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Practitioners in continuing nursing education must develop reliable and valid evaluation instruments to increase their confidence in the quality and usefulness of the information being gathered. In addition, they should consider the requirements for accreditation or approval of their continuing education activities. This article describes the process used by one provider to accomplish these goals.
The attached guidelines on "Commercial Support of Continuing Nursing Education" have been developed by the American Nurses Association (ANA) to assist/guide nursing continuing educators who wish to utilize the resources of corporations to provide continuing education programs. These guidelines enable the provider to maintain a balance between the need for industry-supported dissemination of scientific information and promotional activities which meet the requirements of law, as well as professional standards of the American Nurses Association.
Beliefs about human nature, adult education, adult learners, and moral commitment are at the heart of the educator-learner agreement. In continuing nursing education, it is the point where professional values, morals, and ethical principles meet. Using Husteds' bioethical decision-making model, the values, beliefs, and actions within the educator-learning agreement are identified and organized by the bioethical standards. By relating the bioethical standards to practice, continuing nurse educators can find their own basis for practice and work toward attaining a consistent professional ethical orientation.
Continuing education coordinators and interested others met statewide to consider the educational needs of nurses emerging with health care reform. It was agreed that continuing nursing education must aggressively pursue its mission and activities to lead, promote, and enhance the education of our profession on health care reform.
Advancing technology and healthcare reform necessitate continuing nursing education to maintain competence. This study assesses the knowledge and skills needed to function as a director of continuing nursing education in a variety of settings, estimates the supply of qualified applicants for vacant director positions, and identifies essential academic needs of someone preparing for the director's position.
AIM: This paper reports a study that leads to understanding challenges facing nurse educators implementing mandatory continuing nursing education in The People's Republic of China. BACKGROUND: Mandatory continuing nursing education was instituted to maintain and develop registered nurses' competence in the context of healthcare reform in China in 1996. However, there is an increasing complaint of credit-focused and teacher-centred learning in Chinese literature. Despite an increasing appeal to improve the learning situation, little consensus has been reached. By examining nurse educators' perceived challenges and their coping strategies in implementing mandatory continuing nursing education, this study illuminates the possibilities for reform in mandatory continuing nursing education. METHODS: Data were collected through in-depth interactive dialogues between the researcher and five nurse educators in five healthcare organizations in China, utilizing Gadamer's philosophical hermeneutics. FINDINGS: Three themes were found in this study described as finding a way to support nurses' competence within a constrained situation, reconciling credit requirements and representing all stakeholders' interests. CONCLUSIONS: A tension between the mandatory continuing nursing education policy and the context of implementing the policy can contribute to credit-focused and teacher-centred learning. Regular policy review and educational support for nurse educators are crucial aspects to improve mandatory continuing nursing education.
It can be stated that Nursing Staff Development and the Continuing Nursing Educational Department of a university can collaboratively produce effective continuing education for nurses. Their similarities, differences, and duplications can be utilized constructively rather than in a competitive manner. To accomplish this, the two departments could collaborate through a joint committee that has equal representation, equal respect and an equal workload from both departments. The joint committee can reduce the cost and effort of providing continuing education and improve the efficiency and effectiveness of meeting the educational needs of the nursing community.
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Practitioners of continuing nursing education need to be able to distinguish between impact evaluation and evaluation research reported in the literature. Failure to do so may lead to invalid conclusions or faulty decision-making. This article defines impact evaluation and evaluation research, compares them across seven dimensions, and describes their strengths and weaknesses.
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The purpose of this study was to evaluate the effects of a four-session (8-hour) gerontological nursing continuing education (CE) programme on nurses' knowlege of and attitudes towards the elderly. The study also sought to ascertain the effects of the CE programme on patient satisfaction with and perceptions of nursing care. Seventy-six nurses completed the Miller-Dodder Revision of the Palmore Facts on Ageing Quiz and the Kogan Attitudes Towards Old People Scale before and after participating in the CE programme. Post-test scores on both measures were slightly but significantly higher than pretest scores. Thirty hospitalized elderly patients were interviewed before and 33 were interviewed after the CE programme was offered to the nurses on their hospital units, using the LaMonica-Oberst Patient Satisfaction Scale and the Harrison-Novak Patient Perception Scale. Post-test measures of patient satisfaction and perception were not significantly different from pretest scores. Patients were generally satisfied with their nursing care, but perceived that nurses did not focus on health promotion activities. In addition, 59% of the patients indicated that they were unable to distinguish nurses from other health care providers. The article identifies implications of the study for nursing education, practice and research.
This paper concerns one of the main problems facing continuing nurse education, that of matching the learning needs of the individual nurse with the needs of the care setting. This endeavour is inescapable because of the necessity for giving high quality care within financial restraint. Modern information technology, it is suggested, can be helpful in fulfilling the task more easily. A theoretical framework is introduced as a possible solution for developing a computer program which, it is the hope of the author, will be available in the not so far future.
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