Factors that optimise the impact of continuing professional development in nursing: A rapid evidence review

King, Rachel; Taylor, Brian F.; Talpur, Ashfaque Ahmed; Jackson, Carrie; Manley, Kim; Ashby, Nichola; Tod, Angela; Ryan, Tony; Wood, Emily; Senek, Michaela; Robertson, Steve

doi:10.1016/j.nedt.2020.104652

Cited by 84 publications

(73 citation statements)

References 54 publications

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“…4.2 mLearning and motivation for CPD mLearning and motivation for CPD is an important area of enquiry; however, little is known about this area as less attention has been paid to link motivation and mLearning for professional development. Many studies [32][33][34] have addressed the need for motivation for CPD, while the current findings support the necessity of motivation to continue learning; however, the key findings suggest that mLearning is a component that instigates motivation towards CPD. Thus, the findings suggest that choosing mLearning for CPD in NP can motivate learning within the clinical area.…”

Section: Nurses Perceptions On Mlearningmentioning

confidence: 50%

The effect of mLearning on motivation in the Continuing Professional Development of nursing professionals: A Self-Determination Theory perspective

Delia

2021

JNEP

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Mobile learning (mLearning) has gained popularity in recent years, particularly in the clinical setting. mLearning reduces the theory-practice gap by providing relevant information to nurses and boosting clinical skills. Despite the vast majority of work in this area, few studies in nursing have investigated the correlation between motivation and mLearning for continuing practice development (CPD). Motivation is an essential theoretical concept used to explain human motive that is not new in nursing. Understanding the notion of motivation directed towards learning may clarify the role of technology within pedagogy. Additionally, associating motivation and self-determination may be crucial in understanding motivation in professional nursing practice and education. This study determines the effect of mLearning on motivation to enhance CPD in nursing professionals (NP) analysed critically through a Self-Determination Theory lens. Twenty-three qualified nurses working within the clinical area participated by using a specific mobile application on their smartphone to learn nursing related skills. Over three weeks, participants logged in their learning experience, providing an overview of the relationship between motivation and mLearning. The nurses participating in the study found mLearning motivational in the clinical setting and indicated ownership of their learning, suggesting perceived autonomy. Furthermore, the mobile application enhanced nursing practices through gaining competency and fostered team building through interactions with other health professionals in the clinical area, demonstrating relatedness. This work suggests that having ownership of the learning experience fosters motivation through intrinsic and external needs, supporting learning and gaining competency in the clinical area. Also, the need to become competent and share with others further nurtures motivation to learn in the clinical area. Additionally, these findings suggest mLearning features that motivate NP towards clinical development. This study concludes with implications for the scholarship on mLearning for the continual practice development of nurses.

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Section: Nurses Perceptions On Mlearningmentioning

confidence: 50%

The effect of mLearning on motivation in the Continuing Professional Development of nursing professionals: A Self-Determination Theory perspective

Delia

2021

JNEP

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“…Training‐based interventions can help to provide nurses with the individual skills to practice in a person and relationship‐centred way (Chenoweth et al., 2015 ). Others note that individual competences, facilitated through CPD, are interdependent on skills, leadership and workplace culture (King et al., 2020 ). Education and training for pre‐registration nurses, aimed at establishing awareness of such practices are consistent with NMC requirements and should be given priority within the University curricula.…”

Section: Discussionmentioning

confidence: 99%

Facilitators of person and relationship‐centred care in nursing

Ryan

2021

Nursing Open

Self Cite

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Person and relationship-centred care provides the bedrock of professional practice, policy and education in a nursing context. The World Health Organisation (WHO) has cited person-centred care (or people-centred) as a major global objective, enabling individuals and communities to take control of their own health (WHO, 2015). The International Council of Nurses retains the achievement of personcentred care as one of its 10 strategic priorities. Others have noted the significance that person-centred care plays in the policy landscape of countries all around Europe, citing access to services, continuity of care, involvement in decision making, effective treatment and dignity and respect as the cornerstone of healthcare delivery (Paparella, 2016). In the UK, professional practice standards are most readily articulated by the Nursing and Midwifery Council (NMC, 2018), where person-centred care is a pivotal theme. A number of NICE practice guidelines cite the importance of person-centred care in involving people in healthcare decisions (NICE, 2015(NICE, , 2016(NICE, , 2018.Person-centred care as a "way of working" within healthcare has become well established in recent years. Notable contributions to the field have come from Kitson et al. (2013), Sharma et al. (2015 and Waters and Buchanan (2017). Despite a lack of consensus on what is meant by the term person-centred care, there remain a number of common threads or conceptually consistent patterns within the literature and these will be further elaborated upon later in this paper.For now, however, the term person-centred care might usefully be articulated as moving care beyond the individual's disease to ensure that care work focuses "on the needs of individual. Ensuring that people's preferences, needs and values guide clinical decisions, and providing care that is respectful of and responsive to them… Health

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“…51 With a support of a strong leadership and a positive workplace culture, CPD that is relevant to the workplace can improve individual motivation to deliver quality healthcare. 4 , 52 , 53 Nurses and midwives who benefit from relevant ongoing professional development opportunities are often in a strong position to drive high-quality care delivery in their teams and communities. But across the region nursing and midwifery education and ongoing professional development organisation, delivery and evaluation is sometimes poor, and accreditation processes are often lacking.…”

Section: The Uhc Six Asksmentioning

confidence: 99%

Achieving Universal Health Care in the Pacific: The need for nursing and midwifery leadership

Rumsey¹,

Leong²,

Brown³

et al. 2022

The Lancet Regional Health - Western Pacific

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Summary The quality of healthcare services and outcomes in the Pacific vary widely, with some countries enjoying some of the world's longest life expectancies, others have high rates of maternal and child mortality and relatively low life expectancy. Nurses and midwives make up more than two thirds of the regional regulated healthcare workforce. This paper argues that if countries are to meet Universal Health Coverage nursing and midwifery leaders need to be explicitly involved in shaping policy at the highest levels of government to optimise individual and community health both now and in the future. Using United Nations 2019 declaration towards building a healthier world, this paper provides a rationale for inclusion of these leaders into national and regional decisionmaking forums related to health policy to provide an informed voice in ministerial deliberations on health policy. We suggest that following several comprehensive regional and global studies, South Pacific Chief Nursing and Midwifery Officer Alliance and the newly developed Pacific Heads of Nurses and Midwifery provide a vehicle for this to occur. As outlined in the WHO Strategic Directions, it is now time to embed Chief Nurses in national and regional health policy development.

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Factors that optimise the impact of continuing professional development in nursing: A rapid evidence review

Cited by 84 publications

References 54 publications

The effect of mLearning on motivation in the Continuing Professional Development of nursing professionals: A Self-Determination Theory perspective

The effect of mLearning on motivation in the Continuing Professional Development of nursing professionals: A Self-Determination Theory perspective

Facilitators of person and relationship‐centred care in nursing

Achieving Universal Health Care in the Pacific: The need for nursing and midwifery leadership

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