a score of 80% or higher on the post-training multiple choice test, with significantly improved scores compared to the pre-training test. Pre- and post-training surveys demonstrated that participants felt that their knowledge and competence increased upon completion of the training. In the follow-up, 15 pharmacists incorporated pharmacogenomics testing into care for 117 patients. Ten pharmacists participated in semi-structured interviews, reporting strong performance in the program, but some difficulty implementing new knowledge in their practices. This multi-component CPD program successfully increased pharmacists’ knowledge, readiness, and comfort in applying pharmacogenomics to patient care in the short-term, yet some pharmacists struggled to integrate this new service into their practices.

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.

scholarly journals Factors Influencing Chiropractors Who Choose not to Join Professional Associations

2020 ◽  
Author(s):  
Stanley I Innes ◽  
Vicki Cope ◽  
Kenneth J Young
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Professional Associations ◽  
Professional Association ◽  
Snowball Sampling ◽  
Structured Interviews ◽  
Research Libraries ◽  
Qualitative Descriptive ◽  
The Media ◽  
Insurance Rates

Abstract Background Professional associations are perceived to promote their professions and support their members. They can provide assistance with complaints, negotiate favourable professional indemnity insurance rates, provide access to research libraries and databases, and organise continuing professional development events. Despite these apparent advantages, about 1 in 3 Australian chiropractors choose not to belong to either of the two professional associations. Our study had three objectives: 1) to explore the views of non-member chiropractors about professional associations in general; and 2) seek to understand the motivations of non-member Australian chiropractors about not joining a professional association; and 3) to discover their reasons that might lead them to join a professional association. Methods This was a qualitative descriptive study utilising in-depth semi-structured interviews with open-ended questions for thematic analysis conducted from January to March 2020. It was estimated that between 6 -15 participants in total would be required to achieve saturation of data, that is, the point where no new themes were being articulated. Participants had to be registered chiropractors who had not been members of a professional association (PA) for the last five years. Recruitment was through a Facebook ad and snowball sampling. Interviews were transcribed and imported into NVivo qualitative analysis software, allowing identification of key concepts surrounding non-membership of chiropractic professional associations. Results Five themes were identified from the data. They were: “Not worth the money”, “Tarnished image of the profession”, “Going it alone / what’s in it for me”, “Lack of visibility”, and “Two warring factions”. The most commonly voiced suggestions for improvement included providing continuing professional development/lectures, frequent email updates about events affecting practice/business, improve the image of the profession through the media, and act as a regulator to the profession. Conclusions Non-members are looking for PAs to enhance the respectability of the profession in a manner that ultimately results in increased patient volume and the provision of readily accessible day-to-day resources and information. These results can inform the construction of a survey for the broader chiropractic non-membership community to confirm and expand upon these findings and improve PAs.

scholarly journals Education Research: NeuroBytes: A New Rapid, High-Yield e-Learning Platform for Continuing Professional Development in Neurology

Neurology ◽  
2021 ◽  
pp. 10.1212/WNL.0000000000012133
Author(s):  
Laura E. Lavette ◽  
Alexandra Miller ◽  
Bobby Rook ◽  
Zachary London ◽  
Calli Cook ◽  
...  
Keyword(s):  
Professional Development ◽  
User Satisfaction ◽  
Continuing Professional Development ◽  
High Yield ◽  
Learning Platform ◽  
Wide Range ◽  
Vulnerable Patient ◽  
E Learning ◽  
Time Required ◽  
Survey Responses

ObjectiveTo determine whether NeuroBytes is a helpful e-Learning tool in neurology through usage, viewer type, estimated time and cost of development, and post-course survey responses.BackgroundA sustainable continuing professional development (CPD) system is vital in neurology due to the field’s expanding therapeutic options and vulnerable patient populations. In an effort to offer concise, evidence based updates to a wide range of neurology professionals, the AAN launched NeuroBytes in 2018. NeuroBytes are brief (<5 min) videos that provide high-yield updates to AAN members.MethodsNeuroBytes was beta tested from August–December 2018 and launched for pilot circulation from January–April 2019. Usage was assessed by quantifying course enrollment and completion rates; feasibility by cost and time required to design and release a module; appeal by user satisfaction; and impact by self-reported change in practice.ResultsA total of 5,130 NeuroBytes enrollments (1,026±551/month) occurred from January 11–May 28, 2019 with a median of 588 enrollments per module (interquartile range, 194-922) and 37% course completion. The majority of viewers were neurologists (54%), neurologists in training (26%), and students (8%). NeuroBytes took 59 hours to develop at an estimated $77.94/hour. Of the 1,895 users who completed the survey, 82% were “extremely” or “very likely” to recommend NeuroBytes to a colleague and 60% agreed that the depth of educational content was “just right.”ConclusionsNeuroBytes is a user-friendly, easily accessible CPD product that delivers concise updates to a broad range of neurology practitioners and trainees. Future efforts will explore models where NeuroBytes combines with other CPD programs to impact quality of training and clinical practice.

scholarly journals Facilitators, barriers and motivators of paramedic continuing professional development

2021 ◽  
Vol 18 ◽  
Author(s):  
Lisa Hobbs ◽  
Scott Devenish ◽  
David Long ◽  
Vivienne Tippett
Keyword(s):  
Professional Development ◽  
Health Professionals ◽  
Traditional Approach ◽  
Continuing Professional Development ◽  
The Body ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Private Industry ◽  
Body Of Knowledge ◽  
Barriers And Motivators

Introduction As registered health professionals, Australian paramedics are required to abide by professional registration standards including the maintenance of continuing professional development (CPD). The broader health literature identifies facilitators, barriers and motivators for engaging in CPD, however the body of knowledge specific to paramedicine is weak. This research seeks to address this gap in the paramedicine body of knowledge. Methods This study adopts a constructivist grounded theory methodology. Data were collected through semi-structured interviews, and analysed using first and second cycle coding techniques. Paramedics from various state-based Australasian ambulance services and private industry (N=10) discussed their experiences specific to their attitudes, perceptions and engagement about CPD. Results Paramedic CPD goes beyond the traditional approach to mandatory training. Paramedics are motivated by factors such as modality of delivery, professional expectations, clinical/professional improvement and, sometimes, fear. Facilitators included organisational support, improved clinical knowledge, practitioner confidence, self-directed learning opportunities and perceived relevance of content. Barriers include cost, workload/fatigue, location, rostering, lack of incentive to engage, lack of employer support and technological problems. Conclusion By understanding what facilitates or motivates engagement in CPD activities, paramedics can navigate their CPD in conjunction with regulatory requirements. Although paramedics report some similar experiences to other health professionals, there are nuances that appear specific to the discipline of paramedicine. Of interest, a unique finding related to fear influencing paramedic CPD engagement. The results of this study informs paramedic employers and paramedic CPD providers with insights to assist in the development of positive CPD experiences and interactions.

scholarly journals Estratégias para o fortalecimento da cultura de segurança em unidades de terapia intensiva [Strategies for strengthening safety culture in intensive care units] [Estrategias para el fortalecimiento de la cultura de seguridad en unidades de cuidados intensivos]

2019 ◽  
Vol 27 ◽  
pp. e38670
Author(s):  
Catharine Silva de Souza ◽  
Jamila Geri Tomaschewski-Barlem ◽  
Graziele De Lima Dalmolin ◽  
Thiago Lopes Silva ◽  
Bruna Ruoso da Silva Neutzling ◽  
...  
Keyword(s):  
Professional Development ◽  
Patient Safety ◽  
Intensive Care ◽  
Intensive Care Units ◽  
Safety Culture ◽  
Continuing Professional Development ◽  
Patient Safety Culture ◽  
Study Data ◽  
Structured Interviews ◽  
Terapia Intensiva

Objetivo: identificar estratégias de promoção que contribuam para o fortalecimento da cultura de segurança do paciente em unidades de terapia intensiva. Método: estudo qualitativo, descritivo, realizado com cinco médicos, cinco enfermeiros e 24 técnicos de enfermagem atuantes em unidades de terapia intensiva de duas instituições hospitalares do sul do Brasil em 2016. A coleta dos dados foi realizada por meio de entrevistas semiestruturadas e o tratamento, pela análise textual discursiva. A pesquisa foi aprovada por Comitê de Ética em Pesquisa. Resultados: emergiram três categorias: implementação de protocolos de segurança do paciente; envolvimento institucional e multiprofissional; e segurança do paciente na educação permanente. Conclusão: os profissionais de saúde consideram a implementação de protocolos na assistência à saúde, a inclusão da temática da segurança na educação permanente e o envolvimento da instituição, bem como da equipe multiprofissional, como as principais estratégias para promover e fortalecer a cultura de segurança do paciente.ABSTRACTObjective: identify promotion strategies that contribute to strengthening patient safety culture in intensive care units. Method: in this qualitative, descriptive study, data were collected in 2016 by semi-structured interviews of five physicians, five nurses and 24 nursing technicians working in intensive care units at two hospitals in southern Brazil, and analyzed using discursive textual analysis. The study was approved by the research ethics committee. Results: three categories emerged: implementation of patient safety protocols; institutional and multi-professional involvement and patient safety in continuing professional development. Conclusion: health personnel considered the implementation of health care protocols, the inclusion of safety as a topic in continued professional development and the involvement of both the institution and the multi-professional team to be the main strategies for promoting and strengthening patient safety culture.RESUMENObjetivo: identificar estrategias de promoción que contribuyan al fortalecimiento de la cultura de seguridad del paciente en unidades de cuidados intensivos. Método: estudio cualitativo, descriptivo, realizado junto a cinco médicos, cinco enfermeros y 24 técnicos de enfermería que trabajan en unidades de cuidados intensivos de dos instituciones hospitalarias del sur de Brasil, en 2016. La recolección de los datos se realizó por medio de entrevistas semiestructuradas y el tratamiento de los datos por el análisis textual discursivo. La investigación fue aprobada por Comité de Ética en Investigación. Resultados: surgieron tres categorías: implementación de protocolos de seguridad del paciente; participación institucional y multiprofesional y seguridad del paciente en la educación permanente. Conclusión: los profesionales de la salud consideran la implementación de protocolos en la asistencia a la salud, la inclusión de la temática de la seguridad en la educación permanente y la participación de la institución, así como del equipo multiprofesional, como las principales estrategias para promover y fortalecer la cultura de seguridad del paciente.

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