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Ousey, Karen; Roberts, Debbie (2013)
Publisher: Mark Allen Publishing
Languages: English
Types: Article
Subjects: RT

Classified by OpenAIRE into

mesheuropmc: humanities, education
Qualified nurses want to access courses that develop their knowledge and skills base within specific areas that are relevant to the work that they do. Traditional methods of delivery for post registration education usually involve attendance at a university or continuing professional development department for lectures and seminars. It is well known that barriers exist which prevent staff from being released to attend such educational activities, or to fund nurses education and development directly. Furthermore, education of the nursing workforce presents a dilemma for many education providers due to the range of learning styles of the current pool of potential students together with the ever changing demographics of the workforce. This paper aims to explore the dilemma faced by education providers and makes suggestions regarding possible solutions to supporting the continuing professional development of the nursing work force. In particular, education providers are encouraged to consider developing non-traditional study packages which maximise uptake through mechanisms such as on-line provision.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

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    • Carroll C, Booth A, Papaioannou D, Sutton A, Wong R, (2009). UK Health-Care Professionals' Experience of On-Line Learning Techniques: A Systematic Review of Qualitative Data. Journal of Continuing Education In The Health Professions, 29(4):235-241 Fleet,LJ., Fox, G., Kirby, F., Whitton, C. & McIvor, A. 2011 Evaluation Outcomes Resulting from an Internet-Based Continuing Professional Development (CPD) Asthma Program: Its Impact on Participants' Knowledge and Satisfaction Journal of Asthma, 48 (4): 400-404(5) Gibson, S.G., Harris, M. L., & Colaric, S. M. (2008). Technology acceptance in an academic context: faculty acceptance of online education. Journal of Education for Business, 83(6), 355-359 Gould D., Berridge E-J.& Kelly D. (2007a).The National Health Service Knowledge and Skills Framework and its implications for continuing professional development in nursing.Nurse Education Today. 2007. 27. 26-34.
    • Gould D., Drey N., &Berridge E-J. (2007b). Nurses' experiences of continuing professional development.Nurse Education Today. 27. 602-609.
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    • International Council of Nurses (2007) International Centre for Human Resources in Nursing An Ageing Nursing Workforce http://www.ichrn.com/publications/factsheets/Ageing_WorkforceEnglish.pdf Accessed: 11/06/12 Johnson, S. A., Romanello, M. L., (2005). Generational diversity: Teaching and learning approaches.
    • Nurse Educator, 30, 212-216.
    • Jonas D. and Burns B. 2010. The transition to blended e -learning. Changing the focus of educational delivery in Children's pain management.Nurse Education in Practice. 10. 1-7.
    • Lee, NJ. (2011) .An evaluation of CPD learning and impact upon positive practice change. Nurse Education Today 31 (2011) 390-395
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