The impact of part‐time post‐registration degrees on practice

Hardwick, Sharon; Jordan, Sue

doi:10.1046/j.1365-2648.2002.02214.x

Cited by 62 publications

(83 citation statements)

References 64 publications

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“…(Hardwick & Jordan, 2002;Francke et al, 1995;Sheperd, 1995;Waddell, 1992). Significantly, EBL learning groups were identified as central to the development of these skills as well as a font for more information.…”

Section: Ebl As a Way Of Learning For Nursingmentioning

confidence: 99%

Students’ views of enquiry-based learning in a continuing professional development module

Kirwan

Adams

2009

Nurse Education Today

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1 SummaryThe purpose of this study was to explore whether qualified nurses who had undertaken a continuing professional development module at a UK university, which utilised enquiry-based learning (EBL) as the educational strategy, believed that their nursing practice had been influenced by this educational approach.This study was underpinned by the assumptions of Gadamerian hermeneutic phenomenology; semi-structured interviews were conducted with eight nurses who had undertaken a continuing education module utilising an EBL approach.The responses in this study indicate that participants believed that their practice of nursing had been positively influenced by engaging in EBL. They felt that by becoming self-directed, critical, reflective practitioners, they were better able to deliver evidence-based practice/care. Self reports of practice change attributed to engaging in EBL were provided, with the patient identified as the principal beneficiary, echoing the espoused aims of continuing professional development. EBL was credited with being a motivating, energising and enjoyable way of learning but participants were critical of the lack of preparedness of both the students and facilitators. Consideration needs to given as to whether EBL is viewed as a philosophy of learning or as a facilitative strategy used alongside other educational methods.

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Section: Ebl As a Way Of Learning For Nursingmentioning

confidence: 99%

Students’ views of enquiry-based learning in a continuing professional development module

Kirwan

Adams

2009

Nurse Education Today

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“…[2][3][4][5][6][7][8] The latter includes upgrading an initial qualification; keeping abreast with global and local developments in the profession; gaining promotion; enhancement of their career; improving knowledge and performance at work; seeking academic credibility; and taking forward the profession to enhance care. [2,[4][5][6][9][10][11] Spencer [6] undertook a study to examine personal reasons for undertaking Masters study and found that a large majority of participants did so to intellectually stimulate themselves and to keep up to date with nursing development. Free fees also act as an incentive; gaining access to a speciality through degree study; and "professional survival" are classed as major reasons for undertaking a degree postqualification.…”

Section: Literature Reviewmentioning

confidence: 99%

“…[5,12] A major reason for nurses applying for and undertaking post registration courses is they perceive it will make a difference to practice and examples to evidence this are speculative and unsubstantiated. [2,6,7] Much of the research refers to nurses' self-perception of their value, post degree. [7] This should not be underestimated as improvements in personal confidence, cognitive functioning, and evidence based practice development may positively influence patient care.…”

Section: Literature Reviewmentioning

confidence: 99%

Reasons for application and expectations from a post-registration degree: Views of Omani nurses and their managers

Watkins

Ryan

2015

JNEP

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Introduction: A BSc in Nursing Studies for qualified nurses has been delivered in Oman by Cardiff University since 2009. Research was undertaken to explore why Omani nurses applied and expectations from the programme. It also investigated managers' reasons for sending nurses on the degree and their expectation of nurses on completion.Design: A longitudinal qualitative research study followed nurses in 2 cohorts (N = 27 + 30) and a selection of their managers (N = 20). Data collection took place at various sites throughout Oman.Methods: Focus groups were undertaken with all nurses who embarked on the programme. Semi structured interviews took place with a random selection of ten nurses and their managers from each cohort (N = 20 nurses/20 nurse managers) 6 months after the course had completed. Thematic analysis was undertaken using a template developed from data.Results: Nurses' reasons for application included easy access to a degree in Oman; career aspiration and progression; knowledge and skill acquisition; self-growth; gain a qualification and prepare for postgraduate study. They expected to learn skills of English language, critical analysis and application of evidence to practice. Managers sent nurses to enhance personal and professional development; change practice; improve quality of patient care and develop nursing as a profession in Oman. Conclusion:The delivery of a degree by a UK institution taught in English at an institution abroad has advantages. It increases accessibility; maintains family and social network connections; offers familiarity with cultural norms; and facilitates entry into the academic world of English written literature. These factors facilitate nurses' developing skills and knowledge to underpin practice and the profession with evidence; highlighting the benefits of transnational programmes.

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“…This evidence could also be used to inform purchasing decisions and curriculum development (Jordan et al, 1999). A continuing lack of such evidence may deter future investors in the current political and economic climate (Hardwick and Jordan, 2002).…”

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confidence: 99%

Impact of continuing professional education on practice: The rhetoric and the reality

Draper

Clark

2007

Nurse Education Today

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The impact of part‐time post‐registration degrees on practice

Cited by 62 publications

References 64 publications

Students’ views of enquiry-based learning in a continuing professional development module

Students’ views of enquiry-based learning in a continuing professional development module

Reasons for application and expectations from a post-registration degree: Views of Omani nurses and their managers

Impact of continuing professional education on practice: The rhetoric and the reality

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