Continuing education in nursing: a review of the literature

Furze, Gill; Pearcey, Pat

doi:10.1046/j.1365-2648.1999.00896.x

Cited by 107 publications

(103 citation statements)

References 54 publications

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“…The results of our study are in line with other studies about participation in continuing education, which indicate a significant correlation between personal and professional factors and motivational orientations on the one hand and participation in continuing education on the other (3)(4)(5)(6)(7)(8)(9)(10) .…”

Section: Discussionsupporting

confidence: 82%

“…What the effect of motivational orientations on participation in continuing education is concerned, These results coincide with other studies that reveal that adults can identify what they want to learn and take actions in this respect, and that they are motivated to learn when they perceive a possible application of the knowledge, skills and attitudes (4) .…”

Section: N=305supporting

confidence: 77%

“…Moreover, organizations' policies and institutional mission also determine nursing professionals' type and degree of participation in continuing education (3)(4)(9)(10) .…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…This Association defines continuing nursing education as education activities planned to construct the educational and experience base for professional nurses and to strengthen practice, education, administration, research or theoretical development, with a view to improving users' health (4) .…”

Section: Introductionmentioning

confidence: 99%

“…According to researchers, the nursing profession is ruled by the following hierarchy: nursing graduate, clinical specialist, supervisor, nursing head, administrator and teacher. Each of these positions has its own particular requirements and responsibilities.Moreover, organizations' policies and institutional mission also determine nursing professionals' type and degree of participation in continuing education (3)(4)(9)(10) .In this study, we adopted the following research hypotheses:H 1 At least one personal factor exerts an effect on nursing staff members' participation in continuing education.H 2 At least one professional factor exerts an effect on nursing staff members' participation in continuing education.H 3 At least one motivational orientation factor exerts an effect on nursing staff members' participation in continuing education. …”

mentioning

confidence: 99%

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Factors influencing nursing staff members' participation in continuing education

Flores-Peña

Castillo

2006

Rev. Latino-Am. Enfermagem

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.Given the importance of continuing education to improve nursing practice, research has been done to study the phenomenon of nursing staff members' participation and to try and explain the reasons that motivate individuals to take part in continuing education activities. Results have found that motivational orientations of nursing staff are the main force to start participatory behavior, which can also be positively and/or negative influenced by demographic variables, life situation and the structure of the education opportunity (9)(10) .In some countries, nurses' participation in continuing education has been made obligatory, based on the premise that professionals lack motivation to voluntarily update their knowledge and skills without external pressure. However, studies carried out in places where participation is obligatory haveconcluded that these groups demonstrate the same pattern of motivational orientations as professionals who voluntarily take part in continuing education, that is, they are motivated by cognitive interests and by a desire for professional advancement (3,9-10) . and teaching strategies to the participants' needs (9) . If, as shown by current research, continuing education contributes to the quality of nursing care, the reasons that influence professionals' participation become more significant for the nursing profession (11)(12) . These are some of the elements that constituted the base for this study. We aim to study the effect of personal and professional factors, as well as motivational orientations, on the participation of nursing staff at two health institutions, one public and another private. THEORETICAL FRAMEWORKMost people cannot express the reasons for getting involved in an activity as complex as continuing education. Initial studies found that individuals participating in continuing education stood out by their type of motivation to participate and were classified in three groups: the first was classified as "goal-oriented", that is, people using education as a way of achieving clear objectives.The second group of "activity-oriented" professionals participate for reasons unrelated to the objectives or contents of the activities they enroll in.They take courses to join groups, looking for social contact. Their relation to the activity is essentially based on the quantity and type of human relations they can obtain. The third group is "learning-oriented" and seeks knowledge for its own value. Although the author observed that this is not a rigid classification and that the types of motivation are probably represented best by three superposed circles, distinction is clearly the main emphasis (13) .Later, based on the above classification, the reasons were identified why individuals participate in continuing education. These have been described as motivational orientations, that is, the dimensions underlying the reasons for participating in continuing education programs, which reflect the individual's current level of needs, beliefs, values, attitudes and perceptions related to ...

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Section: Discussionsupporting

confidence: 82%

Section: N=305supporting

confidence: 77%

“…Moreover, organizations' policies and institutional mission also determine nursing professionals' type and degree of participation in continuing education (3)(4)(9)(10) .…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Factors influencing nursing staff members' participation in continuing education

Flores-Peña

Castillo

2006

Rev. Latino-Am. Enfermagem

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The Changing Educational Landscape of Children's and Young People's Nursing

Glasper¹,

Richardson²

2015

Developing Nursing Practice With Children and Young People

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Using Evaluation to Enhance Educational Support for Dental Teams in the UK

Firmstone

Bullock

Jackson³

et al. 2010

Journal of Dental Education

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Each United Kingdom regional postgraduate deanery offers courses and educational support for the NHS (National Health Service) primary care dental team, primarily through networks of tutors (dental educators). After reporting literature on effective continuing education and the role of evaluation, this article provides an analysis of five educational evaluations (2005-08), identifying key messages and distilling ways to enhance educational support for the UK dental team. These evaluations adopted case study design and principally employed interviews (n=51) and questionnaires (n=221). The studies' key messages and recommendations are as follows: clarify dental educator roles; provide strategic management and educational support for educators; ensure continuing education is matched to the learning needs of dental teams and specific groups; and use practice (office) visits to support practice (team) development plans. Evaluation enables initiatives to be evidence-informed, focus effort where most needed, argue for continued funding, and give voice to stakeholders. However, there is added value in a collective consideration of evaluation findings from related studies. Doing this has identified ways to enhance the strategic development of educational support for the UK dental team and is applicable in a wider context both nationally and internationally. Dr. Firmstone is

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Continuing education in nursing: a review of the literature

Cited by 107 publications

References 54 publications

Factors influencing nursing staff members' participation in continuing education

Factors influencing nursing staff members' participation in continuing education

The Changing Educational Landscape of Children's and Young People's Nursing

Using Evaluation to Enhance Educational Support for Dental Teams in the UK

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