Continuing Nursing Education: Best Practice Initiative in Nursing Practice Environment

Marzuki, Maziah Ahmad; Hassan, Hamidah; Wichaikhum, Orn‐Anong; Nantsupawat, Raymoul

doi:10.1016/j.sbspro.2012.09.405

Cited by 8 publications

(6 citation statements)

References 11 publications

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“…Studies have shown the importance of continuing education and training in nursing staff, which are reflected in better organizational climate, improved retention, and improved patient outcomes (26,27). The participation in ongoing training promotes the acquisition of new knowledge and skills among professionals and keeps them informed of new trends, which will ultimately impact their practice and patient safety.…”

Section: Resultsmentioning

confidence: 99%

Regulation of nursing practice in the Region of the Americas

Cassiani

Lecorps²,

Cañaveral³

et al. 2020

Revista Panamericana De Salud Pública

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Objective. To describe and analyze the current nursing regulations across countries in the Region of the Americas. Methods. A country comparative analysis was carried out by gathering information from the ministries of health, nursing schools, councils, associations, and boards in 2018. The main categories evaluated were type of regulatory bodies, requirements for initial professional registration, and registration renewal. Results. All countries regulate the nursing profession through a regulatory body. Competency exams for initial registration are required in the United States, Canada, and most Caribbean countries. Registration renewal is required in 54.3% of the countries. Continuing education is required for professional registration renewal in the United States, Canada, and 53% of Caribbean countries. Labor hours are required in the United States and Canada. Conclusion. Regulations promote and protect professional integrity. The Pan American Health Organization/World Health Organization recommends that countries make efforts to evaluate competency and training, consider the use of competency exams for initial registration, and add continuing education as requirements for registration renewal.

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Section: Resultsmentioning

confidence: 99%

Regulation of nursing practice in the Region of the Americas

Cassiani

Lecorps²,

Cañaveral³

et al. 2020

Revista Panamericana De Salud Pública

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“…One of these methods is the competency-based education program that provides the personnel who require the general and specialized competencies to do their job and acquire them based on their competencies. The purpose of competency is to provide nursing care based on professional standards of performance, and competency-based retraining program provides the skills and capabilities needed by nurses for a safe and effective function without the need for direct supervision [12,13]. Apparently, the only study conducted in Iran on the competencybased education was reported by Kavoosi (2013) on the emergency ward nurses in the field of cardiopulmonary resuscitation that led to an upgrade of 40% in this regard [10].…”

Section: Introductionmentioning

confidence: 99%

Comparing the Effect of the Two Educational Methods: Competency-Based, and Lecture, on the Knowledge and Performance of Nurses in the Field of Hospital Triage

Hoseini

Khankeh

Dalvandi

et al. 2018

hdq

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Background: The most critical issue in providing appropriate services to the large number of patients referring to emergency wards is the proper conduct of triage, by considering the shortage of personnel and the insufficiency of facilities. The learning of the triage can only be possible through retraining of nurses. Therefore, this study attempts to compare the two educational methods, competency-based training and lecture, and to compare their impact on the knowledge and performance of nurses regarding triage. Materials and Methods: In this semi-experimental study, 75 nurses employed in the emergency wards of Fatemeh Al-Zahra, Rasul Akram, and Shahid Motahari hospitals were selected based on the inclusion criteria of the study. Nurses were placed in three groups (one control and two intervention, n=25) through a simple random method person groups of control and intervention. The researcher-made tools included "triage knowledge test" with 15 questions, and "triage performance checklist" that included 50 scores. The validity of the tests was performed through the formal and content method with the opinion of experts, and the reliability was verified through the test-retest method for which the Pearson Correlation Coefficient was 0.88. After examining the level of knowledge and performance, the intervention was carried out through two methods in the two groups. Eventually, a renewed test and the performance checklist were carried out for all the three groups and data were analyzed using SPSS software V. 21. Results: There is a significant difference between the mean score for knowledge and performance in the two groups before and after intervention (P<0.05). Also, there was a significant difference between the two intervention groups and control in the mean difference of scores for knowledge and performance in conducting the triage (P<0.05). Comparison between the two intervention groups demonstrates that in the performance part, the competency-based group had a higher performance score (P<0.05). Conclusion: Education and training through the competency-based method have more effect than lecture training on the performance of nurses in the field of triage. It is suggested to use this method for retraining of nurses in the field of triage.

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“…Indeed, a number of studies have demonstrated that there exists links between having access to CPD and staff satisfaction (Shields and Ward, 2001), with opportunities for CPD leading to staff retention. Other studies have also highlighted that CPD has the potential for increasing productivity, reducing accidents and errors in the delivery of healthcare, creating a better work environment and increasing job satisfaction (Chakraborty et al, 2006;Marzuki et al, 2012).…”

Section: Introductionmentioning

confidence: 99%