Nurses’ continuing professional development: A systematic literature review

Vázquez‐Calatayud, Mónica; Errasti-Ibarrondo, Begoña; Choperena, Ana

doi:10.1016/j.nepr.2020.102963

Cited by 70 publications

(60 citation statements)

References 35 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: 52%

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: 52%

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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“…Another interesting strategy used by nurse managers to support their staff, which was not found in the published literature, was the formation of related teams and the management of flexible shifts to ensure work–life balance. Because the balance between the two spheres is one of the priorities that nurses express for their professional development and proper performance under normal conditions (Vázquez‐Calatayud et al, 2021 ), emphasizing this point in a situation as exceptional as a pandemic seems key. Through such actions, nurses will be able to count on the necessary support to maintain their well‐being and reduce the possible harm caused by the crisis (Cathro & Blackmon, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Experiences of frontline nurse managers during the COVID‐19: A qualitative study

Vázquez‐Calatayud

Regaira-Martínez

Rumeu-Casares

et al. 2021

J Nursing Management

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Aim To explore experiences of frontline nurse managers during COVID‐19. Background The COVID‐19 pandemic has complicated care provision and healthcare management around the world. Nurse managers have had to face the challenge of managing a crisis with precarious resources. Little research has been published about the experiences of nurse managers during the COVID‐19 pandemic. Methods A qualitative descriptive study of 10 frontline nurse managers at a highly specialized university hospital in Spain was carried out. Semi‐structured interviews were conducted between June and September 2020. The Consolidated Criteria for Reporting Qualitative Research checklist was used for reporting. Results Six themes emerged: constant adaptation to change, participation in decision‐making, management of uncertainty, prioritization of the biopsychosocial well‐being of the staff, preservation of humanized care and ‘one for all’. Conclusions This study provides evidence for the experiences of nurse managers during the COVID‐19 pandemic. In addition, analysing these experiences has helped identify some of the key competencies that these nurses must have to respond to a crisis and in their dual role as patient and nurse mediators. Implications for Nursing Management Knowing about the experiences of frontline nurse managers during the pandemic can facilitate planning and preparing nurse managers for future health disasters, including subsequent waves of COVID‐19.

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“…Most studies use mixed interventions (Chappell & Richards, 2015;Leggat et al, 2016; Shen et al, 2018) that combine face‐to‐face and online formats as well as individual and group sessions to increase levels of effectiveness over time. It is important to consider this finding when choosing the most appropriate format for intervening with clinical nurses because using a single format could make it difficult to involve a workforce of professionals from different generations with different values and needs (Vázquez‐Calatayud, Errasti‐Ibarrondo, & Choperena, 2021). In addition, in the hospital setting, with limited time and the difficulty of being absent during the work shift as barriers to participating in professional development activities, e‐learning may address these limitations and those commonly associated with the COVID‐19 situation in future programmes.…”

Section: Discussionmentioning

confidence: 99%

Nurses' clinical leadership in the hospital setting: A systematic review

Guibert-Lacasa

Vázquez‐Calatayud

2022

J Nursing Management

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Aim This study aims to identify the most effective interventions to facilitate nurses' clinical leadership in the hospital setting. Background There is a gap in the literature on the identification and measurement of effective interventions for leadership skill development among clinical nurses in hospitals. To the best of our knowledge, no systematic review has been performed on this issue. Evaluation A systematic review was conducted. The PubMed, CINAHL, PsycINFO and Cochrane databases were reviewed. Data extraction, quality appraisal and narrative synthesis were conducted in line with Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) guidelines. Key issues The evidence reveals that interventions designed to promote nurses' clinical leadership are complex, requiring that cognitive, interpersonal and intrinsic competencies as well as psychological empowerment, emotional intelligence and critical reflexivity skills be addressed. Conclusions The development of multicomponent, theory‐based and mixed‐format programmes may be more suitable to facilitate nurses' clinical leadership in the hospital setting. Implications for Nursing Management Strategies to facilitate nurses' clinical leadership in the hospital setting should address simultaneously the knowledge and ability of bedsides nurses to solve the practical problem collaboratively with a sense of control, competency and autonomy. Hence, it would promote high quality care, satisfaction and retention of bedside nurses.

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Nurses’ continuing professional development: A systematic literature review

Cited by 70 publications

References 35 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

Experiences of frontline nurse managers during the COVID‐19: A qualitative study

Nurses' clinical leadership in the hospital setting: A systematic review

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