Abstract
Continuous professional development (CPD) is a dynamic and ongoing process through which individuals and groups engage in a range of learning activities supporting acquiring new knowledge and skills, maintaining and enhancing their current expertise, and serving as a catalyst for professional development and professional practices (Pool et al., 2015) allowing for healthcare professionals to stay abreast of emergency trends; A process that essential in healthcare practice and education due to the constantly developing understanding of healthcare sciences and technological advances (Hakvoort Et al.,2022).
Through active engagement in CPD, Healthcare educators can enhance their teaching practices, expanding their knowledge across diverse subject areas, thus enabling them to design and facilitate high-quality educational experiences to support and challenge learners. Concurrently engagement in CPD plays a crucial yet supportive role whereby educators can align their CPD engagement with regulatory requirements outlined by professional bodies such as the Nursing and Midwifery Council, Health and Care Professions Council and the General Medical Council; These professional regulatory bodies outline the individual registrant's requirements in their respective fields (Ryan, 2003; Griffith, 2020).
Whilst the advantages of CPD are documented, professionals and organisations encounter challenges when implementing and participating in a CPD activity. Professionals face several barriers that hinder their engagement in CPD, including staffing constraints, time limitations and limited organisational support ( Mlambo Et al., 2021), limiting the overall potential CPD has on the healthcare professional.
This presentation discusses CPD within healthcare practice and education through implementing and facilitating a CPD programme in a large School of Nursing and Midwifery, supporting the development of knowledge and skills in the context of clinical skills. It will discuss the challenges and strategies in implementing the CPD program, its impact and how the lessons learnt shape the development of the CPD program.
Keywords: CPD, Development, Educators, Challenges, Impact
References
Hakvoort, L. et al. (2022) Factors that influence continuing professional development over a nursing career: A scoping review. Nurse education in practice. [Online] 65103481–103481.
Pool et al., 2015 I.A. Pool, R.F. Poell, M.G. Berings, O. ten Cate Strategies for continuing professional development among younger, middle-aged and older nurses: a biographical approach Int. J. Nurs. Stud., 52 (5) (2015), pp. 939-950
Griffith R, Tengnah C. Law and professional issues in nursing (second ed.). Exeter: Learning Matters; 2020.
Ryan, J. (2003) Continuous professional development along the continuum of lifelong learning. Nurse education today. [Online] 23 (7), 498–508.
Mlambo, M. et al. (2021) Lifelong learning and nurses' continuing professional development, a metasynthesis of the literature. BMC nursing. [Online] 20 (1), 62–62.
Through active engagement in CPD, Healthcare educators can enhance their teaching practices, expanding their knowledge across diverse subject areas, thus enabling them to design and facilitate high-quality educational experiences to support and challenge learners. Concurrently engagement in CPD plays a crucial yet supportive role whereby educators can align their CPD engagement with regulatory requirements outlined by professional bodies such as the Nursing and Midwifery Council, Health and Care Professions Council and the General Medical Council; These professional regulatory bodies outline the individual registrant's requirements in their respective fields (Ryan, 2003; Griffith, 2020).
Whilst the advantages of CPD are documented, professionals and organisations encounter challenges when implementing and participating in a CPD activity. Professionals face several barriers that hinder their engagement in CPD, including staffing constraints, time limitations and limited organisational support ( Mlambo Et al., 2021), limiting the overall potential CPD has on the healthcare professional.
This presentation discusses CPD within healthcare practice and education through implementing and facilitating a CPD programme in a large School of Nursing and Midwifery, supporting the development of knowledge and skills in the context of clinical skills. It will discuss the challenges and strategies in implementing the CPD program, its impact and how the lessons learnt shape the development of the CPD program.
Keywords: CPD, Development, Educators, Challenges, Impact
References
Hakvoort, L. et al. (2022) Factors that influence continuing professional development over a nursing career: A scoping review. Nurse education in practice. [Online] 65103481–103481.
Pool et al., 2015 I.A. Pool, R.F. Poell, M.G. Berings, O. ten Cate Strategies for continuing professional development among younger, middle-aged and older nurses: a biographical approach Int. J. Nurs. Stud., 52 (5) (2015), pp. 939-950
Griffith R, Tengnah C. Law and professional issues in nursing (second ed.). Exeter: Learning Matters; 2020.
Ryan, J. (2003) Continuous professional development along the continuum of lifelong learning. Nurse education today. [Online] 23 (7), 498–508.
Mlambo, M. et al. (2021) Lifelong learning and nurses' continuing professional development, a metasynthesis of the literature. BMC nursing. [Online] 20 (1), 62–62.
| Original language | English |
|---|---|
| Title of host publication | NETworking & Innovation in Healthcare Education Conference 2023 Conference submission |
| Publication status | Published (VoR) - 6 Nov 2023 |