Illuminating the process: Enhancing the impact of continuing professional education on practice

Clark, Elizabeth; Draper, Janet; Rogers, Joan C.

doi:10.1016/j.nedt.2014.10.014

Cited by 39 publications

(36 citation statements)

References 22 publications

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“…We retained 70 publications that appear to centre around interaction (e.g., Alant and Dada 2005;Chen 2014;Clark et al 2015;DuBois et al 2008;Gomez et al 2010;Ho and Dzeng 2010;Liaw et al 2010;Lin et al 2012;Ma 2012;Siampou et al 2014;Ting 2013;Xie et al 2013). These publications describe interaction as the involvement of learners with elements in the learning environment, including content (learning materials, object, etc.…”

Section: Interactionmentioning

confidence: 99%

In search of attributes that support self-regulation in blended learning environments

2016

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Blended forms of learning have become increasingly popular. Learning activities within these environments are supported by a large variety of online and face-to-face interventions. However, it remains unclear whether these blended environments are successful, and if they are, what makes them successful. Studies suggest that blended learning challenges the self-regulatory abilities of learners, though the literature does little to explain these findings; nor does it provide solutions. In particular, little is known about the attributes that are essential to support learners and how they should guide course design. To identify such attributes and enable a more thoughtful redesign of blended learning environments, this systematic literature review (n = 95) examines evidence published between 1985 and 2015 on attributes of blended learning environments that support self-regulation. The purpose of this review is therefore to identify and define the attributes of blended learning environments that support learners' selfregulatory abilities. Seven key attributes were found (authenticity, personalization, learner-control, scaffolding, interaction, cues for reflection and cues for calibration). This review is the first to identify and define the attributes that support self-regulation in blended learning environments and thus to support the design of blended learning environments. This study may serve to facilitate the design of blended learning environments that meet learners' self-regulatory needs. It also raises crucial questions about how blended learning relates to well-established learning theories and provides a basis for future research on self-regulation in blended learning environments.

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Section: Interactionmentioning

confidence: 99%

In search of attributes that support self-regulation in blended learning environments

2016

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“…It is argued that the development of educational interventions is more significant when the processes which facilitate the learning in the work environment are understood 7 . …”

Section: Discussionmentioning

confidence: 99%

“…The maintainance of a positive organizational culture, the efficacious partnership of the work and an atmosphere of learning with mutual support among those involved are fundamental if the sharing of knowledge is to prosper and exercise a positive influence on the improvement of the patient and of the healthcare 7 . …”

Section: Discussionmentioning

confidence: 99%

“…Educational interventions in health have, as their main objective, to promote knowledge and skills for the professionals such that these may attend the patients' real needs and thus improve the clinical quality and the outcomes of the care 7 . However, if there is no movement favorable to the construction of knowledge, regardless of the educational program undertaken, change in the scenario where the healthcare takes place may be inviabilized.…”

Section: Introductionmentioning

confidence: 99%

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Support for learning in the perspective of patient safety in primary health care

Paranaguá

Bezerra

Tobias

et al. 2016

Rev. Latino-Am. Enfermagem

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Objective: to analyze the support for learning, in the perspective of patient safety, offered in the work environment, according to health professionals working in primary care. Method: a transversal study, held with 86 health professionals working in primary care. A validated instrument was used, applied via the Internet. Descriptive statistical analysis was undertaken with a presentation of median, mean, standard deviation and coefficient of variation. Results: points which are favorable to supporting learning were evidenced, such as mutual respect, autonomy for organizing the work and valorization of new ideas, which obtained means above 7.0. The variables which hinder the process of learning in the work environment, perceived by the professionals, were: resistance to changes, and excess of work impeding reflection on how to improve the work, with means above 6.0. Conclusion: the study found evidence of indicators related to the process of staff development in the area of health and indicates the influence of support for learning for the improvement of the work processes and of patient safety. It is necessary that a culture involving the systematic assessment of educational interventions in health should be established, the aim being to diagnose actions which are more incisive for changing health professionals' attitude and, therefore, clinical practice.

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“…Global health trends such as the rise in chronic conditions, the growing threat of communicable diseases and the increasingly complex and varied healthcare environment mean that effective continuing education is vital to enable healthcare professionals to respond appropriately to the needs of contemporary health services (Clark, Draper & Rogers, 2015;WHO, 2013). Competency-based continuing education has been seen as a potential solution to predicted workforce shortages and has been championed as the way forward in health professional training (WHO, 2013).…”

Section: The Importance Of Continuing Education In Australiamentioning

confidence: 99%

An investigation of nurse education service models in acute care metropolitan hospitals across Australia

Keane

Alliex

2018

Nurse Education in Practice

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Illuminating the process: Enhancing the impact of continuing professional education on practice

Cited by 39 publications

References 22 publications

In search of attributes that support self-regulation in blended learning environments

In search of attributes that support self-regulation in blended learning environments

Support for learning in the perspective of patient safety in primary health care

An investigation of nurse education service models in acute care metropolitan hospitals across Australia

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