Continuing Nurse Education as a Factor of Health Care Quality

Yfanti, Fani; Sipitanou, Athina A.

doi:10.20319/pijss.2017.33.658674

Cited by 2 publications

(3 citation statements)

References 14 publications

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“…These findings also consistent with research in other healthcare occupations which has assessed the impact of continuing education on service quality (Yfanti & Sipitanou, 2017).…”

supporting

confidence: 88%

Preparing Human Service Students for Lesbian, Gay, Bisexual, Transgender, and Queer (Lgbtq) Affirmative Practice in an Online Classroom Setting

Gates¹

2018

pijtel

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“…These findings also consistent with research in other healthcare occupations which has assessed the impact of continuing education on service quality (Yfanti & Sipitanou, 2017).…”

supporting

confidence: 88%

Preparing Human Service Students for Lesbian, Gay, Bisexual, Transgender, and Queer (Lgbtq) Affirmative Practice in an Online Classroom Setting

Gates¹

2018

pijtel

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“…The majority of the participants (seven (7) people) belong to the age group 40-50 years old; four (4) people belong to the age group 50-60 years old and two (2) people belong to the age group 30-40 years old. Also, seven (7) Regarding the educational background of the participants, six (6) of them have a Master's degree, four (4) have a PhD, while three (3) have only the basic degree obtained during the completion of their studies in nursing.…”

Section: Methodsmentioning

confidence: 99%

“…In another study by Yfanti,[4], it was found that the continuous upgrading of nurses' knowledge, enhances patients' sense of satisfaction and helps to create better working relationships between nurses and patients and thus increasing e ciency in health service delivery.…”

Section: Introductionmentioning

confidence: 99%

Lifelong learning in nursing science: Satisfaction and reflection on the application of new knowledge in the daily practice of the Greek Health System

Dalagkozi,

Maz-Machado,

Vergara-Romero

2023

Preprint

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Background Recognizing the important contribution of lifelong learning programs to their professional development, more and more Greek nurses are choosing to attend such programs. However, after completing their studies, many of them find that there are many challenges in applying what they have learned to their daily work. The aim of this study was to assess the satisfaction rates of nurses who participate in lifelong learning programs, their implementation in daily nursing practice, and at the same time to record suggestions for the improvement of lifelong learning programs.Aims: The aim of this study was to assess the satisfaction rates of nurses who participate in lifelong learning programs, their implementation in daily nursing practice, and at the same time to record suggestions for the improvement of lifelong learning programs.Methods and Material: This is a qualitative descriptive study in which 13 nurses from various hospitals in Greece participated as volunteers. Data was collected through semi-structured interviews, a basic qualitative methodology research tool.Results: All the nurses who participated in the study were satisfied with the lifelong learning programs in terms of increased effectiveness in their work. They argue, however, that the programs need to be improved in terms of content and should include the practical application of the new knowledge they acquire. As far as the application of the new skills they acquire is concerned, it is difficult to apply them in everyday nursing practice, mainly because of the way the Greek healthcare system is organized.Conclusions: Lifelong learning programs contribute to the acquisition of new skills which are difficult to apply in a system still based on the rigid bureaucratic model. Action is therefore required on the part of the Greek state in order to make the most of the skills acquired by the human resources of the NHS.

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Continuing Nurse Education as a Factor of Health Care Quality

Abstract: Abstract

Cited by 2 publications

References 14 publications

Preparing Human Service Students for Lesbian, Gay, Bisexual, Transgender, and Queer (Lgbtq) Affirmative Practice in an Online Classroom Setting

Preparing Human Service Students for Lesbian, Gay, Bisexual, Transgender, and Queer (Lgbtq) Affirmative Practice in an Online Classroom Setting

Lifelong learning in nursing science: Satisfaction and reflection on the application of new knowledge in the daily practice of the Greek Health System

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