Effectiveness of Continuing Nursing Education Program in Child Psychiatry

Chakraborty, Nirmalya; Sinha, Baxi Neeraj Prasad; Nizamie, S. Haque; Sinha, Vinod Kumar; Akhtar, Sayeed; Beck, Jyoti; Binha, B.

doi:10.1111/j.1744-6171.2006.00039.x

Cited by 9 publications

(6 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…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%

See 1 more Smart Citation

Factors influencing nursing staff members' participation in continuing education

Flores-Peña

Castillo

2006

Rev. Latino-Am. Enfermagem

View full text Add to dashboard Cite

.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 ...

show abstract

Section: Discussionsupporting

confidence: 82%

“…Furthermore, properly training professionals have demonstrated high productivity, less occupational accidents or errors, a better organizational climate, work satisfaction and better patient results (5)(6)(7)(8) .…”

Section: Participation In Continuing Educationmentioning

confidence: 99%

Factors influencing nursing staff members' participation in continuing education

Flores-Peña

Castillo

2006

Rev. Latino-Am. Enfermagem

View full text Add to dashboard Cite

show abstract

“…Además, se ha visto alta productividad de los empleados entrenados apropiadamente, menor tasa de accidentes o errores de trabajo, mejor clima organizacional, satisfacción en el trabajo y mejores resultados del paciente. (3) Sin embargo en muchas ocasiones la práctica de la EC se encuentra disociada de la cotidianidad: las necesidades de los trabajadores son poco consideradas y se llevan a cabo programas de entrenamiento cuyos resultados son evaluados cuantitativa y no cualitativamente. Si como lo indican las investigaciones actuales, la EC contribuye a la práctica de calidad en la atención de enfermería, entonces las razones que influyen en su participación adquieren mayor significancia para la profesión de enfermería.…”

Section: Introductionunclassified

Influence of personal, professional and motivational factors in participation of nurses in continuing education

Ríos

Mosca

2022

Salud, Ciencia y Tecnología

View full text Add to dashboard Cite

Antecedentes: la educación continua permite la actualización en la formación posterior a la graduación profesional. Se ha observado una relación directa entre la asistencia a dicha formación y la mejora de la práctica de enfermería.Objetivo: conocer cómo influyen los factores personales, profesionales y motivacionales de los profesionales de enfermería en la participación en educación continua en una institución de salud.Métodos: se realizó un estudio descriptivo, de corte transversal y correlacional en enfermeros de la Ciudad Autónoma de Buenos Aires. Para la medición de los factores motivacionales se usaron la Escala de razones de participación y el Instrumento de factores motivacionales para la asistencia a cursos de educación continua. Se utilizó estadística descriptiva e inferencial.Resultados: se tuvo predominio de los participantes con más de 30 años (82,9%), sexo femenino (85,2%) y con pareja (66,1%). Se comprobó con la prueba de Chi Cuadrado que los factores personales y profesionales no afectan la participación de enfermeros en educación continua. Se encontró relación entre el nivel económico y el número de horas de educación continua en el último año (χ2 22,014 ª; p<0.001). Los factores motivacionales que se asociaron con la participación en educación continua fueron: el desarrollo y mejora profesional (p=0.026) y el servicio profesional (p=0.001). Conclusiones: los factores personales y profesionales de las enfermeras no influyen en su participación en educación continua. El desarrollo y mejora profesional, y el servicio profesional son los factores motivacionales que se asocian con la participación en actividades de educación continua.

show abstract

“…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%

Safeguarding of vulnerable adults training: assessing the effect of continuing professional development

Ochieng

Ward²

2018

Nursing Management

View full text Add to dashboard Cite

show abstract

Effectiveness of Continuing Nursing Education Program in Child Psychiatry

Cited by 9 publications

References 13 publications

Factors influencing nursing staff members' participation in continuing education

Factors influencing nursing staff members' participation in continuing education

Influence of personal, professional and motivational factors in participation of nurses in continuing education

Safeguarding of vulnerable adults training: assessing the effect of continuing professional development

Contact Info

Product

Resources

About