Nurses’ Views on Need for Professional Development in Nepal

Abstract

INTRODUCTION:
 
 This study explores the nurses' views on need for professional development and barriers in Nepal.
 METHODS:
 This is a qualitative content analysis study conducted among nurses from different health institutes. In-depth interviews and focus group discussions were used to obtain their views on need of professional development and major barriers against professional development in Nepal. Eleven nurses for in-depth interviews and three groups of six nurses each for focus group discussions were selected purposefully from Kathmandu University Hospital, Dhulikhel and Tribhuban University Teachng Hospital, Kathmnadu.
 RESULTS:
 Five themes emerged from qualitative data. "Continuing professional development", "supportive management", "nursing leadership", "recognition and respect" and "professional networking" were considered as essential factors for professional development. Lack of "commitment by the nurses", "female gender professional" and "lack of autonomy" were felt as barriers for the nursing professioanl development.
 CONCLUSIONS:
 Continuing professional development and supportive working environment are crucial to make nursing profession more dynamic and appealing in Nepal.
 Keywords: continuing professional development, professional development, supportive managment

Non-technical skills and health care provision in low- and middle-income countries: a systematic review

“…Interviews of Ugandan district nurses revealed the management and leaderships roles required of the nurses, their lack of preparation for these roles, and the subsequent need for formal leadership training in their nursing curriculum . Interviews and focus groups among nurses in Nepal identified a need for visionary and transformational leaders in the nursing profession . Interviews of staff nurses in Ghana characterised leadership styles used by nurse managers and identified the following four types of leadership: (i) non‐consultative leadership, (ii) depowered leadership, (iii) abusive or hostile leadership, and (iv) knee‐jerk leadership .…”

“…35 Interviews and focus groups among nurses in Nepal identified a need for visionary and transformational leaders in the nursing profession. 36 Interviews of staff nurses in Ghana characterised leadership styles used by nurse managers and identified the following four types of leadership: (i) non-consultative leadership, (ii) depowered leadership, (iii) abusive or hostile leadership, and (iv) knee-jerk leadership. 37 Another study investigated the association between leadership style and employee satisfaction and found that nurses were more satisfied with a transformational leadership style, especially when nursing leaders used inspirational motivation and idealised behaviour influence.…”

Lifelong learning and nurses’ continuing professional development, a metasynthesis of the literature

“…Flexibility extends to matters such as CPD availability, and also location, but related also to creating opportunities in the work schedule for the nurses to participate [ 43 ]. Other organisational factors such as funding for CPD programs, staff access of CPD learning, role of management in staff CPD, manageable nursing workloads, the design & delivery of CPD activities, communication and collaboration between CPD providers and management are specifically organisational factors seen as crucial to effective staff development [ 44 , 45 ]. Developing a strategy for CPD was also acknowledged as a key element of organisational culture as a way of enabling participation [ 46 ].…”

“…Jantzen et al [ 51 ] suggest there are three catalysts in a supportive environment; mentors, workplace camaraderie and a highly functional workplace team. Moral support or encouragement was identified in more than one study, where it was articulated that learners want to know there is an appreciation for the time and dedication needed to engage in CPD [ 44 , 46 , 50 ]. The value of learning from other health professionals other than nurses, in the day-to-day work was highlighted for professional development [ 54 ].…”

“…Similarly, contextualising learning and placing it in close proximity to practice was seen to enhance motivation and engagement [ 42 ]. CPD was also viewed as a way to start networking with other peers [ 44 ]. In one study, a competency framework was introduced, here participants felt that such a framework could help them reflect on their own practice and, as it provides a systematic approach to assessing a patient, look at their own strengths and weaknesses [ 58 ].…”