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Mukamana A, Byungura JC, Manirakiza F, Rushingabigwi G. Knowledge, usability and challenges of e-learning platforms for continuing Professional Development of healthcare professionals at University Teaching Hospital of Kigali. BMC MEDICAL EDUCATION 2024; 24:613. [PMID: 38831265 PMCID: PMC11149327 DOI: 10.1186/s12909-024-05585-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2023] [Accepted: 05/21/2024] [Indexed: 06/05/2024]
Abstract
BACKGROUND Healthcare professionals constitute a critical component of clinical care services. To provide the expected service, they must continuously develop their profession through continuous learning. This kind of learning is recognized as continuing professional development (CPD). Traditionally, CPD is offered onsite. Onsite training is associated with some barriers that prevent healthcare professionals from attending such educational activities, including financial difficulties and long distance. This is why online learning is proposed to overcome these barriers. OBJECTIVE The main purpose was to evaluate usability, knowledge and challenges of e-learning platforms for CPD of healthcare professionals at University Teaching Hospital of Kigali (CHUK). METHODS The cross-sectional quantitative study approach was utilized; the data was collected at the workplace of nurses, midwives, and allied health professionals by using a pre-designed questionnaire. The data were analyzed using Statistical Package for the Social Sciences (SPSS) version 25 and presented as frequencies. RESULTS A significant majority was aware of CPD e-learning platforms. For example, 95.7% of the participants were familiar with these platforms, indicating that they had some degree of knowledge about their existence and purpose. Regarding the mode of accessing CPD courses, 82.1% of participants preferred online platforms, demonstrating a strong will to use e-learning platforms. CONCLUSION This study highlighted a high level of awareness and utilization of CPD e-learning platforms among healthcare professionals at CHUK, additionally, participants expressed confidence in using the platforms but emphasized the need for further support and training.
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Affiliation(s)
- Agnes Mukamana
- Health Informatics Department, Regional Centre of Excellence in Biomedical Engineering and e-Health (CEBE), University of Rwanda, Kigali, Rwanda.
| | - Jean Claude Byungura
- Department of Business Information Technology, College of Business and Economics (CBE), University of Rwanda, Kigali, Rwanda
| | - Felix Manirakiza
- Pathology Department, College of Medicine and Health Sciences, University of Rwanda, P.O. Box 3286, Kigali, Rwanda
- Pathology Department, University Teaching Hospital of Kigali, P.o. Box 655, Kigali, Rwanda
| | - Gerard Rushingabigwi
- Biomedical Engineering Program, Regional Centre of Excellence in Biomedical Engineering and e-Health (CEBE), University of Rwanda, Kigali, Rwanda
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Almarhabi M, Cornish J, Raleigh M, Philippou J. Developing effective In-Service Education for intensive care nurses: Exploring the views of clinical stakeholders in the Kingdom of Saudi Arabia. NURSE EDUCATION TODAY 2024; 134:106092. [PMID: 38262185 DOI: 10.1016/j.nedt.2024.106092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/22/2023] [Revised: 11/22/2023] [Accepted: 01/11/2024] [Indexed: 01/25/2024]
Abstract
BACKGROUND Evidence-based in-service education (ISE) in the intensive care unit (ICU) is essential to maintaining nurse skill and competence in this complex clinical area. However, there has been limited research that has focused on developing and optimising the specialised training required by ICU nurses working in trauma care. OBJECTIVES To explore the perspectives of ICU clinical stakeholders regarding their needs and preferences for ISE to inform the future development and implementation of effective educational interventions. DESIGN A qualitative, multiple-case study supported by the "Empowering Education" theoretical framework, which emphasises the importance of stakeholder involvement in education development. SETTINGS Adult ICUs in three major hospitals located in two geographical areas in Saudi Arabia. PARTICIPANTS Forty clinical nurses, twelve nurse managers, nine nurse leaders and seven clinical educators participated. METHODS Data were collected through semi-structured interviews followed by focus groups. Framework analysis was used for data analysis. FINDINGS Stakeholders wanted ISE and training by subject experts characterised by: (i): relevant educational content; (ii): a range of educational techniques and (iii) flexible delivery and format. Nurses also identified factors that encouraged them to participate in ISE including adequate resources and a supportive work environment, whilst heavy workloads, cost and scheduling issues hindered engagement. CONCLUSION This paper highlights the importance of considering staff needs and local context when developing in-service ICU education to support nurses' competence. Further recommendations and a proposed framework to develop future ISE in the ICU are provided. TWEETABLE ABSTRACT The key to effective in-service education for ICU nurses is understanding stakeholders' needs and motivational drivers, whilst addressing barriers to successful implementation.
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Affiliation(s)
- Maha Almarhabi
- Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London, James Clerk Maxwell Building, 57 Waterloo Road, London SE1 8WA, UK; Faculty of Nursing, King Abdulaziz University, Jeddah, Saudi Arabia.
| | - Jocelyn Cornish
- Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London, James Clerk Maxwell Building, 57 Waterloo Road, London SE1 8WA, UK.
| | - Mary Raleigh
- Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London, James Clerk Maxwell Building, 57 Waterloo Road, London SE1 8WA, UK.
| | - Julia Philippou
- Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London, James Clerk Maxwell Building, 57 Waterloo Road, London SE1 8WA, UK.
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Murry LT, Asokan A, Baumgart G, Bosworth J, Capobianco L, Chapman L, Estevez MM, Hughes PJ, Knutson A, LaNou E, Lehman N, Lawson B, Malhotra J, Matson A, Sogol EM, Yoon D, Engle JP, Travlos DV. Principles for Continuing Professional Development (CPD) Programs: A Statement by the ACPE CPD Advisory Committee. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100578. [PMID: 37524261 DOI: 10.1016/j.ajpe.2023.100578] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/14/2023] [Revised: 07/14/2023] [Accepted: 07/27/2023] [Indexed: 08/02/2023]
Abstract
Continuing Professional Development (CPD) has received increased attention within the pharmacy profession in the United States and is recognized as a potential pathway for ongoing professional development and practice transformation. Despite potential benefits of CPD, adoption in the United States has remained limited. A CPD program accreditation pathway, including principles, guidance, and a credit system for CPD programs, has recently been approved by the Accreditation Council for Pharmacy Education Board of Directors. This commentary reviews existing literature regarding pharmacy CPD, introduces CPD program principles and guidance for CPD program providers, and describes the model for awarding CPD units.
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Affiliation(s)
- Logan T Murry
- The Accreditation Council for Pharmacy Education, Chicago, IL, USA.
| | | | - Glen Baumgart
- The University of Texas at Austin, College of Pharmacy, Austin, TX, USA
| | - Jennifer Bosworth
- The University of Texas at Austin, College of Pharmacy, Austin, TX, USA
| | | | - Liza Chapman
- Pharmacy Technician Certification Board, Washington, DC, USA
| | | | | | | | - Ellie LaNou
- Board of Pharmacy Specialties, Washington, DC, USA
| | - Nicholas Lehman
- Drake University, College of Pharmacy and Health Sciences, Des Moines, IA, USA; Unity Point West Des Moines Family Medicine and Internal Medicine, West Des Moines, IA, USA
| | - Brian Lawson
- Board of Pharmacy Specialties, Washington, DC, USA
| | - Jodie Malhotra
- University of Colorado, Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora, CO, USA
| | - Adrienne Matson
- University of Kentucky, College of Pharmacy, Lexington, KY, USA
| | | | - Diane Yoon
- Children's Hospital Los Angeles, Los Angeles, CA, USA
| | - Janet P Engle
- The Accreditation Council for Pharmacy Education, Chicago, IL, USA
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Mwakawanga DL, Rimoy M, Mwanga F, Massae AF, Mushy SE, Kisaka L, Komba N, Mabada L, Mlay E, Mwakalinga E, Mwasha L, Temba FF, Sirili N. Strengthening midwives' competencies for addressing maternal and newborn mortality in Tanzania: Lessons from Midwifery Emergency Skills Training (MEST) project. Midwifery 2023; 122:103695. [PMID: 37119672 DOI: 10.1016/j.midw.2023.103695] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2022] [Revised: 04/06/2023] [Accepted: 04/11/2023] [Indexed: 05/01/2023]
Abstract
INTRODUCTION In Low- and Middle-Income Countries (LMICs), maternal and infant mortality remains a significant problem. Inadequate healthcare provider competencies, including those of midwives, are cited as one of the major contributors to the high maternal and newborn mortality rates. Thus, enhancing the skills of midwives is a prerequisite for enhancing positive maternal and newborn health outcomes. This study describes the lessons learned from a Midwifery Emergencies Skills Training (MEST) project implemented in Tanzania between 2013 and 2018. METHODS An exploratory qualitative study was used to purposefully recruit and interview twelve health facility in-charges and eighteen midwives from twelve selected health facilities in six districts of Tanzania mainland to discover their perceptions about the midwifery practice after MEST training. The data were transcribed verbatim and analysed with qualitative content analysis. RESULTS Four categories were generated from the analysis (i) enhanced knowledge and skills in the provision of midwifery care and management of obstetric emergencies, (ii) improved midwives' communication skills, (iii) increased trust and support between midwives and community and (iv) transformed attitudes of midwives toward continued professional development (CPD). CONCLUSION MEST enhanced the knowledge and skills of midwives in the management of obstetric emergencies and referral protocol practice. However, notable gaps remain in the capacity of midwives to provide human rights-based respectful maternity care. Continued professional development for nurses and midwives through training, mentorship and supervision programs is recommended for improving maternal and newborn health.
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Affiliation(s)
- Dorkasi L Mwakawanga
- School of Nursing, Muhimbili University of Health and Allied Sciences, P.O Box 65001 Dar es Salaam, Tanzania.
| | - Martha Rimoy
- Tanzania Midwives Association, P.O Box 65524 Dar es Salaam, Tanzania
| | - Feddy Mwanga
- Tanzania Midwives Association, P.O Box 65524 Dar es Salaam, Tanzania
| | - Agnes F Massae
- School of Nursing, Muhimbili University of Health and Allied Sciences, P.O Box 65001 Dar es Salaam, Tanzania
| | - Stella E Mushy
- School of Nursing, Muhimbili University of Health and Allied Sciences, P.O Box 65001 Dar es Salaam, Tanzania
| | - Lucy Kisaka
- The Aga Khan University, School of Nursing and Midwifery, P.O Box 38129 Dar es Salaam, Tanzania
| | - Nicodem Komba
- Tanzania Midwives Association, P.O Box 65524 Dar es Salaam, Tanzania; Muhimbili National Hospital, P.O Box 65000 Dar es Salaam, Tanzania
| | - Lucy Mabada
- Tanzania Midwives Association, P.O Box 65524 Dar es Salaam, Tanzania
| | - Ecstasy Mlay
- Muhimbili National Hospital, P.O Box 65000 Dar es Salaam, Tanzania
| | | | - Loveluck Mwasha
- Tanzania Midwives Association, P.O Box 65524 Dar es Salaam, Tanzania; The Aga Khan University, School of Nursing and Midwifery, P.O Box 38129 Dar es Salaam, Tanzania
| | | | - Nathanael Sirili
- School of Public Health and Social Sciences, Muhimbili University of Health and Allied Sciences, P.O Box 65013, Dar es Salaam, Tanzania
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McConkey RW, Kelly T, Dalton R, Rooney G, Healy M, Murphy L, Dowling M. Developing a culture of nursing research through clinical‐academic partnership. INTERNATIONAL JOURNAL OF UROLOGICAL NURSING 2022. [DOI: 10.1111/ijun.12339] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Affiliation(s)
| | - Therese Kelly
- Urology Department University Hospital Galway Galway Ireland
| | - Rachael Dalton
- Urology Department University Hospital Galway Galway Ireland
| | | | - Michelle Healy
- Urology Department Roscommon University Hospital Roscommon Ireland
| | - Louise Murphy
- Department of Nursing & Midwifery University of Limerick Limerick Ireland
| | - Maura Dowling
- School of Nursing and Midwifery University of Galway Galway Ireland
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Ma H, Niu A, Sun L, Luo Y. Development and evaluation of competency-based curriculum for continuing professional development among military nurses: a mixed methods study. BMC MEDICAL EDUCATION 2022; 22:793. [PMID: 36384711 PMCID: PMC9667581 DOI: 10.1186/s12909-022-03846-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Accepted: 10/31/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Continuing professional development (CPD) is essential for career progression and maintaining military nursing competency. A well-designed CPD programme can improve the effectiveness of transforming knowledge and skills in healthcare organisations. This study aimed to develop a competency-based CPD curriculum for military nurses in China and evaluate its effectiveness from a developmental pilot study. METHODS In phase one, a two-round Delphi was conducted to design a competency-based curriculum of CPD based on a clinical ladder model among military nurses. In phase two, the curriculum of one CPD programme was redesigned, and a pilot quasi-experiment was conducted to evaluate the effectiveness of this programme. RESULTS A competency-based curriculum was developed for primary, intermediate, and senior titles, respectively. The trainees' overall satisfaction with the redesigned CPD programme was 100%. The four themes in the qualitative data were: 1) learning motivation and learning barriers; 2) professional growth; 3) role model promoted career planning; 4) learning environment mattered. CONCLUSION This study developed a competency-based curriculum for continuing professional development among military nurses that can be used in designing CPD programmes. Competency-based curriculum can be utilised in the CPD activities to facilitate the improvement of nursing competency.
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Affiliation(s)
- Huijuan Ma
- School of Nursing, Third Military Medical University/Army Medical University, No. 30 Gaotanyan Street, Shapingba District, Chongqing, P.R. China
| | - Aifang Niu
- School of Nursing, Third Military Medical University/Army Medical University, No. 30 Gaotanyan Street, Shapingba District, Chongqing, P.R. China
| | - Li Sun
- Health Management Center, First Affiliated Hospital, Army Medical University, No. 30 Gaotanyan Street, Shapingba District, Chongqing, P.R. China
| | - Yu Luo
- School of Nursing, Third Military Medical University/Army Medical University, No. 30 Gaotanyan Street, Shapingba District, Chongqing, P.R. China
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A Conceptual Model of Nurses' Turnover Intention. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19138205. [PMID: 35805865 PMCID: PMC9266265 DOI: 10.3390/ijerph19138205] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/10/2022] [Revised: 06/29/2022] [Accepted: 07/02/2022] [Indexed: 01/09/2023]
Abstract
The World Health Organisation predicts a lack of 15 million health professionals by 2030. The lack of licenced professionals is a problem that keeps emerging and is carefully studied on a global level. Strategic objectives aimed at stimulating employment, improving working conditions, and keeping the nurses on board greatly depends on identifying factors that contribute to their turnover. The aim of this study was to present a conceptual model based on predictors of nurses' turnover intention. Methods: A quantitative, non-experimental research design was used. A total of 308 registered nurses (RNs) took part in the study. The Multidimensional Work Motivation Scale (MWMS) and Practice Environment Scale of the Nursing Work Index (PES-NWI) were used. Results: The conceptual model, based on the binary regression models, relies on two direct significant predictors and four indirect significant predictors of turnover intention. The direct predictors are job satisfaction (OR = 0.23) and absenteeism (OR = 2.5). Indirect predictors that affect turnover intention via job satisfaction are: amotivation (OR = 0.59), identified regulation (OR = 0.54), intrinsic motivation (OR = 1.67), and nurse manager ability, leadership and support of nurses (OR = 1.51). Conclusions: The results of the study indicate strategic issues that need to be addressed to retain the nursing workforce. There is a need to ensure positive perceptions and support from managers, maintain intrinsic motivation, and promote even higher levels of motivation to achieve satisfactory levels of job satisfaction.
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Taylor B, Robertson S, Ryan T. Intelligent effort: Involving citizens in planning for quality in nursing. Nurs Open 2021; 9:860-861. [PMID: 34921597 PMCID: PMC8859030 DOI: 10.1002/nop2.1157] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2021] [Accepted: 12/01/2021] [Indexed: 11/06/2022] Open
Affiliation(s)
- Bethany Taylor
- Division of Nursing & Midwifery, The University of Sheffield, Sheffield, UK
| | - Steve Robertson
- Division of Nursing & Midwifery, The University of Sheffield, Sheffield, UK.,Leeds Beckett University, Leeds, UK
| | - Tony Ryan
- Division of Nursing & Midwifery, The University of Sheffield, Sheffield, UK
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