The impact on practice (ImP) project: A project to develop a framework to evaluate the impact of continuing professional education on practice (original) (raw)

Illuminating the process: Enhancing the impact of continuing professional education on practice

Nurse Education Today, 2015

Background: There has been significant global investment in continuing professional education (CPE) to ensure healthcare professionals have the knowledge and skills to respond effectively to the needs of patients/service users. However, there is little evidence to demonstrate that this investment has had a tangible impact on practice. Furthermore, the current emphasis on evaluating outcomes has overlooked the importance of underlying processes which, when positive, are essential to good outcomes. Objective: The aim of this study was to identify the processes that key stakeholders perceive to be most important in facilitating a positive impact of CPE on practice. Design/method: A qualitative design using two rounds of semi-structured interviews which were recorded and transcribed prior to analysis, informed by template analysis techniques. Setting: Two acute trusts, one primary care trust and two higher education institutions in one geographical region in England. Participants: Representatives from four stakeholder groups-students, managers, educators and members of each healthcare organisation's governing board. A total of 35 interviews were conducted in the first round and 31 interviews in the second round (n = 66). Results: Four overarching themes were identified that illuminate stakeholders' perspectives of the important factors affecting the process of CPE: organisational structure, partnership working, a supportive learning environment and changing practice. Conclusions: This study suggests that a positive organisational culture, effective partnership working between key stakeholders with an understanding of each other's perspectives, aspirations and constraints, and a supportive learning environment in both the practice setting and education environment are central to establishing a culture and context where CPE can thrive and exert a positive influence on improving patient/service user experience and care. It is argued that an understanding of the processes that facilitate effective CPE is a crucial first step before it is possible to meaningfully evaluate outcomes.

Continuing professional education: identifying the characteristics of an effective system

Journal of Advanced Nursing, 1995

The need for a functioning system of continuing professional education (CPE) in nursing, midwifery and health visiting has received increased attention m recent years However, whilst the literature describes a number of benefits, detailed empirical studies have been limited There is, in particular, a dearth of information on nurses' perceptions ofthe important components of a CPE programme Using the results of a recent evaluation ofthe Welsh Nationai Board's Framework for Continuing Education, this paper highlights a number of key issues identified by practitioners, educators and managers throughout Wales Using a structure-process-outcome model, attention is focused on the outcomes of CPE and the structure and process variables which facilitate or inhibit success The results mdicate a strong commitment to the prmciples of CPE and identify a complex range of perceived benefits Potential bamers inhibiting both the uptake of CPE and the achievement of subsequent change are discussed and the need to create an equitable, well-resourced system is stressed (Bysshe 1992) and is increaisingly viewed as a nght, rather

The Effectiveness of Continuing Professional Development

This report is based on research carried out for a GMC study into the effectiveness of Continuing Professional Development (CPD). It has involved non-training doctors from staff grades to senior consultants, including those primarily involved in management, CPD provision and assessment; and institutional officials, such as in Deaneries and universities, across a range of specialties to determine their understanding of:

Continuing professional development: does it make a difference?

Nursing in Critical Care, 2004

Continuing professional development (CPD) is costly in terms of both organizational resources and personal time and effort • It forms an important part of the strategy for modernizing the health service and is an expectation of qualified nurses • There is little evidence to demonstrate the impact of CPD in terms of improved patient care and services • A small pilot study was undertaken. A group of intensive therapy unit (ITU) managers developed a goal attainment scale (GAS) to evaluate the impact of an ITU course. Results suggest that the ITU course did make a difference to the development of ITU nurses, but the nurses who did not take the course also developed • This has implications for service providers and educationalists in terms of expectations, timing and content of courses • The GAS was a useful tool as an approach to evaluating the impact of CPD but requires more rigorous testing before it can be described as reliable and valid

Rapid review on the effectiveness of continuing professional development in the health sector

2019

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