scholarly journals Developing a valid and reliable assessment of knowledge translation (KT) for continuing professional development program of health professionals

PeerJ ◽  
2018 ◽  
Vol 6 ◽  
pp. e5323 ◽  
Author(s):  
Irvin L. Ong ◽  
Michael Joseph S. Diño ◽  
Maria Minerva P. Calimag ◽  
Fe A. Hidalgo
Keyword(s):  
Professional Development ◽  
Knowledge Translation ◽  
Health Professionals ◽  
Assessment Tool ◽  
Healthcare Providers ◽  
Development Program ◽  
Continuing Professional Development ◽  
Healthcare Outcomes ◽  
Internal Reliability ◽  
Area Of Interest

Introduction Knowledge Translation (KT) is expected to be a critical learning outcome of a Continuing Professional Development (CPD) program. It continues to serve as an area of interest among educators and healthcare providers due to its importance to evidence-based practice. This study endeavored to develop a valid and reliable KT learning assessment tool in CPD. Methods The Inventory of Reflective Vignettes (IRV), an innovative approach of integrating research vignettes, was utilized in crafting the 20-item IRV-KT tool. This instrument includes knowledge creation and action as essential KT constructs. KT competency was assessed in three segments (i.e., before and after CPD event and if in a lecture) using a one-group post-posttest pre-experimental design. Health professionals who successfully completed a CPD program on a knowledge translation topic were asked to complete the IRV-KT during the pilot study (n = 10) and actual implementation (n = 45). Responses were subjected to Cronbach’s reliability and criterion-validity testing. Results The initial test of the IRV-KT tool demonstrated a high internal reliability (α = 0.97) and most items yielded acceptable validity scores. During the actual implementation, a higher reliability score of 0.98 was generated with significant correlations between the before-after segments for both KT constructs of creation (r = 0.33, p < 0.05) and action (r = 0.49, p < 0.05). All items have significant positive validity coefficients (r > 0.35, p < 0.05) in all segments of the tool. Discussion The study produced a reflective assessment tool to validly and reliably assess KT learning in a CPD. IRV-KT is seen to guide the curriculum process of CPD programs to bridge learning and healthcare outcomes.

scholarly journals Developing a valid and reliable assessment on knowledge translation in the continuing professional development (CPD) of health professionals

2018 ◽  
Author(s):  
Irvin L Ong ◽  
Michael Joseph S Diño ◽  
Maria Minerva P Calimag ◽  
Fe A Hidalgo
Keyword(s):  
Professional Development ◽  
Knowledge Translation ◽  
Health Professionals ◽  
Assessment Tool ◽  
Healthcare Providers ◽  
Continuing Professional Development ◽  
Healthcare Outcomes ◽  
Internal Reliability ◽  
Area Of Interest ◽  
Before And After

Introduction Knowledge Translation (KT) is expected to be a critical learning outcome of a Continuing Professional Development (CPD) program. It continues to serve as an area of interest among educators and healthcare providers due to its importance to evidence-based practice. This study endeavored to develop a KT learning assessment tool in CPD. Methods The Inventory of Reflective Vignettes (IRV), an innovative approach of integrating research vignettes was utilized in crafting the 20-item IRV-KT tool. This instrument identified knowledge creation and action as essential KT constructs. Using a one-group post-posttest pre-experimental design, the KT competency was assessed in 3 moments (i.e. before and after CPD event and if in a lecture). Health professionals who successfully completed a CPD program using alternative teaching approaches were asked to complete the IRV-KT during the pilot study (n = 10) and actual implementation (n = 45). Responses were subjected to Cronbach’s reliability and criterion-validity testing. Results The initial test of the IRV-KT tool revealed a high internal reliability (α = 0.97) and most items yielded acceptable validity scores. During the actual implementation, a higher reliability score of 0.98 was generated with significant correlations between the before-after segments for both KT constructs of creation (r = 0.33, p < 0.05) and action (r = 0.49, p < 0.05). All items have significant positive large validity coefficients (r > 0.35, p < 0.05) in all segments. Discussion The study practically produced reflective assessment tool to assess validly and reliability KT learning in a CPD. IRV-KT is seen to guide curriculum process of CPD programs to bridge learning and healthcare outcomes.

scholarly journals Developing a valid and reliable assessment on knowledge translation in the continuing professional development (CPD) of health professionals

2018 ◽  
Author(s):  
Irvin L Ong ◽  
Michael Joseph S Diño ◽  
Maria Minerva P Calimag ◽  
Fe A Hidalgo
Keyword(s):  
Professional Development ◽  
Knowledge Translation ◽  
Health Professionals ◽  
Assessment Tool ◽  
Healthcare Providers ◽  
Continuing Professional Development ◽  
Healthcare Outcomes ◽  
Internal Reliability ◽  
Area Of Interest ◽  
Before And After

Introduction Knowledge Translation (KT) is expected to be a critical learning outcome of a Continuing Professional Development (CPD) program. It continues to serve as an area of interest among educators and healthcare providers due to its importance to evidence-based practice. This study endeavored to develop a KT learning assessment tool in CPD. Methods The Inventory of Reflective Vignettes (IRV), an innovative approach of integrating research vignettes was utilized in crafting the 20-item IRV-KT tool. This instrument identified knowledge creation and action as essential KT constructs. Using a one-group post-posttest pre-experimental design, the KT competency was assessed in 3 moments (i.e. before and after CPD event and if in a lecture). Health professionals who successfully completed a CPD program using alternative teaching approaches were asked to complete the IRV-KT during the pilot study (n = 10) and actual implementation (n = 45). Responses were subjected to Cronbach’s reliability and criterion-validity testing. Results The initial test of the IRV-KT tool revealed a high internal reliability (α = 0.97) and most items yielded acceptable validity scores. During the actual implementation, a higher reliability score of 0.98 was generated with significant correlations between the before-after segments for both KT constructs of creation (r = 0.33, p < 0.05) and action (r = 0.49, p < 0.05). All items have significant positive large validity coefficients (r > 0.35, p < 0.05) in all segments. Discussion The study practically produced reflective assessment tool to assess validly and reliability KT learning in a CPD. IRV-KT is seen to guide curriculum process of CPD programs to bridge learning and healthcare outcomes.

scholarly journals Cultural Humility: A Proposed Model for a Continuing Professional Development Program

Pharmacy ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 214
Author(s):  
Jennifer L. Cox ◽  
Maree Donna Simpson
Keyword(s):  
Professional Development ◽  
Professional Practice ◽  
Health Professionals ◽  
Development Program ◽  
Continuing Professional Development ◽  
World Health Organisation ◽  
Cultural Safety ◽  
World Health ◽  
Cultural Humility ◽  
Discussion Paper

Continuing professional development (CPD) is an essential component of professional practice for registered health practitioners to maintain and enhance knowledge, skills and abilities. There are many topics that practitioners may pursue relevant to their practice environment, and, in recent years, providing culturally safe and respectful practice is an emerging area of need. Unfortunately, many health professionals, whilst willing to offer cultural safe healthcare, may be uncertain of how to enact that practice. The World Health Organisation recognises attainment of the highest possible standard of health as a basic human right, and cultural safety is increasingly becoming an expectation of health professionals. To address this need and the insufficiency of support in the literature, the authors have presented a discussion paper on various aspects of cultural safety and the underlying constructs, such as cultures, that support it. The discussion takes into account core constructs that signpost the path to cultural safety and recognises the role and accountability of all levels of the healthcare system, not merely the practitioner. Finally, we propose a model program for a cultural humility CPD activity incorporating pre-work, online modules, interactive workshop, reflection on professional practice and a post-workshop evaluation.

scholarly journals South European undergraduate and continuing professional development program reconceptualization for the New Information Professional: a synergistic innovation perspective

2018 ◽  
Vol 3 (1) ◽  
pp. 24-29
Author(s):  
Stavroula Sant-Geronikolou
Keyword(s):  
Professional Development ◽  
Formal Education ◽  
Information Science ◽  
Academic Library ◽  
Development Program ◽  
Continuing Professional Development ◽  
Future Research ◽  
Theoretical Contribution ◽  
Synergistic Approach ◽  
Context Specific

Purpose – As, under the new educational, communicational and technological paradigms, Library and Information Science curricula reconceptualization is gaining momentum, this opinion paper should be seen as a theoretical contribution to current thinking around South European formal education and Continuing Professional Development potential to effectively addressing the New Academic Library challenges.Design/methodology/findings - Building on context-specific case studies and previous international research focusing the investigation of the necessity to reshape official undergraduate programs and academic librarian career-long learning opportunities, our paper discusses whether and how an open flexible synergistic approach could be an ideal solution to current scenario pain points. Besides offering a brief but comprehensive review of the topic, it further proposes a set of future research studies that may result foundational to change within the librarian community by helping unpack the complexities of an ecosystem still in search of its identity.

scholarly journals Assessing knowledge, attitude and practice of nurses after a continuing professional development program: A qualitative study

2020 ◽  
Vol 6 (2) ◽  
pp. 8 ◽  
Author(s):  
Jessie Johnson ◽  
Arlene Masaba ◽  
Sadia Munir ◽  
Robin O’Dwyer ◽  
Amber Smith ◽  
...  
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Continuing Education ◽  
Training Program ◽  
Health Care Providers ◽  
Professional Education ◽  
Development Program ◽  
Continuing Professional Development ◽  
Care Providers ◽  
Evidenced Based

Background: Nurses play a crucial role in the prevention of communicable diseases through the public health immunization programs. Knowledge, attitude and practices of health care providers have significant impact on the vaccine administration and education of adults and parents of children.Objective: The present qualitative study aims to explore the knowledge, attitude and practices of nurses in Qatar before and after the delivery of the immunization-related continuous professional development program.Methods: 10 out of 125 nurses who have completed the training program volunteered to participate in the face-to-face interviews. Data was then collected, transcribed and analysed by the researcher team members.Results: Themes identified from this study: Empowerment, advancing practice and continuing education. Participants felt more confident and had a sense of fulfilment on completion of the education program. Practicing evidenced based skills and methods achieved an outcome of better quality of care, which can directly affect practice. Participants also felt that continuing education allows them to become self-motivated to keep up with new and emerging knowledge. Taken together, our data revealed that continuing professional education immunization-training program was successful in improving the knowledge, attitude and practices of the participants.Conclusions: Continued education beyond traditional baccalaureate nursing programs in order to ensure nurses possess the knowledge to safely handle, teach and administer vaccines is needed.

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.

The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh

2013 ◽  
Vol 39 (2) ◽  
pp. 186-200 ◽  
Author(s):  
Christopher S. Walsh ◽  
Tom Power ◽  
Masuda Khatoon ◽  
Sudeb Kumar Biswas ◽  
Ashok Kumar Paul ◽  
...  
Keyword(s):  
Professional Development ◽  
Mobile Phones ◽  
Development Program ◽  
Continuing Professional Development ◽  
Professional Development Program
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