Psychometric properties of an instrument to measure facilitators and barriers to nurses' participation in continuing education programs

Researching the Impact of Service provider Education (RISE) Project - a multiphase mixed methods protocol to evaluate implementation acceptability and feasibility

BACKGROUND

Health and social service providers receive limited education on recognizing and responding to family violence. With adequate education, providers could be prepared to identify individuals subjected to family violence and help reduce the risk of associated impairment. Informed by the Active Implementation Frameworks, our research will determine the scope of strategies needed for the uptake and sustainability of educational interventions focused on family violence for providers. It will also determine the acceptability, feasibility, and proof-of-concept for a new educational intervention, called VEGA (Violence, Evidence, Guidance, Action), for developing and improving primary care provider knowledge and skills in family violence.

METHODS

This paper details the protocol for the Researching the Impact of Service provider Education (RISE) Project. The RISE Project follows a sequential multiphase mixed method research design; qualitative and quantitative data are being collected and integrated over three conceptually and methodologically linked research phases. Activities primarily occur in Ontario, Alberta, and Quebec. Phase 1 uses a sequential exploratory mixed method research design to characterize the scope and salience of learning and implementation needs and preferences for family violence education. Phase 2 will use an embedded mixed method research design to determine whether VEGA technology supports providers to achieve their family violence learning goals with effectiveness, efficiency, and satisfaction. Phase 3 will use a concurrent mixed method research design to determine acceptability, feasibility, and proof-of-concept for evaluating whether VEGA improves primary care providers' knowledge and skills in family violence. This final phase will provide information on implementation strategies for family violence education in the "real world." It will also generate data on provider recruitment, retention, and data completeness, as well as exploratory estimates of the effect for provider outcome measures proposed for a randomized controlled trial.

DISCUSSION

The RISE Project comprehensively integrates an implementation approach to improve family violence education for the health and social service professions. It will provide important information about factors that could influence the uptake and effectiveness of a health profession's educational intervention into the real world, as well as provide foundational evidence concerning the tenability of using a randomized controlled trial to evaluate the impact of VEGA in primary care settings.

Basic and Continuing Education Needs of Nurses Instrument: Development and Validation

AIM

To develop and psychometrically test the Basic and Continuing Education Needs of Nurses Instrument.

BACKGROUND

Nurses need to keep updating their knowledge through engaging in continuing education and professional development activities. Continuing education should be based on needs assessment.

METHODS

Items generated were devised from a comprehensive literature review guided by Morrel-Samuels' guidelines. Psychometric analysis was then performed on data from 3632 registered nurses across 74 Lebanese hospitals. Two-factor structures were evaluated: the one-dimensional structure including all items and a six-dimensional structure proposed by the authors. Reliability, exploratory and confirmatory factor analyses were used. Associations between the total knowledge score and nurses' characteristics were assessed using linear regression.

RESULTS AND DISCUSSION

The total scale had Cronbach's alpha of 0.93 and the six subscales between 0.74 and 0.82. Exploratory factor analysis on the first randomly drawn sample of the data supported the one-factor structure. Confirmatory factor analysis on the second randomly drawn sample revealed that both structures were acceptable with better fit for the six-dimensional structure. Linear regression showed significant associations between total score and nurses' age, income, education and gender. The tool has satisfactory psychometric properties for registered nurses in Lebanon and demonstrated relevance to the Lebanese context of nursing practice.

CONCLUSION

We developed a locally adaptable and psychometrically sound instrument to assess the perceived learning needs of Lebanese nurses. Evidence of the validity and reliability of the instrument was provided.

IMPLICATIONS FOR NURSING AND HEALTH POLICY

At a practice level, the Instrument allows nurse leaders to assess knowledge gaps and respond accordingly to nurses perceived learning needs at the national level thus improving practice and protecting people's health. At a policy level, this study has implications for developing policies, regulations and guidelines in support of nurses' continuing education needs and their professional development.

The facilitators and barriers to nurses' participation in continuing education programs: a mixed method explanatory sequential study

Background:

Since several factors affect nurses’ participation in Continuing Education, and that nurses’ Continuing Education affects patients’ and community health status, it is essential to know facilitators and barriers of participation in Continuing Education programs and plan accordingly. This mixed approach study aimed to investigate the facilitators and barriers of nurses’ participation, to explore nurses’ perception of the most common facilitators and barriers.

Methods:

An explanatory sequential mixed methods design with follow up explanations variant were used, and it involved collecting quantitative data (361 nurses) first and then explaining the quantitative results with in-depth interviews during a qualitative study.

Results:

The results showed that the mean score of facilitators to nurses’ participation in Continuing Education was significantly higher than the mean score of barriers (61.99±10.85 versus 51.17±12.83; p<0.001, t=12.23). The highest mean score of facilitators of nurses’ participation in Continuing Education was related to “Update my knowledge”. By reviewing the handwritings in qualitative phase, two main levels of updating information and professional skills were extracted as the most common facilitators and lack of support as the most common barrier to nurses’ participation in continuing education program.

Conclusion:

According to important role Continuing Education on professional skills, nurse managers should facilitate the nurse’ participation in the Continues Education.