Continuing Professional Education in Nursing

go along professional person Education in NursingChapter 2Review of Related LiteratureThis section shows the significant studies some the literatures on factors influencing move conjunction cultivation among nurses in selected tertiary hospitals. This section talks about the discussions of the research. It is made up of the following what is inveterate professional direction, Motivations to CPE, Barriers to CPE and the Requirements for CPE.What is move Professional Education or CPE?Continuing Professional Education is a type of learning that is conducted for participants in different professional fields that depart help them keep their knowledge and acquisitions updated and other relatable breeding that will aid them to achieve wider understanding of their selected profession. The CPE inhabit of programs that ar properly arranged and planned set of activities, the implementation of the program requires the partnership of well determined radical of professionals that ar gon seeking returnss with their knowledge and skill to maintain their capacity to travel for their profession.The American Nursing Association defines chronic nursing teaching as procreation activities planned to construct the educational and develop base for professional nurses and to strengthen practice, education, administration, research or theoretical breeding, with a view to improving users wellness (Pea, Castillo, 2006). It is the responsibility and accountability of a professional to traverse his/her professional breeding and is vital to organizational and professional success (OSullivan 2004).Continuing Professional Education is considered as the systematic maintenance, improvement and broadening of knowledge and skills, and the development of personal qualities necessary for execution of professional, technical duties th rudeout the individuals working life (A.Yfantis et al., 2010). The primary objective of inveterate professional education is to assist continuo us cargoner growth, professional development and to improve nursing practices (National League for Nursing, 2001).Motivation to Continue Professional EducationMotivation is what drives a professional to move in an activity like continuing professional education that will help them improve their skills and knowledge regarding their profession to make them more(prenominal) competent and more reliable to execute things that should be done in their work area. In this area, the previous studies showed some motivational factors that affected the decisions of nurses to draw out professional education. Improving tonicity of patient apprehension involves the participation of nurses in continuing education (Rebecca, 2000).The previous Jordanian ponder showed the consistency of result that for nurses to improve their knowledge and skills they befuddle to come in in continuing education (Al-Bakheit, 1991). Professional reasons are what motivate nurses to participate in continuing educa tion (F. Hayajneh, 2009). Upgrading skills and knowledge to incr comforter professionalism are the factors that motivate Malaysian nurses to participate in continuing professional education (Muthu, 2006). Increasing professional knowledge, compliance with the policy of the hospital, improvement of skills in taking share of patients and to meet the recommended intention of status are the major factors identified that motivate Hong Kong nurses to participate in continuing professional education (Lai, 2006).The study found that participating in continuing professional development had a great beneficial effect in the planning of nursing care and formulating techniques and thinking what to do in practice (A. Yfantis, I, Tiniakou E, Yfanti, 2010). Those nurses who are less satisfied with their career goals for income and advancement may realize that their work environment is stressful and they may believe that an additional nursing degree will afford them wider chance, and this will ma ke them more motivated to enroll for higher degree program (J. I. Warren, M. E. Mills, 2009). The results showed that those nurses who are satisfied with their career are less presumable to engage in continuing professional education because they are already gisted with their job (J. I. Warren, et al., 2009). The patients are expecting high quality health care function from health care providers which lead them to enhance their educational status in order to meet the expectations of the patients (A. Yfantis et al., 2010).The main goals of participating in continuing professional education are to enhance and improve practice and to make sure that the care being delivered is the highest quality that a professional can give for its patient (Claflin, 2005). Nurses sanction the importance of lifelong learning and recognized the value of continuing education that assists them in coping with changes in their work environment (Hayajneh, 2009). The primary motivator to continue extended education came from personal desire, which quoted as consistent with the literature (Delaney Piscopo, 2004 Reilley, 2003). Professional knowledge, professional advancement, relief from routine, compliance with authority, improvement in social welfare skills, and improvement in social relations and acquisition of credentials are the most common factors found in the previous studies that motivates professional nurses to participate in continuing education (Kristjanson Scanlon, 1989 Thomas, 1986 Waddell, 1993).Technology and nursing practice continually change, creating a need for nurses to pursue continuing education to remain competent (D. J. Schweitzer, T. J. Krassa, 2010). Intrinsic and extrinsic motivations are the reasons why nurses participate in continuing education (Kubsch, Henniges, Lorenzoni, Eckardt, Oleniczak, 2003). With the attendance to continuing education, job satisfaction increases (Kubsch et al., 2003), burnout decreases (Espeland, 2006 Kubsch et al., 2003), and skills are updated (Sousher et al., 2999 Wood, 2006). Motivational factors includes nurses desire to be current, obtain straightaway practical benefit, secure advancement, meet formal requirements, and interact with colleagues (Dealy Bass, 1995). One way to keep on nursing advances is to attend continuing professional education opportunities (D. J. Schweitzer, T. J. Krassa, 2010).Barriers to Continuing Professional EducationThe barriers are the factors that hinder professionals to continue professional education hence, making them less competent or less reliable compared to those who are motivated to enhance their skills and knowledge to perform better in the work area. Here, we will see the different barriers identified by the previous studies that affect the decision and eligibility of nurses to draw together in activities that will improve their skills and knowledge as a professional. The common barriers include money, family, time and interest to pursue professional education. These factors are still bring in since the past years and are not easy to eliminate in the list of barriers. The barriers includes the cost of tuition, responsibilities in the family, lack of information about program and work responsibilities, opinion of peers, and the attitudes (Glass, T. Atkinson, 1999).Lack of availability of courses on personal interests, lack of time, and difficulty in requesting time off from work are some of the barrier in continuing professional education (Lee, Tiwari, Choi, Yuen and Wong, 2005). Non supportive supervisors, non-supportive spouses, unchangeable work schedules, not enough funds and time, and blank space of travel (Beatty, 2001). Schedule of work and responsibilities, lack of budget, travel distance to CE, and lack of available programs that will provide their needs were major barriers for nurses to continue education (Aucoin, 1998).On the other hand, According to (Yfantis, A., Tiniakou, I., and Yfanti, E, 2010) another finding is that nurs es doesnt have past experiences and also cant assess the effectiveness because of the new programs that are established. There were consistent deterrents over the last 20 years of study regarding continuing professional education and these include lack of quality or interesting topics, lack of benefit in attending continuing education, lack of support from the administration, and peer opinions and attitudes (D. J. Schweitzer, T. J. Krassa, 2010).There were five major factors listed that prevented nurses from participating in continuing professional education and these are work truenesss, time constraints, schedule of continuing education programs, domestic responsibilities, and the cost of courses which is consistent in the previous studies about continuing professional education (M. C. Chong, K. Francis, K. L. Abdullah, 2011).In the past 20 years, there were identified deterrents that are consistently present in the list of barriers and these are lack of quality or interesting top ic for the participants, lack of benefit in attending Continuing Education, lack of support from the administration and the peer opinions and their attitudes. All these deterrents have a great effect on the motivation of a professional to pursue continuing education (D. J. Schweitzer, T. J. Krassa, 2010). Minimal research has been conducted to investigate the perception of rural health care providers regarding the availability and accessibility of relevant continuing education (A. Jukkala, S. Henly, L. Lindeke, 2008). There are multiple barriers experienced by the rural health care professionals when they try to access continuing professional education, geographic isolation (Curran, Fleet, Kirby, 2006 Hegge, Powers, Hendrickx, Vinson, 2002), lack of financial resources (Alexander, Chadwick, Slay, Petersen, Pass, 2002), and inability to take time away from work (Hendrickx). There are identified natural barriers to participation in distant continuing education and these are rough geographic terrain and inclement weather which makes travel in rural areas complicated (A. Jukkala, S. Henly, L. Lindeke, 2008).Top reasons selected for not pursuing higher education included too old, wont earn more money, not necessary by hospitals, and not needed to give good care (Altmann, 2011). Work allegiances, domestic responsibilities, time constraints, plan of CPE activities, and cost of course are the top five most weighty factors that prevented nurses from participating in CPE based on the previous studies (M. C. Chong, K. Francis, K. L. Abdullah, 2011). Time constraint and family commitment were factors affecting the flexibility of the nurses availability for CPE such as arrangement for household chores and child care, travelling, and access to computers during nonworking time are other barriers (M. C. Chong, K. Francis, K. L. Abdullah, 2011). Younger and less experienced nurses participated in continuing professional education to a lesser level because of the financ ial implications associated with accessing continuing professional education (M. C. Chong, K. Francis, K. L. Abdullah, 2011). Participation in continuing education was made as an obligation to the nurses in other countries because they knew that professionals are lacking in motivation to voluntarily update their skills and knowledge when there is no outside(a) pressure (Pea et al., 2006).Requirements for Continuing Professional educationThere are things that a professional must have to make them eligible to participate in an activity that can help them grow as a more trustworthy person in their chosen career. In this area, the different studies showed some of the requirements needed to make a professional be engaged in an activity that will make them more proficient. In continuing professional education it is important to develop a positive attitude to benefit more and to have a significant improvement in professional self-development and growth of an individual (F. Hayajneh, 2009) . Professional reasons like improving knowledge and nursing skills to provide better care for patients are stated as the reason why nurses are participating in continuing education. Study showed also that nurses are aware that they need to enhance their knowledge and skills in nursing to provide a more quality care for their patients (F. Hayajneh, 2009).Recent studies showed that senior nurses are more capable of participating in continuing education because of their higher income compared to those nurses in lower position (M. C. Chong, K. Francis, K. L. Abdullah, 2011). But this finding was contradicted by Bariball and While (1996) stating that younger and less experienced nurses favored continuing professional education. Enabling continuous professional development in health care needs a revitalizing work environment, mentoring and support for the registered nurses.Clinical managers in the United Kingdom stated that Continuing Professional Development is a real important factor i n enhancing job satisfaction. Having an attainable and high level continuing educational programs are connected to job satisfaction (Andrews et al., 2005 Levett-Jones, 2005). The capacity of group to encourage and maintain health care professionals is greatly needed to convince nurses to continue professional education (Booth Lawrence, 2001 Brewer, Zayas, Kahn, Sienkiewicz, 2006). Specialization requires that nurses keep up-to-date with new information in nursing science (Hayajneh, 2009). Positive attitudes will increase the number of nurses who participate. Program developers can focus on needed continuing education content within their institutions to develop and maintain professionally and scientifically guided care for patients (Hayajneh, 2009). In order for nursing profession to achieve professionalism, nurses must develop great skills, undertake higher education, and engage in lifelong learning (Happell, 2004). Nursing prudence demands that nurses continue to advance their knowledge in nursing and its foundational disciplines (Orem, 2001). Full commitment of health care agencies and schools of nursing with dedicated mentors at all sites can identify and motivate nurses to enrol for an advanced degree. Admission, registration, advisement, and instructional support designed to ease transition to the student role are effective. Tuition support and instructional flexibility are major incentives (J. I. Warren, M. E. Mills, 2009).The nursing degree curriculum in Malaysia generally encompasses nursing sciences, behavioral science, health sciences, and information technology and communication skills. Research is an important component of degree program, student are required to attend common chord credit hours of research and biostatic courses, and to conduct a project with contribute six credit hours of the courses (Chong et al., 2011).The Nursing jump on of Malaysia in 1998 was influenced by the globalization wave regarding development in nursing to inclu de the requirement of CPE in the Nurses Code of Conduct. All nurses should have at least ten hours in CPE activities per year (Chong et al., 2011). The Malaysian Nurses Board required the participation of nurses in a minimum of hours of education and training each year (Chong et al., 2011).ReferencesAndrews,M.E., Stewart,N.J., Pitblado,J.R., Morgan,D.G., Forbes,D., DArcy,C. 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