(1967). "New concept in continuing education for dentists.

" The Iowa dental journal / Iowa State Dental

Society 53(5): 23.

(1979). "Proposal of principles and objectives of the Austrian Nurses' Association on nursing practice,
education and continued education, research in nursing, social and occupational interests of nursing
staff." Österreichische Krankenpflegezeitschrift 32(3): 73-82.

(1983). "Framework for the continued education of nurses, pediatric nurses for the management of a
ward, nursing team or functional unit. Outline." Krankenpflege (Frankfurt am Main, Germany) 37(2): 65-
66.

(1995). "[Working Group on Continuing Education in Health]." Educ Med Salud 29(3-4): 344-359.
The deliberations are summarized of a working group on permanent education in health (EPS)
that met in May 1995 in Washington, D.C. to propose theoretical, methodological, and
operational instruments for improving the training practices of health services in the Latin
America region. The region has had abundant and heterogeneous experiences with education in
health services, frequently involving in-service training. This work traces development of
Permanent Education in Health, beginning with the 1973 World Health Assembly, in which the
problem of educating health personnel and the potential of continuing education were
recognized. The Pan American Health Organization (PAHO) has actively assisted in defining and
expanding EPS and has published materials detailing the conceptual foundation and practical
experiences in different countries of the region with the methodology. The major advantages of
EPS are that it is oriented from the initial diagnosis to modification in practices and services; it
integrates the individual, institutional, and social in the definition of problems; it considers
intellectual and affective aspects jointly; it develops group consciousness and identity; and it
permits generation of new knowledge. Controversy surrounding the definition and application of
EPS helped to clarify its aims and objectives. Potential applications of EPS are numerous at this
time of change in the health sector, with decentralization, institutional development with
external funds, privatization, changes in service delivery, and other modifications of existing
structures. Brief descriptions of experiences with EPS in Brazil, Argentina, the Dominican
Republic, Central America, and in other PAHO programs illustrate the range of situations and
contexts in which it may be usefully applied.
eng

(2002). "Society to roll out new CPD framework to 5,000 pharmacies." Pharmaceutical Journal
268(7185): 223.

(2003). "Research issues in CPD." The Lancet 362(9381): 410.

In their report on the effectiveness of CPD, Grant and Stanton1 noted that although provision
and funding for CPD activities had increased substantially in the past 20 years, the effectiveness
of these activities, in terms of producing change in clinicians' behaviour and improved outcomes
for patients, was weak and inconclusive. [...]the GMC issued a draft document for consultation
earlier this year that suggests that doctors' CPD should “recognise the benefits of learning across
professional boundaries”.2 Modern health care is delivered by multiprofessional teams, and it is
reasonable to suppose that learning together will facilitate effective working together. There is
evidence that adults learn best when the learning activity addresses a personally identified
learning need and adult learning theory lends support to the current promotion of personal
learning plans.
(2012). "Improving end-of-life care: recommendations on professional development for physicians."
Clinical Medicine 12(2): 108-110.
The article discusses a report of the joint working party set up by the Royal College of Physicians,
the Association for Palliative Medicine and National End of Life Care Programme. Several
recommendations of the working party for the trust boards, commissioners, physicians and
palliative care teams included in the report are discussed. The report recommends that
professional development in end of life care should include time for learning, appropriate
appraisal systems and an organisational culture. It emphasizes that commissioners and hospital
trusts should consider end-of-life care by using the Commissioning for Quality and Innovation
(CQUIN) framework. Physicians are suggested to refer to the 'Top Ten Tips.'

(2013). "Mentoring Can Be an Effective Professional Development Experience to Enhance or Expand Your
Career." Journal of the Academy of Nutrition and Dietetics, suppl. BUILDING A BRIGHTER TOMORROW:
DIVERSITY, MENTORING AND... 113(5).
As recently as the 1980s, education was not universally approached as a lifelong process except
to maintain certification, but at present, dietetics practitioners are keenly aware that lifelong
learning has evolved from simply being important to something that is essential to achieve
professional success. In fact, in 1980, Malcolm S Knowles, a noted educator Often referred to as
the "father of adult learning," predicted that lifelong learning would inevitably become the
organizing principle of education, and a few decades later, the term lifelong learning is part of
the everyday vernacular in education circles, with many university departments featuring the
title lifelong learning and offering courses on this topic. Here, Peregrin discusses mentoring
which can be an effective professional development experience to enhance or expand one's
career. (Reprint 2012)

(2016). "Fatigue in children and adolescents with cancer from the perspective of health professionals1 1
Paper extrated from Master's Thesis "Fatigue in children and adolescents with cancer: experience of
health professionals", presented to Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo,
PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil." Revista
Latino-Americana de Enfermagem 24.
Objective: to investigate health professionals' knowledge about the concept, assessment and
intervention in fatigue in children and adolescents with cancer. Method: exploratory study with
qualitative approach, with 53 health professionals (10 nurses, 33 assistant nurses, 3 physicians, 3
nutritionists, 2 psychologists and 2 physical therapists). Semi structured interviews were held,
which were recorded and analyzed by means of inductive thematic content analysis. Results: the
data were organized around three themes: knowledge of health professionals about fatigue;
identification of fatigue and interventions to relieve fatigue. Conclusion: the results indicate the
health professionals' limited knowledge about fatigue, as well as the lack of investment in their
training and continuing education. Most of all, the lack of research on the theme in the Brazilian
context remains a barrier to support improvements in care for this symptom in children and
adolescents with cancer.

(2017). "Continuing Professional Education." Journal of the Australian - Traditional Medicine Society
23(2): 123.
The ATMS CPE policy is based on the following principles: * Easily accessible to all members,
regardless of geographic location * Members should not be given broad latitude in the selection
and design of their individual learning programs * Applicable to not only the disciplines in which
 a member has ATMS accreditation, but also to other practices that are relevant to clinical
practice which ATMS does not accredit (e.g. Ayurveda, yoga) * Applicable to not...

(2017). "Pharmacotherapy in children - Old problems and new concepts: Continuing education of the
DPhG and Hamburg Chamber of Pharmacists." Deutsche Apotheker Zeitung 157(8).

(2018). "White Book on Physical and Rehabilitation Medicine (PRM) in Europe. Chapter 9. Education and
continuous professional development: shaping the future of PRM." European journal of physical and
rehabilitation medicine 54(2): 279-286.
In the context of the White Book of Physical and Rehabilitation Medicine (PRM), this paper deals
with the education of PRM physicians in Europe. To acquire the wide field of competence
needed, specialists in Physical and Rehabilitation Medicine have to undergo a well organised and
appropriately structured training of adequate duration. In fact they are required to develop not
only medical knowledge, but also competence in patient care, specific procedural skills, and
attitudes towards interpersonal relationship and communication, profound understanding of the
main principles of medical ethics and public health, ability to apply policies of care and
prevention for disabled people, capacity to master strategies for reintegration of disabled people
into society, apply principles of quality assurance and promote a practice-based continuous
professional development. This paper provides updated detailed information about the
education and training of specialists, delivers recommendations concerning the standards
required at a European level, in agreement with the UEMS rules of creating a Common Training
Framework, that consists of a common set of knowledge, skills and competencies for
postgraduate training. The role of the European PRM Board is highlighted as a body aimed at
ensuring the highest standards of medical training and health care across Europe and the
harmonization of PRM physicians' qualifications. To this scope, the theoretical knowledge
necessary for the practice of PRM specialty and the core competencies (training outcomes) to be
achieved at the end of training have been established and the postgraduate PRM core
curriculum has been added. Undergraduate training of medical students is also focused, being
considered a mandatory element for the growth of both PRM specialty and the medical
community as a whole, mainly in front of the future challenges of the ageing population and the
increase of disability in our continent. Finally, the problems of continuing professional
development and medical education are faced in a PRM European perspective, and the role of
the European Accreditation Council of Continuous Medical Education (EACCME) of UEMS is
outlined.

(2019). "Is continuing medical education sufficient? Assessing the clinical nutrition knowledge of medical
doctors." Nutrition 57: 69-73.
ObjectivesProvision of nutritional support (NS) can improve disease outcome and shorten
hospital length of stay. NS, often prescribed by medical doctors, requires adequate clinical
nutrition (CN) expertise. The aim of this study was to investigate self-perceived and actual CN
knowledge among medical doctors in Greece.MethodsInternal medicine physicians and surgical
specialties (residents and specialized) were asked to self-evaluate their CN expertise, via a seven-
item questionnaire and to complete a 20-question multiple-choice test on CN topics, with the
aim of evaluating their actual CN knowledge. Participants were discouraged from accessing
literature/information during the completion of either questionnaire.ResultsOf 182 invited
medical doctors, 115 (50.4% surgical specialties) participated in the study (63.2% response rate).
The majority of participants (65.2%) demonstrated inadequate CN knowledge, with 30.4% of
those scoring low having a high self-perception of their CN expertise. Comparison of perceived
 and actual CN knowledge revealed that only 56.5% of the participants estimated their
knowledge correctly. Those who had participated in CN continuous medical education courses
demonstrated increased related expertise (P = 0.002).ConclusionsMedical doctors in Greece
demonstrate low knowledge of fundamental CN principles, jeopardizing the provision of high-
quality and efficient NS. Most importantly, the majority of participants overestimated their CN
knowledge and prescribe artificial nutrition or participate in related decision making. Physicians’
CN knowledge should be enhanced accordingly, either by attending CN modules during their
studies, by participating in basic and advanced courses or CN-specific continuous medical
education, or both.

(2019). "RCVS to charge vets for not doing CPD." The Veterinary Record 184(25): 753.
By Josh Loeb Vets who refuse to respond to repeated RCVS enquiries about their continuing
professional development (CPD) could in future be billed for the cost of the time and effort spent
chasing them. Serially non-compliant vets and registered veterinary nurses (RVNs) look set to be
charged a new administration fee after 32 council members voted 31 in favour (with one
abstention) to accept the plan in principle. The level of fee and other details are yet to be
determined, but RCVS council member Sue Paterson described the move as constituting a ‘stick’
rather than a ‘carrot’ approach to the problem.

(2020). "Cultural Humility: A Proposed Model for a Continuing Professional Development Program."
Pharmacy 8(4): 214.
Continuing professional development (CPD) is an essential component of professional practice
for registered health practitioners to maintain and enhance knowledge, skills and abilities. There
are many topics that practitioners may pursue relevant to their practice environment, and, in
recent years, providing culturally safe and respectful practice is an emerging area of need.
Unfortunately, many health professionals, whilst willing to offer cultural safe healthcare, may be
uncertain of how to enact that practice. The World Health Organisation recognises attainment of
the highest possible standard of health as a basic human right, and cultural safety is increasingly
becoming an expectation of health professionals. To address this need and the insufficiency of
support in the literature, the authors have presented a discussion paper on various aspects of
cultural safety and the underlying constructs, such as cultures, that support it. The discussion
takes into account core constructs that signpost the path to cultural safety and recognises the
role and accountability of all levels of the healthcare system, not merely the practitioner. Finally,
we propose a model program for a cultural humility CPD activity incorporating pre-work, online
modules, interactive workshop, reflection on professional practice and a post-workshop
evaluation.

(2020). "Development and preliminary validation of a brief nurses’ perceived professional benefit
questionnaire (NPPBQ)." BMC Medical Research Methodology 20: 1.
Background With the increased empirical interest in the positive significance of improving
nurses’ sense of professional benefits, there is a requirement for measures of nurses’ perceived
professional benefit (NPPB). Our objective was to develop and psychometrically test a brief
Nurses’ Perceived Professional Benefit Questionnaire (NPPBQ). Methods After expert
consultation and nurse interviews, a primary questionnaire was developed for an exploratory
factor analysis (EFA). The seventeen items of the NPPBQ were used for verification of the
theorized factor structure and content validity using a confirmatory factor analysis (CFA). The
NPPBQ’s concurrent validity was evaluated. Three samples of nurses were collected in Shanghai,
Hangzhou and Nanjing between November 2017 and August 2018. Results The results of the EFA
 and CFA verified the five dimensions of nurses’ occupational benefit discovery. The results
demonstrated that the NPPBQ has adequate internal consistency and is fully consistent with the
theorized factor structure. This 5-factor solution explained an adequate percentage of the total
variance. The Cronbach’s alpha of each dimension of the NPPBQ was good. The concurrent
validity was significantly correlated with all aspects of the Maslach Burnout Inventory (MBI).
Conclusion The results suggest that the NPPBQ is a psychometrically sound measure for
evaluating perceived professional benefits among a wide range of nurses.

(2020). "Effect of e-learning on nurses’ continuing professional development." Nursing Management

(2014+) 27(2): 16-22.
Why you should read this article:• To understand the role of e-learning in supporting nurses’
continuing professional development (CPD)• To improve your knowledge of the factors that may
influence the effect of e-learning on nurses’ CPD• To develop approaches you can use to ensure
effective engagement with e-learningBackground E-learning can provide nurses with the
opportunity to undertake lifelong learning and continuing professional development (CPD) in a
flexible, practical and engaging manner. However, much of the research focuses on pre-
registration nursing students’ experiences of e-learning, despite nursing students not always
experiencing the same clinical demands as registered nurses.Aim To explore the concept of e-
learning and nurses’ perception of its value for engaging with lifelong learning and CPD, as well
as to determine attitudes towards e-learning, what influencing factors exist and how they affect
the perceived value of e-learning.Method This study used a mixed-methods sequential
explanatory design, in which there were two phases of data collection and analysis. In the first
phase, 39 children’s nurses completed questionnaires about e-learning and its flexibility,
accessibility, value and contribution to CPD. Their responses were analysed and used to inform
questions for the second phase, which involved semi-structured interviews exploring the
findings and emerging themes from the completed questionnaires. Of the 39 questionnaire
respondents, 12 agreed to participate in the interviews.Findings More than half of the
questionnaire respondents (n=22/39) agreed or strongly agreed that e-learning aids their CPD,
while 29 respondents valued e-learning that is specific to their practice area. Three main factors
were identified that may influence the effect of e-learning on nurses’ CPD: motivation to engage
with CPD and e-learning; the perceived value of e-learning as a method for CPD; and challenges
to effective engagement with e-learning.Conclusion Engagement with e-learning is influenced by
the content of its modules and, while mandatory training is often provided through e-learning,
this should not be its sole purpose. Nurses should take the opportunity to develop and engage
with e-learning that is specific to their area of practice, which may increase its value.

(2021). "Development of Professional Attributes through Integration of Science and Practice at First-Year
Pharmacy Level." Pharmacy 9(1): 4.
The design, implementation and evaluation of a year 1 pharmacy-integrated learning
component, using the World Health Organisation’s (WHO) analgesic ladder as a scaffold for case-
based learning, is described. A novel aspect of the integrated component is the mapping of the
cases to the national Core Competency Framework (CCF) for Pharmacists in Ireland and to the
school’s own cross-cutting curricular integration themes. The integrated cases were student led
and delivered through peer-to-peer teaching for 68 first-year pharmacy students. The integrated
cases mapped strongly to three of the CCF’s domains, namely, personal skills, organisation and
management skills and supply of medicines. With regard to the school’s curricular integrative
themes, the cases mapped strongly to the curricular integration themes of professionalism and
communications; medicines sourcing, production and use; and safe and rational use of
 medicines. Highlights from an anonymous online student survey were the recognition by
students of the importance of core science knowledge for practice, the enabling of integrated
learning and the suitability of the integrated component for entry-level. While a majority of
students were found to favour individual work over group work, future iterations will need to
consider a greater degree of group work with a view to reducing the volume of content and time
required to complete the cases.

(2021). "Trust in Intensive Care Patients, Family, and Healthcare Professionals: The Development of a
Conceptual Framework Followed by a Case Study." Healthcare 9(2): 208.
Intensive care patients experience anxiety, pain, uncertainty, and total dependency. In general, it
is important to develop trust between the healthcare professionals (HCPs), patients, and their
family. Trust building in the ICU setting is challenging because of the time sensitivity of decision
making and the dependency of patients on health care professionals. The objectives of this study
are the development of a trust framework and then to use this framework in a case study in the
intensive care. In three steps we developed a comprehensive trust framework from the literature
concerning trust. First, we identified the elements of trust. Second, we adapted and integrated
the dimensions to six concepts to construct the trust framework. Third, these concepts are
incorporated into a comprehensive trust framework. In a case study we explored the facilitators
and barriers within this framework in eight semi-open interviews with healthcare professionals
and eight patients or partners. Trust was first explored inductively and then deductively. We
showed that HCPs, patients, and family have largely the same perspective regarding the
facilitators of trust, in which communication emerged as the most important one. Other
facilitators are maintaining an open feedback culture for HCPs and being aware of patients’
physical and informational privacy. Patients want to be approached as an individual with
individual needs. Dishonesty and differences in values and norms were the most important
barriers. To contribute to a positive perception of health delivery and to avoid conflicts between
HCP and patients or their family we formulated five practical recommendations.

(2022). "Storytelling to Engage Staff Nurses in Continuing Education: A Proven Approach." The Journal of
Continuing Education in Nursing 53(5): 200-202.
Engaging staff nurses in continuing education can be challenging for nursing professional
development specialists (NPDSs). Storytelling enables NPDSs to engage staff nurses who are
resistant to learning. A personal story told by a nurse educator was used to engage 180 nurses in
a mandatory staff development session. This story is an excellent example. The next three
Teaching Tips columns will provide more tips for NPDSs to understand the various types of
stories, how to construct stories, and how to present stories in an effective way. [J Contin Educ
Nurs. 2022;53(5):200–202.]

A, C. (2017). "Making continuing professional development activity authentic and effective...RCOT (Royal
College of Occupational Therapist) Annual Conference 2017." British Journal of Occupational Therapy 80:
70-70.
As registered practitioners occupational therapists are required to participate in continuing
professional development (CPD) as a mechanism to maintain, update and develop their
knowledge and skills within the context of providing the best quality service for those they work
with. By considering what is known about our current engagement with CPD and exploring the
concepts of professional learning, authenticity and effectiveness this poster will seek to provide
a framework that can be used by practitioners to review and question their current approach to
professional development. The poster will provide an overview of what is known (from the
 published literature) about current engagement with CPD activities, exploring the regulatory
requirements, the activities undertaken and defined as CPD, the influences on engagement with
CPD and the impact CPD activity has on practice. It will encourage the reader to review this
knowledge in relation to their own experiences as consumers and/or providers of professional
development opportunities. Concepts of professional practice (Dall'Alba 2004), authenticity in
professional learning (Webster-Wright 2010) and effectiveness will be presented to provide a
framework which can be used as a mechanism when considering CPD practices. The poster will
pose a series of questions and, through a QR (quick response) code, an interactive blog so that
delegates can consider this framework to review, reflect on and question their current approach
to CPD and challenge themselves to make their engagement with professional development
authentic and effective and to better utilise the opportunities available to them.

Aabdien, M., et al. (2022). "Utilization of technology in continuing professional development and training
for healthcare providers: Current trends and the future post-covid-19 era." Journal of Emergency
Medicine, Trauma and Acute Care 2022(SUPPL 1).
Background: The Coronavirus Disease 2019 (COVID-19) pandemic has triggered a global
emergency in all social realms, including but not restricted to the economy, health, and
education. The health sector requires all healthcare professionals to be well-equipped with the
latest advances in knowledge and research through Continuing Professional Development (CPD)
and postgraduate training programs such as residencies and fellowships.1 These educational
endeavors have been severely affected and potentially compromised since they heavily rely on
learning through face-to-face interactive activities.2 Methods: This is a narrative review that
discusses the utilization of distance learning in CPD and postgraduate training programs, and the
potential for a more active utilization in the post- COVID-19 era as one of the effective tools to
meet healthcare practitioners' education, training, and professional development needs. Results:
Through this review, we propose a shift towards a more active utilization of online tools for on-
site and distance healthcare training and CPD activities, via online platforms that offer video and
audio facilities. The advantages of this approach include the flexibility of using such methods,
being more convenient, cost-effective, as well as promising continuity even in challenging
situations like the current pandemic, aiming at equipping healthcare personnel with the
necessary skills and knowledge to ensure safe and effective care for their patients. This is in
consideration to several key features for effective distance learning platforms.3 Figure 1 is a
conceptual framework that summarizes this approach and addresses the problem, solutions, and
challenges to overcome. Conclusion: The current traditional educational model of healthcare
training, education, and CPD have been challenged in terms of its effectiveness and continuity,
especially during complicated situations like the COVID-19 pandemic. Therefore, this model
needs to evolve and utilize distance learning solutions in the era post-COVID-19, in order to
guarantee its continuity to equip healthcare workers with the needful skills for safe and effective
patient care.

Aaron, L., et al. (2021). "Reflection as a Tool for Personal and Professional Development." Radiol Technol
93(2): 130-140.
PURPOSE: To evaluate the use of reflection by radiography students and radiographers.
METHODS: Radiography students and radiographers completed reflection assignments as a part
of capstone courses, which were taken near graduation in an entry-level bachelor of science
radiography program (BSRS) and a bachelor of science completion program (registered
technologist to BSRS). Responses were evaluated to determine achievement of predetermined
outcomes and objectives. RESULTS: There were 115 students and 25 radiographers who
 completed the reflection assignments. The mean scores of radiography students and current
radiographers were measured to address the achievement of 2 student learning outcomes.
Student learning outcome 1 contained 6 objectives, and it was found that radiographers scored
significantly higher than did radiography students on 5 of the 6 objectives. Student learning
outcome 2 had 5 objectives, and it was found that radiographers also scored significantly higher
on each objective. DISCUSSION: Although most radiography students and radiographers were
able to link theory with practice through reflection to some degree, it was discovered that
radiographers scored significantly higher than did radiography students in 10 of the 11
objectives, using these same outcome assessments. The results seem to indicate that the
additional clinical experiences of radiographers, compared with radiography students, enabled
radiographers to better reflect on their previous learning and apply it to new and different
situations. Despite differences in the ability to critically reflect on previous learning, however, it
is thought that students and technologists can use what they learn through reflection for
continued professional development. In addition, educators can use this information to identify
areas for improvement in their programs. CONCLUSION: Radiographers and radiography
students were able to apply knowledge gained through critical reflection in clinical practice.
Compared with radiography students, radiographers have a greater capacity to reflect critically.
The ability for greater reflection is partly due to having more clinical experiences to use as a
frame of reference for reflection. Therefore, guided and critical reflection is useful for students
and radiographers to apply theory learned to the clinical environment.

Abbasgholizadeh Rahimi, S., et al. (2021). "Continuing professional education of Iranian healthcare
professionals in shared decision-making: lessons learned." BMC Health Services Research 21(1): 225.
BACKGROUND: In this study, we sought to assess healthcare professionals' acceptance of and
satisfaction with a shared decision making (SDM) educational workshop, its impact on their
intention to use SDM, and their perceived facilitators and barriers to the implementation of SDM
in clinical settings in Iran. METHODS: We conducted an observational quantitative study that
involved measurements before, during, and immediately after the educational intervention at
stake. We invited healthcare professionals affiliated with Tabriz University of Medical Sciences,
East Azerbaijan, Iran, to attend a half-day workshop on SDM in December 2016. Decisions about
prenatal screening and knee replacement surgery was used as clinical vignettes. We provided a
patient decision aid on prenatal screening that complied with the International Patient Decision
Aids Standards and used illustrate videos. Participants completed a sociodemographic
questionnaire and a questionnaire to assess their familiarity with SDM, a questionnaire based on
theoretical domains framework to assess their intention to implement SDM, a questionnaire
about their perceived facilitators and barriers of implementing SDM in their clinical practice,
continuous professional development reaction questionnaire, and workshop evaluation.
Quantitative data was analyzed descriptively and with multiple linear regression. RESULTS:
Among the 60 healthcare professionals invited, 41 participated (68%). Twenty-three were female
(57%), 18 were specialized in family and emergency medicine, or community and preventive
medicine (43%), nine were surgeons (22%), and 14 (35%) were other types of specialists.
Participants' mean age was 37.51 ± 8.64 years with 8.09 ± 7.8 years of clinical experience. Prior
to the workshop, their familiarity with SDM was 3.10 ± 2.82 out of 9. After the workshop, their
belief that practicing SDM would be beneficial and useful (beliefs about consequences) (beta =
0.67, 95% CI 0.27, 1.06) and beliefs about capability of using SDM (beta = 0.32, 95% CI -0.08,
0.72) had the strongest influence on their intention of practicing SDM. Participants perceived the
main facilitator and barrier to perform SDM were training and high patient load, respectively.
CONCLUSIONS: Participants thought the workshop was a good way to learn SDM and that they
 would be able to use what they had learned in their clinical practice. Future studies need to
study the level of intention of participants in longer term and evaluate the impact of cultural
differences on practicing SDM and its implementation in both western and non-western
countries.

Abraham, R. R., et al. (2012). "Avenues for professional development: faculty perspectives from an
Indian medical school." Kathmandu Univ Med J (KUMJ) 10(40): 60-65.
BACKGROUND: Medical school faculty in India are challenged to balance teaching and
professional development. Melaka Manipal Medical College (MMMC), Manipal Campus, Manipal
University, India offers the Bachelor of Medicine and Bachelor of Surgery (MBBS) program. The
institution incorporates certain effective practices based on adult learning principles which are
aimed at fostering the professional development of faculty members. OBJECTIVES: The present
study was undertaken to explore the perceptions of faculty members regarding the scope for
professional development at Melaka Manipal Medical College, Manipal Campus. METHODS: In
September 2009, a questionnaire comprising items (23) focusing on five adult learning principles
(active participation, relevant learning, constructive feedback, safe, non-threatening
environment and previous experiences) was designed and faculty members (n=23) were asked
to respond to it on a 5-point Likert scale. Additionally, a force field analysis was conducted by
asking the faculty to identify three factors which facilitated them to consciously get involved in
professional development activities. They were also asked to identify three unfavorable factors
that hindered their professional development. RESULTS: Among the five characteristics, relevant
learning was found to have a high mean score. Frequency analysis of responses revealed that at
Melaka Manipal Medical College, there was ample scope for relevant self-learning that fosters
professional development (91.3%). Force field response analysis revealed Melaka Manipal
Medical College offered considerable flexibility and opportunities for continuing professional
development along with faculty members' prevailing role as teachers. Nevertheless, the need for
more research facilities and funds was highlighted. CONCLUSIONS: Adherence to adult learning
principles may provide avenues for professional development in medical schools. An organized
attempt to make the medical school faculty aware of the scope of these practices appears to be
necessary to nurture professional development in settings where there are resource constraints.

Abraham, R. R., et al. (2010). "Inculcating practices based on adult learning principles in medical schools-
a possible framework for professional development?" Med Teach 32(6): 538.

Adams, J., et al. (2020). "Reflective Writing as a Window on Medical Students' Professional Identity
Development in a Longitudinal Integrated Clerkship." Teaching & Learning in Medicine 32(2): 117-125.
Phenomenon: Integral to the formation of a professional identity is the concept of professional
identity construction, an essential part of becoming a competent physician. In this framework,
identity is dynamic and shaped by experiences and relationships. Minimal work has addressed
the impact that clinical care settings and relationships with patients have in the construction of
professional identity for medical students. This study explores how patient interactions and
intentional curriculum design support professional identity construction in students participating
in a longitudinal integrated clerkship focused on care for the underserved. Approach: This
qualitative analysis investigated students' professional identity construction as detailed in 45
reflective essays from 15 students while enrolled in an 11-month longitudinal integrated
clerkship (LIC) in a safety-net hospital system. Researchers used an inductive analytic approach.
Findings: Students provided rich and complex descriptions of their experiences. Six themes
emerged: care for the underserved; therapeutic alliance; humility and gratitude; altruism;
 resilience; and aspirations. Insights: Professional identity construction was observable through
students' reflective essays. Student interactions with patients provided rich material for
professional identity construction, and role models in patient care enhanced this process. This
study suggests that clinical learning in a safety-net hospital system, coupled with an LIC
curriculum that prioritizes continuity with vulnerable patients, faculty role models, and ongoing
reflection, supported the professional identity construction of students as patient-centered
caregivers providing equitable care and advocacy for the underserved, described here as an
Equity Identity.

Adams, S., et al. (2011). "Impact of a reproducible, Interactive continuing education program on chronic
obstructive pulmonary disease on clinical practice of healthcare professionals." Chest 140(4).
PURPOSE: Clinicians require continuing medical education (CME)/continuing education (CE)
credits to maintain licensure. CME/CE programs are often poorly designed and their long-term
impact on practice change is rarely measured. Educators were recently “called-to-action ” to
design offerings tailored to learners' educational needs, using diverse instructional strategies.
Therefore, we developed this program to assess the impact on changes in clinical practice of a
multidisciplinary, collaborative, interactive CME/CE program on chronic obstructive pulmonary
disease (COPD), designed using adult learning principles. METHODS: We evaluated data
collected from 351 primary care clinicians from multiple disciplines before and after participation
in this interactive COPD CME/CE program. Multidisciplinary subject matter experts and
education specialists developed the program using a systematic instructional design approach.
The American College of Chest Physicians partnered with the American Academy of Nurse
Practitioners to deliver and reproduce this program in 20 cities across the United States during
2009-2010. Main Outcome Measure: Self-reported clinical practice changes three months
following the program and changes in selfconfidence and knowledge/comprehension. RESULTS:
Prior to the program, 173 (54%) participants had never used the Global Initiative of Chronic
Obstructive Lung Disease (GOLD) guidelines for COPD. Following the program, clinician self-
confidence and knowledge/comprehension significantly improved (mean score: 77.1% to 94.7%,
p<0.0001). More importantly, 87% of participants completed 971 commitment-to-change
statements and 49% completed the follow-up survey. Of the respondents, 70% completely
implemented at least one clinical practice change and 95% self-reported significant practice
changes following the program. Changes identified include increased use of the GOLD
guidelines, case-finding methods, inhaler instructions, spirometry in smokers with respiratory
symptoms, and smoking cessation counseling. CONCLUSIONS: A carefully designed, interactive,
flexible, dynamic, and reproducible COPD CME/CE program, tailored to the needs of primary
care clinicians that utilizes diverse instructional models, strategies, and media can have short-
term and long-term effects on clinician self-confidence, knowledge and clinical practice.
CLINICAL IMPLICATIONS: Our data stress the need for future programs to implement similar
strategies in designing and delivering CME/CE programs and for measuring long-term outcomes.

Adams, S. G., et al. (2012). "Effect of a primary care continuing education program on clinical practice of
chronic obstructive pulmonary disease: Translating theory into practice." Mayo Clinic Proceedings 87(9):
862-870.
Objectives: To describe the development and implementation process and assess the effect on
self-reported clinical practice changes of a multidisciplinary, collaborative, interactive continuing
medical education (CME)/continuing education (CE) program on chronic obstructive pulmonary
disease (COPD). Methods: Multidisciplinary subject matter experts and education specialists
used a systematic instructional design approach and collaborated with the American College of
 Chest Physicians and American Academy of Nurse Practitioners to develop, deliver, and
reproduce a 1-day interactive COPD CME/CE program for 351 primary care clinicians in 20 US
cities from September 23, 2009, through November 13, 2010. Results: We recorded responses to
demographic, self-confidence, and knowledge/comprehension questions by using an audience
response system. Before the program, 173 of 320 participants (54.1%) had never used the Global
Initiative for Chronic Obstructive Lung Disease recommendations for COPD. After the program,
clinician self-confidence improved in all areas measured. In addition, participant knowledge and
comprehension significantly improved (mean score, 77.1%-94.7%; P<.001). We implemented the
commitment-to-change strategy in courses 6 through 20. A total of 271 of 313 participants
(86.6%) completed 971 commitment-to-change statements, and 132 of 271 (48.7%) completed
the follow-up survey. Of the follow-up survey respondents, 92 of 132 (69.7%) reported
completely implementing at least one clinical practice change, and only 8 of 132 (6.1%) reported
inability to make any clinical practice change after the program. Conclusion: A carefully designed,
interactive, flexible, dynamic, and reproducible COPD CME/CE program tailored to clinicians'
needs that involves diverse instructional strategies and media can have short-term and long-
term improvements in clinician self-confidence, knowledge/comprehension, and clinical practice.
© 2012 Mayo Foundation for Medical Education and Research.

Adams, S. G., et al. (2012). "Effect of a primary care continuing education program on clinical practice of
chronic obstructive pulmonary disease: translating theory into practice." Mayo Clinic Proceedings 87(9):
862-870.
Objectives: To describe the development and implementation process and assess the effect on
self-reported clinical practice changes of a multidisciplinary, collaborative, interactive continuing
medical education (CME)/continuing education (CE) program on chronic obstructive pulmonary
disease (COPD).Methods: Multidisciplinary subject matter experts and education specialists used
a systematic instructional design approach and collaborated with the American College of Chest
Physicians and American Academy of Nurse Practitioners to develop, deliver, and reproduce a 1-
day interactive COPD CME/CE program for 351 primary care clinicians in 20 US cities from
September 23, 2009, through November 13, 2010.Results: We recorded responses to
demographic, self-confidence, and knowledge/comprehension questions by using an audience
response system. Before the program, 173 of 320 participants (54.1%) had never used the Global
Initiative for Chronic Obstructive Lung Disease recommendations for COPD. After the program,
clinician self-confidence improved in all areas measured. In addition, participant knowledge and
comprehension significantly improved (mean score, 77.1%-94.7%; P<.001). We implemented the
commitment-to-change strategy in courses 6 through 20. A total of 271 of 313 participants
(86.6%) completed 971 commitment-to-change statements, and 132 of 271 (48.7%) completed
the follow-up survey. Of the follow-up survey respondents, 92 of 132 (69.7%) reported
completely implementing at least one clinical practice change, and only 8 of 132 (6.1%) reported
inability to make any clinical practice change after the program.Conclusion: A carefully designed,
interactive, flexible, dynamic, and reproducible COPD CME/CE program tailored to clinicians'
needs that involves diverse instructional strategies and media can have short-term and long-
term improvements in clinician self-confidence, knowledge/comprehension, and clinical practice.

Adams, S. G., et al. (2010). "An Interactive Continuing Education Program on best practice
recommendations for chronic obstructive pulmonary disease care improved confidence, knowledge, and
clinical practice of primary care clinicians." Chest 138(4).
PURPOSE: To develop and assess an interactive continuing medical education/continuing
education (CME/CE) program using adult learning concepts to educate primary care clinicians
 about best practices in chronic obstructive pulmonary disease (COPD). METHODS: We applied
ADDIE (Analysis, Design, Development, Implementation, Evaluation), a systematic approach to
create this COPD CME/CE activity. ACCP and American Academy of Nurse Practitioners partnered
to deliver this CME/CE program to primary care clinicians throughout the US. Our needs
assessment (Analysis phase) identified “practice gaps” of under-diagnosis and suboptimal
management of COPD. We created and linked (Design phase) learning objectives to program
assessments, including self-assessment and pre-/post-questions, a “commitment-to-change”
letter, and follow-up survey. We developed content using multiple educational methods based
on best practices in the adult learning field, as well as, ACCP learning categories (Development
phase). We created detailed faculty training programs for reproducibility and conducted the pilot
program (Implementation phase). Based on observations and evaluations, we made adjustments
to the content and agenda (Evaluation phase). RESULTS: Twenty courses are scheduled through
11/10. An average of 18-20 participants attended each course. Of the completed courses, only
34% of participants reported that they were comfortable or confident managing COPD patients
and 56% reported that they had not used or were not aware of the Global initiative for chronic
Obstructive Lung Disease (GOLD) guidelines prior to the course. Upon completion, 91% reported
that they felt comfortable or confident managing COPD patients. In addition, knowledge and
comprehension significantly improved. Participants committed to an average of 3.5 concrete
changes in their practice, of which, 32% involved obtaining a spirometer or increasing its use for
diagnosis, 11% involved implementing a COPD screener tool and/or questioning for earlier
symptom recognition, and 24 % involved GOLD guideline implementation into clinical practice.
CONCLUSION: We created an interactive COPD CME/CE program for primary care that improved
clinician confidence, knowledge, and appeared to impact changes in clinical practice. CLINICAL
IMPLICATIONS: This program can be a model for developing other CME/CE programs in
pulmonary, critical care, and sleep conditions.

Adams, S. G. M. D. M. S. F., et al. (2012). "Effect of a Primary Care Continuing Education Program on
Clinical Practice of Chronic Obstructive Pulmonary Disease: Translating Theory Into Practice." Mayo Clinic
Proceedings 87(9): 862-870.
To describe the development and implementation process and assess the effect on self-reported
clinical practice changes of a multidisciplinary, collaborative, interactive continuing medical
education (CME)/continuing education (CE) program on chronic obstructive pulmonary disease
(COPD). Multidisciplinary subject matter experts and education specialists used a systematic
instructional design approach and collaborated with the American College of Chest Physicians
and American Academy of Nurse Practitioners to develop, deliver, and reproduce a 1-day
interactive COPD CME/CE program for 351 primary care clinicians in 20 US cities from September
23, 2009, through November 13, 2010. We recorded responses to demographic, self-confidence,
and knowledge/comprehension questions by using an audience response system. Before the
program, 173 of 320 participants (54.1%) had never used the Global Initiative for Chronic
Obstructive Lung Disease recommendations for COPD. After the program, clinician self-
confidence improved in all areas measured. In addition, participant knowledge and
comprehension significantly improved (mean score, 77.1%-94.7%; P<.001). We implemented the
commitment-to-change strategy in courses 6 through 20. A total of 271 of 313 participants
(86.6%) completed 971 commitment-to-change statements, and 132 of 271 (48.7%) completed
the follow-up survey. Of the follow-up survey respondents, 92 of 132 (69.7%) reported
completely implementing at least one clinical practice change, and only 8 of 132 (6.1%) reported
inability to make any clinical practice change after the program. A carefully designed, interactive,
flexible, dynamic, and reproducible COPD CME/CE program tailored to clinicians' needs that
 involves diverse instructional strategies and media can have short-term and long-term
improvements in clinician self-confidence, knowledge/comprehension, and clinical practice.

Addleman, S., et al. (2019). "Continuing professional development and faculty development: Launching
continuous practice enhancement for academic emergency physicians." Canadian Journal of Emergency
Medicine 21: S63.
Innovation Concept: Emergency medicine physicians must maintain a broad knowledge base and
procedural skillset while fulfilling their academic roles as teachers, researchers and
administrators. Most academic departments do not have a regular, affordable, formal continuing
professional development (CPD) and faculty development (FD) curriculum for their staff. We set
out to design and implement a novel continuous practice enhancement program to address this
issue. Methods: Strategic planning by the Ottawa academic Department of EM identified CPD
and FD as priorities. A program was created to support high quality, monthly CPD/FD courses
provided by physicians. We had 5 goals: (1) enhance clinical and academic skills. (2) disseminate
group best practices, (3) sustain skills in high impact/low frequency scenarios, (4) support
physician academic careers, and (5) acquire new procedural skills. A CPD/FD Committee
composed of local meded experts and experienced clinical teachers was tasked with overseeing
the creation and evaluation of these sessions. Curriculum, Tool or Material: The longitudinal
curriculum was informed by perceived needs (group survey), ascribed needs (M&M rounds,
physician metrics and departmental leadership priorities) and participant feedback. The
committee identified local experts to present on their areas of expertise in order to promote
group best practice. Topics to-date have included clinical skills updates, teaching and coaching
strategies and academic career planning. A comprehensive monthly simulation-based curriculum
was rolled out simultaneously to give participants the opportunity to develop crisis resource
management and critical care skills. Except for sessions requiring advanced equipment or
cadavers, sessions are financed by academic funds and free for participants. Conclusion: Faculty
academic learning and engagement is an important goal and participation in this curriculum is
reviewed at each physician's annual reappointment. To-date, 18 physicians (21% of our group)
have presented topics and 92% of physicians have participated in at least one session with 63%
having attended three or more. Evaluations have been overwhelmingly positive, and a recent
survey identified the CPD/FD program as a significant contributor to our physicians' wellness. We
introduced an innovative, structured CPD/FD program in response to perceived and ascribed
needs of our physicians and departmental leadership. Our successful CPD/FD curriculum
represents a model for other departments who are considering similar initiatives.

Adeniran, R. K. D. R. N. N. E. A. B. C., et al. (2012). "Professional Excellence and Career Advancement in

Nursing: A Conceptual Framework for Clinical Leadership Development." Nursing Administration
Quarterly 36(1): 41.
Increasingly, stakeholders in the health care community are recognizing nursing as key to solving
the nation's health care issues. This acknowledgment provides a unique opportunity for nursing
to demonstrate leadership by developing clinical nurse leaders to collaborate with the
multidisciplinary care team in driving evidence-based, safe quality, cost-effective health care
services. One approach for nursing success is standardizing the entry-level education for nurses
and developing a uniform professional development and career advancement trajectory with
appropriate incentives to encourage participation. A framework to guide and provide scientific
evidence of how frontline nurses can be engaged will be paramount. The model for professional
excellence and career advancement provides a framework that offers a clear path for
researchers to examine variables influencing nurses' professional development and career
 advancement in a systematic manner. Professional Excellence and Career Advancement in
Nursing underscores professional preparedness of a registered nurse as central to leadership
development. It also describes the elements that influence nurses' participation in professional
development and career advancement under 4 main categories emphasizing mentorship and
self-efficacy as essential variables. [PUBLICATION ABSTRACT]

Adrian, M., et al. (2018). "Enhanced "train and hope" for scalable, cost-effective professional
development in youth suicide prevention." Crisis: The Journal of Crisis Intervention and Suicide
Prevention 39(4): 235-246.
Background: The knowledge base surrounding how to most effectively prepare and sustain
practitioner knowledge and skills for suicide risk assessment and management is limited. Aims:
This study examined the impact of a 6-hr continuing education training, and the effect of a
posttraining reminder system, on mental health practitioners' knowledge, attitudes, and
behavior surrounding suicide assessment and intervention. Method: Data were obtained prior to
the training, immediately after the training, and at the 3-month follow-up. Medical record data
were abstracted for a subsample of practitioners. Participants were randomly assigned to an e-
mail reminder condition or no reminder condition that provided information related to the
training. Results: All practitioners demonstrated increase s in suicide assessment knowledge and
attitudes for engaging in suicide risk assessments from pre- to posttest, and gains were
maintained at the 3-month follow-up. There was no effect of the e-mail reminder on practitioner
knowledge, attitudes, or behaviors compared with the condition without the e-mail reminder.
The use of e-mail reminders was not associated with any additional changes. Limitations:
Limitations include predominantly self-report and small sample. Conclusion: Strategies to
effectively change practitioner knowledge, attitudes, and behaviors toward suicidal clients may
include continuing education. Efficient and effective designs of reminder systems for augmenting
and supporting suicide assessment management training are needed. (PsycInfo Database Record
(c) 2021 APA, all rights reserved) (Source: journal abstract)

Agius, S., et al. (2015). "How can a postgraduate professional education and development course benefit
general practitioners?: a qualitative study." Journal of Educational Evaluation for Health Professions 12.
Purpose: The rationale for ‘professional education and development’ (PED) courses is to support
general practitioners, enabling them to access a range of theoretical and practical skills within a
supportive schema. It aims to identify whether and how a regional PED course has had a
beneficial impact upon participants. Methods: The study comprised a qualitative investigation of
participants’ assessed coursework portfolios. The content of each portfolio gives individual
accounts of the impact of the course on personal and practice development. Permission to
access extant portfolios was obtained from 16 recent alumni of the course. The anonymous
written material was analysed by the research team for recurring discourses and themes using a
thematic framework analysis. Results: Seven major thematic categories were extrapolated from
the data: leadership, resilience, quality improvement, change management, development of
new services, educational expertise, and patient safety. In each category, we found evidence that
the course enabled development of practitioners by enhancing knowledge and skills which had a
positive impact upon their self-perceived effectiveness and motivation. Conclusion: Extended
specialty training is on the horizon but such courses may still serve a valuable purpose for
current trainees and the existing general practitioners workforce which will be responsible for
leading the shift towards community-based service delivery.

Aguas, Y. and F. Fernandez-Llimos (2015). "Badajoz community pharmacistpreferences for continuing

education." Pharmaceutical Care Espana 17(2): 316-330.
Continuing education is an ethical duty and a legal requirement of community pharmacists to
keep their competencies updated. Objective: To identify the preferences of community
pharmacists from Badajoz province regarding the continuing education activities, using a 1992
National survey as a referential framework. Methods: Cross-sectional study performed between
July and November 2014, by means of a survey to a randomized (list of numbers randomly
generated) selected sample of owner pharmacists (n=200) and staff pharmacists (n=88)
practicing in Badajoz province. As a referential framework, the 1992 Martinez Romero et al.
survey was used. Results: A 99.3% response rate was obtained. The majority of respondents
(50,4%) consider not having sufficient education and 95.9% would attend an educational activity
if it seem interesting. 58.3% positioned in favor of a mandatory continuing training to practice.
Friday appeared as the preferred day, but no common patterns appeared for a preferred timing.
Official Pharmacists Associations keep being the ideal entity to organize the continuing
education (31.7%), while University reliability for this task has drastically decreased (from 33% to
3%). Conclusion: Community pharmacists persist considering continuing education as necessary
and mostly support their obligatoriness. No common patters regarding preferred timing and day
of the week to set the activities. No big differences exist among owners and staff pharmacists.

Agyepong, E. B. and O. Enoch Danso (2018). "Analysis of the Concept Continuing Education in Nursing
Education." Journal of Education and Educational Development 5(1): 96-107.
The term continuing education is extensively used throughout nursing education literature. This
paper sought to re-examine the concept ‘continuing education’ for its meaning, relevance and
appropriateness of application. The authors examined the definitions of continuing education
from dictionaries, thesauruses, and current nursing education literature for meanings, usages,
attributes, antecedents and consequences in line with Walker and Avant (2005) method of
concept analysis. Model, borderline, and contrary cases were also presented. The paper
concludes that the development of a theory of continuing education is usually preceded by a
logical analysis of the concept which includes distinguishing properties, antecedents and
outcomes of further education. The subsequent step in the development of the theory of
lifelong education requires establishing theoretical relationships between perceptions,
motivation and barriers to continuing education. It recommends that empirical studies of further
education, whether qualitative or quantitative can be carried out to find out the effects of
lifelong education on the nursing profession to enhance research in nursing and advance
professionalism in nursing.

Agyepong, E. B. and E. D. Okyere (2018). "Analysis of the Concept Continuing Education in Nursing
Education." Journal of Education and Educational Development 5(1): 96-107.
The term continuing education is extensively used throughout nursing education literature. This
paper sought to re-examine the concept 'continuing education' for its meaning, relevance and
appropriateness of application. The authors examined the definitions of continuing education
from dictionaries, thesauruses, and current nursing education literature for meanings, usages,
attributes, antecedents and consequences in line with Walker and Avant (2005) method of
concept analysis. Model, borderline, and contrary cases were also presented. The paper
concludes that the development of a theory of continuing education is usually preceded by a
logical analysis of the concept which includes distinguishing properties, antecedents and
outcomes of further education. The subsequent step in the development of the theory of
lifelong education requires establishing theoretical relationships between perceptions,
motivation and barriers to continuing education. It recommends that empirical studies of further
 education, whether qualitative or quantitative can be carried out to find out the effects of
lifelong education on the nursing profession to enhance research in nursing and advance
professionalism in nursing.

Aherne, M., et al. (2001). "Continuing medical education, needs assessment, and program development:
theoretical constructs." Journal of Continuing Education in the Health Professions 21(1): 6-14.
Continuing medical education (CME) program development and needs assessment have
historically been practiced within the tradition of Ralph Tyler's education model. In light of
transformational social, political, economic, and technical forces that demand greater account-
ability and responsiveness from physicians, CME units are challenged to transform their cultures
and structures from models that deliver education to models that support the facilitation of
learning for enhanced competence and performance. This article describes key change forces for
physicians and brings program development and needs assessment into focus for the discussion.
The impact of change forces on program development and needs assessment are examined, and
some techniques to move beyond the traditional approach of felt needs are presented as a way
of enabling strategic administrative planning and change management.

Ahmed, F. (2018). "Leadership and management influences on personal and professional development
and group dynamics: a student's experience." Nursing Children & Young People 30(2): 40-45.
The ever-evolving nature of nursing requires professionals to keep their knowledge up to date
and uphold the Nursing and Midwifery Council (NMC) Code by engaging themselves in ongoing
personal and professional development (PPD). This article aims to highlight the importance of
good leadership and management in healthcare and to explore the literature surrounding
leadership and management, such as the current NHS healthcare leadership model (NHS
Leadership Academy 2013), the Leading Change, Adding Value Framework underpinned by the
10 commitments and 6Cs (NHS England 2016) and the NMC Code (NMC 2015a) in relation to
PPD. It examines how nurses can be supported in their PPD by their team leader and or
managers using examples experienced in a clinical setting while caring for children and young
people (CYP). Furthermore, the importance of team working and group processes in the context
of leadership will be deliberated, using examples of formative group work to illustrate principles
described in the literature. Finally, reflections will be discussed on how learning from this
experience can influence future practice when caring for CYP.

Aiga, H. (2006). "Measuring Access to Continuing Professional Education among the Health Workers in
Ghana: Constructing an Index." Social Indicators Research 77(3): 449-478.
To measure the levels of access to continuing professional education (CPE) among the health
workers, an index (continuing professional education access index: CEAI) was constructed. The
CEAI is composed of six indicators: (I) availability of CPE; (II) distribution of CPE; (III)
informational access; (IV) geographical access; (V) economic access; and (VI) preparedness to
release staff. When developing the equation of the CEAI, these six component indicators were
weighted in accordance with the order of importance reported by the earlier studies. To test its
validity, the CEAI was applied to the CPE status in three regions of Ghana. The results of this
application revealed that there was greater discrepancies in the CEAI values according to the
type of health facilities. The type of health facilities with the greatest CEAI (= 0.609) implying the
best access to CPE was clinics while training/research institutes resulted in the lowest CEAI (=
0.447). Regional variation among the three regions was not significant. A simple linear regression
between CEAI and adjusted number of CPE opportunities per health worker produced an
extremely high conformity in the model (R squared = 0.960). This may indicate the validity of the
 proposed CEAI model to the large extent.

Alexander, A. M., et al. (2011). "Purpose-action-results: As a behavioural model: Telling the story of
pharmacy professionals' continuing professional development." International Journal of Pharmacy
Practice 19: 13.
Background: The General Pharmaceutical Council (GPhC) is responsible for the statutory
regulation of pharmacists and pharmacy technicians in Great Britain (GB).[1] All statutorily-
regulated health professionals will be required to demonstrate their fitness-to-practise through
revalidation processes.[2] One option being considered in GB is for Continuing Professional
Development (CPD) to form part of evidence for revalidation, similar to the system in New
Zealand.[3] CPD was introduced into pharmacy in GB following the consultation on Pharmacy in
a New Age in 1996. A requirement of 30 hours of continuing education (CE) was replaced with a
new CPD requirement in 2005. Currently, pharmacy professionals must make a minimum of nine
CPD entries per annum using the GPhC CPD framework. Our aim was to explore CPD entries and
attitudes to CPD to map pharmacy professionals' range of CPD behaviours to inform discussions
about the applicability of CPD to revalidation. University of Reading ethical approval was granted
on 15 July 2009. Method: A total of 258 CPD entries from 83 volunteer pharmacy professionals
taking part in the 'CPD for revalidation study'[4] were included in this analysis. From 48
participants who remained in the study to the end, we recruited 12 to two focus group
interviews. In addition, 34 participants were interviewed over the telephone against an interview
schedule developed after the focus groups. Grounded theory was used to analyse CPD entries
and focus group transcripts to generate a new model of CPD behaviour, which was checked
against the telephone interview transcripts. Results: The model centres on Purpose-Action-
Results: and brings an understanding of two types of CPD behaviour. The first represents the
more traditional approach to learning in line with CE. The real motivation for this learning is
externally driven, a result of perceived expectations of others and related to assumptions about
potential problems that might arise at work. This type of perception leads to the undertaking of
stand-alone, mainly CE-type activities which ultimately have the greatest impact on the
individual rather than others around them. The second type of behaviour represents a genuine
connection with Kolb's model of experiential learning. Here, although an immediate external
situation will appear to be driving the CPD, for example, a problem at work or a new role, it is
the person's internal developmental motivations that will drive the CPD. Although the activity
may involve this type of pharmacy professional in some element of learning, it is the integration
of learning with the work setting that is at the crux of this behaviour. This type of CPD is also
accompanied by documentation that can demonstrate its application at work or at least contains
reference to feedback from patients and colleagues and is potentially of most benefit for
revalidation purposes Conclusion: CPD behaviour can be mapped to a dynamic model that
shows two equally predominant types, dependent on the driver. The model was used to explain
the results obtained within a larger study and provides potential for supporting practitioners to
develop their CPD for the purpose of revalidation.

Alexanian, J., et al. (2021). "Defining and Redefining Family Involvement in Practice: An Implementation
Trial of a Locally Adaptable Patient-Centered Professional Development Tool in Two Ontario Intensive
Care Units." Journal of Continuing Education in the Health Professions 41(4): 253-262.
Research on best practices for family member involvement has shown that such involvement
improves care quality in critical care settings and helps to reduce medical errors leading to
adverse events. Although many critical care units promote the principle of "patient-centered
care" and family member involvement, there can be a significant gap between knowledge about
 these processes and their translation into practice. This article is based on an implementation
trial of a patient and family involvement knowledge-based tool that involves an educational
component for frontline health care workers. By combining ethnographic observation,
semistructured interviews, focus groups, and document analysis, we were able to not only
examine health care provider views on family involvement but also explore the areas of tension
that arose in practice because the introduction of the family involvement tool exposed local
factors that shaped the conditions of possibility of family involvement. In particular, unspoken
preferences, assumptions, and concerns about family involvement were brought to the fore
because this intervention disrupted well-entrenched power dynamics related to family
involvement and professional boundaries. Through this ethnographic research, we found that
the concept of patient-centered care is not uncontroversial among health care providers and
that the form of its practice was largely up for individual interpretation. Interventions and
policies that aim to promote patient-centered and family-centered care would benefit from
addressing the ways in which these ideas affect the work of different health care professionals
and incorporating nursing concerns around family involvement.

Alèxe Deom, T., et al. (2022). "Integration of sex and gender in a continuing professional development
course on diabetes and depression: a mixed methods feasibility study." BMJ Open 12(4).
ObjectivesAssess the feasibility and impact of a continuous professional development (CPD)
course on type 2 diabetes and depression on health professionals’ intention to include sex and
gender considerations in patient care.Design and settingIn collaboration with CPD organisations
and patient-partners, we conducted a mixed-methods feasibility controlled trial with
postintervention measures in three Canadian provinces.ParticipantsOf 178 eligible health
professionals, 127 completed questionnaires and 67 participated in semistructured group
discussions.Intervention and comparatorAn interactive 1 hour CPD course, codesigned with
patient-partners, on diabetes and depression that included sex and gender considerations
(innovation) was compared with a similar course that did not include them
(comparator).OutcomesFeasibility of recruitment and retention of CPD organisations and
patient-partners throughout the study; adherence to planned activities; health professionals’
intention to include sex and gender considerations in patient care as measured by the CPD-
Reaction questionnaire; and barriers and facilitators using the Theoretical Domains
Framework.ResultsAll recruited CPD organisations and patient-partners remained engaged
throughout the study. All planned CPD courses occurred. Overall, 71% of eligible health
professionals participated (63% under 44 years old; 79.5% women; 67.7% practising in French;
66.9% practising in Quebec; 78.8% in urban practice). After training, mean intention scores for
the innovation (n=49) and control groups (n=78) were 5.65±0.19 and 5.19±0.15, respectively.
Mean difference was −0.47 (CI −0.95 to 0.01; p=0.06). Adjusted for age, gender and practice
settings, mean difference was −0.57 (CI −1.09 to −0.05; p=0.03). We identified eight theoretical
domains related to barriers and six related to facilitators for providing sex-adapted and gender-
adapted diabetes and depression care.ConclusionsCPD training on diabetes and depression that
includes sex and gender considerations is feasible and, compared with CPD training that does
not, may prompt health professionals to modify their care. Addressing identified barriers and
facilitators could increase intention.Trial registration numberNCT03928132 with
ClinicalTrials.gov; Post-results.

Alfaifi, S., et al. (2022). "Developing pharmacists' competencies in Saudi Arabia: A proposed national
competency framework to support initial education and professional development." Currents in
Pharmacy Teaching and Learning 14(10): 1256-1268.
 Introduction: With the currently accelerating changes in pharmacists' roles in Saudi Arabia,
evidence-based developmental tools are required to guide initial pharmacy education and define
competencies for early career (foundation level) pharmacists' progression. This study aimed to
develop a profession-wide competency framework for foundation level pharmacists in Saudi
Arabia using the International Pharmaceutical Federation (FIP) Global Competency Framework
(GbCF) as the source framework. Methods: An online nominal group technique was used to
develop consensus on a profession-wide national competency framework in Saudi Arabia.
Purposive sampling was used to recruit experts from local various pharmacy sectors. A
combination of self-administered surveys and online meetings was used to measure and develop
consensus. The survey items were adopted from the FIP GbCF version 2. Results: Nine pharmacy
experts participated in five iterative rounds of consensus measurement and development
between July and November 2021. Consensus was achieved on appropriateness to Saudi
pharmacy practice for all the behaviours in the “Pharmaceutical Public Health,” “Pharmaceutical
Care,” and “Professional/Personal” clusters. The “Organisation and Management” cluster caused
most differences of opinion. The final consensus generated a list of 125 behavioural statements
for inclusion in the national competency framework. Conclusion: This study proposes the first
competency framework for foundation level pharmacists in Saudi Arabia. The developed
framework represents a consensus on competencies for foundation level pharmacists working
across all pharmacy sectors and is eligible for supporting further improvement of initial
pharmacy education and support excellence in pharmacists' performance to address the
country's needs from pharmaceutical services.

Alfrey, L., et al. (2012). "Physical Education Teachers' Continuing Professional Development in Health-
Related Exercise." Physical Education and Sport Pedagogy 17(5): 477-491.
Background: As a component of the physical education curriculum, Health-Related Exercise
(HRE) has been subject to intensive critique in terms of its status, organisation and expression in
schools. Concerns and questions have also been raised about physical education teachers'
professional knowledge of health and the extent to which HRE features within their continuing
professional development (CPD) profiles. Aims: This paper presents findings from a research
project which investigated English secondary physical education teachers' experiences, views
and understandings of HRE and related CPD (HRE-CPD). It also draws upon existing research,
sociological theory and the concept of "philosophies" in order to present an explanatory model
(the HRE conundrum) which may help the physical education profession better understand the
often problematic organisation and expression of HRE in schools. Methods: The research was
undertaken via a two-phase, mixed-method study. Phase one consisted of a survey
questionnaire, which was completed by 112 secondary physical education teachers. Phase two
involved semi-structured interviews with 12 teachers from the phase one sample. Results and
discussion: The survey revealed that approximately half of the physical education teachers who
participated in the study reported to have had no prior professional experience of HRE before
teaching it, and most had not taken part in any CPD related to health and lifelong physical
activity in the previous 12 months (80%) or 3 years (70%). Further, the teachers' responses to
both the survey and the interviews suggest that HRE within physical education continues to be
characterised by incoherence and misunderstanding. The interdependent and emerging themes
which provided an explanation for this include: i) the tendency for the teachers' philosophies to
bear the hallmark of sport- and fitness-related ideologies; ii) the teachers' often narrow
understandings of HRE and how best to teach it; iii) the teachers' largely misguided confidence in
their ability to teach HRE; iv) a general lack of teacher engagement with any CPD related to
health and lifelong physical activity. Conclusions: With regard to HRE, both the "I" in ITE and the
 "C" in CPD appear to have been overlooked, and this inevitably raises questions about the
degree to which teachers are prepared to teach this area of the curriculum. It is argued that now
is the time for action, and that relevant, effective and ongoing CPD has the capacity to address
the problematic teaching of HRE and develop in teachers the knowledge, skills and
understandings that are necessary to promote healthy, active lifestyles among young people.
Many physical education teachers are not engaging in HRE-CPD but in order to disturb common
and often narrow understandings of HRE it is arguably necessary. (Contains 9 notes and 2
figures.)

Al-Haqan, A., et al. (2020). "The development and evaluation of a structured continuing professional
development programme for pharmacists in kuwait: A feasibility study." Pharmacy 8(4): 1-16.
Continuous education and training play a critical role in preparing a competent pharmacy
workforce to meet the healthcare needs of the public. This study aimed to evaluate the
effectiveness and feasibility of implementing a structured Continuing Professional Development
(CPD) training programme for pharmacists in Kuwait. Twenty-one practicing pharmacists
participated in the programme. This study evaluated the programme’s effectiveness and
feasibility by analysing data from three sources: (1) two focus group interviews, (2) CPD records
collected in May and November 2019, and (3) online survey responses collected at the middle
and end of the programme. Findings from this study showed that implementing a structured
CPD programme is feasible and could positively impact pharmacists’ practice. A guiding
competency framework and continuous feedback from programme instructors added valuable
support for pharmacists during the programme, and facilitated an impactful translation of
education into practice. This study provides the first data on pharmacists’ CPD in Kuwait and
serves as a starting point for future education plans, studies, and transformational actions
pertaining to pharmacy workforce education and training.

Alhmoud, E., et al. (2020). "Utilizing nominal group technique for planning and implementing
professional development program for clinical pharmacists in Qatar." JACCP Journal of the American
College of Clinical Pharmacy 3(1): 327.
Service or Program: Utilizing the nominal group technique to measure educational needs and
create an annual framework for continuous professional development for clinical pharmacists in
a secondary care hospital in Qatar. Justification/Documentation: Prior to the implementation of
this initiative, continuing educational activities within a clinical pharmacy team were based on
presenter's preferences and a structured systematic needs assessment for clinical pharmacists
was lacking. Nominal group technique (NGT) is a decision-making tool that incorporates a unique
combination of qualitative and quantitative data collection through structured group meeting.
First, 15 clinical pharmacists with varying practice specialties were asked to list top three
educational needs individually. Subsequently, all members were asked to vote and rank their top
3 priorities from the compiled list of 45 topics. The top three gaps identified were: statistical
analysis, Pharmacokinetices and Fluids/Total Parenteral Nutrition management. Other topics
included: project management, quality improvement, thyroid disorders and shock syndromes.
Working groups of clinical pharmacists were formed based on background expertise and
interest. Each group was requested to create SMART learning objectives and correlate each with
an assessment method. Adaptability: This initiative utilizes NGT model to identify gaps and
develop a program that meets local context and needs. As such, it is adaptable to any practice
settings. Significance: Unlike the traditional brainstorming, Delphi technique and focus groups,
NGT allows participants to express their ideas equally which leads to higher number of ideas per
group. The strategy identified the needs, strengths and weaknesses of a clinical pharmacy team
 and utilized the power of having varied, complementary knowledge, skills and experiences
among different team members to improve team's productivity and dynamics and personal
growth of its members.

Ali, P. A. and W. Panther (2008). "Professional development and the role of mentorship." Nursing
Standard (through 2013) 22(42): 35-39.
This article reviews the concept of mentorship in nursing and explores the role and
responsibilities of the mentor in enhancing the learning experience of nursing students. The
essential attributes of the mentor and various phases of the mentor-student relationship are
discussed.

Alici, S. (2021). "Investigating the impact of professional development on Turkish early childhood
teachers’ professional growth about education for sustainable development through critical media
literacy." Australian Journal of Environmental Education 37(2): 159-162.
The following research question and sub-questions guided the overall study: (1) To what extent
have ECTs’ CML levels changed as a result of PDT aimed at improving the effectiveness of their
ESD practices? (a) What were ECTs’ awareness of ESD before and after PDT? (b) What was the
level of ECTs’ CML before and after PDT? (c) What changes occurred in ECTs’ implementation of
ESD through CML in their EC learning environments after PDT? (d) What changes occurred after
the PDT in ECTs’ outcomes derived from their implementation of ESD through CML in their EC
learning environments? From innermost level to the outside, there are five layers, namely
microsystem (covering family, school and peer group settings), mesosystem (encompassing the
relationships shaped between people and places within microsystem, e.g., the relation between
school and home), exosystem (including the relationships among the house and the parent’s
workplace, mass media), macrosystem (containing the belief systems, bodies of knowledge,
material resources and customs) and chronosystem (comprising changes throughout the life
route in family structure, socioeconomic status, employment and, place of residents). [...]the
study identified that, if educators know how to conduct learning activities to reach specific
outcomes related to ESD and CML, and experts/researchers encourage them to experience new
ideas and ways of teaching, educators have the potential to change not only their own lives but
also children’s lives positively into the future.

Al-Imari, L., et al. (2016). "Peer-support writing group in a community family medicine teaching unit:
Facilitating professional development." Canadian Family Physician 62(12): e724-e730.
Problem Addressed: Aspiring physician writers need an environment that promotes self-
reflection and can help them improve their skills and confidence in writing.Objective Of
Program: To create a peer-support writing group for physicians in the Markham-Stouffville
community in Ontario to promote professional development by encouraging self-reflection and
fostering the concept of physician as writer.Program Description: The program, designed based
on a literature review and a needs assessment, was conducted in 3 sessions over 6 months.
Participants included an emergency physician, 4 family physicians, and 3 residents. Four to 8
participants per session shared their projects with guest physician authors. Eight pieces of
written work were brought to the sessions, 3 of which were edited. A mixed quantitative and
qualitative evaluation model was used with preprogram and postprogram questionnaires and a
focus group.Conclusion: This program promoted professional development by increasing
participants' frequency of self-reflection and improving their proficiency in writing. Successful
elements of this program include creating a supportive group environment and having a
physician-writer expert facilitate the peer-feedback sessions. Similar programs can be useful in
 postgraduate education or continuing professional development.

Allaire, A.-S., et al. (2011). "Barriers and facilitators to the dissemination of DECISION+, a continuing
medical education program for optimizing decisions about antibiotics for acute respiratory infections in
primary care: a study protocol." Implementation Science 6(1): 3-3.
Background: In North America, acute respiratory infections are the main reason for doctors'
visits in primary care. Family physicians and their patients overuse antibiotics for treating acute
respiratory infections. In a pilot clustered randomized trial, we showed that DECISION+, a
continuing medical education program in shared decision making, has the potential to reduce
the overuse of antibiotics for treating acute respiratory infections. DECISION+ learning activities
consisted of three interactive sessions of three hours each, reminders at the point of care, and
feedback to doctors on their agreement with patients about comfort with the decision whether
to use antibiotics. The objective of this study is to identify the barriers and facilitators to
physicians' participation in DECISION+ with the goal of disseminating DECISION+ on a larger
scale.Methods/design: This descriptive study will use mixed methods and retrospective and
prospective components. All analyses will be based on an adapted version of the Ottawa Model
of Research Use. First, we will use qualitative methods to analyze the following retrospective
data from the pilot study: the logbooks of eight research assistants, the transcriptions of 15
training sessions, and 27 participant evaluations of the DECISION+ training sessions. Second, we
will collect prospective data in semi-structured focus groups composed of family physicians to
identify barriers and facilitators to the dissemination of a future training program similar to
DECISION+. All 39 family physicians exposed to DECISION+ during the pilot project will be eligible
to participate. We will use a self-administered questionnaire based on Azjen's Theory of Planned
Behaviour to assess participants' intention to take part in future training programs similar to
DECISION+.Discussion: Barriers and facilitators identified in this project will guide modifications
to DECISION+, a continuing medical education program in shared decision making regarding the
use of antibiotics in acute respiratory infections, to facilitate its dissemination in primary care on
a large scale. Our results should help continuing medical educators develop a continuing medical
education program in shared decision making for other clinically relevant topics. This will help
optimize clinical decisions in primary care.

Allen, C. G., et al. (2018). "Building a Framework for Community Health Worker Skills Proficiency
Assessment to Support Ongoing Professional Development." J Ambul Care Manage 41(4): 298-307.
Although community health workers (CHWs) continue to gain credibility and recognition in the
health care and public health sectors, there is still a need to expand workforce identity and
development efforts, including identifying best practices for assessing CHW skill proficiencies.
During this qualitative study, we interviewed 32 CHWs, trainers, and supervisors to understand
current practice, perspectives, and perceived importance in assessing CHW skills and guiding
principles for CHW skill assessment. Results from these interviews can be used to inform CHW
workforce development to enhance efforts among those who are actively building CHW
programs or who are considering improvements in strategies to assess CHW skill proficiencies.

Allen, L. M., et al. (2020). "Applying a social theory of learning to explain the possible impacts of
continuing professional development (CPD) programs." Medical Teacher 42(10): 1140-1147.
Continuing professional development (CPD) is essential for life-long learning of health
professionals, yet evaluations of CPD focus on a narrow range of impacts. This study explored
the range of impacts that are possible from attending CPD programs that foster social learning,
and applied Wenger's social theory of learning to explain why these impacts occur. Twenty semi-
 structured in-depth interviews were conducted with a purposive sample of past participants
from two immersive CPD institutes. Inductive thematic analysis was used to analyse the data.
Five themes were identified; (i) growing and utilising a network of like-minded individuals, (ii)
forming stronger identities, (iii) applying learnings to practice, (iv) obtaining achievements and
recognition, and (v) going beyond the scholar. Participants described experiencing both
immediate and sustained impacts as a result of attending the courses. Concepts from Wenger's
social learning theory including peripheral membership, reification and multimembership helped
to explain why these impacts occur. The results suggest that a range of sustained impacts are
possible as a result of attending CPD programs, but ongoing social learning is crucial to achieving
these impacts. The social process of learning should be considered in the design of future CPD.

Allen-Johnson, A. (2017). "Framework for 21st Century School Nursing Practice: Framing Professional
Development." NASN School Nurse 32(3): 159-161.
The NASN Code of Ethics upholds that it is the responsibility of the school nurse to maintain
competency and pursue personal and professional growth. Designing professional development
activities that are relevant and support the needs of the school nurse can be a challenge. The
Framework for 21st Century School Nursing Practice provides a model rooted in evidence-based
standards of practice that can be utilized to assess an existing professional development program
and identify gaps in learning opportunities. Nurse leaders can use the Framework for 21st
Century Nursing Practice to provide a roadmap toward a professional development program that
will be meaningful to school nurse staff, help restore or maintain joy in their practice, and allow
them to achieve the goal of advancing the well-being, academic success, and lifelong
achievement and health of students.

Allison, J. (1995). "The effect of continuing education on practical wound management." Journal of
Wound Care 4(1): 29-31.
A three-day continuing education programme in wound management was evaluated to
determine its success in changing clinical practice. Twenty-six registered nurses from various
disciplines were asked to complete three questionnaires, two during the course and one
retrospectively. All but two of the nurses participated in the survey. The findings demonstrated
that theory made a significant difference to practice. However, ongoing education programmes
and ward-based support are necessary to ensure that the knowledge gained continues to be
applied in the practice setting.

Al-Moteri, M., et al. (2021). "Development of undergraduate nursing entrustable professional activities
through using a participatory design approach." Journal of Professional Nursing 37(4): 741-748.
Competencies represent sets of general abilities and attributes that graduating nurses must
acquire. Most nursing programs adopt competency based assessment and training approaches
to prepare their students to enter the clinical environment. However, some concern has been
raised regarding their interpretation and implementation in everyday clinical training. To
operationalize competencies for better use in clinical practice, the Entrustable Professional
Activities framework (EPAs) was introduced in 2005 by ten Cate. The aim of this study is to
develop a framework of EPAs for an Undergraduate Nursing Program. Through using a
participatory action design approach, the participants developed a set of EPAs linked with
competencies for an Undergraduate Nursing Program. Thematic analysis was performed, and
EPAs framework validity was constructed. A total of eight core EPAs were developed and each
one was operationalized by a brief description and nested within the related core competency
domains. Supervision levels and entrustment decisions were determined. The development of
 EPAs specific to undergraduate nursing programs may offer the opportunity to have standardized
language to evaluate students' progress toward competency in nursing. It is recommended to
conduct further research to improve the developed EPAs. • EPAs were introduced in 2005 and
now have become popular among medical programs. • EPAs assess the gradual progression of
nursing students' performance toward competency. • The paper provides a practical example of
the development of EPAs.

Altamirano-Bustamante, M. M., et al. (2013). "Promoting networks between evidence-based medicine

and values-based medicine in continuing medical education." BMC Medicine 11: 39.
Background: In recent years, medical practice has followed two different paradigms: evidence-
based medicine (EBM) and values-based medicine (VBM). There is an urgent need to promote
medical education that strengthens the relationship between these two paradigms. This work is
designed to establish the foundations for a continuing medical education (CME) program aimed
at encouraging the dialogue between EBM and VBM by determining the values relevant to
everyday medical activities. Methods: A quasi-experimental, observational, comparative,
prospective and qualitative study was conducted by analyzing through a concurrent triangulation
strategy the correlation between healthcare personnel-patient relationship, healthcare
personnel's life history, and ethical judgments regarding dilemmas that arise in daily clinical
practice. In 2009, healthcare personnel working in Mexico were invited to participate in a free,
online clinical ethics course. Each participant responded to a set of online survey instruments
before and after the CME program. Face-to-face semi-structured interviews were conducted
with healthcare personnel, focusing on their views and representations of clinical practice.
Results: The healthcare personnel's core values were honesty and respect. There were significant
differences in the clinical practice axiology before and after the course (P <0.001); notably,
autonomy climbed from the 10th (order mean (OM) = 8.00) to the 3rd position (OM = 5.86). In
ethical discernment, the CME program had an impact on autonomy (P ≤0.0001). Utilitarian
autonomy was reinforced in the participants (P ≤0.0001). Regarding work values, significant
differences due to the CME intervention were found in openness to change (OC) (P <0.000), self-
transcendence (ST) (P <0.001), and self-enhancement (SE) (P <0.019). Predominant values in life
history, ethical discernment and healthcare personnel-patient relation were beneficence, respect
and compassion, respectively. Conclusions: The healthcare personnel participating in a CME
intervention in clinical ethics improved high-order values: Openness to change (OC) and Self
Transcendence (ST), which are essential to fulfilling the healing ends of medicine. The CME
intervention strengthened the role of educators and advisors with respect to healthcare
personnel. The ethical values developed by healthcare professionals arise from their life history
and their professional formation.

Alter, M. (2013). "Continuing education concepts: Clinical pharmacy and pharmaceutical care - But
how?" Deutsche Apotheker Zeitung 153(6): 42-45.

Altin, S. V., et al. (2014). "Barriers in the implementation of interprofessional continuing education
programs - a qualitative study from Germany." BMC Medical Education 14: 227.
Background: Insufficient communication and coordination is one of the most problematic issues
in German health care delivery leading to detrimental effects on health care outcomes. As a
consequence interprofessional continuing education (CIPE) is gathering momentum in German
health policy and health care practice aiming to enhance service quality and patient safety.
Nevertheless, there is limited evidence on the course of implementation and the perceived
effectiveness/acceptance of CIPE in German health care. This paper describes the objectives and
 formal characteristics of CIPE trainings and maps important determinants influencing the success
of CIPE implementation from the perspective of providers offering CIPE trainings for German
health care professionals. Methods: Forty-nine training institutions offering CIPE for health care
professionals were identified by a structured web search including the websites of German
medical education associations and public/private training institutions. Directors and managers
of the identified institutions were invited to participate in a semi-structured interview. The
interview guideline was developed using the SPSS method by Helferich and colleges. Interviews
were analyzed using the summarizing content analysis developed by Mayring resulting in a
paradigm that contextualizes hindering factors regarding the implementation of CIPE in the
German health care system. Results: Overall, 19 of the identified institutions agreed to
participate with one director/manager per institution resulting in a response rate of almost
38.8%. The included institutions offer n = 85 CIPE trainings for health care professionals.
Trainings offered mainly address the enhancement of domain, social and personal competencies
of the participating health care professionals and follow three main objectives comprising better
care of severely ill patients, improvement of patient safety by sustained risk management as well
as a more patient centered care. Implementation of CIPE in Germany is influenced by various
hindering factors mostly coming from systemic (missing incentives), behavioral (hierarchy
problems) and methodological (limited quality assurance) factors. Conclusion: CIPE is an evolving
concept in the German health care system. There are various difficulties that impede a
successful implementation of CIPE and might be mitigated by specific health policy interventions
such as mandatory CIPE participation of health care professionals and comprehensive pre-
license interprofessional education.

Alvarez, S. and S. Jobst‐Hendrik (2019). "Professional and Personal Competency Development in Near‐
peer Tutors of Gross Anatomy: A Longitudinal Mixed‐methods Study." Anatomical Sciences Education
12(2): 129-137.
There are many benefits to peer and near‐peer tutoring. The current literature suggests that
near‐peer teaching within the domain of gross anatomy may lead to the development of
numerous competencies for burgeoning medical professionals. The aim of this study was a
quantitative and qualitative approach to explore which professional and personal competencies
anatomy tutors developed as a result of their teaching activities in a gross anatomy course at a
medical school in Germany. For a period of 18 months, 24 peer tutors were followed and queried
multiple times via questionnaire and semi‐structured interviews. It was found that most of the
skills tutors developed or strengthened over one semester matched most of the core
competencies described in various official competency frameworks used for physician education.
In particular, tutors thought that tutoring gross anatomy had improved their knowledge of
professional behavior as well as their communication skills. They also felt that they had learned
to take on more responsibility and to use available resources more effectively. Overall, tutoring
gross anatomy was perceived as very challenging, but also very rewarding, mainly because it
provided the opportunity to develop and strengthen important skills such as self‐confidence,
self‐awareness, positive thinking, self‐insight, and stress management. Ultimately, these are all
factors that contribute to resilience, an important attribute for physicians.

Alvarez, S. and J.-H. Schultz (2019). "Professional and Personal Competency Development in Near-Peer
Tutors of Gross Anatomy: A Longitudinal Mixed-Methods Study." Anatomical Sciences Education 12(2):
129-137.
There are many benefits to peer and near-peer tutoring. The current literature suggests that
near-peer teaching within the domain of gross anatomy may lead to the development of
 numerous competencies for burgeoning medical professionals. The aim of this study was a
quantitative and qualitative approach to explore which professional and personal competencies
anatomy tutors developed as a result of their teaching activities in a gross anatomy course at a
medical school in Germany. For a period of 18 months, 24 peer tutors were followed and queried
multiple times via questionnaire and semi-structured interviews. It was found that most of the
skills tutors developed or strengthened over one semester matched most of the core
competencies described in various official competency frameworks used for physician education.
In particular, tutors thought that tutoring gross anatomy had improved their knowledge of
professional behavior as well as their communication skills. They also felt that they had learned
to take on more responsibility and to use available resources more effectively. Overall, tutoring
gross anatomy was perceived as very challenging, but also very rewarding, mainly because it
provided the opportunity to develop and strengthen important skills such as self-confidence,
self-awareness, positive thinking, self-insight, and stress management. Ultimately, these are all
factors that contribute to resilience, an important attribute for physicians.

Alzain, Z., et al. (2021). "The role of social media in the training and continuing education of healthcare
professionals in Eastern Saudi Arabia." Informatics in Medicine Unlocked 24.
Background: Continuing education is essential for healthcare professionals to update their
theoretical and practical knowledge about the advances of the medical profession throughout
their professional lives. No study has been conducted in Saudi Arabia on this topic. Purpose: The
objective of this study was to assess the role of social media in the training and continuing
education of healthcare professionals in Eastern Saudi Arabia. Methodology: A total of 483
healthcare professionals were randomly selected and administered with a survey through an
online application distributed using a link via email, WhatsApp, Facebook, and LinkedIn. The
response rate was 72%. Results: 53% of the participants attended training and continuing
education programs through social media in Eastern Saudi Arabia. YouTube (23%) was the most
used social network for this purpose. The respondents considered that social media platforms
were “very helpful” to improve their knowledge (52%), creativity (45%), clinical skills (42%),
critical thinking (50%), problem-solving skills (52%), and patient outcomes (44%). Conclusion:
The results suggested that it is necessary to develop adequate strategies for healthcare
professionals to increase the use of training and continuing education programs through social
networks in Saudi Arabia. In general, the participants considered that social networks were
beneficial tools to improve their theoretical and practical knowledge and expand their
professional training.

Amey, S. E. (1996). "Continuing education. Transitional objects, phenomena, and relatedness:

understanding and working with individuals with borderline personality disorders." Journal of the
American Psychiatric Nurses Association 2(5): 143-153.
Transitional objects, transitional phenomena, and transitional relatedness are concepts that can
be helpful both in clarifying normal aspects of development and in understanding individuals
with borderline personality disorder. Valued objects of childhood and the mature interests of
adulthood are useful in providing soothing comfort and feelings of self-enhancement. Individuals
with borderline personality disorder may use childhood transitional objects or pathologic
transitional phenomena to soothe or comfort themselves. Nurse therapists can learn to both
recognize these types of phenomena and apply this awareness in their therapeutic interactions
to help explore traumatic past events, current insecurities, and new self-soothing methods, and
thereby enhance treatment efficacy.
Ana Maria Baima, C., et al. (2012). "Continuous education: implications and opportunities for de
professional activity of social workers." Revista Katálysis 15(2): 239-253.
The purpose of this article is to reflect on continuous and critical professional education in the
field of the professional exercise of Social Work. It is based on bibliographic and documental
research that sought to identify and indicate strategies for this educational process. It critically
analyzes the use of the term, using as a reference authors from the field of education. It
problematizes continuous education as a constant and necessary process for professional
exercise that is imbricated in the relationship between theory and practice, in the quality of
document production and in the appropriation of new technologies to assist in organizing the
data about reality that is presented in the daily work of professionals. Based on a critical-
dialectic method, it emphasizes the need to have an investigative attitude and to propose
theoretical-political strategies for continuing education to strengthen the ethical-political project
of Social Work.

Anderson, C. (2018). "Is provision of professional development by RNs to nursing students a choice?"
Australian Journal of Advanced Nursing 35(4): 34-41.
Objective This paper reports on a major category that emerged as a result of a Grounded Theory
study that explored Registered Nurses' (RN) understanding of the nursing standard requirement
to provide nursing students with professional development during their clinical placements.
Design Grounded Theory study. Setting Nursing clinical education. Subjects Fifteen registered
nurses participated in this study (n=15). Thirteen were female and two were male. Main
outcome measures In-depth semi-structured interviews were the means of data collection.
Constant comparative method was used to analyse data. Results The notion of choice emerged
as a major finding. Choice is conceptualised as choosing whether or not to be involved in the
professional development of nursing students. The category choice is informed by two themes;
unsuited to teaching, and respecting peers. Conclusion According to the Australian nursing
standards RNs are responsible for providing professional development to nursing students on
clinical placements. Results from this Grounded Theory study revealed that participants
perceived it is an RNs choice whether or not to provide professional development to nursing
students.

André, M., et al. (2021). "Blended professional development in physical education: merging long-
distance with face-to-face ongoing support." Journal of Physical Education and Sport 21(2): 956-965.
The study focuses on the use of blended professional development (BPD).That is, merging long-
distance and face-to-face professional development (PD) characteristics to introduce a physical
education pedagogical model to a primary (i.e., elementary) school physical education teacher.
This study sought to: (a) to contextually describe how a BPD in Student-Designed Games (SDG)
approach was designed and delivered, and (b) identify how the BPD was aligned with O'Sullivan
and Deglau (2006) Principles of PD Design and Delivery. Data collection included lesson plans,
observations and interviews. Data analysis was undertaken through the BPD in-depth description
and a systematic process of deductive analysis using O'Sullivan and Deglau (2006) as the
theoretical framework. Three key finding emerged relating to: (1) empowering the teacher, (2)
meaningful learning in contextualised environments, and (3) ongoing support. The BPD
incorporated 4 stages of delivery: preparation, learning game categories, adjustment to students'
background and supporting students to refine games. Through these stages the BPD was able to
provide: (i) a balance between the teacher's background knowledge and PD vision; (ii)
meaningful learning in contextualised environments; . However, it should be recognised that the
nature of this PD project was challenging to implement because of the high level of time
 commitment required.

Andrew, N. (2013). "Clinical imprinting: The impact of early clinical learning on career long professional
development in nursing." Nurse Education in Practice 13(3): 161-164.
The literature recognises a relationship between clinical experience and a successful
undergraduate experience in nursing; however what constitutes an effective approach remains
the subject of debate, particularly in relation to first year of learning. There is evidence from a
biological standpoint that early experience impacts on the behavioural development of animals,
described by Konrad Lorenz (1903-1989) as 'imprinting'. The concept of imprinting has
resonance for nursing. In this article the importance of 'getting it right at the beginning' is
explored and what, if anything, Lorenz's theory tells us about the impact of early clinical learning
on subsequent professional development.

Andrew, N., et al. (2011). "'Show us you know us': Using the Senses Framework to support the
professional development of undergraduate nursing students." Nurse Education in Practice 11(6): 356-
359.
As students, fledgling nurses need to feel they belong to a community of academics, peers and
mentors who value their contribution to learning and knowledge. Creating a sense of community
allows students to experience academic and practice integration at the beginning of their
professional journey, recognising that positive learning experiences at an early stage of
professional maturation can shape lifelong attitudes to learning and discovery. The Senses
Framework has been used to develop supportive working in relation to older adults; it also has
resonance for the development of undergraduate nurses. This article focuses on the student
experience, exploring the potential for the Senses Framework to underpin a learning community,
promoting collaboration and acknowledging the emotional, academic and professional work that
is now essential for the preparation of registered nurse in the 21st Century.

Anikeeva, E., et al. (2017). "Continuing education program in the hospital setting quality improvement
initiative." Cardiology in the Young 27(4): S458.
Background: Nurses involvement in quality improvement is limited by specific challenges, related
to traditional nursing education that does not always adequately prepare them for their evolving
role in today's contemporary hospital setting. Healthcare demands require from educators to use
novel teaching frameworks to enhance learners' competency in the clinical settings. Purpose: To
assess the efficiency of the case-based education program in improving the level of knowledge
among acute nurse practitioners in the intensive care unit (ICU). Methods: 33 ICU nurses (the
mean age 39±6 years) were included in the study from June, 2015 to July, 2016. The mean total
years of the ICU services - 11± 6 years. The pretest-posttest model was used to assess the
efficiency of the hybrid educational program. Both groups underwent post-test II after each
educational phase to assess the retention of knowledge. All nurses were enrolled into 2 groups
according to the results of the pre-test. Subjects who gave >50% of the correct answers were
included in Group 1 (n =11) and underwent a lecture-based education. Subjects who received
<50% were included in Group 2 (n = 22) and underwent casebased tutorials based on virtual
patient. Results: Both groups showed significant improvement in scores between the pre- and
posttests (Group 1 -56.64± 3.17; Group 2 - 56.50 ±0.70) with similar knoweledge retention after
1 year (Group 1 - 54.45 ±2.42; Group 2 - 55.0± .000). No statistically significant difference in
mean test scores could be found between 2 groups at each point: 1.4% (95% CI -0.6% to 3.4%)
for post-test I, and -0.3% (95% CI -3.9% to 3.3%) for post-test II. Conclusion: Case-based
education using virtual patient provides the potential to teach nurse practitioners with greater
 flexibility using different learning methods addressed to different learning domains than
classroom instruction.

Anikeeva, O., et al. (2017). CONTINUOUS EDUCATION OF SOCIAL WORKERS IS THE REQUIREMENT FOR
INTENSIVE DEVELOPMENT. Varazdin, Varazdin Development and Entrepreneurship Agency (VADEA):
1043-1049.
An intensive social and economic development of a society implies a transition to intensive
social technologies in the area of social protection and activating own potential of citizens. A
match between professional standards of social workers and demands of the society requires an
ongoing monitoring and optimization of competences of social workers. A personal certification
including objective indicators is a tool to achieve this goal. A model for certification of social
workers has been created in this study. The study offers changes of curriculum in higher
education and additional professional education. The concept of social partnership acts as a
methodology of the research. Methods: in-depth interviews, expert assessments, testing, case
studies, document analysis, statistical and demographic data, content analysis of websites of
social organizations, modeling method. Special attention is paid to issues of education of
teaching staff for the practice oriented higher education and more active engagement with
employers in training of social workers on the basis of social partnership.

Ann Meli, A., et al. (2022). "Dental continuing professional development ‐ Part II: The Malta CPD Pilot
Project." European Journal of Dental Education 26(3): 546-562.
IntroductionContinuing professional development (CPD) remains voluntary in nine European
countries. Evidence suggests a move towards mandatory CPD across Europe with the objective
of harmonisation of dental CPD. Although the importance of CPD is acknowledged, the literature
regarding its effectiveness is limited and under debate.Aims and objectivesThe main aim was to
measure the effectiveness and success of a new CPD programme with the objective to devise a
strategy, guidelines and recommendations for the establishment of a dental CPD programme in
Malta.MethodologyThis project was divided into two phases; Phase 1 was the analysis of a
survey sent out to 135 members of the Dental Association of Malta. Phase 2 involved the
evaluation of eight verifiable CPD events, through pre‐event and post‐event tests and feedback
forms, to investigate the effect on short‐term knowledge retention and the respective
satisfaction levels of participants at each event.ResultsThe survey had a response rate of 78%.
The CPD events in Phase 2 all showed statistically significant improvement in short‐term
knowledge retention on each subject (p < 0.05). Satisfaction levels ranged from 70% to
99%.ConclusionsThe information gathered from this project was used to provide guidelines and
recommendations for the local regulatory body and CPD providers for the set‐up of a dental CPD
framework and programmes in Malta, a country where dental CPD is still voluntary. This article is
the second article from a two‐part series of articles about the Malta Dental CPD Pilot project.

Anna Larson, W., et al. (2019). "Motivating HIV Providers in Vietnam to Learn: A Mixed-Methods Analysis
of a Mobile Health Continuing Medical Education Intervention." JMIR Medical Education 5(1).
Background: The Mobile Continuing Medical Education Project (mCME V.2.0) was a randomized
controlled trial designed to test the efficacy of a text messaging (short message service [SMS])–
based distance learning program in Vietnam that included daily quiz questions, links to readings
and online courses, and performance feedback. The trial resulted in significant increases in self-
study behaviors and higher examination scores for intervention versus control participants.
Objective: The objective of this mixed-methods study was to conduct qualitative and
quantitative investigations to understand participants’ views of the intervention. We also
 developed an explanatory framework for future trial replication. Methods: At the endline
examination, all intervention participants completed a survey on their perspectives of mCME
and self-study behaviors. We convened focus group discussions to assess their experiences with
the intervention and attitudes toward continuing medical education. Results: A total of 48 HIV
specialists in the intervention group completed the endline survey, and 30 participated in the
focus group discussions. Survey and focus group data suggested that most clinicians liked the
daily quizzes, citing them as convenient mechanisms to convey information in a relevant manner.
A total of 43 of the 48 (90%) participants reported that the daily quizzes provided motivation to
study for continuing medical education purposes. Additionally, 83% (40/48) of intervention
participants expressed that they were better prepared to care for patients with HIV in their
communities, compared with 67% (32/48) at baseline. Participation in the online coursework
component was low (only 32/48, 67% of intervention participants ever accessed the courses),
but most of those who did participate thought the lectures were engaging (26/32, 81%) and
relevant (29/32, 91%). Focus group discussions revealed that various factors influenced the
clinicians’ decision to engage in higher learning, or “lateral learning,” including the participant’s
availability to study, professional relevance of the topic area, and feedback. These variables
serve as modifying factors that fit within an adapted version of the health belief model, which
can explain behavior change in this context. Conclusions: Qualitative and quantitative endline
data suggested that mCME V.2.0 was highly acceptable. Participant behaviors during the trial fit
within the health belief model and can explain the intervention’s impact on improving self-study
behaviors. The mCME platform is an evidence-based approach with the potential for adoption at
a national scale as a method for promoting continuing medical education. Trial Registration:
ClinicalTrials.gov NCT02381743; https://clinicaltrials.gov/ct2/show/NCT02381743

Anna Torrens, A., et al. (2020). "Redesigning College Professional Development Resources to Meet the
Needs of Emerging Public Health Professionals." Health Promotion Practice 21(4): 487-491.
The University of South Florida, College of Public Health, is dedicated to providing career
planning and professional development services for students in varying formats. However,
changing public health training needs and an emerging need for focused attention on
professional development necessitated the development of an evaluative program to better
understand our students’ needs in these areas. Specifically, anecdotal student feedback about
feeling unprepared professionally and survey feedback from students, preceptor feedback
regarding the need for students to be better trained in core professional concepts, and low rates
of attendance in standard professional development events resulted in a quality improvement
study to identify students’ perceived career planning and professional development needs.
Findings were used to redesign current services and provided the basis for developing more
targeted trainings to ensure that public health graduates are better prepared to meet employer
expectations and to excel in the workforce. This article provides an overview of this
transformative process, including the results of the qualitative survey on student, faculty, alumni,
and community preceptor perspectives, and resulting prototypes developed for the professional
development pilot along with preliminary insights.

Anne, O. C. and A. McCurtin (2021). "A feedback journey: employing a constructivist approach to the
development of feedback literacy among health professional learners." BMC Medical Education 21: 1-13.
Background Feedback, if effectively provided by the teacher and utilised by the learner, enables
improvement in academic performance. It is clear from current literature that the provision of
feedback by teachers is not sufficient on its own to guarantee improvements as early university
entrants may not be sufficiently equipped to effectively engage with feedback. Nonetheless, it is
 critical for health professional students to develop feedback literacy early, in order to prepare
them for a professional career of lifelong learning and critical thinking. The overarching aim of
this study was to identify a feasible, sustainable approach to improve feedback literacy among
students on pre-qualifying health professional programmes. Methods The study was divided into
two phases. A mixed-methods approach grounded in constructivism was employed. Participants
included teachers and learners from the School of Allied Health at X University, and two
internationally acclaimed educationalists. In phase 1, first year students were encouraged to use
an established online platform to upload modular feedback and develop personal learning action
plans aimed at improving academic performance. A follow-up survey highlighted poor
engagement with this method. Thus, the second phase focused on the co-construction of a suite
of modules to develop these skills, supported by academic staff. Interviews were conducted with
participants to review and refine this initiative. Results Learners’ engagement with the first
phase of the study was poor. Thus, the second phase provided all stakeholders with the
opportunity to feed into the development of a suite of modules, designed to encourage teachers
and learners to work in partnership to nurture these skills. All stakeholder groups reported short-
and long-term benefits with this approach, but also highlighted challenges towards its
implementation. Conclusion The development of feedback literacy among health professional
learners is essential. The transferability of such skills has been highlighted in the literature and by
all stakeholder groups involved in this study. Finding a balance between introducing these skills
at a time early enough to highlight their importance among university entrants is challenging.
Further balance must be achieved between the workload required to achieve these skills and
current programme demands for both teachers and learners.

Anne-Nicole, C., et al. (2020). "GP awareness, practice, knowledge and confidence: evaluation of the first
nation-wide dementia-focused continuing medical education program in Australia." BMC Family Practice
21: 1-16.
Background Dementia is under-diagnosed in primary care. Timely diagnosis and care
management improve outcomes for patients and caregivers. This research evaluated the
effectiveness of a nationwide Continuing Medical Education (CME) program to enhance
dementia-related awareness, practice, knowledge and confidence of general practitioners (GPs)
in Australia. Methods Data were collected from self-report surveys by GPs who participated in an
accredited CME program face-to-face or online; program evaluations from GPs; and process
evaluations from workshop facilitators. CME participants completed surveys at one or more
time-points (pre-, post-program, six to 9 months follow-up) between 2015 and 2017. Paired
samples t-test was used to determine difference in mean outcome scores (self-reported change
in awareness, knowledge, confidence, practice) between time-points. Multivariable regression
analyses were used to investigate associations between respondent characteristics and key
variables. Qualitative feedback was analysed thematically. Results Of 1352 GPs who completed a
survey at one or more time-points (pre: 1303; post: 1017; follow-up: 138), mean scores
increased between pre-CME and post-program for awareness (Mpost-pre = 0.9, p < 0.0005),
practice-related items (Mpost-pre = 1.3, p < 0.0005), knowledge (Mpost-pre = 2.2, p < 0.0005),
confidence (Mpost-pre = 2.1, p < 0.0005). Significant increases were seen in all four outcomes
for GPs who completed these surveys at both pre- and follow-up time-points. Male participants
and those who had practised for five or more years showed greater change in knowledge and
confidence. Age, years in practice, and education delivery method significantly predicted post-
program knowledge and confidence. Most respondents who completed additional program
evaluations (> 90%) rated the training as relevant to their practice. These participants, and
facilitators who completed process evaluations, suggested adding more content addressing
 patient capacity and legal issues, locality-specific specialist and support services, case studies
and videos to illustrate concepts. Conclusions The sustainability of change in key elements
relating to health professionals’ dementia awareness, knowledge and confidence indicated that
dementia CME programs may contribute to improving capacity to provide timely dementia
diagnosis and management in general practice. Low follow-up response rates warrant cautious
interpretation of results. Dementia CME should be adopted in other contexts and updated as
more research becomes available.

Anonymous (1972). "LANDMARK STATEMENT FROM THE AMERICAN NURSES' ASSOCIATION COUNCIL ON
CONTINUING EDUCATION." The Journal of Continuing Education in Nursing 3(6): 21-23.
Responsibilities for Continuing Education Association The American Nurses' Association develops
standards for nursing education and devises methods for gaining their acceptance and
implementation through appropriate channels.* Another responsibility of the professional
association is to assure that opportunities for continuing education for nurses are provided, and
where there are unmet needs, stimulate collaboration of educational institutions with agencies
and organizations in developing sound educational opportunities. Continuing education
programs should assist registered nurse learners to: - acquire new knowledge and skills - update
basic knowledge - prepare for re-entry into practice - make a transition from one area of practice
to another - acquire greater depth of knowledge and skills in one particular area of nursing -
change attitudes and values - implement concepts of change both within the individual's own
practice and throughout the health care delivery system - assume responsibility for personal and
professional development - improve the ability of other health care workers to meet the specific
needs of the public served by the health agency - promote and support innovation and creativity
in health services. 11.

Anonymous (1978). "1978 National Conference on Continuing Education in Nursing." The Journal of
Continuing Education in Nursing 9(3): 52.
Opportunities will beprovidedtoexamine the role of the continuing education specialist in
relation to a common framework of subject, setting and client; debate that continuing education
is the third arm of the educational process; and, develop positions related to issues explored to
present to the Continuing Education Council for future exploration.

Anonymous (2001). "New health and safety CPD from the RIBA." Facilities 19(11/12): 378-379.
The recent high profile Construction Safety Summit, called by the Health and Safety Commission
and the Deputy Prime Minister, John Prescott, has been well received by the industry. There is
certainly room for improving the management of health and safety risks. In the year 2000 alone
80 people were killed on building sites; there were 400 health and safety prosecutions in the
construction industry, and almost half of the 4,000 or so notices, served by the Health and Safety
Executive to prevent dangerous practices, were in construction. For those who may not be
familiar with the continuing professional development (CPD) scheme, every corporate member
of the Royal Institute of British Architects (RIBA) is required to attain 35 hours and 100 points of
CPD every year.

Anonymous (2008). "Continuing Education Questions." Rehabilitation Counseling Bulletin 52(1): 62-64.
Family resiliency theory fits with rehabilitation service delivery for many reasons, what is one
reason stated in the article, a. Families should control decision making for many individuals with
disabilities. b. Families provide the majority of assistance required for instrumental support
activities to members who have HIV/AIDS. c. A family member with HIV/AIDS may have their
 medical benefits through another member of the family, d. Rehabilitation professionals have
been found to have better outcomes when more than two family members are included in the
rehabilitation plan. 8. Examples of the elements of MS self management include all but which of
the following: A. Understanding and staying up-to-date on MS information and treatment
options B. Long-term adherence to treatments that may be expensive, may require self-injection,
and often have significant side effects C. Participating in treatment decisions and communicating
effectively with physicians D. Maintaining physical and emotional health E. All of these are
elements of MS self-management 25.

Anonymous (2009). "CPD quiz: Construction industry health." Occupational Health 61(4): 35.

Anonymous (2011). "Continuing Professional Development: Taking the Broad View." The Journal of
Continuing Education in Nursing 42(2): 51.
Many of the continuing education requirements in health care organizations and through state
regulations are focused on a specific area of practice. Is there new content useful to older
populations that stems from what is being taught about nutrition for children today? Or, what if
we went far afield and examined the effectiveness of teachers in grade schools and translated
concepts into how we might teach nursing students or patients? I think you get that idea.

Anonymous (2016). "Continuing Education Questions." Clinical Laboratory Science 29(4): 257-258.
According to the published report, To Err is Human, the Institute of Medicine (IOM) stated that
98,000 people die each year due to_errors. a. documentation b. mental c. driving d. medical 2. In
the published report, Improving Diagnosis in Healthcare, the IOM recommends increasing
_among medical professionals to reduce diagnostic error. a. communication b. contact c.
collaboration d. conversations 3._ education is defined as people from different professions
learning about, from, and with each other. a. Multidisciplinary b. Interprofessional c. Traditional
d. Multiprofessional 4._education is where students learn side by side, but interaction is not
required. a. Multidisciplinary b. Interprofessional c. Traditional d. Multiprofessional 5. According
to David Kolb's experiential learning theory, people learn through_ with people and the
environment. a. communication b. interactions c. simulation d. discussions 7.

Anonymous (2018). "CONTINUING EDUCATION." Professional Safety 63(11): 54.

Anonymous (2018). "CPD activity: the importance of engaging with environmental controls."
Occupational Health & Wellbeing 70(10): 28.
[...]Reflect and make notes on any potential for environmental impact via releases to air, water
and/or land. * Identify the materials that are used in this work area and access the product data
sheets. * Identify materials with the potential to damage the environment, consider how this
could occur resulting from accidental releases or poor waste management. * Note how waste is
managed from the point of production to the off-site point of Anal disposal * If there is local
exhaust ventilation (LEV) consider the effects on the people external to the department of use
should the filtration system fail. * Establish how LEV is maintained and the records that must be
kept. * Refer to the spillage policy and associated procedures. Safety and environmental
standards for fuel storage sites - Buncefield Standards Task Group (BSTG) Final report
www.hse.gov.uk/comah/buncefield/bstgfinalreport.pdf Activity 5 * Access this European
Commission site http://ec.europa.eu/environment/waste/publications/index.htm Follow the
links that give further details on environmental management, particularly those on general
waste management and then construction waste management * This document provides an
 overview of environmental reporting guidelines: Department for Environment Food and Rural
Affairs (2013) Environmental Reporting Guidelines https://assets.publishing.service.gov.
uk/government/uploads/system/ uploads/attachment_data/file/206392/pb13944-env-
reporting-guidance.pdf * This document illustrates the implementation of an environmental
management system within construction in Hong Kong: Tse YCR (2001).

Anonymous (2019). "CONTINUING EDUCATION." Professional Safety 64(12): 52-53.

Topics include local road safety, connected and automated vehicle case studies, successful safety
solutions, hazard recognition and pedestrian safety. The conference attracts roadway safety
professionals, government officials, business leaders, manufacturers and corporate roadway
department personnel. Attendees can build a personalzed schedule and select from more than
100 courses covering topics such as certification preparation, safety management systems, risk,
fall protection, construction, OSH hazards, leadership development, human performance,
training and communication, and international safety issues.

Anonymous (2021). "CONTINUING EDUCATION." Professional Safety 66(12): 40-41.

ASSP's Oil, Gas, Mining and Mineral Resources, and Environmental practice specialties;
https://bit.ly/3F3H8bd DECEMBER 2021 Online 12/1 * It's the Dose That Makes the Poison: The
Cumulative Effect of Exposure to Hazardous Substances. Process Safety Management Audits for
Compliance and Continuous Safety Improvement. Phoenix, AZ, or Online· February 21 - March 4,
2022 SafetyFOCUS 2022 In this immersive educational event, attendees can take a deep dive on
topics such as business and leadership skills, certification preparation, fall protection, risk
assessment and management, and safety management systems.

Anonymous (2022). "CONTINUING EDUCATION." Professional Safety 67(12): 34-35.

Gain insights on current and future trends highlighting the role of ESH professionals in human
capital, sustainability and environmental, social and governance efforts. Indoor Air Quality
Association; (844) 802-4103; https://iaqa.org. Learn from more than 70 educational sessions on
topics for safety and health professionals in construction and general industry, safety committee
members and human resources staff.

Anonymous (2023). "CONTINUING EDUCATION." Professional Safety 68(3): 41.

Learn best practices in safety leadership and the importance of diverse perspectives and
experiences to find opportunities to improve hazard identification, assessment and control.
Discover new strategies for building a safer workplace at this event presented by the ASSP
Central Indiana Chapter and the Indiana Chamber of Commerce in partnership with INSafe and
the Coalition for Construction Safety. Learn best practices focusing on safety, health,
environmental and industrial hygiene with a keynote speaker and breakout sessions and three
concurrent tracks.

Ansari, U., et al. (2017). "P38 Combining a simulation fellowship with a msc in patient safety and quality
improvement. reflections on the opportunity to enhance personal and professional development." BMJ
Simulation & Technology Enhanced Learning, suppl. Supplement 2 3.
P38 Table 1 Core Modules: Optional Modules (*Not selected)
------------------------------------------------ Fundamentals of Quality and Improvement Science (15
credits) Patient and Public Involvement in Quality and Safety Improvement (15 credits)
Measurement and Analysis of Improvement (15 credits) Improving the Quality and Safety of
Individual and Team Performance (15 credits) Applied Human Factors in Healthcare (15 credits)
 Research and Improvement Project Methodology and Management (15 credits) Leading and
Implementing Change (15 credits) *Principles and Processes of Comprehensive Systematic
Reviews (15 credits) and Quantitative and Qualitative Research Methods Organisational Aspects
of Risk, Safety and Quality (15 credits) *Improving Systems, Processes and Culture (15 credits)
Dissertation (60 credits) - Methods This is a qualitative study looking retrospectively at a
Simulation Fellowship year in training (2016-2017). Results The main focus of the MSc was to
introduce, develop, refine and increase depth of knowledge in QPSI science. The specialist
support from University experts meant that I have been taught vast amounts about very relevant
topics in Anaesthesia. I have used this knowledge to conduct observational studies in Obstetrics
(human factors) and utilised the knowledge in setting up a study as part of a Nottingham
University Hospitals TEAMS project.2 The demands of being a Simulation Fellow, Anaesthetic on
calls (working nights), face-face learning days, blended learning (50 hours/module) and
assignment deadlines means time management is crucial. This year I learnt how to manage my
time more constructively and organise to carefully balance my commitments. The MSc was part
funded by the Trent Simulation Centre but required a substantial personal financial commitment.
Conclusions * Learning at Masters level about QPSI is very rewarding * QPSI knowledge can be
used constructively in everyday clinical settings * Time management is critical to meet deadlines
throughout the Year. References . Nottingham.ac.uk. Quality and patient safety improvement
MSc: The university of Nottingham[online]2017. Available at:
https://www.nottingham.ac.uk/pgstudy/courses/nursing-midwifery-and-physiotherapy/quality-
and-patient-safety-improvement-msc.aspx [Accessed 28 May 2017] . Nottingham University
Hospitals, NHS Trust. Developing excellence in TEAMS at NUH[online]2016. Available at:
https://www.nuh.nhs.uk/our-services/services/trent-simulation/human-factors-and-patient-
safety/nuh-teams/ [Accessed 28 May 2017]

Anselmann, V. and O. Vetter (2022). "Nursing educators' collaboration and professional development: a
cross-sectional study." Int J Nurs Educ Scholarsh 19(1).
OBJECTIVES: Teacher cooperation can be described as the collaboration of teachers in the form
of exchange, synchronisation, and co-construction. The aim of this study was to determine if
attitudes towards teacher collaboration, teacher self-efficacy, and perceptions of a safe team
climate were related to teacher collaboration activities, as well as if these collaboration activities
fostered professional development. METHODS: An explorative study using an online
questionnaire was conducted. A total of 202 (n=202) nursing educators participated. Scales
measuring teacher collaboration, professional development, teacher self-efficacy, and safe team
climate were used. Data analysis included explorative and confirmatory factor analysis,
correlation analysis, and structural equation modelling. RESULTS: The results showed a positive
relation between teacher self-efficacy, perceptions of a safe team climate, and attitudes towards
teacher collaboration with collaboration activities. CONCLUSIONS: The results underline the
importance of offering collaborative settings and opportunities for educators to reflect on their
experiences during teacher training.

Ansorg, J. and M. Betzler (2006). "Shifting from continuing medical education to continuing professional
development. The example of the German assessment system for surgeons." Bundesgesundheitsblatt -
Gesundheitsforschung - Gesundheitsschutz 49(5): 426-432.
In addition to medical knowledge and skills, medical competency includes critical self-refection
and professional mistake management, the ability to manage the administrative workload and
techniques of professional communication and leadership. In addition to that physicians have to
develop social competency and empathy for staff members and patients. Continuing medical
 education (CME) focuses on continuing development of medical knowledge and skills. To
develop the additional aspects of medical competency the concept of medical education has to
be broadened to continuing professional development (CPD). In different European countries
and North America CPD includes a regular mandatory system to evaluate medical competency.
Assessment systems like PAR in Alberta/ Canada provide doctors with a 360 degree analysis of
their daily work, showing the potential for future improvement. ECKO (Evaluation of Surgical
Competency) is an adapted assessment system for German surgeons available on a voluntary
basis. For the first time in Germany physicians are able to take part in a strength-weakness
analysis of their daily work. They receive recommendations on practice improvement and an
educational prescription for individual further education. © Springer Medizin Verlag 2006.

Ansorg, J. and M. Betzler (2006). "[Sleifting from continuing medical education to continuing professional
development. The example of the German assessment system for surgeons]." Bundesgesundheitsblatt
Gesundheitsforschung Gesundheitsschutz 49(5): 426-432.
In addition to medical knowledge and skills, medical competency includes critical self-refection
and professional mistake management, the ability to manage the administrative workload and
techniques of professional communication and leadership. In addition to that physicians have to
develop social competency and empathy for staff members and patients. Continuing medical
education (CME) focuses on continuing development of medical knowledge and skills. To
develop the additional aspects of medical competency the concept of medical education has to
be broadened to continuing professional development (CPD). In different European countries
and North America CPD includes a regular mandatory system to evaluate medical competency.
Assessment systems like PAR in Alberta/Canada provide doctors with a 360 degree analysis of
their daily work, showing the potential for future improvement. ECKO (Evaluation of Surgical
Competency) is an adapted assessment system for German surgeons available on a voluntary
basis. For the first time in Germany physicians are able to take part in a strength-weakness
analysis of their daily work. They receive recommendations on practice improvement and an
educational prescription for individual further education.

Antes, A. L., et al. (2020). "Professional decision-making in medicine: Development of a new measure
and preliminary evidence of validity." PLoS One 15(2).
Introduction This study developed a new Professional Decision-Making in Medicine Measure
that assesses the use of effective decision-making strategies: seek help, manage emotions,
recognize consequences and rules, and test assumptions and motives. The aim was to develop a
content valid measure and obtain initial evidence for construct validity so that the measure
could be used in future research or educational assessment. Methods Clinical scenario-based
items were developed based on a review of the literature and interviews with physicians. For
each item, respondents are tasked with selecting two responses (out of six plausible options)
that they would choose in that situation. Three of the six options reflect a decision-making
strategy; these responses are scored as correct. Data were collected from a sample of 318
fourth-year medical students in the United States. They completed a 16-item version of the
measure (Form A) and measures of social desirability, moral disengagement, and professionalism
attitudes. Professionalism ratings from clerkships were also obtained. A sub-group (n = 63)
completed a second 16-item measure (Form B) to pilot test the instrument, as two test forms are
useful for pre-posttest designs. Results Scores on the new measure indicated that, on average,
participants answered 75% of items correctly. Evidence for construct validity included the lack of
correlation between scores on the measure and socially desirable responding, negative
correlation with moral disengagement, and modest to low correlations with professionalism
 attitudes. A positive correlation was observed with a clerkship rating focused on professionalism
in peer interactions. Conclusions These findings demonstrate modest proficiency in the use of
decision-making strategies among fourth-year medical students. Additional research using the
Professional Decision-Making Measure should explore scores among physicians in various career
stages, and the causes and correlates of scores. Educators could utilize the measure to assess
courses that teach decision-making strategies.

Aono, M., et al. (2022). "Do programme coordinators contribute to the professional development of
residents? an exploratory study." BMC Medical Education 22: 1-10.
Background With the development of training programmes for health professions, the role of
programme coordinators has become increasingly important. However, their role in providing
educational support for the professional development of resident trainees has not been
investigated well. This study aimed to qualitatively analyse the involvement of programme
coordinators in educational support for residents. Methods Semi-structured reflective writing on
‘support for residents’ was collected from programme coordinators in teaching hospitals in Japan
in 2017–18 using a web-based questionnaire. Descriptions were qualitatively analysed
thematically, using the professional identity formation (PIF) framework. Results A total of 39
cases of “support for residents” by 31 coordinators were analysed. We found that residents most
commonly faced prior personal problems, including mental health issues and insufficient social
skills/unprofessional behaviour. A thematic analysis revealed that coordinators played a variety
of educational roles: 1) requesting supervisors to reconsider their teaching; 2) protecting
residents from the negative influence of clinical experiences; 3) facilitating residents’ self-
assessment and confidence; 4) creating a safer learning environment; 5) providing support for
prior personal problems through 5–1) fostering a better atmosphere for the mental health of
residents, and 5–2) intervening for residents with insufficient social skills/unprofessional
behaviour; 6) providing support for isolated residents; and 7) preventing problems with peers.
Conclusions This study identified seven educational roles of programme coordinators for
residents from a standpoint of PIF of residents. Based on these findings, four valuable attributes
for coordinators were established: non-hierarchical relationships with residents, parenting
attitudes, sensitivity to residents’ changes, and the perspective of the citizen and a member of
the public. These attributes would underpin coordinators’ educational roles and facilitate the
professional development of residents. This study provides a basis for defining and revising the
role profiles of programme coordinators, and for improving staff development.

Apini-Welcland, L., et al. (2022). Pre-Service Education and Continuous Professional Development on
Female Genital Mutilation/Cutting for maternal health professionals working in OECD countries: A
Scoping Review Protocol.
The aim of this scoping review is to map the available evidence on pre-service education and
continuous professional development (CPD) for maternal health professionals providing services
to pregnant women with Female Genital Mutilation/Cutting (FGM/C) in OECD countries. FGM/C
is a form of gender-based violence and has become a global phenomenon due to changing
patterns in migration flows. Pre-service education curricula and CPD for maternal health
professionals need to ensure FGM/C inclusion in order to provide quality services in high-
prevalence countries or those serving as home for diaspora communities. Inclusion criteria are
studies, training curricula for the education of midwives, doctors or other health professionals
providing maternity services, protocols and guidelines on FGM/C training, other online FGM/C
training resources from OECD countries. Documents from 2010 onwards will be included. Studies
in English, Spanish, French, Italian, Portuguese and German are eligible for inclusion. The search
 will be carried out using keywords derived from the Population-Concept-Context (PCC)
framework and entered into three databases. A grey literature search will be conducted to
identify additional material, policy documents, training resources and PhD theses. The search
strategy will be supplemented by focused searching for guidelines and other online resources on
FGM/C and CPD activities as well as study curricula. Key personnel from education institutions,
professional associations, regulatory bodies and FGM/C experts will be contacted to contribute
to the review based on their knowledge and experience. All eligible material will be objectively
summarized and transferred into a standardized data extraction form. Findings will be collated
by type, search studies or educational curricula to draw overall conclusions about the status of
professional training opportunities in OECD countries.

Appleyard, J., et al. (2014). "Development and Implications of the Zagreb Declaration on Person-centered
Health Professional Education." International Journal of Person Centered Medicine 4(1): 8-13.
The aim of this paper is to describe the development of the 2013 Zagreb Declaration on Person-
centered Education and Training and to provide additional information on the action point areas
identified during the Declaration’s development process. It is a living document and further
suggestions for refinement at our annual Geneva Conferences are welcome.The current health
profession educational system, including educators and professional role models, is dominated
by professionals trained and practiced in a biomedical system of care focused on the diseases of
individuals. There is less emphasis on their personal values and choices within a holistic care
paradigm. There is a need for reorienting the education of medical and other health
professionals towards person centered approach.Main areas of action include: enhancement of
the conceptual bases of professional training and public education; analysis and optimization of
the organization and culture of educational institutions; selection of educators and students who
are suited to the goals and responsibilities required of health professionals; and promoting
curricular developments that have person-centered guiding principles’.

Archambault, P. M. (2011). "WikiBuild: a new application to support patient and health care professional
involvement in the development of patient support tools." Journal of Medical Internet Research 13(4):
e114-e114.
Active patient and public involvement as partners in their own health care and in the
development of health services is key to achieving a health care system that is responsive to
patients' needs and values. It promotes better use of the health care system, and improves
health outcomes, quality of life and patient satisfaction. By involving patients and health care
professionals as partners in the creation and updating of patient health support tools, wikis--
highly accessible, interactive vehicles of communication--have the potential to empower users to
implement these support tools in daily life. Acknowledging the potential of wikis, and
recognizing that they capitalize on the free and open access to information, scientists, opinion
leaders and patient advocates have suggested that wikis could help decision-making
constituencies improve the delivery of health care. They might also decrease its cost and
improve access to knowledge within developing countries. However, little is known about the
efficacy of wikis in helping to attain these goals. There is also a need to know more about the
intention of patients and health care workers to use wikis, in what circumstances and what
factors will influence their use of wikis. In this issue of the Journal of Medical Internet Research,
Gupta et al describe how they developed and tested a new wiki-inspired application to improve
asthma care. The researchers involved patients with asthma, primary care physicians,
pulmonologists and certified asthma educators in the construction of an asthma action plan.
Their paper--entitled "WikiBuild: a new online collaboration process for multistakeholder tool
 development and consensus building"--is the first description of a wiki-inspired technology built
to involve patients and health care professionals in the development of a patient support tool.
This innovative study has made important contributions toward how wikis could be generalized
to involve multiple stakeholders in the development of other knowledge translation tools such as
clinical practice guidelines or decision aids. More specifically, Gupta et al have uncovered
potential action mechanisms toward increasing usage of these tools by patients and health care
professionals. These are decreasing hierarchical influences, increasing usability and adapting a
tool to local context. More research is now needed to determine if the use of the resulting wiki-
developed plan will actually be higher than a plan developed using other methods. Furthermore,
there is also a need to assess the intention of participants to continue using wiki-based
processes on an ongoing basis. It is in this dynamic and continuous retroaction loop that the
support tool users--both patients and health care professionals--can adapt and improve the
product after its real-life shortcomings are revealed and as new evidence becomes available. As
such, a wiki would be more than a simple patient support development tool, but could also
become a dynamic and interactive repository and delivery tool that would facilitate ongoing and
sustainable patient and professional engagement.

Ardi, F., et al. (2021). "Development of an app-based e-portfolio in postgraduate medical education using
Entrustable Professional Activities (EPA) framework: Challenges in a resource-limited setting." The Asia
Pacific Scholar 6(4): 92-106.
Introduction: E-portfolio may facilitate the entrustment process from supervisors to residents in
postgraduate medical education. The present study was aimed at identifying necessary features
of an e-portfolio application and to conduct pilot study in a teaching hospital. Methods: Six
programs participated. Eight interviews with education directors and six focus group discussions
with residents and supervisors were completed for the needs analysis stage. The application was
developed based on the thematic analysis of the needs analysis stage. The mobile-app e-
portfolio pilot was conducted for four weeks and a modified version of the System Usability Scale
(SUS) was distributed to participants following the pilot program. Results: Key features of the e-
portfolio were identified. A total of 45 supervisors and 66 residents participated in the pilot
study. The residents utilised the application according to the clinical activities and supervision
level, and the information was fed to the supervisors as per the application design. Challenges
during the pilot study in terms of feedback provision and residents’ workload which influence
the e-portfolio use for entrustment decisions are discussed. Conclusion: Current e-portfolio
features were created for supervision and are potential to facilitate the entrustment process in
Entrustable Professional Activities (EPA) implementation. The pilot study highlighted challenges
of the implementation which should be considered for future improvement.

Arezoo Ebn, A., et al. (2017). "Evaluation of Web-Based Continuing Professional Development Courses:
Aggregate Mixed-Methods Model." JMIR Medical Education 3(2).
Background: Many continuing professional development (CPD) Web-based programs are not
explicit about underlying theory and fail to demonstrate impact. Objective: The aim of this study
was to develop and apply an aggregate mixed-methods evaluation model to describe the
paradigm, theoretical framework, and methodological approaches used to evaluate a CPD
course in tobacco dependence treatment, the Training Enhancement in Applied Cessation
Counseling and Health (TEACH) project. Methods: We evaluated the effectiveness of the 5-week
TEACH Web-based Core Course in October 2015. The model of evaluation was derived using a
critical realist lens to incorporate a dimension of utilitarian to intuitionist approaches. In
addition, we mapped our findings to models described by Fitzpatrick et al, Moore et al, and
 Kirkpatrick. We used inductive and deductive approaches for thematic analysis of qualitative
feedback and dependent samples t tests for quantitative analysis. Results: A total of 59
participants registered for the course, and 48/59 participants (81%) completed all course
requirements. Quantitative analysis indicated that TEACH participants reported (1) high ratings
(4.55/5, where 5=best/excellent) for instructional content and overall satisfaction of the course
(expertise and consumer-oriented approach), (2) a significant increase (P ˂.001) in knowledge
and skills (objective-oriented approach), and (3) high motivation (78.90% of participants) to
change and sustain practice change (management-oriented approach). Through the intuitionist
lens, inductive and deductive qualitative thematic analysis highlighted three central themes
focused on (1) knowledge acquisition, (2) recommendations to enhance learning for future
participants, and (3) plans for practice change in the formative assessment, and five major
themes emerged from the summative assessment: (1) learning objectives, (2) interprofessional
collaboration, (3) future topics of relevance, (4) overall modification, and (5) overall satisfaction.
Conclusions: In the current aggregate model to evaluate CPD Web-based training, evaluators
have been influenced by different paradigms, theoretical lenses, methodological approaches,
and data collection methods to address and respond to different needs of stakeholders impacted
by the training outcomes.

Arfanis, K. and A. Smith (2011). "Healthcare professionals’ understanding of patient safety: relevance to
the development of person-centered medicine." International Journal of Person Centered Medicine 1(3):
475-481.
Aims and Objectives: The success of patient safety initiatives in the development of person-
centered models of clinical care depends on the engagement of ‘frontline’ clinical staff. However,
little is known about how such staff understand and act on notions of risk and safety. We aimed
to explore this understanding through qualitative inductive analysis of interview data from
healthcare staff in an acute hospital. Method and Results: We interviewed 43 members of staff
and analysed the interviews using a grounded theory approach. ‘Patient safety’ was understood
within each participant’s own work context. We noted discrepancies in that understanding, with
‘vertical’ differences (variations in experience and seniority) within one professional group and
‘horizontal’ differences between groups. Risk was generally seen as intrinsic to daily working life.
Participants focus on managing rather than trying to avoid risk. An informal but complex
conceptualisation identified ‘professional’ and ‘situational’ risk. Participants also distinguished
‘acceptable’ from ‘unacceptable’ risk and ‘avoidable’ from ‘unavoidable’ risk. These contrasts
seemed to help them decide whether it is feasible, necessary and/or beneficial to intervene
when a risk appears. Further, different individuals and groups were recognized to have
understanding and ‘ownership’ of specific risks or groups of risks. Formal manifestations of
safety systems, such as protocols and procedures, were recognised as useful, but concerns were
expressed about the quantity and currency of protocols and about the difficulties caused by lack
of resource.Conclusion: We suggest that an understanding of how health professionals deal
informally with ideas about safety and risk should be used to shape and enhance formal safety
initiatives in health services as an important contribution to the development of person-
centered clinical care.

Armour, K., et al. (2017). "What is 'effective' CPD for contemporary physical education teachers? A
Deweyan framework." Sport, Education and Society 22(7): 799-811.
It is widely argued that continuing professional development (CPD) for physical education (PE)
teachers is important, yet questions remain about 'effective' CPD. We consider these questions
afresh from a Deweyan perspective. An overview of the CPD/PE-CPD literature reveals conflicting
 positions on teachers as learners. Considering the nature of contemporary PE, and the learning
needs of teachers, we argue that a different model of PE-CPD is required to reflect the dynamic
nature of contemporary practice. We propose John Dewey's classic concept of 'education as
growth' to underpin a new conceptual framework for the design, delivery and evaluation of PE-
CPD. We argue that 'effective' PE-CPD will not be found in formal policies, structures and
processes, however, well-intentioned, unless it (i) focuses on the dazzling complexity of the
learning process, (ii) prioritises context and contemporary challenges; (iii) bridges
research/theory-practice in innovative ways; and (iv) nurtures the career-long growth of PE
teachers.

Armson, H., et al. (2020). "Assessing Unperceived Learning Needs in Continuing Medical Education for
Primary Care Physicians: A Scoping Review." Journal of Continuing Education in the Health Professions
40(4): 257-267.
Introduction: Assessing needs before developing continuing medical education/continuing
professional development (CME/CPD) programs is a crucial step in the education process. A
previous systematic literature review described a lack of objective evaluation for learning needs
assessments in primary care physicians. This scoping review updates the literature on uses of
objective evaluations to assess physicians' unperceived learning needs in CME/CPD. Identifying
and understanding these approaches can inform the development of educational programs that
are relevant to clinical practice and patient care. The study objectives were to (1) scope the
literature since the last systematic review published in 1999; (2) conduct a comprehensive
search for studies and reports that explore innovative tools and approaches to identify
physicians' unperceived learning needs; (3) summarize, compare, and classify the identified
approaches; and (4) map any gaps in the literature to identify future areas of research. Methods:
A scoping review was used to "map" the literature on current knowledge regarding approaches
to unperceived needs assessment using conceptual frameworks for planning and assessing
CME/CPD activities. Results: Two prominent gaps were identified: (1) performance-based
assessment strategies are highly recommended in nonresearch articles yet have low levels of
implementation in published studies and (2) analysis of secondary data through patient input or
environmental scanning is emphasized in grey literature implementation strategies more so than
in peer-reviewed theoretical and research articles. Discussion: Future evaluations should
continue to incorporate multiple strategies and focus on making unperceived needs assessments
actionable by describing strategies for resource management.

Armstrong-Stassen, M. and K. Stassen (2013). "Professional development, target-specific satisfaction,

and older nurse retention." Career Development International 18(7): 673-693.
Purpose - Drawing from attitude-behavioral intentions correspondence and target similarity, the
aim of this paper is to examine the role of target-specific satisfaction facets in the relationship
between factors related to professional development and older nurses' intention to remain with
their organization. Design/methodology/approach - In this longitudinal panel study, 422
hospital-employed registered nurses aged 45 to 64 completed a questionnaire (T1) and a second
questionnaire (T2) a year later. Structural equation modeling was used to test the hypothesized
model. Findings - Availability of training and development practices targeted to older nurses at
T1 was linked to intention to remain with the organization at T2 through T1 satisfaction with
professional development opportunities and T2 satisfaction with the organization as a whole.
Job challenge at T1 was related to intention to remain through T1 satisfaction with the job itself
and T2 satisfaction with the organization. Research limitations/implications - The occupation-
specific sample may limit the generalizability of the findings. Practical implications -
 Organizations need to ensure that older nurses have the opportunity to upgrade their current
job skills, to acquire new skills, to be adequately trained on the use of new technology, and to
support professional development through release time, tuition reimbursement, and education
leaves. Attention also needs to be directed towards job design and ensuring older nurses' jobs
fully utilize their skills and expertise. Originality/value - The findings demonstrate that target-
specific facets of satisfaction are an important underlying mechanism linking professional
development factors and older nurses' intention to remain. Organizational satisfaction, an under-
researched construct, played an especially prominent role in this process.

Arroyo, H. V. (2009). "La formación de recursos humanos y el desarrollo de competencias para la

capacitación en promoción de la salud en América Latina." Global Health Promotion 16(2): 66-72.
El tema de la formación de recursos humanos en promoción de la salud ha generado gran
interés en los ámbitos universitarios, en las organizaciones profesionales y en el sector de
servicios de salud a nivel global y regional. Algunos de los asuntos que han motivado discusiones
y acciones a nivel regional han sido los siguientes: interés en el desarrollo de guías curriculares y
propuestas de competencias profesionales para los programas académicos de especialización en
promoción de la salud; definición de competencias y saberes para orientar otras iniciativas de
capacitación en promoción de la salud principalmente para el personal de salud pública en
servicio directo; fortalecimiento y expansión de las redes académicas y profesionales en
promoción de la salud a nivel Iberoamericano; desarrollo de reuniones, eventos académicos y
publicaciones sobre el tema. Durante los años académicos 2006 al 2008 el Consorcio
Interamericano de Universidades y Centros de Formación de Personal en Educación para la Salud
y Promoción de la Salud (CIUEPS) ha estado analizando información acerca de los enfoques, las
competencias y las características de los programas de formación de recursos humanos en
promoción de la salud y educación para la salud en Iberoamérica. Como parte del análisis se
observan diferencias de enfoques curriculares en las modalidades de pregrado, postgrado y
otras ofertas académicas con diferentes tipos de certificación académica-profesional. Tanto el
CIUEPS como otras entidades de América Latina han reiterado los desafíos en el ámbito de la
formación de recursos humanos en promoción de la salud en la región. Entre ellos se destacan
los siguientes: mantener un foro activo para la afinación de las competencias profesionales;
ampliar las ofertas curriculares en diversas modalidades en el ámbito de la promoción de la
salud; desarrollar cursos de promoción de la salud en otras disciplinas relacionadas; incrementar
las redes y las acciones de intercambio académico entre las instituciones formadoras en la región
Latinoamericana e Iberoamericana; fomentar el desarrollo de cursos internacionales sobre
promoción de la salud; aumentar la producción teórica-conceptual sobre promoción de la salud
y sus aplicaciones y variantes en el contexto de América Latina; mejorar las acciones de difusión
de experiencias a través de publicaciones, conferencias y redes electrónicas de intercambio de
información.Alternate abstract:The subject of health promotion professional training has raised
a lot of interest in academic spheres, in professional organizations and in the health services
sector at global and regional levels. Some of the topics that have stimulated regional dialogue
and actions have been the following: developing curriculum and professional competencies for
health promotion and health education academic programs; defining competencies and know-
how in order to reorient health promotion capacity building initiatives for public health
personnel; strengthening and increasing the academic and professional health promotion
networks in Latin America; and organizing meetings and academic events and publications
around the subject. During the academic years 2006–8, the Inter-American Coalition of
Universities and Training Centers for Health Education and Health Promotion Personnel
(www.ciueps.org) has been studying the different foci, competencies and characteristics of
 health promotion and health education professional training programs in the Latin American
region. As part of this study, they have observed differences in curriculum foci between
undergraduate, postgraduate and other levels of academic training and certifications. The
Coalition as well as other Latin American entities has reiterated the challenges in the field of
health promotion of professional training in the region. These include: maintaining an active
forum to constantly refine professional competencies; expanding offerings at the different levels
of health promotion training; developing courses onhealth-promo ion-related disciplines;
increasing the networks and academic exchanges between institutions in Latin America;
encouraging the development of international courses on health promotion; increasing the
production of theory and concepts on health promotion, health education and related practices
in the Latin American context; improving dissemination of experiences in publications, at
conferences and in electronicexchange forums.

Arroyo, H. V. (2009). "Professional training and competency development for health promotion capacity
building in Latin America." Global Health Promotion 16(2): 66-56.
The subject of health promotion professional training has raised a lot of interest in academic
spheres, in professional organizations and in the health services sector at global and regional
levels. Some of the topics that have stimulated regional dialogue and actions have been the
following: developing curriculum and professional competencies for health promotion and
health education academic programs; defining competencies and know-how in order to reorient
health promotion capacity building initiatives for public health personnel; strengthening and
increasing the academic and professional health promotion networks in Latin America; and
organizing meetings and academic events and publications around the subject. During the
academic years 2006-8, the Inter-American Coalition of Universities and Training Centers for
Health Education and Health Promotion Personnel (www.ciueps.org) has been studying the
different foci, competencies and characteristics of health promotion and health education
professional training programs in the Latin American region. As part of this study, they have
observed differences in curriculum foci between undergraduate, postgraduate and other levels
of academic training and certifications. The Coalition as well as other Latin American entities has
reiterated the challenges in the field of health promotion of professional training in the region.
These include: maintaining an active forum to constantly refine professional
competencies;expanding offerings at the different levels of health promotion training;
developing courses on health-promotion-related disciplines; increasing the networks and
academic exchanges between institutions in Latin America; encouraging the development of
international courses on health promotion; increasing the production of theory and concepts on
health promotion, health education and related practices in the Latin American context;
improving dissemination of experiences in publications, at conferences and in electronic
exchange forums.

Arthy, A. (2022). "Narratives for Professional Development." Journal of Clinical and Diagnostic Research
16(SUPPL 1): 11-12.
Background: Medical education today focuses on bridging the gap between doctors' professional
handling of disease and the patient's perception of the disease. Reliance on medical education
technologies; increase in patients' awareness and disinterest in being a teaching subject; score-
oriented assessments have decreased the interaction of medical students with patients. The new
curriculum tries to address these issues by early clinical exposure, increasing the clinical hours,
and outcome-oriented teaching- learning-assessment activities. However, the resistance on the
side of the patient to be subjected to repeated examination for students learning, and ethical
 issues arising out of the same can be combated by the use of standardised patients and moral
narration. Moral narration in medical education is shown to boost reflective thinking, empathy,
and communication skill. Description: Second phase MBBS students were invited to participate
in a value-added program focusing on 'moral narration'. Fifteen-hour sessions were conducted
over a period of three weeks. The sessions were taken as an addition to the routine teaching-
learning activity. In the first week, out of one hour per day, half-hour was spent on storytelling
and the rest of the hour was spent on reflection. In the following week, residents from different
colleges were called to tell a story on a case or medical topic which is close to their heart. The
last week was spent on students sharing their stories or the stories of their close ones in the
healthcare system. Outcome: Fifty-four students participated in the program. Feedback at the
end of the sessions was collected via Google form and focused group discussions. Though the
session was conducted after college hours, the students were very attentive, punctual, and
excited. The majority of students (> 90%) found this exercise to be useful to their career and
made them conscious of patients' feelings. During focused group discussions, the students
shared that this activity made them realise the importance of professionalism and human touch
in medical practice beyond theoretical knowledge. Conclusion: The art of storytelling needs to
be a part of medical education as it imparts empathy, humbleness, and open- heartedness. It is
recommended that this educational modality should be utilised through all phases of medical
education. Medical education today emphasises attitude, ethics, and communication
development. So let us adopt the time-tested granny's way of imparting morals and values by
telling a story.

Astin, F., et al. (2014). "A learning framework for the continuing education of cardiovascular nurses in
europe." European Journal of Cardiovascular Nursing 13: S2.
Background: The European Society of Cardiology (ESC) and the Council on Cardiovascular (CV)
Nursing and Allied Professions (CCNAP) share a common goal; to decrease the burden of
cardiovascular disease in Europe. One of the strategic aims of CCNAP is to improve CV patient
outcomes by developing nursing and allied professional education programs that provide an
underpinning of evidence-based CV care. The pre-registration nursing education that prepares
nurses for clinical practice differs from one European country to the next. This was also identified
by the Education Committee of the ESC for physicians. Aim: Therefore a core syllabus was the
first step the ESC took toward greater consistency in the educational preparation of cardiologists.
The CCNAP Education Committee has followed suit and has developed a core syllabus to provide
a framework for continuing education for post registration CV nurses across Europe. Methods:
The Education Committee reviewed the literature to optimize the standardization of a core
syllabus. The recommendation was made to shift the emphasis away from the biomedical
approach towards a more patient and family centred perspective, the focus of the nursing
discipline. The 8 domains, along with each theme's knowledge, skills, attitudes and outcomes,
were identified for the core syllabus. The domains included: optimizing CV care for people and
populations, fundamentals of cardiovascular (CV) care, principles and practices of person and
family centred care, education and communication, planning and managing care, physical
comfort and well being, emotional and spiritual wellbeing, and access to coordinated care for
life. This syllabus was not intended to include all possible content Output: Users are invited to
tailor content to reflect individual health needs and the scope of nursing practice in their
country. This syllabus will function as a 'baseline' from which newly qualified nurses in Europe
can progress to advanced practice supported by specialised curricula that are currently under
development. The education committee hopes that nursing education institutions, professional
organizations, and regulatory bodies in European countries will utilize this curriculum
 framework. Nurses represent the largest sector of the health professional workforce and nurses
have a significant contribution to make to decrease the burden of CV disease in Europe.

Astin, F., et al. (2015). "A core curriculum for the continuing professional development of nurses:
Developed by the Education Committee on behalf of the Council on Cardiovascular Nursing and Allied
Professions of the ESC." European Journal of Cardiovascular Nursing 14(3): 190-197.
Background: The European Society of Cardiology and the Council on Cardiovascular Nursing and
Allied Professions share a vision; to decrease the burden of cardiovascular disease in Europe.
Nurses represent the largest sector of the health professional workforce and have a significant
contribution to make, which has not yet been fully realised. Recent evidence highlights an
association between the level of nurse education and inpatient mortality making this an
important topic, particularly as the provision of nurse education in Europe is variable. Aim: To
develop a core curriculum to inform the education of nurses following initial qualification for
work in cardiovascular settings. Method: A syllabus was developed using published literature,
policy documents and existing curricula with expert input from service users, specialist nurses,
cardiologists, educationalists and academics. The syllabus formed the framework for the
development of the core curriculum. Results: Eight key themes characterise the core curriculum
which are presented together with an account of the development process. While the
curriculum is not intended to cover all aspects of the highly complex role of the cardiovascular
nurse, the themes do exemplify the science and art of nursing and are transferable across
different levels of clinical practice and settings. The curriculum functions both as a 'map', which
identifies key themes to include in nurse education, and as a 'tool' to inform educational
provision that bridges' the gap between initial nurse education and advanced specialist practice.
Content can be adapted for use to fit the national context and reflects the specific needs, health
priorities, legislative and regulatory standards that govern safe nursing practice across different
countries. Conclusion: The core curriculum can be used as a learning framework to guide nurse
education, in particular the continuing professional education of post-qualifying nurses working
in cardiovascular settings. This represents a significant step towards streamlining cardiovascular
nurse education in Europe.

Attewell, J., et al. (2006). "Community pharmacists and continuing professional development: a research
paper." Work Based Learning in Primary Care 4(4): 355-363.
Five years ago we conducted a study of continuing professional development (CPD) among
community pharmacists at the time the pharmacists' professional body was beginning to pilot its
CPD framework. We found that most pharmacists were engaged in continuing education (CE)
rather than CPD, and were confused about the difference between them. Few pharmacists
based their learning activity on identified needs, and both the concept and practice of reflection
were poorly understood and rarely carried out. Almost half of the pharmacists said they were
recording their CPD, although we were not able to ascertain exactly what was being recorded.
Since our original study there has been a great deal of activity to raise pharmacists' awareness
and understanding of CPD and to encourage recording of CPD. In this article we reflect on the
findings of our original study and draw on recent material from pharmacy journals to assess
where progress has been made and where further work is still needed.

Atzmüller, C., et al. (2012). "Continuing education in cattle practice - results of a survey." Tierarztliche
Praxis Ausgabe G: Grosstiere - Nutztiere 40(4): 217-224.
Objective: Continuing education is mandatory for veterinarians in Germany and Austria. The
objective of this study was to analyse interests and preferences of veterinarians in cattle practice
 as well as to elucidate framework requirements for continuing education, including e-learning.
Results should help to improve and to optimise continuing education programs. Material and
methods: A survey was conducted as a questionnaire via internet and shared at two local
meetings as well as by email to members of the Farm Animal Health Service Styria
(Tiergesundheitsdienst Steiermark). All responses were analysed ano -nymously. Results: A total
of 259 questionnaires were returned and 195 were included in the final analyses. The majority of
participants (59.0%) were in farm animal practice for more than 10 years. Of the participants,
50.8% declared to have attended up to five continuing education events per year, 27.7% more
than five. The majority (71.5%) had no experience with e-learning at that time. With regard to
framework requirements for attending continuing education events, the majority (62.8%) of
participants preferred events of 2 days over weekends. Total expenses, including costs for
travelling and lodging, should not exceed 500 per event (62.8% of participants). The favourite
topics were animal reproduction (87.2%), metabolic disorders (85.6%) and mastitis (79.4%).
Participants with less than 5 years of professional experience chose significantly more often the
topics feed analyses, acupuncture, pregnancy diagnosis and homoeopathy/phytotherapy than
participants with longer professional experience. . Conclusion: The results of this study provide
important information about the interests and framework requirements for continuing
education for cattle practitioners that should help to improve the offers in continuing education
programs. © 2012 Schattauer.

Austin, Z., et al. (2005). "Continuous Professional Development: A Qualitative Study of Pharmacists'
Attitudes, Behaviors, and Preferences in Ontario, Canada." American Journal of Pharmaceutical
Education 69(1-5): 25-33.
Objectives. The purpose of this study was to examine pharmacists' attitudes, behaviors, and
preferences towards continuous professional development in Ontario, Canada. Methods. A
series of 11 focus group sessions were undertaken with groups of 4 to 5 different pharmacists
participating in the Ontario College of Pharmacists' Quality Assurance and Peer Review Process
Learning Portfolio session. During these sessions, extensive field notes were compiled and
verified with participants. Following all sessions, field notes were transcribed and analyzed
thematically using a qualitative data analysis method. Results. Four key themes were identified:
(1) definitions and conceptions of continuous professional development (CPD) and continuing
education (CE); (2) evolution from a CE to a CPD paradigm; (3) workplace learning as a vehicle for
CPD; and (4) the role of peers in enabling CPD. Conclusions. In this study, pharmacists had an
opportunity to discuss attitudes, personal behaviors, and preferences regarding CPD and CE.
Participants expressed ambivalence towards CPD and were concerned about their lack of skills in
self-identification of learning needs and vehicles by which this could be addressed. Participants
agreed that workplace learning is a pivotal yet underemphasized component of CPD, and that
peer-support is vital in adopting a CPD paradigm. [PUBLICATION ABSTRACT]

Averlid, G. (2017). "Norwegian Nurse Anesthetist Perceptions of Professional Development and the In?
uence of Production Pressure." AANA Journal 85(5): 345-351.
Professional development is often connected with making improvements that affect patient
experiences, needs, and safety. Competency maintenance, professional development, and
updating skills and knowledge are demanded at workplaces, especially hospitals. The aim of this
study was to examine Norwegian nurse anesthetist perceptions of professional development and
research in the workplace. A qualitative method was used, which included individual interviews
with a strategic sample of 14 nurse anesthetists working in anesthesia departments. A grounded
theory approach was used for analysis. From the data analysis, 1 main category, "climate of
 professional development and research," and 2 subcategories," professional development and
production" and "professional development and management," were elicited. The results show
that nurse anesthetists want to maintain their knowledge so they can deliver good-quality care
for the patient. The current emphasis on production seems to be a negative factor for a good
climate of professional development and research. Attitudes among managers and nurses were
other factors that emerged as affecting the professional environment. Both nurse anesthetists'
and anesthesia department managers have the potential to improve and increase knowledge,
encourage motivation, and facilitate sufficient organization so that greater focus will be given to
professional development and research in nurse anesthesia.

Averlid, G. (2017). "Norwegian nurse anesthetist perceptions of professional development and the
influence of production pressure." AANA Journal 85(5): 345-351.
Professional development is often connected with making improvements that affect patient
experiences, needs, and safety. Competency maintenance, professional development, and
updating skills and knowledge are demanded at workplaces, especially hospitals. The aim of this
study was to examine Norwegian nurse anesthetist perceptions of professional development and
research in the workplace. A qualitative method was used, which included individual interviews
with a strategic sample of 14 nurse anesthetists working in anesthesia departments. A grounded
theory approach was used for analysis. From the data analysis, 1 main category, "climate of
professional development and research," and 2 subcategories," professional development and
production" and "professional development and management," were elicited. The results show
that nurse anesthetists want to maintain their knowledge so they can deliver goodquality care
for the patient. The current emphasis on production seems to be a negative factor for a good
climate of professional development and research. Attitudes among managers and nurses were
other factors that emerged as affecting the professional environment. Both nurse anesthetists'
and anesthesia department managers have the potential to improve and increase knowledge,
encourage motivation, and facilitate sufficient organization so that greater focus will be given to
professional development and research in nurse anesthesia.

Averlid, G. R. N. A. M. P. H. (2017). "Norwegian Nurse Anesthetist Perceptions of Professional

Development and the Influence of Production Pressure." AANA Journal 85(5): 345-351.
Professional development is often connected with making improvements that affect patient
experiences, needs, and safety. Competency maintenance, professional development, and
updating skills and knowledge are demanded at workplaces, especially hospitals. The aim of this
study was to examine Norwegian nurse anesthetist perceptions of professional development and
research in the workplace. A qualitative method was used, which included individual interviews
with a strategic sample of 14 nurse anesthetists working in anesthesia departments. A grounded
theory approach was used for analysis. From the data analysis, 1 main category, "climate of
professional development and research," and 2 subcategories," professional development and
production" and "professional development and management," were elicited.The results show
that nurse anesthetists want to maintain their knowledge so they can deliver goodquality care
for the patient. The current emphasis on production seems to be a negative factor for a good
climate of professional development and research. Attitudes among managers and nurses were
other factors that emerged as affecting the professional environment. Both nurse anesthetists'
and anesthesia department managers have the potential to improve and increase knowledge,
encourage motivation, and facilitate sufficient organization so that greater focus will be given to
professional development and research in nurse anesthesia.
Aycock, D. M., et al. (2017). "Language Sensitivity, the RESPECT Model, and Continuing Education."
Journal of Continuing Education in Nursing 48(11): 517-524.
Some words and phrases used by health care providers may be perceived as insensitive by
patients, which could negatively affect patient outcomes and satisfaction. However, a distinct
concept that can be used to describe and synthesize these words and phrases does not exist. The
purpose of this article is to propose the concept of language sensitivity, defined as the use of
respectful, supportive, and caring words with consideration for a patient's situation and
diagnosis. Examples of how language sensitivity may be lacking in nurse--patient interactions are
described, and solutions are provided using the RESPECT (Rapport, Environment/Equipment,
Safety, Privacy, Encouragement, Caring/Compassion, and Tact) model. RESPECT can be used as a
framework to inform and remind nurses about the importance of sensitivity when
communicating with patients. Various approaches can be used by nurse educators to promote
language sensitivity in health care. Case studies and a lesson plan are included.

Ayivi-Vinz, G., et al. (2022). "Use of the CPD-REACTION Questionnaire to Evaluate Continuing
Professional Development Activities for Health Professionals: Systematic Review." JMIR Med Educ 8(2):
e36948.
BACKGROUND: Continuing professional development (CPD) is essential for physicians to
maintain and enhance their knowledge, competence, skills, and performance. Web-based CPD
plays an essential role. However, validated theory-informed measures of their impact are lacking.
The CPD-REACTION questionnaire is a validated theory-informed tool that evaluates the impact
of CPD activities on clinicians' behavioral intentions. OBJECTIVE: We aimed to review the use of
the CPD-REACTION questionnaire, which measures the impact of CPD activities on health
professionals' intentions to change clinical behavior. We examined CPD activity characteristics,
ranges of intention, mean scores, score distributions, and psychometric properties. METHODS:
We conducted a systematic review informed by the Cochrane review methodology. We searched
8 databases from January 1, 2014, to April 20, 2021. Gray literature was identified using Google
Scholar and Research Gate. Eligibility criteria included all health care professionals, any study
design, and participants' completion of the CPD-REACTION questionnaire either before, after, or
before and after a CPD activity. Study selection, data extraction, and study quality evaluation
were independently performed by 2 reviewers. We extracted data on characteristics of studies,
the CPD activity (eg, targeted clinical behavior and format), and CPD-REACTION use. We used the
Mixed Methods Appraisal Tool to evaluate the methodological quality of the studies. Data
extracted were analyzed using descriptive statistics and the Student t test (2-tailed) for bivariate
analysis. The results are presented as a narrative synthesis reported according to the PRISMA
(Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. RESULTS:
Overall, 65 citations were eligible and referred to 52 primary studies. The number of primary
studies reporting the use of CPD-REACTION has increased continuously since 2014 from 1 to 16
publications per year (2021). It is available in English, French, Spanish, and Dutch. Most of the
studies were conducted in Canada (30/52, 58%). Furthermore, 40 different clinical behaviors
were identified. The most common CPD format was e-learning (34/52, 65%). The original version
of the CPD-REACTION questionnaire was used in 31 of 52 studies, and an adapted version in 18
of 52 studies. In addition, 31% (16/52) of the studies measured both the pre- and
postintervention scores. In 22 studies, CPD providers were university-based. Most studies
targeted interprofessional groups of health professionals (31/52, 60%). CONCLUSIONS: The use
of CPD-REACTION has increased rapidly and across a wide range of clinical behaviors and
formats, including a web-based format. Further research should investigate the most effective
way to adapt the CPD-REACTION questionnaire to a variety of clinical behaviors and contexts.
 TRIAL REGISTRATION: PROSPERO CRD42018116492;
https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=116492.

Ayivi-Vinz, G., et al. (2022). "Use of the CPD-REACTION Questionnaire to Evaluate Continuing
Professional Development Activities for Health Professionals: Systematic Review." JMIR Medical
Education 8(2).
Background: Continuing professional development (CPD) is essential for physicians to maintain
and enhance their knowledge, competence, skills, and performance. Web-based CPD plays an
essential role. However, validated theory–informed measures of their impact are lacking. The
CPD-REACTION questionnaire is a validated theory–informed tool that evaluates the impact of
CPD activities on clinicians’ behavioral intentions. Objective: We aimed to review the use of the
CPD-REACTION questionnaire, which measures the impact of CPD activities on health
professionals’ intentions to change clinical behavior. We examined CPD activity characteristics,
ranges of intention, mean scores, score distributions, and psychometric properties. Methods: We
conducted a systematic review informed by the Cochrane review methodology. We searched 8
databases from January 1, 2014, to April 20, 2021. Gray literature was identified using Google
Scholar and Research Gate. Eligibility criteria included all health care professionals, any study
design, and participants’ completion of the CPD-REACTION questionnaire either before, after, or
before and after a CPD activity. Study selection, data extraction, and study quality evaluation
were independently performed by 2 reviewers. We extracted data on characteristics of studies,
the CPD activity (eg, targeted clinical behavior and format), and CPD-REACTION use. We used the
Mixed Methods Appraisal Tool to evaluate the methodological quality of the studies. Data
extracted were analyzed using descriptive statistics and the Student t test (2-tailed) for bivariate
analysis. The results are presented as a narrative synthesis reported according to the PRISMA
(Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Results:
Overall, 65 citations were eligible and referred to 52 primary studies. The number of primary
studies reporting the use of CPD-REACTION has increased continuously since 2014 from 1 to 16
publications per year (2021). It is available in English, French, Spanish, and Dutch. Most of the
studies were conducted in Canada (30/52, 58%). Furthermore, 40 different clinical behaviors
were identified. The most common CPD format was e-learning (34/52, 65%). The original version
of the CPD-REACTION questionnaire was used in 31 of 52 studies, and an adapted version in 18
of 52 studies. In addition, 31% (16/52) of the studies measured both the pre- and
postintervention scores. In 22 studies, CPD providers were university-based. Most studies
targeted interprofessional groups of health professionals (31/52, 60%). Conclusions: The use of
CPD-REACTION has increased rapidly and across a wide range of clinical behaviors and formats,
including a web-based format. Further research should investigate the most effective way to
adapt the CPD-REACTION questionnaire to a variety of clinical behaviors and contexts. Trial
Registration: PROSPERO CRD42018116492;
https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=116492

Babiker, A., et al. (2014). "Health care professional development: Working as a team to improve patient
care." Sudan J Paediatr 14(2): 9-16.
In delivering health care, an effective teamwork can immediately and positively affect patient
safety and outcome. The need for effective teams is increasing due to increasing co-morbidities
and increasing complexity of specialization of care. Time has gone when a doctor or a dentist or
any other health practitioner in whatsoever health organization would be able to solely deliver a
quality care that satisfies his or her patients. The evolution in health care and a global demand
for quality patient care necessitate a parallel health care professional development with a great
 focus on patient centred teamwork approach. This can only be achieved by placing the patient in
the centre of care and through sharing a wide based culture of values and principles. This will
help forming and developing an effective team able to deliver exceptional care to the patients.
Aiming towards this goal, motivation of team members should be backed by strategies and
practical skills in order to achieve goals and overcome challenges. This article highlights values
and principles of working as a team and principles and provides team players with a practical
approach to deliver quality patient care.

Bachmann-Mettler, I. (1992). "Interdisciplinary continuing education in palliative nursing, medicine and

care." Schweizerische Rundschau für Medizin Praxis = Revue suisse de médecine Praxis 81(1-2): 7-10.
Changing complementary goals in medicine, nursing and care pose new challenges to health
professionals. The needs of the incurably ill or dying individuals and their relations are
acknowledged more intensively again today. Quality of life and comprehensive care are corner-
stones in the treatment and care of this group of patients. Realisation of the principles of
palliative medicine and care demands a targeted approach to this multifaceted and burdening
field. Nurses, doctors, social workers and other therapists have not yet been optimally prepared
for this task. A common interdisciplinary training in this evolving field gives all the specialists
from the different fields an opportunity for preparation to this task.

Bagayoko, C. O., et al. (2013). "Continuing distance education: a capacity-building tool for the de-
isolation of care professionals and researchers." JGIM: Journal of General Internal Medicine 28: 666-670.
Background: There are large disparities in access to health-care professionals (HCP) in low-
income African countries, leading to imbalanced and suboptimal health delivery. Part of the
difficulty is recruiting and retaining care professionals to work in isolated settings.Aim: To
evaluate the impact of distance continuing education as a way to build capacity, increase
satisfaction and enhance the performance of care professionals in these isolated health-care
facilities.Setting: Care professionals using RAFT (Telemedicine Network in French-speaking
Africa) in isolated care facilities.Program Description: Within RAFT, an organizational framework
and computer-based tools have been developed and evolved to provide useful, qualitative,
applicable training material.Program Evaluation: The activity, satisfaction, perceptions and
impact of RAFT on remote health-care workers are being monitored. RAFT's potential to improve
the recruitment, satisfaction and retention of care professionals in remote settings is widely
recognized; however, the actual impact on the performance and quality of care remains to be
demonstrated.

Baldwin, A., et al. (2022). "Assessing barriers to the career ladder and professional development for
ethnic minority genetic counselors in the United States." Journal of Genetic Counseling 31(5): 1032-
1042.
Ethnic diversity is not reflected within healthcare professions, including genetic counseling,
where lack of growth and membership among minority colleagues extends to upper-level and
executive roles. While diversity and inclusion-based topics have been emphasized, studies on
potential barriers to career advancement in the field of genetic counseling have not received the
same attention. Our study examined the current state of mentorship and sponsorship programs,
the presence of diversity and inclusion initiatives, and opportunities for career advancement
through the lens of a minority genetic counselor. Practicing genetic counselors in the United
States identifying as part of any racial group, other than non-Hispanic White alone, were
recruited through the Minority Genetics Professionals Network for survey participation. A 31-
item survey was fully completed by 19 practicing genetic counselors from a variety of ethnic
 backgrounds. Data were analyzed using descriptive statistics and thematic analysis, allowing for
individual stories and accounts to be amplified. Results showed 16 of 19 participants had never
been promoted in their current employment setting. Additionally, 7 out of 19 respondents
disagreed or strongly disagreed that their company had a commitment to an ethnically diverse
workforce within upper-level positions. Prominent themes identified from open-ended
responses included lack of social connection with supervisors and the cross-race effect, a term
referencing a tendency for individuals to better recognize members of their own race or ethnicity
than others. Additional themes revealed feelings of isolation, need for support from White
colleagues, as well as desired emphasis on sponsorship tailored toward professional growth.
These findings demonstrate a need for proactive involvement in reaching ethnic and racial
minority genetic counselors through companywide policy efforts, support and advocacy from
White colleagues, and modification of cultural perception frameworks. Further focus and
emphasis on these distinct but critical topics may be important in promoting increased diversity
in upper-level positions in the field of genetic counseling.

Baldwin, A., et al. (2022). "Assessing barriers to the career ladder and professional development for
ethnic minority genetic counselors in the United States." Journal of Genetic Counseling 31(5): 1032-
1042.
Ethnic diversity is not reflected within healthcare professions, including genetic counseling,
where lack of growth and membership among minority colleagues extends to upper‐level and
executive roles. While diversity and inclusion‐based topics have been emphasized, studies on
potential barriers to career advancement in the field of genetic counseling have not received the
same attention. Our study examined the current state of mentorship and sponsorship programs,
the presence of diversity and inclusion initiatives, and opportunities for career advancement
through the lens of a minority genetic counselor. Practicing genetic counselors in the United
States identifying as part of any racial group, other than non‐Hispanic White alone, were
recruited through the Minority Genetics Professionals Network for survey participation. A 31‐
item survey was fully completed by 19 practicing genetic counselors from a variety of ethnic
backgrounds. Data were analyzed using descriptive statistics and thematic analysis, allowing for
individual stories and accounts to be amplified. Results showed 16 of 19 participants had never
been promoted in their current employment setting. Additionally, 7 out of 19 respondents
disagreed or strongly disagreed that their company had a commitment to an ethnically diverse
workforce within upper‐level positions. Prominent themes identified from open‐ended
responses included lack of social connection with supervisors and the cross‐race effect, a term
referencing a tendency for individuals to better recognize members of their own race or ethnicity
than others. Additional themes revealed feelings of isolation, need for support from White
colleagues, as well as desired emphasis on sponsorship tailored toward professional growth.
These findings demonstrate a need for proactive involvement in reaching ethnic and racial
minority genetic counselors through companywide policy efforts, support and advocacy from
White colleagues, and modification of cultural perception frameworks. Further focus and
emphasis on these distinct but critical topics may be important in promoting increased diversity
in upper‐level positions in the field of genetic counseling.

Baldwin, C. D., et al. (2017). "Building Sustainable Professional Development Programs: Applying
Strategies From Implementation Science to Translate Evidence Into Practice." Journal of Continuing
Education in the Health Professions 37(2): 106-115.
Introduction: Multisite and national professional development (PD) programs for educators are
challenging to establish. Use of implementation science (IS) frameworks designed to convert
 evidence-based intervention methods into effective health care practice may help PD developers
translate proven educational methods and models into successful, well-run programs.
Implementation of the national Educational Scholars Program (ESP) is used to illustrate the value
of the IS model. Methods: Four adaptable elements of IS are described: (1) replication of an
evidence-based model, (2) systematic stages of implementation, (3) management of
implementation using three implementation drivers, and (4) demonstration of program success
through measures of fidelity to proven models and sustainability. Results: Implementation of the
ESP was grounded on five established principles and methods for successful PD. The process was
conducted in four IS stages over 10 years: Exploration, Installation, Initial Implementation, and
Full Implementation. To ensure effective and efficient processes, attention to IS implementation
drivers helped to manage organizational relationships, build competence in faculty and scholars,
and address leadership challenges. We describe the ESP's fidelity to evidence-based structures
and methods, and offer three examples of sustainability efforts that enabled achievement of
targeted program outcomes, including academic productivity, strong networking, and career
advancement of scholars. Discussion: Application of IS frameworks to program implementation
may help other PD programs to translate evidence-based methods into interventions with
enhanced impact. A PD program can follow systematic developmental stages and be
operationalized by practical implementation drivers, thereby creating successful and sustainable
interventions that promote the academic vitality of health professions educators.

Baldwin, M. (2002). "Co-operative Inquiry as a Tool for Professional Development." Systemic Practice and
Action Research 15(3): 223-235.
This article describes my involvement as an external facilitator in separate research projects,
with a total of five co-operative inquiry groups. The groups all consisted of social welfare
professionals, mainly social workers, who were wanting to explore the development of their
practice in a context of competing demands from legislation, policy, and management at an
organizational level. The article focuses on process, and how, collectively, we facilitated these as
more or less successful inquiries. There is detail about how co-operative inquiry, with
professionals, in their organizational context, can work successfully, and the part that an external
facilitator can take in ensuring a positive result. [PUBLICATION ABSTRACT]

Balmer, J. T. (2012). "Transforming continuing education across the health professions." Journal of
Continuing Education in Nursing 43(8): 340-341.
Transforming continuing education (CE) in the health professions requires a focus on
competence and performance improvement by all health care professionals to ensure the
public's trust. Measures of competence include individual, team, and systems-based
performance meeting the growing expectations for quality care by consumers and the
government. CE professionals have a critical role in meeting these new expectations for health
care professionals as they pursue their continued professional development. This competence-
based framework demands new knowledge, skills, and abilities for the CE health professional,
including standardization and formalization of this field as an emerging profession. Copyright
2012, SLACK Incorporated.

Balmer, J. T. P. R. N. (2012). "Transforming Continuing Education Across the Health Professions." The
Journal of Continuing Education in Nursing 43(8): 340-341.
Transforming continuing education (CE) in the health professions requires a focus on
competence and performance improvement by all health care professionals to ensure the
public's trust. Measures of competence include individual, team, and systems-based
 performance meeting the growing expectations for quality care by consumers and the
government. CE professionals have a critical role in meeting these new expectations for health
care professionals as they pursue their continued professional development. This competence-
based framework demands new knowledge, skills, and abilities for the CE health professional,
including standardization and formalization of this field as an emerging profession.

Barbarà-i-Molinero, A., et al. (2017). "Professional identity development in higher education: influencing
factors." The International Journal of Educational Management 31(2): 189-203.
PurposeIn the last few years, the interest on professional identity development (PID) and the
factors that influence PID has become central in higher education (HE) literature. However, the
knowledge developed in this domain has focussed on a factor at a time and on a degree or
discipline, thus being difficult to have a general picture of all the factors that influence the
development of professional identity in HE. The purpose of this paper is to try to go further by
proposing a systematic and integrative conceptual framework on the factors that influence PID
of HE students.Design/methodology/approachTo identify the influencing factors on PID the
authors used primary and secondary data sources. In particular, the authors first conducted a
thorough literature review to identify the influencing factors on PID already studied, and second
the authors conducted a qualitative pilot study through four Focus Groups to identify new
factors not acknowledged before.FindingsThe resulting integrative conceptual framework
considers the following categories of influencing factors on PID: social experience, educational
context, perceived congruence with the profession, demographic characteristics, professional
image, professional experience, personal development and self-engagement.Research
limitations/implicationsThe proposed framework constitutes a roadmap for future research on
career development and counselling to develop in order to enhance PID at university.
Nonetheless, this proposed conceptual framework needs to be validated with empirical
data.Originality/valueThis paper integrates all the existing knowledge on the influencing factors
on PID from different disciplines by constructing a conceptual framework to be validated with
further research.

Barbieri, R. L., et al. (2007). "Twin goals: continuing professional development and improved patient
care: report of an ACOG District I retreat focused on the future of obstetrics and gynecology." Obstetrics
& Gynecology 109(2 part 1): 435-440.
On April 8 and 9, 2006, District I of the American College of Obstetricians and Gynecologists
(ACOG) held a retreat to assess the future of the specialty. The retreat leaders were Dr. Fredric D.
Frigoletto Jr, MD, and Dr. Michael Tesoro, MD. Dozens of issues were identified, analyzed, and
prioritized for action. The participants identified the twin goals of continuing professional
development and improved patient care as critical and central to the healthy evolution of the
specialty. The participants also identified nine major issues that greatly influence our ability to
realize these twin goals. The nine issues include 1) ensuring career longevity, 2) balancing family
life and work life, 3) optimizing residency training and medical student recruitment, 4)
developing the careers of a cadre of physician-scientists, 5) enhancing competency-based
continuing professional education, 6) supporting practice development, 7) improving patient
safety, 8) securing patient access to care, and 9) advancing our legislative agenda, including tort
reform. The retreat leaders identified the need for the specialty to develop a 'road map' to
constructively address these key issues.

Barbosa, C. P., et al. (2021). "Continuing education in the child health handbook: an educational software
for primary care1." Jornal de Pediatria 97(1): 80-87.
 Objective: To present, the process of development and evaluation of an educational software on
the Child Health Handbook proposed for the continuing education of primary care nurses and
physicians. Methods: Quantitative study of methodological development. For software
development, the following steps were followed: definition of objectives; determination of the
target audience; choice of pedagogical and theoretical reference for content; content selection
and structuring; software development and evaluation by experts (five nurses and four
physicians). All responded to an instrument that included four domains: pedagogical; content;
functionality; system presentation and usability. The evaluation criteria were arranged on a
Likert-type scale. The percentage of agreement and Content Validity Index were used for the
quantitative analysis of the degree of agreement, considering a Content Validity Index cutoff
point equal to 0.80. Results: The overall agreement index, calculated by the arithmetic mean of
the Contents Validity Index of the evaluated domains, was 0.96, with scores ranging from 0.90 to
1.00. The average percentage of agreement of the experts per domain was 92.86%, with lower
agreement in the content (80.95%), presentation, and usability (90.48%) domains. 100% of
percentage of agreement was observed in the pedagogical and functionality domains among the
evaluated specialists. Conclusion: The percentage of agreement, Content Validity Index and
overall agreement index of the Child Health Handbook educational software in the context of
primary care disclosed the software adequacy as an educational resource for continuing
education of primary care nurses and physicians. Considering the assessed dimensions, it can
also be used by other health professionals and undergraduate students.

Barnabe, C., et al. (2018). "Participant-reported effect of an indigenous health continuous professional
development education initiative." Arthritis and Rheumatology 70: 196.
Background/Purpose: Arthritis conditions are highly prevalent in Indigenous populations in
Canada and patients experience severe outcomes. Patients avoid specialty care health systems
due to experiences of racism, stereotyping and culturally unsafe environments. The 'Educating
for Equity' program was designed as a continuing medical education (CME) intervention to
incorporate skill-based teaching to re-center relationships and engage patient social realities,
and was adapted as an educational intervention for rheumatologists. Methods: Following
introductory exposure to Indigenous health competency training, a half-day interactive
workshop was delivered to 9 rheumatologists who were recruited through the Canadian
Rheumatology Association membership. This half-day workshop provided content knowledge
and skill practice through role playing case studies with instantaneous feedback on performance.
Participants completed a pre-workshop survey which was repeated 3 months following the
workshop to identify the strategies they used to address social issues and enhance therapeutic
relationships, as well as a 15 question Likert-scaled Social Cultural Confidence in Care Survey
(SCCCS). They were asked about the perceived impact of the intervention on their practice.
Results: Prior to the workshop, strategies to address social issues were primarily to involve allied
health staff or local primary care providers, with few offering they would ask patients about
social situations themselves. Strategies they used to enhance the therapeutic relationship were
being open, available, and flexible, encouraging family participation in decision making, and
sharing expectations for treatment effects while working to reach common ground and earn
trust. Following the workshop, they were more likely to focus on relationship building with
patients and their families, had enhanced awareness and confidence to explore the context of
patient social reality in decision making, were serving as advocates for access to treatment,
enquired about residential school experiences and patient cultural practices, and had changed
their practices to be more patient-centered, with attention paid to space and time in the care
environment. They valued the developing community of practice and were motivated to learn
 more about Indigenous health. There was no statistical improvement in the SCCCS ratings, but
trends to improvement in rankings were noted in this small group. Interactive group discussion
and role playing were reported as the most effective part of the intervention. Conclusion: This
CME intervention had beneficial impact on self-reported confidence and enhanced practice
strategies to engage with Indigenous patients. The next phase will incorporate reinforcement of
principles and skills while providing training in facilitation to expand the community of practice.

Barnabe, C., et al. (2021). "Participant-reported effect of an Indigenous health continuing professional
development initiative for specialists." BMC Medical Education 21: 1-8.
Background Health outcomes of Indigenous patients are impacted by culturally unsafe specialty
care environments. The ‘Educating for Equity (E4E)’ program is a continuing professional
development (CPD) intervention which incorporates skill-based teaching to improve Indigenous
patient experiences and outcomes in healthcare interactions. Methods The E4E program was
delivered to rheumatologists in two phases, each delivered as experiential learning workshops
where participants engaged with and applied course content within an interactive format
focusing on real-time feedback. The phase 1 workshop focused on skill development of E4E
Framework concepts and principles. Phase 2 concentrated on building capacity for teaching of
E4E content. Evaluation of the program’s effectiveness was through longitudinal responses to the
Social Cultural Confidence in Care Survey (SCCCS), self-reported strategies employed to address
social issues and improve therapeutic relationships, engagement with teaching others, and
satisfaction with the program. Results Two cohorts of participants have participated in the
program (n = 24 Phase 1, n = 10 Phase 2). For participants completing both phases of training,
statistically significant improvements were observed in exploring social factors with patients,
gaining knowledge and skills related to cultural aspects of care, improved communication and
relationship building, and reflections on held stereotypes. Strategies to address social issues and
build therapeutic relationships remained consistent throughout participation, while the training
enhanced exploration and confidence to ask about cultural and traditional practices, and
stronger communication strategies for exploring beliefs, expectations, social barriers, and
residential school impacts on health. Participants reported feeling prepared to teach Indigenous
health concepts to others and subsequently lead teaching with residents, fellows, and allied
health professionals. Satisfaction with the delivery and content of the workshops was high, and
participants valued interactions with peers in learning. Conclusions This CPD intervention had a
beneficial impact on self-reported confidence and enhanced practice strategies to engage with
Indigenous patients.

Barone, M. A., et al. (2019). "Supporting the Development of Professional Identity in the Millennial
Learner." Pediatrics 143(3): 1-4.
The article focuses on supporting professional identity formation (PIF) or the socialization and
professionalization of a physician, in millennial learners. Topics discussed include characteristics
of important stages of physician PIF, characteristics of millennials that potentially impact PIF in
positive and negative ways, and proposed solutions using the individual connection, create,
acknowledge and adjust, reflect and role model, and exchange (I-CA-RE) Framework.

Barr, H. (2009). "An anatomy of continuing interprofessional education." Journal of Continuing Education
in the Health Professions 29(3): 147-150.
Continuing interprofessional education is the means by which experienced health, social care,
and other practitioners learn with, from, and about each other, formally and informally, to
improve their collective practice and to cultivate closer collaboration. It applies principles of
 interprofessional education through media commonly employed in continuing professional
education grounded in team-based practice. Among many approaches, it may be enriched by
guided or self-directed reading, by open, distance, or e-learning, and during workshops,
seminars, conferences, or courses. No one medium is preferable; nor are they mutually
exclusive. Each complements the others. Subsequent articles in this issue put flesh on these
bones.

Barr, N. J. and J. M. Desnoyer (1988). "Career development for the professional nurse: a working model."
Journal of Continuing Education in Nursing 19(2): 68-72.
Planned career development has definite benefits for the employee and the organization. This
article will describe the design of a nursing development model. Theoretical considerations will
be presented first, followed by a discussion of practical considerations specific to the
development of this model. The concluding tables will present the model itself.

Barrett, J. A. (2011). "Multicultural Social Justice and Human Rights: Strategic Professional Development
for Social Work and Counseling Practitioners." Journal for Social Action in Counseling and Psychology
3(1): 117-123.
Social work and counseling practitioners routinely provide services to clients of diverse cultural
backgrounds. Multidimensional issues related to human diversity, social justice and human rights
often prevent practitioners from providing competent and effective services to all populations. It
is vital that these professionals focus on individual leadership development from a multicultural
social justice perspective. The concept of social justice challenges existing structures and when
paired with the human rights paradigm can significantly impact competent and ethical service
delivery and practice. A focus on professional development among students, new professionals,
and experienced practitioners can aid individuals in implementing human rights and social
justice strategies within individual practice, organizations and communities.

Barron, C., et al. (2020). "A Relationship-Based Approach to Professional Development in the Early
Childhood Educational Setting: The Role of Relationships in Collaboration and Implementation." Zero to
Three 41(1): 5-11.
Hearts and Minds on Babies (HMB) is an innovative, attachment-based training for Early Head
Start (EHS) staff and parents, developed through a collaboration between university-based
researchers and clinicians and community-based EHS educators. This article describes HMB, our
collaboration, and lessons learned when infusing infant and early childhood mental health
principles within professional development training for early childhood educators. The authors
explain how to frame attachment needs within the goals of the educational setting, honor
culture and diversity, and take time to allow for the development of safe and secure
relationships. Stories from a university-based HMB facilitator, an EHS teacher, and an EHS
administrator highlight how HMB supports the participants' emotional response as they are
learning new ways of being with very young children; a parallel experience related to the needs
of the children themselves.

Bassett, A. M. and J. Jackson (2022). "The professional development and career journey into
musculoskeletal first contact physiotherapy: a telephone interview study." Physiotherapy Theory and
Practice 38(10): 1453-1468.
(a)BackgroundMusculoskeletal (MSK) first contact physiotherapy (FCP) is being rolled out in the
National Health Service, but limited research exists on career pathways into MSK FCP, or on pre-
and-post-registration educational preparation for the knowledge and skills that are required for
 musculoskeletal first contact physiotherapy.(b) ObjectivesFrom the perspectives of existing MSK
FCPs, the study sought to understand the pre-and-post-registration professional developmental
journey into musculoskeletal first contact physiotherapy.(c) MethodsSemi-structured interviews
over the telephone were conducted with a self-selected and snowball sample of 15 MSK FCPs
from across Britain. Framework analysis was used to analyze the interview transcripts.(d)
ResultsFour overarching themes were identified: (1) Decision to choose a career path as a MSK
FCP; (2) Relevancy of pre-registration physiotherapy (PT) education for MSK FCP; (3) Relevancy of
post-registration continuing professional development for MSK FCP, and; (4) Improving pre-
registration PT education for the foundational knowledge and skills required to work in
musculoskeletal first contact physiotherapy. Each overarching theme generated several
subthemes.(e)ConclusionThe research contributes to understanding the career pathway into the
MSK FCP role and showed what relevant knowledge and skills were acquired for this role at pre-
and-post registration levels. Findings will inform guidance for pre-registration PT curriculum
development.

Bassiouny, M. R. and A. R. Elhadidy (2022). "Continuing professional development system for health-care
professions, Egypt." Bulletin of the World Health Organization 100(6): 402-408.
While the regulatory framework for medical education in Egypt has rapidly evolved, the progress
of developing a system for continuing professional development has been slow. In 2018 the
government approved legislation establishing a regulatory authority for continuing professional
development and added expectations for continuing professional development as a condition of
relicensure for physicians in Egypt. The new authority has deployed a provider-accreditation
model that sets criteria for educational quality, learning outcomes, independence from industry,
and tracking of learners. Only accredited providers can submit continuing professional
development accredited activities. Despite regulatory and administrative support there have
been several barriers to the implementation of the system including limited availability of
funding, lack of suitable training venues and equipment for hands-on training, and resistance
from the profession. As of March 2022, 112 continuing professional development providers have
achieved accreditation, and deployed 154 accredited continuing professional development
activities. The majority of accredited providers were medical associations (64%) and higher
education institutions (18%), followed by medical foundations and nongovernmental
organizations (13%) and health-care facilities (5%). One electronic learning platform has been
accredited. Any entity with commercial interests cannot be accredited as a continuing
professional development provider. Funding of continuing professional development activities
can be derived from provider budgets, programme registration fees or appropriate sponsors.
Funding from industry is limited to unrestricted educational grants. The foundations for an
effective continuing professional development system have been established in Egypt with the
aim of achieving international recognition.
Mientras que el marco regulatorio para la educación médica en Egipto ha evolucionado con rapidez, el
progreso del desarrollo de un sistema para el desarrollo profesional continuo ha sido lento. En
2018, el gobierno aprobó la legislación que establece una autoridad reguladora para el
desarrollo profesional continuo y añadió las expectativas de desarrollo profesional continuo
como condición para la renovación de la licencia de los médicos en Egipto. La nueva autoridad
ha desplegado un modelo de acreditación de proveedores que establece criterios de calidad
educativa, resultados de aprendizaje, independencia del sector y seguimiento de los estudiantes.
Solo los proveedores autorizados pueden presentar actividades acreditadas de desarrollo
profesional continuo. A pesar del apoyo normativo y administrativo, ha habido varios obstáculos
para la aplicación del sistema, como la escasa disponibilidad de fondos, la falta de centros de
 formación y equipos adecuados para la formación práctica, y la resistencia de la profesión. En
marzo de 2022, 112 proveedores de desarrollo profesional continuo han logrado la acreditación
y han desplegado 154 actividades de desarrollo profesional continuo acreditadas. La mayoría de
los proveedores autorizados eran asociaciones médicas (64 %) e instituciones de enseñanza
superior (18 %), seguidas de fundaciones médicas y organizaciones no gubernamentales (13 %) y
centros de atención sanitaria (5 %). También se ha acreditado una plataforma de aprendizaje
electrónico. Las entidades con intereses comerciales no pueden ser acreditadas como
proveedores de formación profesional continua. La financiación de las actividades de desarrollo
profesional continuo se puede obtener de los presupuestos de los proveedores, de las cuotas de
inscripción en los programas o de los patrocinadores correspondientes. La financiación obtenida
del sector se limita a subvenciones educativas sin restricciones. En Egipto, se han establecido las
bases de un sistema eficaz de desarrollo profesional continuo con el objetivo de lograr el
reconocimiento internacional.
Si le cadre réglementaire de l'enseignement médical en Égypte a rapidement évolué, la progression de
l'élaboration d'un système de développement professionnel continu a été lente. En 2018, le
gouvernement a approuvé la législation établissant une autorité de réglementation en faveur du
développement professionnel continu et a ajouté des attentes en matière de développement
professionnel continu comme condition de renouvellement du permis d'exercer pour les
médecins en Égypte. Cette nouvelle autorité a diffusé un modèle d'accréditation des prestataires
qui fixe des critères de qualité éducative, de résultats d'apprentissage, d'indépendance vis-à-vis
du secteur et de suivi des apprenants. Seuls les prestataires accrédités peuvent présenter des
activités agréées de développement professionnel continu. Malgré un soutien réglementaire et
administratif, plusieurs obstacles ont entravé la mise en oeuvre de ce système, notamment la
disponibilité limitée de fonds, le manque de lieux de formation et d'équipements adaptés à une
formation pratique, ainsi que la résistance de la part de la profession. En mars 2022, 112
prestataires de formation professionnelle continue avaient obtenu leur accréditation et mis en
place 154 activités de formation professionnelle continue agréées. La majorité des prestataires
accrédités étaient des associations médicales (64%) et des établissements d'enseignement
supérieur (18%), suivis par des fondations médicales et des organisations non gouvernementales
(13%) et des établissements de soins de santé (5%). Une plateforme d'apprentissage
électronique a été accréditée. Toute entité ayant des intérêts commerciaux ne peut être
accréditée en tant que prestataire de services de développement professionnel continu. Le
financement des activités de développement professionnel continu peut provenir des budgets
des prestataires, des frais d'inscription aux programmes ou de sponsors appropriés. Le
financement par le secteur se limite à des subventions éducatives sans restriction. Les bases d'un
système efficace de développement professionnel continu ont été établies en Égypte dans le but
d'obtenir une reconnaissance internationale.
В то время как нормативно-правовая база медицинского образования в Египте развивалась
быстро, прогресс в разработке системы непрерывного профессионального роста был
медленным. В 2018 году правительство утвердило закон о создании регулирующего органа
для осуществления непрерывного профессионального роста и тем самым добавило
ожидания в отношении непрерывного профессионального роста как условия
подтверждения разрешения на врачебную практику в Египте. Новый орган внедрил
модель аккредитации поставщиков, которая устанавливает критерии качества
образования, результатов обучения, независимости от отрасли и отслеживания
обучающихся. Только аккредитованные поставщики могут представить аккредитованную
деятельность по непрерывному профессиональному росту. Несмотря на нормативную и
административную поддержку, на пути внедрения системы возникло несколько
 препятствий, включая ограниченное финансирование, отсутствие подходящих мест
проведения обучения и оборудования для практического обучения, а также сопротивление
со стороны работников. По состоянию на март 2022 года 112 поставщиков услуг в сфере
непрерывного профессионального роста прошли аккредитацию и развернули 154
аккредитованных мероприятия по непрерывному профессиональному росту. Большинство
аккредитованных поставщиков были медицинские ассоциации (64%) и высшие учебные
заведения (18%), медицинские фонды и неправительственные организации (13%), а также
учреждения здравоохранения (5%). Аккредитована одна электронная учебная платформа.
Любая организация с коммерческими интересами не может быть аккредитована в
качестве поставщика услуг в сфере непрерывного профессионального роста.
Финансирование непрерывного профессионального роста может быть получено из
бюджета поставщика, взносов за регистрацию программы или от соответствующих
спонсоров. Финансирование со стороны отрасли ограничено неограниченными
образовательными грантами. С целью достижения международного признания в Египте
заложены основы эффективной системы непрерывного профессионального роста.
虽然埃及医学教育的法规框架迅速发展，但建立继续 医学教育体系的进展却很缓慢。印度政府于
2018 年批 准了建立继续医学教育监管机构的立法，并期望将继 续医学教育作为埃及医生
取得再认证的条件。新成立 的监管机构部署了一个教育机构认证模式，为教育质 量、学
习成果、部门的独立性以及学员跟踪设定标准。 只有获得授权的教育机构才能提交继续医
学教育认证 活动。尽管有法规和行政方面的支持，但实施该系统 仍然面临一些障碍，包
括有限的可用资金、缺乏适合 开展实操培训的培训场所和设备，以及同行抵制。截 至
2022 年 3 月，已有 112 家继续医学教育机构获得授 权，并开展了 154 项已认证的继续医
学教育活动。已 授权机构大多是医学会 (64%) 和高等教育机构 (18%)， 其次是医学基金会
和非政府组织 (13%) 以及医疗护理 机构 (5%)。一个电子学习平台获得授权。任何具有商
业利益的实体均不能被授权为继续医学教育机构。继 续医学教育活动的资金可以来自机构
的预算、项目注 册费或适当的赞助费。来自部门的资金仅限于不受限 制的教育补助金。
埃及已为建立有效的继续医学教育 体系打好基础，以望获得国际认可。

Bassiounya, M. R. and A. R. Elhadidya (2022). "Continuing professional development system for health-
care professions, Egypt." World Health Organization. Bulletin of the World Health Organization 100(6):
402-408.
Si le cadre réglementaire de l'enseignement médical en Égypte a rapidement évolué,
la progression de l'élaboration d'un système de développement professionnel continu a
été lente. En 2018, le gouvernement a approuvé la législation établissant une
autorité de réglementation en faveur du développement professionnel continu et a
ajouté des attentes en matière de développement professionnel continu comme condition
de renouvellement du permis d'exercer pour les médecins en Égypte. Cette nouvelle
autorité a diffusé un modèle d'accréditation des prestataires qui fixe des critères de
qualité éducative, de résultats d'apprentissage, d'indépendance vis-à -vis du secteur et
de suivi des apprenants. Seuls les prestataires accrédités peuvent présenter des
activités agréées de développement professionnel continu. Malgré un soutien
réglementaire et administratif, plusieurs obstacles ont entravé la mise en oeuvre de ce
système, notamment la disponibilité limitée de fonds, le manque de lieux de formation et
d'équipements adaptés à une formation pratique, ainsi que la résistance de la part de la
profession. En mars 2022, 112 prestataires de formation professionnelle continue avaient obtenu
leur accréditation et mis en place 154 activités de formation professionnelle continue
agréées. La majorité des prestataires accrédités étaient des associations
médicales (64%) et des établissements d'enseignement supérieur (18%), suivis par des
fondations médicales et des organisations non gouvernementales (13%) et des
établissements de soins de santé (5%). Une plateforme d'apprentissage électronique a
été accréditée. Toute entité ayant des intérêts commerciaux ne peut être
accréditée en tant que prestataire de services de développement professionnel continu.
Le financement des activités de développement professionnel continu peut provenir des
budgets des prestataires, des frais d'inscription aux programmes ou de sponsors appropriés.
Le financement par le secteur se limite à des subventions éducatives sans restriction. Les
bases d'un système efficace de développement professionnel continu ont été établies
en Égypte dans le but d'obtenir une reconnaissance internationale.Alternate abstract:В то
время как нормативно-правовая база меÐ
´Ð¸Ñ†Ð¸Ð½ÑÐºÐ¾Ð³Ð¾ образования в Египте
развивалась быстро, прогресс в
разработке системы непрерывного
профессионального роста был меÐ
´Ð»ÐµÐ½Ð½Ñ‹Ð¼. Ð’ 2018 году правительство утверÐ
´Ð¸Ð»Ð¾ закон о создании регулирующего
органа для осуществления
непрерывного профессионального
роста и тем самым добавило ожидания в
отношении непрерывного
профессионального роста как условия
подтверждения разрешения на врачебную
практику в Египте. Новый орган внедрил моÐ
´ÐµÐ»ÑŒ аккредитации поставщиков, которая
устанавливает критерии качества
образования, результатов обучения,
независимости от отрасли и отслеживания
обучающихся. Только аккредитованные
поставщики могут представить аккреÐ
´Ð¸Ñ‚ованную деятельность по
непрерывному профессиональному
росту. Несмотря на нормативную и аÐ
´Ð¼Ð¸Ð½Ð¸ÑÑ‚ративную поддержку, на пути внеÐ
´Ñ€ÐµÐ½Ð¸Ñ системы возникло несколько
препятствий, включая ограниченное
финансирование, отсутствие подходящих
мест проведения обучения и оборуÐ
´Ð¾Ð²Ð°Ð½Ð¸Ñ ´Ð»Ñ практического обучения, а
также сопротивление со стороны
работников. По состоянию на март 2022 года
112 поставщиков услуг в сфере
непрерывного профессионального
роста прошли аккредитацию и развернули 154
аккредитованных мероприятия по
непрерывному профессиональному
росту. Большинство аккредитованных
поставщиков были медицинские
ассоциации (64%) и высшие учебные заведения
(18%), медицинские фонды и
неправительственные организации (13%), а
также учреждения здравоохранения (5%).
Аккредитована одна электронная
учебная платформа. Любая организация с
коммерческими интересами не
может быть аккредитована в качестве
поставщика услуг в сфере непрерывного
профессионального роста.
Финансирование непрерывного
профессионального роста может быть
получено из бюджета поставщика, взносов
за регистрацию программы или
от соответствующих спонсоров.
Финансирование со стороны отрасли
ограничено неограниченными
образовательными грантами. С целью Ð
´Ð¾ÑÑ‚ижения международного признания в
Египте заложены основы эффективной
системы непрерывного
профессионального роста.Alternate abstract:Mientras que
el marco regulatorio para la educación médica en Egipto ha evolucionado con rapidez, el
progreso del desarrollo de un sistema para el desarrollo profesional continuo ha sido lento. En
2018, el gobierno aprobó la legislación que establece una autoridad reguladora para el
desarrollo profesional continuo y añadió las expectativas de desarrollo profesional continuo
como condición para la renovación de la licencia de los médicos en Egipto. La nueva
autoridad ha desplegado un modelo de acreditación de proveedores que establece criterios de
calidad educativa, resultados de aprendizaje, independencia del sector y seguimiento de los
estudiantes. Solo los proveedores autorizados pueden presentar actividades acreditadas de
desarrollo profesional continuo. A pesar del apoyo normativo y administrativo, ha habido varios
obstáculos para la aplicación del sistema, como la escasa disponibilidad de fondos, la falta de
centros de formación y equipos adecuados para la formación práctica, y la resistencia de la
profesión. En marzo de 2022, 112 proveedores de desarrollo profesional continuo han logrado
la acreditación y han desplegado 154 actividades de desarrollo profesional continuo
acreditadas. La mayorÃa de los proveedores autorizados eran asociaciones médicas (64 %) e
instituciones de enseñanza superior (18 %), seguidas de fundaciones médicas y
organizaciones no gubernamentales (13 %) y centros de atención sanitaria (5 %). También se
ha acreditado una plataforma de aprendizaje electrónico. Las entidades con intereses
comerciales no pueden ser acreditadas como proveedores de formación profesional continua.
La financiación de las actividades de desarrollo profesional continuo se puede obtener de los
presupuestos de los proveedores, de las cuotas de inscripción en los programas o de los
patrocinadores correspondientes. La financiación obtenida del sector se limita a subvenciones
educativas sin restricciones. En Egipto, se han establecido las bases de un sistema eficaz de
desarrollo profesional continuo con el objetivo de lograr el reconocimiento internacional.Alter
ate abstract:While the regulatory framework for medical education in Egypt has rapidly evolved,
the progress of developing a system for continuing professional development has been slow. In
 2018 the government approved legislation establishing a regulatory authority for continuing
professional development and added expectations for continuing professional development as a
condition of relicensure for physicians in Egypt. The new authority has deployed a provider-
accreditation model that sets criteria for educational quality, learning outcomes, independence
from industry, and tracking of learners. Only accredited providers can submit continuing
professional development accredited activities. Despite regulatory and administrative support
there have been several barriers to the implementation of the system including limited
availability of funding, lack of suitable training venues and equipment for hands-on training, and
resistance from the profession. As of March 2022, 112 continuing professional development
providers have achieved accreditation, and deployed 154 accredited continuing professional
development activities. The majority of accredited providers were medical associations (64%)
and higher education institutions (18%), followed by medical foundations and nongovernmental
organizations (13%) and health-care facilities (5%). One electronic learning platform has been
accredited. Any entity with commercial interests cannot be accredited as a continuing
professional development provider. Funding of continuing professional development activities
can be derived from provider budgets, programme registration fees or appropriate sponsors.
Funding from industry is limited to unrestricted educational grants. The foundations for an
effective continuing professional development system have been established in Egypt with the
aim of achieving international recognition.

Bates, K. C., et al. (2020). "Cultivating strategies for resident success: The personal-professional
development block." Journal of General Internal Medicine 35(SUPPL 1): S718-S719.
NEEDS AND OBJECTIVES: By the end of the personal and professional development block,
participants should be able to: Identify behaviors that promote work-life integration and
personal/ professional satisfaction Apply social psychology principles to improve resident
performance Define key skills essential to leadership development and professional identity
formation SETTING AND PARTICIPANTS: PGY 2 categorical internal medcine residents prepare a
presentation on one professionalism topic. They read the primary resource and derive learning
objectives specific to residency training. Each resident is then responsible for the development
of interactive cases and a TED-type talk incorporating the cases to consolidate resident learning
of the stated objectives. Assigned core faculty members serve as mentors and reviewers during
the development phase. During the presentation, the resident provides background information,
its importance in personal/professional development and strategies for skill development.
Utilizing a case based format, they discuss how these skills can be applied to residency training
and then end with key lessons and action items for real world application. DESCRIPTION:
Constant self-reflection and targeted goals for improvement are crucial to a physician's success
and well-being but may not be taught in residency programs and may be deficient in graduating
residents. The Personal and Professional Development (PPD) Block is designed to introduce skills
promoting lifelong learning, peak performance, resilience, effective communication,
professionalism and leadership. The curriculum consists of interactive one hour sessions,
developed and led by PGY-2 residents under the mentorship of core internal medicine faculty.
Resident participants are given a popular social psychology book on an assigned topic. Using a
case-based format, residents present a TED-format talk emphasizing key points and provide
application to residency training. EVALUATION: Each resident presenter was assigned a mentor
who also read the same book and reviewed the resident presentations. Directly after the
discussion, the faculty mentor provided verbal feedback on the following: (1) presentation
fidelity to the assigned resource, (2) application to residency training and (3) overall presentation
quality. DISCUSSION / REFLECTION / LESSONS LEARNED: Topics discussed have included
 development of a growth mindset, optimizing performance, fostering good habits, positive
psychology and burnout prevention, enhancing emotional IQ and strategies for personal change
to improve professional success. Using popular psychology books such as The Happiness
Advantage by Shawn Achor and Mindset by Carol Dweck and other available materials such as
TED talks and supplemental online information, residents developed talks that were informative,
interactive and entertaining. Resident feedback was positive but suggested introducing topics
earlier in the year, so we've moved to a longitudinal curriculum starting earlier in the year. This
year we also added a post presentation survey.

Bates, M. P. and A. D. Bautista (2008). "Continuing education and training of the nursing professional."
Revista Mexicana de Enfermeria Cardiologica 16(3): 115-117.
The educational process accompanying the human being since the origin, is an integral part of
life and occurs on a continuous, dynamic, and at different times and spaces. For many years the
educational process in nursing has been based on behaviorism, learning by repetition and
authoritarian essence, however, the current response to a constructivist theory, where the
nurses are critical and analytical practice. This requires the implementation of an educational
revolution, which allows the amalgamation of prior learning, experience and personal
characteristics and institutional requirements.

Bathish, M. P. R. N., et al. (2016). "Development of an instrument to measure deliberate practice in

professional nurses: ANR." Applied Nursing Research 29: 47.
This paper describes the development of the Deliberate Practice in Nursing Questionnaire
(DPNQ) and the reliability and validity characteristics of the instrument. A cross-sectional,
descriptive study assessed the DPNQ in a sample of critical care registered nurses (RN). It was
conducted at one large Midwestern teaching hospital. A medical intensive care unit (ICU), a
surgical ICU, and a trauma/burn ICU participated. Instrument construction involved item
development based on a literature review, an existing deliberate practice questionnaire and
existing parameters of deliberate practice in nursing. Content reliability and validity were
established by expert panel review and survey testing. Probit analysis of survey data was used to
develop a composite score for the DPNQ. Expert panel review revealed an inter-rater agreement
(80% reliability) of .92-.96 and a content validity index of 0.94. The final DPNQ consists of 24
items with six subcategories and a composite score of 96. Cronbach's alpha coefficient for the
DPNQ in this study was .660 (standardized, .703). The instrument was further validated with the
Nurse Competence Scale. Deliberate practice was significantly, positively correlated with
competence (rs = .366, p = 001). Findings from the expert panel provided guidance for
development and revision of the DPNQ. Survey testing of the instrument revealed a promising
measure of deliberate practice with good reliability and validity characteristics. Identification of a
relationship between deliberate practice and competence confirms existing evidence in other
domains, providing further validation. Understanding deliberate practice provides a unique way
to examine nursing expertise.

Battistone, M. J., et al. (2013). "The “mini-residency” in musculoskeletal care: An efficient and effective
mixed method model for continuing professional education." Arthritis and Rheumatism 65: S412.
Background/Purpose: The societal burden of musculoskeletal (MSK) disease is amplified by the
limited number of subspecialists. Developing knowledge and skills of primary providers is
projected to be cost-effective in addressing this. The George E. Wahlen VA Salt Lake City Health
Care System (VASLCHCS) has established an interprofessional “mini-residency” in MSK care to
serve this purpose. Methods: The mini-residency, held on the campus of VASLCHCS, is a one-
 week immersive experience. Content is introduced in didactics, reinforced in hands-on sessions
with peer teaching and technologically enhanced simulations, and applied in the clinic in
supervised patient encounters. Course evaluation was informed by Kirkpatrick's model of
assessing educational effectiveness, and Phillip's concept of return on investment. Outcome
measures included a post-course survey (5-point scale; 1 = “not at all satisfied”; 5 = “extremely
satisfied”), qualitative comments in telephone interviews, and the number of joint injections
performed after training. Results: Thirteen of the first fourteen participants completed course
evaluations (93% response rate). Conclusion: An interprofessional “mini-residency” in
musculoskeletal care is an effective model of continuing medical education. This program is
highly rated, results in an expanded scope of practice for most participants, and providers who
participated in this course report an increase in the numbers of joint injections they perform in
their primary care settings. (Table Presented).

Baumgartner, J., et al. (2020). "Global forum on quality assurance in CE/CPD: Assuring quality across
boundaries." Pharmacy 8(8).
As a result of the globalization of access and provision of continuing education and continuing
professional development (CE/CPD), the national CE/CPD accreditation organizations of
Australia, Canada, Ireland, New Zealand, South Africa, United Kingdom and United States formed
the Global Forum on Quality Assurance of Continuing Education and Continuing Professional
Development (GFQACE) to investigate and develop means of recognizing CE/CPD across
boundaries. Two priorities were identified at their first meeting in 2016: (1) the development of
an accreditation framework and (2) the identification of models and approaches to mutual
recognition. The GFQACE approved an accreditation framework and facilitated review approach
to mutual recognition in 2018 and is currently working on implementation guides. As
background to the work of the GFQACE, this article provides a brief history of continuing
education (CE) and continuing professional development (CPD) and discusses the value and
benefits of CE/CPD to professional development of pharmacy professionals, innovation of
pharmacy practice and the provision of quality patient care. Due to the essential role of CE/CPD
accreditation in enabling recognition across boundaries, the nature and role of accreditation in
defining, assuring and driving quality CE/CPD is described. Four conclusions regarding the broad
sharing of perceptions of quality CE/CPD, the potential for expansion of the GFQACE and the
benefits to pharmacy professionals, providers and pharmacy practice are discussed.

Baumgartner, J. and D. Travlos (2018). "Guidance on continuing professional development (CPD)

activities for pharmacy profession." Journal of the American Pharmacists Association 58(3): e147-e148.
Objective: As pharmacy practice continues to evolve to meet changing healthcare needs, the
role for self-directed lifelong learning (LLL) remains critical to enhance the knowledge, skills,
attitudes, and values required by pharmacy practitioners to provide high quality care. As a lead
organization advocating for adoption and implementation of continuing professional
development (CPD) as a self-directed, ongoing, systematic, outcomes-focused approach to LLL in
pharmacy in the U.S., the Accreditation Council for Pharmacy Education (ACPE) sought to
develop and gather feedback on a catalog of learning activities, in addition to accredited
continuing pharmacy education, that may contribute to the continuing professional
development of pharmacists and pharmacy technicians. Methods: The ACPE CPD Steering
Committee developed menus of learning activities organized into five categories (Academic/
Professional Study, Teaching/Precepting, Workplace Activities, Scholarly Pursuits,
Professional/Community Service) to serve as a resource in assuring and supporting professional
competence, development and qualifications (e.g., maintenance of licensure, certification,
 credentialing/ privileging). ACPE incorporated the menus into Draft Guidance on Continuing
Pharmacy Education (CPE) and Continuing Professional Development (CPD) and concurrently
sought input from the profession as to whether these learning activities were perceived as
acceptable and valuable for CPD. A survey was distributed to stakeholder groups via ACPE
electronic mailing lists (7/25/14-9/15/14). For each learning activity, respondents were asked to
indicate whether the activity was acceptable for CPD (agree, disagree, needs further
clarification) and the value of the activity in CPD (highly valuable, somewhat valuable, limited
value, no value, unsure). Results: 203 respondents initiated the survey, providing information on
their professional role and level of knowledge/ experience in CPD. 164 respondents (80.8%)
completed the survey. All learning activities were acceptable and either highly or somewhat
valuable for CPD by the majority. There was greater variability in perceived value for activities
with less structure and objective assessments (e.g., reading healthcare articles, peer/colleague
discussion), if the activity was part of a primary job, or if the activity was not tied to an individual
educational need. Conclusion: While categories remained unchanged, feedback from survey
respondents yielded incorporation of additional activity examples and descriptions into the CPD
guidance document, which was released January 2015. Consistent with recommendations
stemming from an October 2015 invitational conference on the future of CPE and CPD, ACPE has
continued to provide resources to advance concepts of selfdirected lifelong learning, including
guidance on documenting evidence of engagement in non-CE CPD activities and elements for a
CPD platform to support LLL and professional competency throughout the career of pharmacists
and pharmacy technicians.

Bausch, N. and H. Fiddler (2019). "Reflective practice as part of the Association of Chartered
Physiotherapists in Sports and Exercise Medicine CPD pathway: UK physiotherapists’ experiences."
Physiotherapy (United Kingdom) 105: e98.
Purpose: Reflective practice (RP) is increasingly used as a Continuing Professional Development
(CPD) activity to demonstrate competence and evolving practice as a requirement for continued
registration with regulatory bodies. Despite the benefits of RP to facilitate critical thinking,
understanding and engaging with new ideas, literature has raised concerns about
physiotherapists’ understanding and use of this concept for formal CPD purposes. Therefore, the
aim of this research was to explore UK physiotherapists’ experiences in using RP as part of their
Association of Chartered Physiotherapists in Sports and Exercise Medicine (ACPSEM) CPD
pathway application. Methods: This qualitative research used an interpretative
phenomenological approach with semi-structured, one-to-one telephone interviews of three
physiotherapists awarded Bronze, Silver or Gold accreditation by the ACPSEM. The recorded
interviews were transcribed verbatim and analysed using an interpretative six-step process to
generate themes. Results: The inclusion of RP in the CPD pathway was perceived as a motivator
to engage more frequently with this activity and improve the quality of RP. The importance of a
mentor as guidance was highlighted to be critical to enhance RP skills throughout the career.
Templates offered valuable structure for RP. However, they might limit RP, when a better
understanding of the concept was developed. Participants acknowledged the importance of RP
as a CPD tool to evaluate their practice, and that using this resulted in changing perspective and
even patient outcome. However, there was uncertainty of which RP model to choose, what RP to
include as part of the CPD pathway and how this information was assessed to demonstrate a
certain standard of practice. Conclusion(s): This small study showed that RP as part of CPD
pathway was a motivator to engage with the concept and developed understanding and skills
essential to undertake it successfully, especially when supported by a mentor. Templates enabled
RP to be structured, although there was some uncertainty about what was being assessed.
 Further research could consider other pathways that include RP to gain a broader understanding
of its use as part of formal CPD pathways. Implications: The research findings contribute to the
understanding of what it means using RP as part of a formal CPD pathway for physiotherapists.
Including RP as an activity for ongoing staff development will allow physiotherapists to become
more familiar with the concept and develop better understanding of its use when guided by
mentors. However, transparency of assessment criteria of RP as part of a CPD pathway requires
more consideration. Funding acknowledgements: No funding.

Baxter, C., et al. (2014). "Managers? perspectives on promotion and professional development for black
African nurses in the UK." Diversity and Equality in Health and Care 11(2).
An exploratory qualitative study design was adopted for this study and underpinned by Rex’s
migrant workers framework (Rex, 1999). Semi-structured interviews were conducted with ten
ward managers from four NHS trusts in the north-east of England to gain an insight into their
experiences of working with black African nurses with regard to equal opportunities in accessing
professional development and promotion. Managers reported that black African nurses
experienced racism from patients, racism from colleagues, discrimination and lack of equal
opportunities. A unique finding of the study was that managers stereotyped black African nurses
as lacking motivation for professional development and promotion.The authors recommend that
NHS ward managers receive training in implementing anti discrimination policies and valuing
equalityand diversity.

Bazilio, J., et al. (2020). "Generating meaningful conversation: World Café in strategic interprofessional
planning in Continuing Education." Rev Bras Enferm 73(5): e20190279.
OBJECTIVES: to present the particularities of the World Café, identifying the main aspects that
characterize a planning strategy for a constructive, interactive, and participative dialogue of the
individuals, aiming at collaborative and innovative learning. METHODS: a World Café method
workshop with 24 professionals from the teams that work in basic health units. RESULTS: we
obtained three analysis categories: Individual Needs, Group Needs, and Institutional Needs,
which resulted in the Municipal Plan of Actions on Continuing Health Education. CONCLUSIONS:
we found that the World Café was adequate and relevant for the discussion of key themes, for
the practices of teams in Primary Care and the production and organization of data in a collective
space. FINAL CONSIDERATIONS: the method can contribute to the construction of knowledge
and proximity to the daily reality of interdisciplinary teams, as well as serving as a tool in the
preparation of planning in Permanent Education.

Bazilio, J., et al. (2020). "Generating meaningful conversation: World Café in strategic interprofessional
planning in Continuing Education." Revista Brasileira de Enfermagem 73(5): 1-5.
Objectives: to present the particularities of the World Café, identifying the main aspects that
characterize a planning strategy for a constructive, interactive, and participative dialogue of the
individuals, aiming at collaborative and innovative learning. Methods: a World Café method
workshop with 24 professionals from the teams that work in basic health units. Results: we
obtained three analysis categories: Individual Needs, Group Needs, and Institutional Needs,
which resulted in the Municipal Plan of Actions on Continuing Health Education. Conclusions: we
found that the World Café was adequate and relevant for the discussion of key themes, for the
practices of teams in Primary Care and the production and organization of data in a collective
space. Final Considerations: the method can contribute to the construction of knowledge and
proximity to the daily reality of interdisciplinary teams, as well as serving as a tool in the
preparation of planning in Permanent Education.
Beach, E. K. (1982). "Johari's window as a framework for needs assessment... continuing education
needs of community health nurses." Journal of Continuing Education in Nursing 13: 28-32.

Beamud Lagos, M., et al. (2004). "Quality improvement through continuing education: apropos of
spirometry." Enfermería Clínica 14(5): 269-274.
Objective. To assess the impact of a continuing education program on the quality of spirometric
technique among nurses in a health area.Design. Quasi-experimental, before and after study.
Setting. Ten health centers in a primary care health area.Participants. Twenty health center
nurses.Intervention. A 5-hour course based on the principles of adult learning was
performed.Main measurements. We evaluated the reliability of the measurements of two
observers in the same patient for forced vital capacity (FVC), forced expiratory volume in one
second (FEV[1]), maximal expiratory flow (MEF) or peak expiratory flow (PEF), and the quality of
the spirometric flow curve.Results. The intraclass correlation coefficient (ICC) for the two
measurements increased for PEF after the training course: 0.941 (95% CI, 0.897-0.967) before
and 0.993 (95% CI, 0.987-0.997) after. The ICC was not modified for FVC or FEV[1]. The quality of
the spirometric flow curve was appropriate in 32% of the cases before the course and in 88.9%
after the course (p < 0.001).Conclusions. Continuing training in activities already carried out by
teams and which allows students' active participation could be useful in improving the quality of
certain health care processes.

Bebeau, M. J. (2016). "Commentary: Political Pressures in the Life of Ethicists: Opportunities for
Professional Moral Development." Narrative Inquiry in Bioethics 6(1): 37-42.
This symposium highlights the political conflicts, clashing views, ethically problematic laws and
regulations and competing pressures that ethicists encounter in professional practice. Viewed
through the lens of Rest's Four Component Model of Morality, the stories illustrate the capacities
required for effective professional practice: Are ethicists sensitive to the full range of ethical
issues? Are they equipped to reason through complex situations in a principled manner? Do they
have a strong ethical and professional identity? Do they have the perseverance, character, and
implementation abilities needed to translate their convictions into action? The stories also reveal
unsettled problems with respect to the role and responsibilities of the ethicist in contemporary
society.

Beckett, H. (2020). "Effect of e-learning on nurses' continuing professional development." Nursing

Management - UK 27(2): 16-22.
Why you should read this article: • To understand the role of e-learning in supporting nurses'
continuing professional development (CPD) • To improve your knowledge of the factors that may
influence the effect of e-learning on nurses' CPD • To develop approaches you can use to ensure
effective engagement with e-learning Background: E-learning can provide nurses with the
opportunity to undertake lifelong learning and continuing professional development (CPD) in a
flexible, practical and engaging manner. However, much of the research focuses on pre-
registration nursing students' experiences of e-learning, despite nursing students not always
experiencing the same clinical demands as registered nurses. Aim: To explore the concept of e-
learning and nurses' perception of its value for engaging with lifelong learning and CPD, as well
as to determine attitudes towards e-learning, what influencing factors exist and how they affect
the perceived value of e-learning. Method: This study used a mixed-methods sequential
explanatory design, in which there were two phases of data collection and analysis. In the first
phase, 39 children's nurses completed questionnaires about e-learning and its flexibility,
 accessibility, value and contribution to CPD. Their responses were analysed and used to inform
questions for the second phase, which involved semi-structured interviews exploring the
findings and emerging themes from the completed questionnaires. Of the 39 questionnaire
respondents, 12 agreed to participate in the interviews. Findings: More than half of the
questionnaire respondents (n=22/39) agreed or strongly agreed that e-learning aids their CPD,
while 29 respondents valued e-learning that is specific to their practice area. Three main factors
were identified that may influence the effect of e-learning on nurses' CPD: motivation to engage
with CPD and e-learning; the perceived value of e-learning as a method for CPD; and challenges
to effective engagement with e-learning. Conclusion: Engagement with e-learning is influenced
by the content of its modules and, while mandatory training is often provided through e-
learning, this should not be its sole purpose. Nurses should take the opportunity to develop and
engage with e-learning that is specific to their area of practice, which may increase its value.

Beeler, J. L., et al. (1990). "Professional development framework. Pathway to the future." Journal of
nursing staff development : JNSD 6(6): 296-301.
Staff development educators in a large midwestern university hospital developed a framework
for professional development. The framework, applicable to all nurses, has four levels of
professional development, from professional awareness to professional mastery. Within each
developmental level five dimensions of nursing practice are identified: nursing process and
practice skills, communication/collaboration, leadership, professional integration, and
research/evaluation. This framework for professional development is reported and its potential
use in the areas of planning, development and evaluation of staff development programs;
restructure of a clinical ladder for nurses; and individual career development is discussed.

Beitz, J. M. and C. A. Beckmann (2022). "Psychometric Development of an Instrument Measuring

Academic Social Bullying in Nursing Higher Education: Continuing Content and Construct Validation."
Journal of Nursing Measurement 30(2): 186-209.
Background: A de novo 108-item instrument measuring academic social bullying was developed
from literature, research findings, and extant instruments. Using content validity index
processes, the instrument was reduced to 40 items. Purpose: The purpose of this study was to
continue with psychometric development and instrument construct validation. Methods: A
purposive, representative sample of nursing school faculty was surveyed. Over 2,000 nurse
educators in baccalaureate and higher degree programs were contacted via email and invited to
a Qualtrics site. Respondents completed a brief demographics section, rated agreement with
item appropriateness using a 5-point Likert scale. Participants responded to open-ended
questions about individual items. Results: Summary aggregate data were analyzed. Over 250
respondents represented various faculty ranks. Over 75% had experienced or witnessed
academic social bullying. Factor analysis ascertained construct validity. Three factors were
identified explaining 67% of variance. Qualitative comments supported item appropriateness.
Conclusions: The new instrument will permit assessment of academic social bullying in future
research.

Bélanger, L., et al. (2014). "[A socioconstructivist and humanistic approach to continuing education
nurses caring for people with complex needs]." Rech Soins Infirm 118(3): 17-25.
In order to care for persons with complex needs, such as those living with a chronic illness and at
risk for complications when hospitalized, nurses must possess multiple sorts of knowledge and
skills. After a description of the prevalent schools of thought in pedagogy, the case is made for
the use of narrative pedagogy - an educational approach based on nursing science research and
 congruent with the socio-constructivist and humanist schools of thought?in continuing
professional development for nurses. Through the sharing of lived experiences from nurses, care
recipients and their families, this educational approach fosters active listening, interpretation,
questioning, and perspectival openness. It was tested with nurses caring for hospitalized older
persons at risk of presenting signs of acute confusional state and found to be promising.
Consequently, it is hoped that educators responsible for the continuing education of nurses in
clinical settings will explore this novel educational option in order to adjust their teaching to the
knowledge and experience of nurses and to the changing needs of care recipients.

Bell, H. M., et al. (2002). "Perceptions of continuing professional development within the pharmacy
profession." Journal of Social and Administrative Pharmacy 19(3): 87-98.
Objective: To determine the extent of understanding and implementation of continuing
professional development (CPD) and to gain insight into pharmacists' attitudes towards the
concept and the introduction of mandatory CPD. Method: A structured postal questionnaire
consisting of both open and closed response sections. Setting: The questionnaire was distributed
to all 1689 pharmacists on the register of the Pharmaceutical Society of N. Ireland. Key Findings:
Almost 90% of responding pharmacists agreed/ strongly agreed that it is essential for all
practising pharmacists to participate in CPD and many benefits to participation were identified.
With regard to the different components of the CPD cycle, 43.4% of respondents reported
regularly identifying their training needs, 15.9% maintained a CPD portfolio and 14% regularly
evaluated their learning. Factors such as lack of time, remuneration and locum cover, and lack of
understanding of CPD were all identified as barriers to participation. Almost 50% of respondents
agreed CPD should be mandatory but paradoxically, few favoured disciplinary action for those
who failed to meet the necessary requirements. Conclusion: Whilst the majority of respondents
understood the concept of CPD, few pharmacists currently practise this method of professional
development. There is strong support for the implementation of CPD with pharmacists
identifying positive outcomes from participation, however, barriers do presently impede
participation in this method of lifelong learning.

Bellamy, N., et al. (2000). "Continuing medical education-driven skills acquisition and impact on
improved patient outcomes in family practice setting." Journal of Continuing Education in the Health
Professions 20(1): 52-61.
Background: An abundance of educational theory, design, and delivery of continuing medical
education (CME) learning interventions, including their impact on learners, are described in the
health and social sciences literature. However, establishing a direct correlation between the
acquisition of new skills by learners and patient outcomes as a result of a planned CME learning
intervention has been difficult to demonstrate. Methods: The learning intervention described
here tested the impact of an injection skillsacquisition program for family physicians treating
osteoarthritis of the knee by measuring patient outcomes using the pain and function subscales
of the Western Ontario and McMaster (WOMAC) 3.0 osteoarthritis index, a standardized and
fully validated patient-centered outcome measurement. It was hypothesized that patients of
family physicians who participated in this skills-acquisition CME program would benefit from
treatment administered by their physician during the time between injection skills acquisition to
6 weeks post-injection. Inclusion of a validated health status measure administered preand post-
injection in addition to more traditional faculty and participant program evaluations was
deemed necessary to test this hypothesis. Rheumatology, orthopedic surgery; and family
medicine specialists from across Canada were invited to contribute to the planning, curriculum
elaboration, and delivery of the viscosupplement injector preceptorship (VIP) program. Thirty-
 nine orthopedic and rheumatology specialists agreed to serve as expert faculty and participated
in training 474 Canadian family and general practitioners over 8 months. The learning
intervention involved a review of pertinent literature by a local preceptor and a summary of
recommendations of the planning committee, followed by demonstration of injector skills and
then supervised practice with patients, who received hylan G-F 20 (SYNVISC, Ridgefield, NJ)
usually in the offices of the family physicians. The pain and function subscales of the WOMAC 3.0
questionnaire were self-administered to each patient in their physician's office, prior to receiving
their joint injection and again at or near 6-weeks post-injection. Data were analyzed in the
Department of Epidemiology and Biostatistics at The University of Western Ontario, London, ON.
Results: Clinically important statistically significant improvements in pain and physical function
were noted in patients who received viscosupplementation treatment from family physicians
who had recently acquired the necessary injection skills. Approximately three-quarters of the
patients experienced a reduction in pain and an improvement in physical function of at least
20%. Implications: These results suggest a positive relationship between acquisition of a new
skill by learners and improved patient outcomes as a result of this planned CME learning
intervention.

Benfield, A. M. and M. V. Johnston (2020). "Initial development of a measure of evidence‐informed

professional thinking." Australian Occupational Therapy Journal 67(4): 309-319.
Background and aimsA number of theories have been proposed on clinical expertise and its
development in occupational therapy and allied health professions. Clinical reasoning, outcome
measurement and evidence‐based practice are names for leading conceptualisations. The aim of
this research was to develop an operational measure of habits of mind and practice that
constitute these desirable professional activities amongst professional therapists.MethodsItems
were developed on the basis of literature review and feedback from an expert panel. An online
self‐report survey was completed by 107 occupational therapists and other allied health
clinicians. Rasch analysis was used to identify and calibrate items that fit the criteria for equal‐
interval measurement. Residuals from identified equal‐interval dimensions were examined using
principal components analysis to identify multidimensionality.ResultsA two‐dimension solution
employing 32 items was identified. The first dimension comprised items on Critical Clinical
Reasoning and had an item separation of 8.49 (0.99 reliability) and a person separation of 2.93
(0.90 reliability). The second dimension comprised items on Evidence‐Informed Practice
behaviours and had an item separation of 6.19 (0.97 reliability) and a person separation of 2.97
(0.90 reliability). These dimensions were positively correlated (r = .778, p < .001). We named the
overall scale ‘Evidence‐Informed Professional Thinking’, or EIPT. The EIPT measures correlated
significantly with 12 of 13 relevant external criterion items.ConclusionEvidence‐informed
professional thinking can be measured in terms of two correlated probabilistically equal‐interval
dimensions: Critical Clinical Reasoning and Evidence‐Informed Practice behaviours. The EIPT
measure should be useful in research on development and application of clinical expertise,
quality and outcomes of care and implementation of improved practices among practicing
therapists in clinical treatment settings. Further research is recommended to understand the
generalisability, strengths, limitations and correlates of EIPT.

Bengtsson, M. and E. Carlson (2015). "Knowledge and skills needed to improve as preceptor:
development of a continuous professional development course - a qualitative study part I." BMC Nurs
14: 51.
BACKGROUND: Preceptors are expected to have the skills to be able to form an effective learning
environment and facilitate a constructive clinical learning experience for students and new
 employees. Internationally, access to education for preceptors varies, with preceptors worldwide
requesting more education in preceptorship. This article is based on a two-part study focusing
on both the development and evaluation of a continuous, credit-bearing professional
development course. The aim of this part of the study was to investigate and include preceptors'
requests and educational needs when developing a continuous professional development course
on an advanced level. METHODS: This study used a qualitative research approach. In total, 64
preceptors (62 women and two men) answered one single written, self-administered global
question online. The participants were all interested in teaching and had completed an
undergraduate training in preceptorship. The collected data was analysed by content analysis
inspired by Burnard's description of the method. RESULTS: The participating preceptors
illuminated two main themes: 'Tools for effective precepting of students and healthcare
professionals' and 'in-depth knowledge and understanding of preceptorship in an academic
setting'. The results suggest that vital components for preceptor preparation could be a)
teaching and learning strategies, b) reflective and critical reasoning, c) communication models,
d) the role of the preceptor, and e) preceptorship. CONCLUSION: Using the results from this
study as a guide, a continuous professional development course was designed to assist
preceptors in deepening their knowledge of preceptorship in regard to planning, leading and
implementing educational activities directed at students, healthcare professionals, patients and
their families. The course content focuses on skills needed for preceptorship and is based on
adult learning principles. A continuous, credit-bearing professional development course must
include an exam by which participants are formally assessed and graded; therefore, a written
assignment was included as part of the course.

Bennett, N., et al. (2004). "Hidden curriculum in continuing medical education." Journal of Continuing
Education in the Health Professions 24(3): 145-152.
In developing curricula for undergraduate and graduate medical education, educators have
become increasingly aware of an interweaving of the formal, informal, and hidden curricula and
their influences on the outcomes of teaching and learning. But, to date, there is little in the
literature about the hidden curriculum of medical practice, which takes place after graduation
and certification. This article initiates that discussion with influences of the hidden curriculum on
the actions physicians take or do not take in caring for patients. Hafferty's framework of
institutional policies, evaluation activities, resource-allocation decisions, and institutional slang,
along with our knowledge of health services research and the continuing medical education
(CME) research literature, suggests that there is a hidden and powerful curriculum that affects
physician performance. Determining whether the hidden curriculum conflicts with the messages
that we are delivering through formal CME (courses, clinical practice guidelines, peer review
journals) may contribute to improving our impact on physician performance.

Bennett, N., et al. (2004). "Hidden Curriculum in Continuing Medical Education." Journal of Continuing
Education in the Health Professions 24(3): 145-152.
In developing curricula for undergraduate and graduate medical education, educators have
become increasingly aware of an interweaving of the formal, informal, and hidden curricula and
their influences on the outcomes of teaching and learning. But, to date, there is little in the
literature about the hidden curriculum of medical practice, which takes place after graduation
and certification. This article initiates that discussion with influences of the hidden curriculum on
the actions physicians take or do not take in caring for patients. Hafferty's framework of
institutional policies, evaluation activities, resource-allocation decisions, and institutional slang,
along with our knowledge of health services research and the continuing medical education
 (CME) research literature, suggests that there is a hidden and powerful curriculum that affects
physician performance. Determining whether the hidden curriculum conflicts with the messages
that we are delivering through formal CME (courses, clinical practice guidelines, peer review
journals) may contribute to improving our impact on physician performance.

Bennett, N. L. (1990). "Theories of Adult Development for Continuing Education." Journal of Continuing
Education in the Health Professions 10(2): 167-175.
Adult development forces the question of the role of continuing education as part of the
background for more effective continuing education or as a way to develop understanding and
support for health care professionals as they progress in their careers. (Author)

Bennett, N. L., et al. (2000). "Continuing medical education: A new vision of the professional
development of physicians." Academic Medicine 75(12): 1167-1172.
The authors describe their vision of what continuing medical education (CME) should become in
the changing health care environment. They first discuss six types of literature (e.g., concerning
learning and adult development principles, problem-based/practice-based learning, and other
topics) that contribute to ways of thinking about and understanding CME. They then state their
view that the Association of American Medical Colleges (AAMC) has made a commitment to
helping CME be more effective in the professional development of physicians. In presenting their
new vision of CME, the authors describe their interpretation of the nature and values of CME
(e.g., optimal CME is highly self-directed; the selection and design of the most relevant CME is
based on data from each physician's responsibilities and performance; etc.). They then present
seven action steps, suggestions to begin them, and the institutions and organizations they
believe should carry them out, and recommend that the AAMC play a major role in supporting
activities to carry out these steps. (For example, one action step is the generation and
application of new knowledge about how and why physicians learn, select best practices, and
change their behaviors). Six core competencies for CME educators are defined. The authors
conclude by stating that collaboration among the appropriate academic groups, professional
associations, and health care institutions, with leadership from the AAMC, is essential to create
the best learning systems for the professional development of physicians.

Bennett, N. L., et al. (2000). "Continuing medical education: a new vision of the professional
development of physicians." Acad Med 75(12): 1167-1172.
The authors describe their vision of what continuing medical education (CME) should become in
the changing health care environment. They first discuss six types of literature (e.g., concerning
learning and adult development principles, problem-based/practice-based learning, and other
topics) that contribute to ways of thinking about and understanding CME. They then state their
view that the Association of American Medical Colleges (AAMC) has made a commitment to
helping CME be more effective in the professional development of physicians. In presenting their
new vision of CME, the authors describe their interpretation of the nature and values of CME
(e.g., optimal CME is highly self-directed; the selection and design of the most relevant CME is
based on data from each physician's responsibilities and performance; etc.). They then present
seven action steps, suggestions to begin them, and the institutions and organizations they
believe should carry them out, and recommend that the AAMC play a major role in supporting
activities to carry out these steps. (For example, one action step is the generation and
application of new knowledge about how and why physicians learn, select best practices, and
change their behaviors). Six core competencies for CME educators are defined. The authors
conclude by stating that collaboration among the appropriate academic groups, professional
 associations, and health care institutions, with leadership from the AAMC, is essential to create
the best learning systems for the professional development of physicians.

Bennett-Levy, J. (2019). "Why therapists should walk the talk: The theoretical and empirical case for
personal practice in therapist training and professional development." J Behav Ther Exp Psychiatry 62:
133-145.
The key proposition of this invited essay is that personal practice (PP), coupled with self-
reflection, is central to the development of the most effective therapists. To date, the discussion
about personal practice in therapist training and professional development has largely revolved
around the value of personal therapy, subscribed to by some schools of psychotherapy but not
by others. However, since the turn of the century a new landscape of personal practices for
therapists has emerged. In particular, two forms of personal practice, meditation programs and
self-practice/self-reflection (SP/SR) programs, have developed a growing evidence base. Here it is
proposed that there is now a strong theoretical and empirical case to accord personal practice
an explicit role in therapist training and professional development. The case rests on recent
research suggesting that: (1) personal and interpersonal qualities of therapists play a key role in
client outcomes; and (2) personal practice is the most effective way to achieve changes in
therapists' personal and interpersonal qualities. It is suggested that the research agenda needs
to move beyond asking whether or not personal practice is effective towards a more
sophisticated set of questions: what personal practice, facilitated by whom, is most effective
with which practitioners, in what contexts, at what point in time? To make further progress,
trainers and researchers need to be supported to include personal practices in therapist training
and to undertake research to evaluate their impacts.

Bennetts, C., et al. (2012). "Continuing professional development for public health: An andragogical
approach." Public Health 126(6): 541-545.
The UK professional body for public health, the Faculty of Public Health (FPH), has a well-
established approach towards continuing professional development (CPD) for its members and
fellows. The FPH approach, initially designed for public health physicians, has evolved to meet
CPD requirements of a workforce beyond that of public health medicine to what is now a
multiprofessional public health workforce. Despite over 20 years of CPD activity in the field of
public health, limited literature examines the underlying theoretical principles, or proposes the
most effective approach to adopt. Public health CPD is a mandatory requirement for ongoing
practice in many professional groups; it is therefore timely to examine theoretical principles and
to propose the adoption of an andragogical approach to underpin CPD for all disciplines in public
health. This paper concludes that adopting an andragogical approach to public health CPD,
supported with critical reflective practice and undertaken in an ethical and moral framework, will
equip practitioners to be ready to question practice, implement innovation and progress, and
meet the challenges of a multiprofessional public health service. © 2012 The Royal Society for
Public Health.

Bentley, H., et al. (2022). "Knowledge and Perceptions of Competency-Based Medical Education in
Diagnostic Radiology Post-Graduate Medical Education: Identifying Priorities and Developing a
Framework for Professional Development Activities." Canadian Association of Radiologists Journal.
Introduction: We evaluated knowledge and perceptions of an established Competency-Based
Medical Education (CBME) model developed by the Royal College of Physicians and Surgeons of
Canada, Competence by Design (CBD), and identified evidence-informed priorities for
professional development activities (PDAs). Materials and Methods: Teaching faculty and
 residents at a single, large diagnostic radiology post-graduate medical education (PGME)
program were eligible to participate in this cross-sectional, survey-based study. Knowledge of
CBD was evaluated through multiple choice questions (MCQs), which assessed participants’
understanding of major principles and terms associated with CBD. Participants’ perceptions of
the anticipated impact of CBD on resident education and patient care were evaluated and
priorities for PDAs were identified, which informed a framework for CBD PDAs. Results: Fifty
faculty and residents participated. The faculty and resident response rates were 11.6% (n =
29/249) and 55.3% (n = 21/38), respectively. The mean ± standard deviation overall score on
MCQs was 39.0% ± 20.4%. The majority of participants perceived the impact of CBD on resident
education to be equivocal and to not impact patient care. Knowledge of CBD was not statistically
significantly associated with participants’ perceptions of the impact of CBD on either resident
education or patient care (P >.05). Delivery of high-quality feedback was the greatest priority
identified for PDAs. Discussion: Our results and proposed CBD PDAs framework may help to
guide diagnostic radiology PGME programs in designing evidence-informed PDAs, which may
meaningfully contribute to the successful implementation of CBD in diagnostic radiology PGME.
As diagnostic radiology PGME programs throughout the world increasingly implement CBME
models, evidence-informed PDAs will become of increasing importance.

Berggren, E., et al. (2016). "Evaluation of ConPrim: A three-part model for continuing education in
primary health care." Nurse Educ Today 46: 115-120.
BACKGROUND: To overcome the gap between existing knowledge and the application of this
knowledge in practice, a three-part continuing educational model for primary health care
professionals (ConPrim) was developed. It includes a web-based program, a practical exercise
and a case seminar. AIM: To evaluate professionals' perceptions of the design, pedagogy and
adaptation to primary health care of the ConPrim continuing educational model as applied in a
subject-specific intervention. METHODS: A total of 67 professionals (nurses and physicians)
completed a computer-based questionnaire evaluating the model's design, pedagogy and
adaptation to primary health care one week after the intervention. Descriptive statistics were
used. RESULTS: Over 90% found the design of the web-based program and case seminar
attractive; 86% found the design of the practical exercise attractive. The professionals agreed
that the time spent on two of the three parts was acceptable. The exception was the practical
exercise: 32% did not fully agree. Approximately 90% agreed that the contents of all parts were
relevant to their work and promoted interactive and interprofessional learning. In response to
the statements about the intervention as whole, approximately 90% agreed that the
intervention was suitable to primary health care, that it had increased their competence in the
subject area, and that they would be able to use what they had learned in their work.
CONCLUSIONS: ConPrim is a promising model for continuing educational interventions in
primary health care. However, the time spent on the practical exercise should be adjusted and
the instructions for the exercise clarified. ConPrim should be tested in other subject-specific
interventions and its influence on clinical practice should be evaluated.

Berghout, M. A., et al. (2020). "From context to contexting: professional identity un/doing in a medical
leadership development programme." Sociology of Health & Illness 42(2): 359-378.
Physicians are known for safeguarding their professional identities against organisational
influences. However, this study shows how a medical leadership programme enables the
reconstruction of professional identities that work with rather than against organisational and
institutional contexts to improve quality and efficiency of care. Based on an ethnographic study,
the results illustrate how physicians initially construct conflicting leadership narratives – heroic
 (pioneer), clinical (patient's guardian) and collaborative (linking pin) leader – in reaction to
changing organisational and clinical demands. Each narrative contains a particular relational‐
agentic view of physicians regarding the contexts of hospitals: respectively as individually
shapeable; disconnected or collectively adjustable. Interactions between teachers, participants,
group discussions and in‐hospital experiences led to the gradual deconstruction of the heroic –
and clinical leader narrative. Collaborative leadership emerged as the desirable new professional
identity. We contribute to the professional identity literature by illustrating how physicians make
a gradual transition from viewing organisational and institutional contexts as pre‐given to
contexting, that is, continuously adjusting the context with others. When engaged in contexting,
physicians increasingly consider managers and directors as necessary partners and colleague‐
physicians who do not wish to change as the new ‘anti‐identity’.

Berndt, A., et al. (2017). "Effectiveness of distance learning strategies for continuing professional
development (CPD) for rural allied health practitioners: a systematic review." BMC Med Educ 17(1): 117.
BACKGROUND: Allied health professionals working in rural areas face unique challenges, often
with limited access to resources. Accessing continuing professional development is one of those
challenges and is related to retention of workforce. Effectiveness of distance learning strategies
for continuing professional development in rural allied healthcare workers has not been
evaluated. METHODS: We searched 17 databases and the grey literature up to September 2016
following the PRISMA guidelines. Any primary studies were included that focussed on allied
health and distance delivery regardless of education topic or study design. Two independent
reviewers extracted data and critically appraised the selected studies. RESULTS: The search
returned 5257 results. With removal of duplicate references, we reviewed 3964 article titles and
abstracts; n = 206 appeared potentially eligible and were scrutinised via full text screening;
n = 14 were included. Studies were published between 1997 and 2016, were of varied
methodological quality and were predominantly from Australia, USA and Canada with a focus on
satisfaction of learners with the delivery method or on measures of educational outcomes.
Technologies used to deliver distance education included video conference, teleconference, web
based platforms and virtual reality. Early papers tended to focus more on the technology
characteristics than educational outcomes. Some studies compared technology based delivery to
face to face modes and found satisfaction and learning outcomes to be on par. Only three
studies reported on practice change following the educational intervention and, despite a
suggestion there is a link between the constructs, none measured the relationship between
access to continuing professional development and workforce retention. CONCLUSION:
Technology based options of delivery have a high utility, however the complex inter-relatedness
of time, use, travel, location, costs, interactivity, learning outcomes and educational design
suggest a need for more sophisticated consideration by educational providers. TRIAL
REGISTRATION: Registration with PROSPERO 30 June 2016: CRD42016041588 .

Bernhard, G., et al. (2015). "Development and Psychometric Evaluation of an Instrument to Assess Cross-
Cultural Competence of Healthcare Professionals (CCCHP)." PLoS One 10(12).
Background Cultural competence of healthcare professionals (HCPs) is recognized as a strategy
to reduce cultural disparities in healthcare. However, standardised, valid and reliable
instruments to assess HCPs’ cultural competence are notably lacking. The present study aims to
1) identify the core components of cultural competence from a healthcare perspective, 2) to
develop a self-report instrument to assess cultural competence of HCPs and 3) to evaluate the
psychometric properties of the new instrument. Methods The conceptual model and initial item
pool, which were applied to the cross-cultural competence instrument for the healthcare
 profession (CCCHP), were derived from an expert survey (n = 23), interviews with HCPs (n = 12),
and a broad narrative review on assessment instruments and conceptual models of cultural
competence. The item pool was reduced systematically, which resulted in a 59-item instrument.
A sample of 336 psychologists, in advanced psychotherapeutic training, and 409 medical
students participated, in order to evaluate the construct validity and reliability of the CCCHP.
Results Construct validity was supported by principal component analysis, which led to a 32-item
six-component solution with 50% of the total variance explained. The different dimensions of
HCPs’ cultural competence are: Cross-Cultural Motivation/Curiosity, Cross-Cultural Attitudes,
Cross-Cultural Skills, Cross-Cultural Knowledge/Awareness and Cross-Cultural
Emotions/Empathy. For the total instrument, the internal consistency reliability was .87 and the
dimension’s Cronbach’s α ranged from .54 to .84. The discriminating power of the CCCHP was
indicated by statistically significant mean differences in CCCHP subscale scores between
predefined groups. Conclusions The 32-item CCCHP exhibits acceptable psychometric properties,
particularly content and construct validity to examine HCPs’ cultural competence. The CCCHP
with its five dimensions offers a comprehensive assessment of HCPs’ cultural competence, and
has the ability to distinguish between groups that are expected to differ in cultural competence.
This instrument can foster professional development through systematic self-assessment and
thus contributes to improve the quality of patient care.

Best, D., et al. (2014). "Extra corporeal life support nurse specialist: Initial certification and continuing
education." Pediatric Critical Care Medicine 15(4): 116.
Background and aims: Twenty five years ago Extra Corporeal Life Support (E.C.L.S.),an invasive
supportive therapy,has its origins in cardiopulmonary bypass,and is used in life threatening
cardiac and respiratory failure commenced at the Royal Children's Hospital (R.C.H.).Initial care of
the E.C.L.S system was the domain of perfusion,but due to the demands of cardiac surgery a
E.C.L.S. nurse specialist education program began. Aims: To describe the education program for
E.C.L.S. nurse specialists. Methods: The E.C.L.S. nurse specialist education and training program
is based on the guidelines developed by the Extra Corporeal Life Support Organisation. Currently
to undertake the four day course Registered Nurses are required to: Have a post graduate
qualification in intensive care nursing. Have worked at the R.C.H. for 〉 twelve months. Have
extensive paediatric cardiac nursing experience. Are haemofiltration competent. Have
completed the pulsatile ventrICUlar assist course. The initial education program is of four days
duration,utilises adult learning principles and combines theory with practical sessions.A
minimum of six “doubling”shifts are undertaken with an experienced E.C.L.S. nurse specialist.
The assessment process includes a written exam and practical assessments. Ongoing education
includes: Maintenance of E.C.L.S. competence. E.C.L.S. study days. Education on new equipment.
Changes to patient management and procedures on E.C.L.S. E.C.L.S. special interest group.
Conference attendance/presentation. Results: Each year approximately six new E.C.L.S. nurse
specialists join the team. Conclusions: The education and training of new and current E.C.L.S.
nurse specialists continues to evolve and requires the ongoing involvement of nursing, medicine,
perfusion, surgery and allied health.

Bette Case Di, L. and J. Stobinski (2019). "Standing Tall on the Shoulders of Robust Continuing Education,
and Stretching Beyond." The Journal of Continuing Education in Nursing 50(6): 243-244.
[...]Many health professionals regularly undertake a variety of efforts to stay up to date…[yet],
the nation's approach to CE for health professionals fails to support the professions in their
efforts to achieve and maintain proficiency” (Institute of Medicine, 2010, p. 1). The Institute of
Medicine report Redesigning Continuing Education in the Health Professions stressed that the
 current evidence does not support the use of CE in demonstrating competency (Institute of
Medicine, 2010). A statement from Tilley (2008) in a concept analysis paper is instructive
regarding the U.S. approach on competency assessment: “Currently, in most states, a nurse is
determined to be competent when initially licensed.

Beyer, A., et al. (2020). "Task-Sharing Between Pediatricians and Non-Physician Healthcare Professionals
in Outpatient Child Health Care in Germany: Assessment of Need and Acceptance for Concept
Development: The Journal of Health Care Organization, Provision, and Financing." Inquiry 57.
Although pediatricians in Germany work as general practitioners for children, they are planned
and trained as medical specialists. In consequence, distances between practices and residences
of patients can be very large. The implementation of task-sharing models is a promising option
to sustain pediatric outpatient care in rural regions. In this study we assessed the need for and
acceptance of delegation of tasks in outpatient pediatric healthcare to non-physician healthcare
professionals and developed a task-sharing concept. A standardized questionnaire was
developed and addressed a wide range of healthcare professionals. On the basis of the results of
the questionnaire and a subsequent workshop involving representatives of the various fields of
pediatric care a delegation-concept was developed. A total of 206 questionnaires were answered
(response rate: 17%). About 70% of the respondents (n = 145) agreed with the delegation of
counseling on prevention, 66% (n = 135) with the delegation of tasks in the transition process
into adult medicine. All proposed tasks were conceivable for at least a third of the respondents.
Mostly, pediatricians could envision delegation more than the non-physician health care
professionals. A three-dimension-delegation-concept was developed: which tasks can be
delegated to whom in which setting. Basically, if nurses or medical practice assistants are
adequately qualified, all tasks can be delegated to both. The delegation was approved by most of
the respondents. Implementation of task-sharing provides a new option to support pediatricians
and create better access to outpatient pediatric health care in rural regions. The next step should
be the implementation of the delegation concept in pilot projects.

Bigalk, E. R. (2010). "Continuous professional development keeps you abreast of your profession & adds
an edge to your practice." Journal of the Australasian Rehabilitation Nurses' Association (JARNA) 13(1):
20-21.
Professional registration across a host of health sectors requires committing to Continuous
Professional Development in order to keep abreast of your respective profession and maintain
awareness of the latest developments, research, and relevant data available. For a practicing
health professional, this can take valuable time away from clients and patients, impacting on an
already busy schedule. No matter how strongly committed you are to the principle of ongoing
learning, time is often the deciding factor as to whether you will attend training as frequently as
you should.

Bijani, M., et al. (2020). "Development and psychometric assessment of the triage nurses’ professional
capability questionnaire in the emergency department." BMC Nursing 19: 1-11.
Background Evaluation of triage nurses’ professional capability is integral to identifying
potentials for professional development and nurses’ educational needs, thus, there is a need for
valid instruments to assess their professional capability. The present study was conducted to
develop and measure the reliability and validity of a triage nurses’ professional capability
questionnaire. Methods This exploratory research was conducted in two stages: in the first stage
(the qualitative phase), the concept of professional capability in triage nurses was defined and
the items of the questionnaire were developed through conventional content analysis. In the
 second stage (the quantitative phase), the psychometric properties of the questionnaire were
assessed based on analyses of its face validity, content validity, construct validity, internal
homogeneity, and consistency. Results The initial item pool consisted of 90 items, while the final
scale was comprised of 35 items. The S-CVI/Ave of the questionnaire was found to be 0.96.The
exploratory factor analysis showed that the factor loading of the items was between 0.46–0.89,
all of which were significant, and the three dimensions introduced in the main instrument were
verified with acceptable values. The overall intraclass correlation coefficient of the instrument
was calculated to be 0.90. The reliability of the instrument was assessed in terms of its internal
homogeneity where the Cronbach’s alpha of the whole instrument was found to be 0.89.
Conclusions The results showed that the questionnaire developed for assessment of triage
nurses’ professional capability is sufficiently reliable and valid and can be employed by nurse
administrators to evaluate triage nurses’ professional capability.

Bindels, E., et al. (2021). "Designing a system for performance appraisal: balancing physicians'
accountability and professional development." BMC Health Services Research 21(1): 1-12.
Background: In many healthcare systems, physicians are accustomed to periodically participate
in individual performance appraisals to guide their professional development. For the purpose of
revalidation, or maintenance of certification, they need to demonstrate that they have engaged
with the outcomes of these appraisals. The combination of taking ownership in professional
development and meeting accountability requirements may cause undesirable interference of
purposes. To support physicians in their professional development, new Dutch legislation
requires that they discuss their performance data with a non-hierarchical (peer)coach and draft a
personal development plan. In this study, we report on the design of this system for
performance appraisal in a Dutch academic medical center.Methods: Using a design-based
research approach, a hospital-based research group had the lead in drafting and implementing a
performance appraisal protocol, selecting a multisource feedback tool, co-developing and
piloting a coaching approach, implementing a planning tool, recruiting peer coaches and
facilitating their training and peer group debriefings.Results: The system consisted of a two-hour
peer-to-peer conversation based on the principles of appreciative inquiry and solution-focused
coaching. Sessions were rated as highly motivating, development-oriented, concrete and
valuable. Peer coaches were considered suitable, although occasionally physicians preferred a
professional coach because of their expertise. The system honored both accountability and
professional development purposes. By integrating the performance appraisal system with an
already existing internal performance system, physicians were enabled to openly and safely
discuss their professional development with a peer, while also being supported by their
superior in their self-defined developmental goals. Although the peer-to-peer conversation was
mandatory and participation in the process was documented, it was up to the physician whether
or not to share its results with others, including their superior.Conclusions: In the context of
mandatory revalidation, professional development can be supported when the appraisal process
involves three characteristics: the appraisal process is appreciative and explores developmental
opportunities; coaches are trustworthy and skilled; and the physician has control over the
disclosure of the appraisal output. Although the peer-to-peer conversations were positively
evaluated, the effects on physicians' professional development have yet to be investigated in
longitudinal research designs.

Bindiganavile Sridhar, S., et al. (2013). "In pursuit of a valid information assessment method for
continuing education: a mixed methods study." BMC Medical Education 13: 137.
Background: The Information Assessment Method (IAM) is a popular tool for continuing
 education and knowledge translation. After a search for information, the IAM allows the health
professional to report what was the search objective, its cognitive impact, as well as any use and
patient health benefit associated with the retrieved health information. In continuing education
programs, professionals read health information, rate it using the IAM, and earn continuing
education credit for this brief individual reflective learning activity. IAM items have been
iteratively developed using literature reviews and qualitative studies. Thus, our research
question was: what is the content validity of IAM items from the users' perspective? Methods: A
two-step content validation study was conducted. In Step 1, we followed a mixed methods
research design, and assessed the relevance and representativeness of IAM items. In this step,
data from a longitudinal quantitative study and a qualitative multiple case study involving 40
family physicians were analyzed. In Step 2, IAM items were analyzed and modified based on a set
of guiding principles by a multi-disciplinary expert panel. Results: The content validity of 16 IAM
items was supported, and these items were not changed. Nine other items were modified. Three
new items were added, including two that were extensions of an existing item. Conclusion: A
content validated version of the IAM (IAM 2011) is available for the continuing education of
health professionals.

Bittorf, A., et al. (1995). "Development of a dermatological image atlas with worldwide access for the
continuing education of physicians." Journal of telemedicine and telecare 1(1): 45-53.
We constructed a dermatological image database as a telemedicine tool for clinical,
histopathological and scientific use. The database contained about 1300 clinical images from the
40,000 slides in our archive, to provide a general overview of dermatological diseases and to
cover basic student education. Some of the images were made available on the Internet through
the World Wide Web system in the middle of 1994. This paper describes the architecture and
components of the image database, which was designed for international access and submission
of data. It allowed combined searches according to diagnosis, location and appearance of skin
lesions, as well as on-screen visualization of the resulting images.

Blackmore, C., et al. (2017). "Development of a training program to support health care professionals to
deliver the SPACE for COPD self-management program." International Journal of Chronic Obstructive
Pulmonary Disease 12: 1669-1681.
Background: With the growing burden of COPD and associated morbidity and mortality, a need
for self-management has been identified. The Self-management Programme of Activity, Coping
and Education for Chronic Obstructive Pulmonary Disease (SPACE for COPD) manual was
developed to support self-management in COPD patients. Currently, there is no literature
available regarding health care professionals’ training needs when supporting patients with
COPD on self-management. Aim: This study sought to identify these needs to inform, design and
develop a training program for health care professionals being trained to deliver a self-
management program in COPD. Methods: Fourteen health care professionals from both primary
and secondary care COPD services participated in face-to-face semistructured interviews.
Thematic analysis was used to produce a framework and identify training needs and views on
delivery of the SPACE for COPD self-management program. Components of training were web-
based knowledge training, with pre- and posttraining knowledge questionnaires, and a 1-day
program to introduce the self-management manual. Feedback was given after training to guide
the development of the training program. Results: Health care professionals were able to
identify areas where they required increased knowledge to support patients. This was
overwhelming in aspects of COPD seen to be outside of their current clinical role. Skills in goal
setting and behavioral change were not elicited as a training need, suggesting a lack of
 understanding of components of supporting self-management. An increase in knowledge of
COPD was demonstrated following the training program. Conclusion: Both knowledge and skill
gaps existed in those who would deliver self-management. Analysis of this has enabled a training
program to be designed to address these gaps and enable health care professionals to support
patients in self-management.

Blake, D., et al. (2019). "Health emergency management in Aotearoa New Zealand: Making sense of
professional development." Journal of Emergency Management 17(5): 359-369.
Objective: To explore how health emergency management (HEM) personnel make sense of
professional development, such as education and training, in their everyday roles and
responsibilities within an increasingly complex emergency management and disaster field.
Design: This in-depth qualitative study comprised of semistructured interviews with 10 Aotearoa
New Zealand HEM personnel from a range of healthcare professions, including emergency
managers, nurses, clinical support, and paramedics. The thematic, data-driven approach was
exploratory. The research identified inductively significant thematic concepts relating to
professional development from the health emergency personnel's talk about their roles and
responsibilities. Results: The authors identified four themes relating to professional development
in the participants' talk: test yourself under pressure; selling what we do; under the pump; and
real stuff that actually makes a difference. These themes represent shared sensemaking about
how the participants negotiated their professional development needs and the needs of others
while performing their everyday roles and responsibilities. Conclusions: Our findings support the
production of local and contextually driven knowledge that highlights how HEM personnel
discuss professional development as strengths, tensions, challenges, and knowledge gaps. These
insights contribute to a broader understanding of what needs to be taken into account when
developing competencies, skill sets, and training programs to promote professional development
in an increasingly complex emergency management and disaster field.

Blaney, C. L., et al. (2018). "Integrated Primary Care Readiness and Behaviors Scale: Development and
validation in behavioral health professionals." Families, Systems, & Health 36(1): 97-107.
Introduction: Although integrated primary care (IPC) is growing, several barriers remain. Better
understanding of behavioral health professionals’ (BHPs’) readiness for and engagement in IPC
behaviors could improve IPC research and training. This study developed measures of IPC
behaviors and stage of change. Method: The sample included 319 licensed, practicing BHPs with
a range of interests and experience with IPC. Sequential measurement development procedures,
with split-half cross-validation were conducted. Results: Exploratory principal components
analyses (N = 152) and confirmatory factor analyses (N = 167) yielded a 12-item scale with 2
factors: consultation/practice management (CPM) and intervention/knowledge (IK). A higher-
order Integrated Primary Care Behavior Scale (IPCBS) model showed good fit to the data, and
excellent internal consistencies. The multivariate analysis of variance (MANOVA) on the IPCBS
demonstrated significant large-sized differences across stage and behavior groups. Discussion:
The IPCBS demonstrated good psychometric properties and external validation, advancing
research, education, and training for IPC practice. (PsycINFO Database Record (c) 2018 APA, all
rights reserved) (Source: journal abstract)

Blouin, D. and E. V. Smith (2020). "Measuring the continuous quality improvement orientation of medical
education programs: A validity study of the Baldrige “Are We Making Progress” questionnaire."
International Journal of Health Care Quality Assurance 33(2): 158-171.
PurposeThere is a growing interest in applying continuous quality improvement (CQI)
 methodologies and tools to medical education contexts. One such tool, the “Are We Making
Progress” questionnaire from the Malcolm Baldrige National Quality Award framework,
adequately captures the dimensions critical for performance excellence and allows organizations
to assess their performance and identify areas for improvement. Its results have been widely
validated in business, education, and health care and might be applicable in medical education
contexts. The measurement properties of the questionnaire data were analyzed using Rasch
modeling to determine if validity evidence, based on Messick's framework, supports the
interpretation of results in medical education contexts. Rasch modeling was performed since the
questionnaire uses Likert-type scales whose estimates might not be amenable to parametric
statistical analyses.Design/methodology/approachLeaders and teachers at 16 of the 17 Canadian
medical schools were invited in 2015–2016 to complete the 40-item questionnaire. Data were
analyzed using the ConQuest Rasch calibration program, rating scale model.Findings491 faculty
members from 11 (69 percent) schools participated. A seven-dimensional, four-point response
scale model better fit the data. Overall data fit to model requirements supported the use of
person measures with parametric statistics. The structural, content, generalizability, and
substantive validity evidence supported the interpretation of results in medical education
contexts.Originality/valueFor the first time, the Baldrige questionnaire results were validated in
medical education contexts. Medical education leaders are encouraged to serially use this
questionnaire to measure progress on their school's CQI focus.

Blum, R. H., et al. (2004). "Crisis resource management Crisis resource management training for an
anaesthesia faculty: a new approach to continuing education." Medical Education 38(1): 45-55.
Human error and system failures continue to play a substantial role in adverse outcomes in
health care. Anaesthesia crisis resource management addresses many patient safety issues by
teaching behavioural skills for critical events but it has not been systematically utilized to teach
experienced faculty . An anaesthesia crisis resource management course was created for the
faculty of our medical school's anaesthesia teaching programmes. The course objectives were to
understand and improve participants' proficiency in crisis resource management (CRM) skills and
to learn skills for debriefing residents after critical events. Through surveys, measurement
objectives assessed acceptance, utility and need for recurrent training immediately post-course.
These were measured again approximately 1 year later along with self-perceived changes in the
management of difficult or critical events. The highly rated course was well received in terms of
overall course quality, realism, debriefings and didactic presentation. Course usefulness, CRM
principles, debriefing skills and communication were highly rated immediately post-course and 1
year later. Approximately half of the faculty staff reported a difficult or critical event following
the course; of nine self-reported CRM performance criteria surveyed all claimed improvement in
their CRM non-technical skills. A unique and highly rated anaesthesia faculty course was created;
participation made the faculty staff eligible for malpractice premium reductions. Self-reported
CRM behaviours in participants' most significant difficult or critical events indicated an
improvement in performance. These data provide indirect evidence supporting the contention
that this type of training should be more widely promoted, although more definitive measures of
improved outcomes are needed.

Blum, R. H., et al. (2004). "Crisis resource management training for an anaesthesia faculty: A new
approach to continuing education." Medical Education 38(1): 45-55.
BACKGROUND: Human error and system failures continue to play a substantial role in adverse
outcomes in health care. Anaesthesia Crisis Resource Management addresses many patient
safety issues by teaching behavioural skills for critical events but it has not been systematically
 utilized to teach experienced faculty. METHODS: An anaesthesia crisis resource management
course was created for the faculty of our medical school's anaesthesia teaching programmes.
The course objectives were to understand and improve participants' proficiency in Crisis
Resource Management (CRM) skills and to learn skills for debriefing residents after critical
events. Through surveys, measurement objectives assessed acceptance, utility and need for
recurrent training immediately post-course. These were measured again approximately 1 year
later along with self-perceived changes in the management of difficult or critical events.
RESULTS: The highly rated course was well received in terms of overall course quality, realism,
debriefings and didactic presentation. Course usefulness, CRM principles, debriefing skills and
communication were highly rated immediately post-course and 1 year later. Approximately half
of the faculty trainees reported a difficult or critical event following the course; of nine self-
reported CRM performance criteria surveyed all claimed improvement in their CRM non-
technical skills. CONCLUSIONS: A unique and highly rated anaesthesia faculty course was
created; participation made the faculty trainees eligible for malpractice premium reductions.
Self-reported CRM behaviours in participants' most significant difficult or critical events indicated
an improvement in performance. These data provide indirect evidence supporting the
contention that this type of training should be more widely promoted, although more definitive
measures of improved outcomes are needed.

Blum, R. H., et al. (2004). "Crisis resource management training for an anaesthesia faculty: a new
approach to continuing education." Med Educ 38(1): 45-55.
BACKGROUND: Human error and system failures continue to play a substantial role in adverse
outcomes in health care. Anaesthesia crisis resource management addresses many patient safety
issues by teaching behavioural skills for critical events but it has not been systematically utilized
to teach experienced faculty. METHODS: An anaesthesia crisis resource management course was
created for the faculty of our medical school's anaesthesia teaching programmes. The course
objectives were to understand and improve participants' proficiency in crisis resource
management (CRM) skills and to learn skills for debriefing residents after critical events. Through
surveys, measurement objectives assessed acceptance, utility and need for recurrent training
immediately post-course. These were measured again approximately 1 year later along with self-
perceived changes in the management of difficult or critical events. RESULTS: The highly rated
course was well received in terms of overall course quality, realism, debriefings and didactic
presentation. Course usefulness, CRM principles, debriefing skills and communication were
highly rated immediately post-course and 1 year later. Approximately half of the faculty staff
reported a difficult or critical event following the course; of nine self-reported CRM performance
criteria surveyed all claimed improvement in their CRM non-technical skills. CONCLUSIONS: A
unique and highly rated anaesthesia faculty course was created; participation made the faculty
staff eligible for malpractice premium reductions. Self-reported CRM behaviours in participants'
most significant difficult or critical events indicated an improvement in performance. These data
provide indirect evidence supporting the contention that this type of training should be more
widely promoted, although more definitive measures of improved outcomes are needed.

Blumenfield, S. (1985). "Gerontology Journal Club: A Continuing Education Modality for Experienced
Social Workers in an Acute Hospital Setting." Gerontologist 25(1): 11-14.
Discusses operation and format of a Gerontology Journal Club established at a teaching hospital
as a continuing education modality to help experienced practitioners keep up with literature and
translate new concepts into practice. Describes conceptual, practice, and program gains made by
workers involved in the club. (NRB)
Boedicker, L. K. (2013). "Progressive Education as Continuing Education for the Developmentally
Disabled." International Journal of Progressive Education 9(2): 34-44.
The need for progressive education is prevalent in one of the most underserved portions of the
population: the adult developmentally disabled. Though John Dewey wrote little on the
education of the disabled, his philosophy, and that of Mahatma Gandhi's, lend themselves to the
further education of this unique segment of society. In this paper, I will be looking at
developmentally disabled adults, specifically autistic individuals, living in group homes. It is the
goal of developmentally developed group homes to advance the education of its residents so
that they may eventually leave the home as competent, independent members of society.
However, the education they are usually given is not tailored to their individual needs, reinforced
through everyday activities, or provided in a manner respecting the individuals as people and
not as objects. I will be discussing Gandhi's concepts of Basic Education as it can relate to the
developmentally disabled and Kiyo Kitahara's use of Daily Life Therapy in the education of the
autistic. I will examine the current system of learning in one specific group home and how
Gandhi's and Kitahara's concepts of education can be used to improve the learning abilities of
these individuals -- to allow them to move from institutionalized life to a fuller, more productive
role in society.

Bogetz, J. F., et al. (2015). "Continuing education needs of pediatricians across diverse specialties caring
for children with medical complexity." Clinical Pediatrics 54(3): 222-227.
Objective. Care for children with medical complexity (CMC) relies on pediatricians who often are
ill equipped, but striving to provide high quality care. We performed a needs assessment of
pediatricians across diverse subspecialties at a tertiary academic US children's hospital about
their continuing education needs regarding the care of CMC. Methods. Eighteen pediatricians
from diverse subspecialties were asked to complete an online anonymous open-ended survey.
Data were analyzed using modified grounded theory. Results. The response rate was 89% (n =
16). Of participants, 31.2% (n = 5) were general pediatricians, 18.7% (n = 3) were hospitalists,
and 50% (n = 8) were pediatric subspecialists. Pediatricians recognized the need for skills in care
coordination, giving bad news, working in interprofessional teams, and setting goals of care with
patients. Conclusions. Practicing pediatricians need skills to improve care for CMC. Strategically
incorporating basic palliative care education may fill an important training need across diverse
pediatric specialties.

Bohnen, M. V. and D. D. Balantac (1994). "Basic academic preparation of foreign-educated nurses: a base
for developing continuing education courses." Journal of Continuing Education in Nursing 25(6): 258-262.
This international investigation was conducted to determine curricular factors that may explain
the high failure rate on the Nurse Certification Licensure Examination for Registered Nurses
(NCLEX-RN) or foreign-educated nurses (FENs) seeking licensure in the United States. The
framework was the existence of basic knowledge as a starting point for adapting and modifying
practices (Alfano, 1971). Onsite visits were used to conduct a curricular review of basic academic
preparation of FENs at 19 nursing programs in 10 selected countries. Curricular factors found
common to all schools and country-specific elements may explain the academic difficulties of
FENs relative to licensure and nursing practice. Delineated curricular elements discussed can
serve as a base for developing continuing education courses for foreign-educated nurses.

Bohnen, M. V. E. R. N. and D. D. M. S. R. N. Balantac (1994). "Basic Academic Preparation of Foreign-

Educated Nurses: A Base for Developing Continuing Education Courses." The Journal of Continuing
Education in Nursing 25(6): 258-262.
This international investigation was conducted to determine curricular factors that may explain
the high failure rate on the Nurse Certification Licensure Examination for Registered Nurses
(NCLEX-RN) of foreign-educated nurses (FENs) seeking licensure in the United States. The
framework was the existence of basic knowledge as a starting point for adapting and modifying
practices (Alfano, 1971). Onsite visits were used to conduct a curricular review of basic academic
preparation of FENs at 19 nursing programs in 10 selected countries. Curricular factors found
common to all schools and country-specific elements may explain the academic difficulties of
FENs relative to licensure and nursing practice. Delineated curricular elements discussed can
serve as a base for developing continuing education courses for foreign-educated nurses.
[PUBLICATION ABSTRACT]

Boissoneau, R. (1976). "Administrators suppor the concept of mandatory continuing education for the
profession." Hospital & Health Services Administration 21(4): 35-46.

Boissoneau, R. (1976). "Administrators support the concept of mandatory continuing education for the
profession." Hospital & Health Services Administration 21.

Bolte, I. M. and E. P. Presler (1983). "Continuing education for maternal child health nurses: A means to
improve the health care of mothers and children." Public Health Reports 98(6): 572-584.
The University of Kentucky College of Nursing is in the 7th year of implementing a 7-year
federally funded continuing education project. The major goal of MCH (maternal child health)
Project 969, which is scheduled to terminate Sept. 30, 1984, is to develop and offer a series of
quality continuing education courses for three distinct populations-practicing maternal child
health nurses, State nurse consultants, and nurse supervisors at county or district levels. The
purpose of these courses is to improve the practice of the participating nurses and thereby
ultimately to improve the health status of mothers and children in Region IV of the Department
of Health and Human Services. Evaluation of the project by its staff after its first 5 years showed
that (a) it has provided a series of continuing education courses of high quality; (b) met its goals
and objectives; (c) provided continuing education for practicing maternal child health nurses that
has improved MCH nursing practice in Region IV; (d) provided continuing education for State
nurse consultant that has enabled them to become more effective leaders in their respective
States; (e) used previously untapped resources in Region IV to make the concept of regional
continuing education in maternal child health nursing a reality; and (f) generated a networking
system among State nurse consultant, nurse educators, and nurse leaders in other service-
oriented Title V programs that has been most effective in meeting the learning needs of the
three distinct populations it serves.

Bolton, G. (2007). "Narrative and poetry writing for professional development." Australian Family
Physician 36(12): 1055-1056.
Narrative, metaphor and image are habitual forms of making sense of the world and can be
powerfully harnessed for professional development. Writing is a particular form of expression
and communication that allows practitioners to speedily identify and engage with their most
sensitively critical aspects of practice, and forms the basis for critical, confidential, trusted
discussion. This article gives underlying theories and dominant practices of reflective writing as a
professional development activity.

Bond, S. G. (2011). "RESIDENTIAL PROPERTY DEVELOPMENT PROFESSIONALS ATTITUDES TOWARDS

SUSTAINABLE DEVELOPMENT IN AUSTRALIA." International Journal of Sustainable Development and
Planning 6(4): 474-486.
Buildings account for around 30% of the developed countries greenhouse gas (GHG) emissions.
Improving energy efficiency of buildings is one of the quickest and most cost-effective ways of
reducing GHG emissions. This paper outlines the results of research carried out in Australia in
2009. The broad aims of the research are to identify policy directions to aid in the uptake of
sustainability practices that will help improve building performance and reduce GHG emissions.
Part of the research entailed surveying building practitioners involved in residential property
development to find out their experiences with designing and constructing homes and what
they perceive to be the drivers and barriers to the uptake of sustainable building practices.
Respondents have seen an increase in demand for energy-efficient ‘green’ homes, due to an
increase in awareness of climate change and also the reduced utility costs associated with these
homes. The most common, client-preferred, and successful features incorporated into the design
and retrofitting of homes were passive solar design, having gas connected, solar water heating
and rainwater tanks. The high sunshine hours in Australia together with the availability of
Government rebates and subsidies make these features financially viable. The average cost
premium to build a ‘green’ home was identifi ed as 14.2% compared to the cost of building a
conventional home without energy-efficient features. The main barriers that prevent the
incorporation of sustainable features into residential developments were identifi ed as cost and
lack of developer awareness. Despite this, two-thirds of the respondents felt that consumers
would be willing to pay up to a 10% premium for an environmentally friendly home.
Unfortunately, this falls below the 14.2% premium identified.

Borges, U. L., et al. (2003). "Continuing medical professional development in Uruguay as the country
faces the 21st century." Revista Panamericana de Salud Publica/Pan American Journal of Public Health
13(6): 410-418.
This paper outlines the evolution of the concept of continuing medical professional development
in Uruguay, as that professional development has progressed from independent and varied
efforts that were not coordinated or evaluated to a plan that is aimed at improving the quality of
educational activities and programs and making them accessible to all the physicians in the
country. In contrast to countries where scientific societies and medical associations preside over
continuing professional development, in Uruguay the Graduate School of the School of Medicine
of the University of the Republic has taken on managing and developing this process. The key
objective of this process is for the Graduate School to work in conjunction with other leading
players in professional development to create a national system of continuing medical
professional development. This system should be interinstitutional and include both public and
private entities. By having the key public institutions (the Graduate School and the Ministry of
Public Health) working with private entities (medical associations, scientific societies, and health
care institutions), there should be ah an adequate balance of interests. The national professional
development system should work in the most decentralized manner possible and should be
based on a network of units distributed around the entire country, but with centralized
coordination. The system's interinstitutional character should ensure high technical and ethical
standards as well as a balance among the governmental, commercial, professional, and
university components. This system should serve as the basis for extending this activity to all
health personnel in Uruguay. While the national system is still being finalized, the Graduate
School has implemented a process of accrediting institutions that are involved in continuing
professional medical development. The aim of this accreditation process is to improve the
educational offerings for physicians and to generate practical experience that will serve the
 future system.

Borim, B. C., et al. (2017). "Development and Evaluation of a Continuing Education Program for Nursing
Technicians at a Pediatric Cardiac Intensive Care Unit in a Developing Country." World J Pediatr Congenit
Heart Surg 8(6): 694-698.
BACKGROUND: The nursing profession faces continuous transformations demonstrating the
importance of professional continuing education to extend knowledge following technological
development without impairing quality of care. Nursing assistants and technicians account for
nearly 80% of nursing professionals in Brazil and are responsible for uninterrupted patient care.
Extensive knowledge improvement is needed to achieve excellence in nursing care. The objective
was to develop and evaluate a continuing education program for nursing technicians at a
pediatric cardiac intensive care unit (PCICU) using a virtual learning environment entitled
EDUCATE. METHODS: From July to September 2015, a total of 24 nursing technicians working at
the PCICU at a children's hospital located in the northwestern region of São Paulo state (Brazil)
fully participated in the continuing education program developed in a virtual learning
environment using Wix platform, allowing access to video classes and pre- and post-training
theoretical evaluation questionnaires outside the work environment. The evaluation tools
recorded participants' knowledge evolution, technological difficulties, educational, and overall
rating. RESULTS: Knowledge development was descriptively presented as positive in more than
66.7%. Content and training were considered "excellent" by most participants and 90% showed
an interest in the use of technological resources. Technical difficulties were found and quickly
resolved by 40% of participants including Internet access, login, and lack of technical expertise.
CONCLUSION: The continuing education program using a virtual learning environment positively
contributed to the improvement in theoretical knowledge of nursing technicians in PCICU.

Borthwick, D., et al. (2016). "The LEAD programme: A novel approach to continuing professional
development for lung cancer nurse specialists." Lung Cancer 91: S37.
Introduction: Lung cancer clinical nurse specialists (CNS) in the UK possess an immense range of
skills and expertise in managing patients though their treatment journey. It is essential that
nurses are able to share this knowledge with one another and are given the opportunity to
further develop their broad range of skills relevant to their day to day clinical practice. Methods:
The Lung Cancer Expert Achievement and Development (LEAD) programme was developed by a
Steering Committee of highly experienced lung CNS. The aim to facilitate sharing of clinical
experience and best practice in the management of patients with lung cancer, four areas of need
were identified which included enhancing communication and presentation skills, understanding
the changing landscape in advanced NSCLC and the value of the lung CNS. The primary phase of
the LEAD programme consisted of a national meeting, during which nurses identified the key
challenging situations they experienced and in collaboration with a psycho-oncologist and her
team addressed the different approaches to these patient consultations. Following this meeting,
feedback will be collated from all participants as to how their practice has changed as a result of
the training. Results: To date, 15 nurses have been trained to train their colleagues. Initial
feedback indicates that the LEAD training has been useful for boosting participants' confidence
as well as generating enthusiasm to share these valuable skills with nurses in their locality.
Comprehensive feedback from all participants on the impact of this training is currently being
collated. Conclusion: The initial feedback indicates the concept of the inaugural LEAD
programme has been well received by participants and we believe supports its continued
development in order to fully assess the potential impact upon the wider lung CNS community.
Bosnic-Anticevich, S. Z., et al. (2014). "Development and evaluation of an innovative model of inter-
professional education focused on asthma medication use." BMC Medical Education 14: 72.
Background: Inter-professional learning has been promoted as the solution to many clinical
management issues. One such issue is the correct use of asthma inhaler devices. Up to 80% of
people with asthma use their inhaler device incorrectly. The implications of this are poor asthma
control and quality of life. Correct inhaler technique can be taught, however these educational
instructions need to be repeated if correct technique is to be maintained. It is important to
maximise the opportunities to deliver this education in primary care. In light of this, it is
important to explore how health care providers, in particular pharmacists and general medical
practitioners, can work together in delivering inhaler technique education to patients, over time.
Therefore, there is a need to develop and evaluate effective inter-professional education, which
will address the need to educate patients in the correct use of their inhalers as well as equip
health care professionals with skills to engage in collaborative relationships with each other.
Methods: This mixed methods study involves the development and evaluation of three modules
of continuing education, Model 1, Model 2 and Model 3. A fourth group, Model 4, acting as a
control. Model 1 consists of face-to-face continuing professional education on asthma inhaler
technique, aimed at pharmacists, general medical practitioners and their practice nurses. Model
2 is an electronic online continuing education module based on Model 1 principles. Model 3 is
also based on asthma inhaler technique education but employs a learning intervention targeting
health care professional relationships and is based on sociocultural theory. This study took the
form of a parallel group, repeated measure design. Following the completion of continuing
professional education, health care professionals recruited people with asthma and followed
them up for 6 months. During this period, inhaler device technique training was delivered and
data on patient inhaler technique, clinical and humanistic outcomes were collected. Outcomes
related to professional collaborative relationships were also measured. Discussion: Challenges
presented included the requirement of significant financial resources for development of study
materials and limited availability of validated tools to measure health care professional
collaboration over time.

Bossink, L. W. M., et al. (2019). "Physical‐activity support for people with intellectual disabilities:
development of a tool to measure behavioural determinants in direct support professionals." Journal of
Intellectual Disability Research 63(10): 1193-1206.
BackgroundPhysical‐activity approaches for people with intellectual disabilities (ID) are more
likely to be effective and sustainable if they also target direct support professionals' behaviour.
However, no tools to measure the behavioural determinants for direct support professionals are
available as of yet. This study aims to construct a self‐report tool to measure direct support
professionals' behavioural determinants in physical‐activity support for people with ID and to
analyse its psychometric properties.MethodsThe tools' sub‐scales and items corresponded with
a proposed conceptual model. A pilot study was carried out to investigate and improve content
validity. Construct validity and measurement precision were examined using item response
theory models with data from a convenience sample of 247 direct support professionals in the
support of people with ID.ResultsResults supported the three theory‐driven behaviour scales
and indicated reasonable to good construct validity. The marginal reliability for the scales ranged
from 0.84 to 0.87, and adequate measurement precision along the latent continua was
found.ConclusionsThe tool appears to be promising for measuring the behavioural determinants
of direct support professionals for the physical‐activity support of people with ID and has
potential as a tool for identifying areas to focus on for interventions and policies in the future.
Bouhot, G., et al. (1974). "Concept of closed circuit television for the continuing education in dentistry.
Society of the dental school and dispensary of Paris." Revue d'odonto-stomatologie 3(3): 245-252.

Bournes, D. A. and M. Ferguson-Paré (2007). "Human becoming and 80/20: an innovative professional
development model for nurses." Nursing Science Quarterly 20(3): 237-253.
The authors describe a study that evaluated implementation of a professional development
model in which nurses spend 80% of their salaried time in direct patient care and 20% of their
salaried time on professional development. The professional development time includes focused
learning about patient-centered practice guided by the human becoming nursing theory. A
qualitative descriptive preproject-process-postproject method and a longitudinal, repeated
measures, descriptive-comparative method were used to answer the research questions.
Participants were 33 nurses, 11 other nurse leaders and health professionals, and 55 patients
and family members. The findings show that on the study unit overtime hours decreased
significantly, the education hours were sustained throughout the study period, workload hours
per patient day increased significantly, sick time stayed low, patient satisfaction scores increased,
staff satisfaction scores were significantly higher than for comparator groups, and turnover was
non-existent among study participants in year 2. Average variable direct labor cost increased
over time, but the increase was not significantly higher than on the control units. Themes from
the interviews with participants are presented. Ongoing evaluation of the model and
implications for future research are discussed.

Bourret, K., et al. (2023). "Evidence-informed framework for gender transformative continuing education
interventions for midwives and midwifery associations." BMJ Glob Health 8(1).
INTRODUCTION: Continuing education for midwives is an important investment area to improve
the quality of sexual and reproductive health services. Interventions must take into account and
provide solutions for the systemic barriers and gender inequities faced by midwives. Our
objective was to generate concepts and a theoretical framework of the range of factors and
gender transformative considerations for the development of continuing education interventions
for midwives. METHODS: A critical interpretive synthesis complemented by key informant
interviews, focus groups, observations and document review was applied. Three electronic
bibliographic databases (CINAHL, EMBASE and MEDLINE) were searched from July 2019 to
September 2020 and were again updated in June 2021. A coding structure was created to guide
the synthesis across the five sources of evidence. RESULTS: A total of 4519 records were
retrieved through electronic searches and 103 documents were included in the critical
interpretive synthesis. Additional evidence totalled 31 key informant interviews, 5 focus groups
(Democratic Republic of Congo and Tanzania), 24 programme documents and field observations
in the form of notes. The resulting theoretical framework outlines the key considerations
including gender, the role of the midwifery association, political and health systems and external
forces along with key enabling elements for the design, implementation and evaluation of
gender transformative continuing education interventions. CONCLUSION: Investments in gender
transformative continuing education for midwives, led by midwifery associations, can lead to the
improvement of midwifery across all United Nations' target areas including governance, health
workforce, health system arrangements and education.

Bowe, S. N. U. M. C. and W. S. U. M. C. Jones (2017). "Continuous Leadership Education and

Development at the San Antonio Uniformed Services Health Education Consortium." Military Medicine
182(7/8): 1624-1627.
At the inaugural meeting of USU' s 2014 Strategic Framework Task Force, the Department of
 Defense Assistant Secretary Woodson put forth the challenge to embrace leadership training as
a key element of the university's mission.1 The goal of the Leadership Education and
Development program is to ensure that every USU graduate has the capability to lead
interdisciplinary groups of health care professionals, ensuring optimal patient care and safety,
even in the most challenging field environments. Clearly, we want all of our uniformed medical
officers to possess the knowledge, skills, and attitudes necessary to become exceptional health
care professionals and leaders. Since only 20% of postgraduate trainees receive their education
from USU, it's paramount to incorporate leadership-focused programs into all postgraduate
training programs. [...]self-regulation involves the ability to use one's self-awareness of
behavioral tendencies to exercise discretion in the manifestation of emotions within the context
of the organizational social expectations.3 The remaining components of emotional intelligence,
namely motivation and empathy, then build off one another, until the ultimate level of social skill
is achieved.3 Interprofessional collaboration uses both the individual and collective skills and
experience of team members, allowing them to function more effectively and deliver a higher
level of care than they would be able to provide working alone. Since founding the Hogan
Assessment Systems in 1987, over two million assessments have been performed at hundreds of
companies across the country. The assessments provide insights into an individual's usual
tendencies (Hogan Personality Inventory), stress tendencies (Hogan Development Survey), and
drivers...

Bowers, H., et al. (2021). "A Digital Intervention for Primary Care Practitioners to Support Antidepressant
Discontinuation (Advisor for Health Professionals): Development Study." Journal of Medical Internet
Research 23(7): N.PAG-N.PAG.
Background: The number of people receiving antidepressants has increased in the past 3
decades, mainly because of people staying on them longer. However, in many cases long-term
treatment is not evidence based and risks increasing side effects. Additionally, prompting general
practitioners (GPs) to review medication does not improve the rate of appropriate
discontinuation. Therefore, GPs and other health professionals may need help to support
patients discontinuing antidepressants in primary care.Objective: This study aims to develop a
digital intervention to support practitioners in helping patients discontinue inappropriate long-
term antidepressants (as part of a wider intervention package including a patient digital
intervention and patient telephone support).Methods: A prototype digital intervention called
Advisor for Health Professionals (ADvisor HP) was planned and developed using theory,
evidence, and a person-based approach. The following elements informed development: a
literature review and qualitative synthesis, an in-depth qualitative study, the development of
guiding principles for design elements, and theoretical behavioral analyses. The intervention was
then optimized through think-aloud qualitative interviews with health professionals while they
were using the prototype intervention.Results: Think-aloud qualitative interviews with 19 health
professionals suggested that the digital intervention contained useful information and was
readily accessible to practitioners. The development work highlighted a need for further
guidance on drug tapering schedules for practitioners and clarity about who is responsible for
broaching the subject of discontinuation. Practitioners highlighted the need to have information
in easily and quickly accessible formats because of time constraints in day-to-day practice. Some
GPs felt that some information was already known to them but understood why this was
included. Practitioners differed in their ideas about how they would use ADvisor HP in practice,
with some preferring to read the resource in its entirety and others wanting to dip in and out as
needed. Changes were made to the wording and structure of the intervention in response to the
feedback provided.Conclusions: ADvisor HP is a digital intervention that has been developed
 using theory, evidence, and a person-based approach. The optimization work suggests that
practitioners may find this tool to be useful in supporting the reduction of long-term
antidepressant use. Further quantitative and qualitative evaluation through a randomized
controlled trial is needed to examine the feasibility, effectiveness, and cost-effectiveness of the
intervention.

Bowers, H., et al. (2021). "A Digital Intervention for Primary Care Practitioners to Support Antidepressant
Discontinuation (Advisor for Health Professionals): Development Study." Journal of Medical Internet
Research 23(7).
Background: The number of people receiving antidepressants has increased in the past 3
decades, mainly because of people staying on them longer. However, in many cases long-term
treatment is not evidence based and risks increasing side effects. Additionally, prompting general
practitioners (GPs) to review medication does not improve the rate of appropriate
discontinuation. Therefore, GPs and other health professionals may need help to support
patients discontinuing antidepressants in primary care. Objective: This study aims to develop a
digital intervention to support practitioners in helping patients discontinue inappropriate long-
term antidepressants (as part of a wider intervention package including a patient digital
intervention and patient telephone support). Methods: A prototype digital intervention called
Advisor for Health Professionals (ADvisor HP) was planned and developed using theory,
evidence, and a person-based approach. The following elements informed development: a
literature review and qualitative synthesis, an in-depth qualitative study, the development of
guiding principles for design elements, and theoretical behavioral analyses. The intervention was
then optimized through think-aloud qualitative interviews with health professionals while they
were using the prototype intervention. Results: Think-aloud qualitative interviews with 19 health
professionals suggested that the digital intervention contained useful information and was
readily accessible to practitioners. The development work highlighted a need for further
guidance on drug tapering schedules for practitioners and clarity about who is responsible for
broaching the subject of discontinuation. Practitioners highlighted the need to have information
in easily and quickly accessible formats because of time constraints in day-to-day practice. Some
GPs felt that some information was already known to them but understood why this was
included. Practitioners differed in their ideas about how they would use ADvisor HP in practice,
with some preferring to read the resource in its entirety and others wanting to dip in and out as
needed. Changes were made to the wording and structure of the intervention in response to the
feedback provided. Conclusions: ADvisor HP is a digital intervention that has been developed
using theory, evidence, and a person-based approach. The optimization work suggests that
practitioners may find this tool to be useful in supporting the reduction of long-term
antidepressant use. Further quantitative and qualitative evaluation through a randomized
controlled trial is needed to examine the feasibility, effectiveness, and cost-effectiveness of the
intervention.

Boyd, J. A. (1998). "Continuing education for registered nurses in the Highlands and Western Isles of
Scotland." Nurse Education Today 18(4): 329-336.
This paper focuses on an educational approach used in the Highlands and Western Isles of
Scotland in the continuing education of registered nurses. It includes a rationale for the
educational approach used by this author and her colleagues, and a discussion of the approach
itself. The discussion includes reference to concepts borrowed from learning theorists that
underpin the approach, and case study material to illustrate how it works in practice. It is argued
that the educational approach in this paper can potentially lead to meaningful learning.
 Meaningful learning is defined in this context. Finally, the outcomes of the educational approach
are highlighted, with a discussion of its value to educators elsewhere.

Boyes, C. (2004). "Discourse analysis and personal/professional development." Radiography 10(2): 109-
117.
The article discusses discourse analysis and its relevance to personal and professional
development, drawing on elements of social theory. Related terms such as text, discourse and
genre are defined and social theoretical implications explored. Practical application of discourse
analysis to CPD is illustrated. A case is developed for understanding contemporary practice and
the construction of personal and professional identity through discourse. Understanding
discourse is presented as an enabling structure for personal and professional development. ©
2004 The College of Radiographers. Published by Elsevier Ltd. All rights reserved.

Bozalek, V. G., et al. (2014). "Analysing the professional development of teaching and learning from a
political ethics of care perspective." Teaching In Higher Education 19(5): 447-458.
This paper uses Tronto's political ethics of care as a normative framework to evaluate a model of
teaching and learning professional development. This framework identifies five integrated moral
elements of care - attentiveness, responsibility, competence, responsiveness and trust. This
paper explicates on each of these elements to evaluate the piloting and implementation of a
teaching and learning professional development model at a South African higher education
institution. The political ethics of care was found to be a useful normative framework for a group
of higher educators to reflect on the process of engaging in teaching and learning professional
development in that it revealed the importance of differential power relations, the importance
of working collaboratively and being attentive to the needs of both caregivers and care receivers.

Bradbury-Jones, C., et al. (2016). "389 Improving health professionals' safety responses to intimate
partner violence: development of a theory of change model." Injury Prevention, suppl. 2 22.
Background. Intimate Partner Violence (IPV) is a universal problem and is considered a
significant public health issue. Health professionals are in an ideal position to recognise and
respond to IPV and improve saftey of those experiencing IPV. But there is significant evidence
that they do not always respond appropriately. Previous empirical work has suggested that
increasing health professionals' awareness, recognition and empowerment in relation to IPV may
positively influence their safety responses. As yet however the mechanisms for how this might
work have not been explored. Methods Using methods and tools from the field of Theory of
Change, we undertook a structured, six step analysis. Theory of Change involves a back-mapping
(filling the gaps) from intended outcomes (improved IPV safety responses) to key domains
considered to be important, i.e. awareness, recognition and empowerment. The aim of the
process was to identify the requirements to bring about change in safety responses. Results We
identified the requirements for each of the three domains: 1) Awareness (Enhancing
understanding, increasing confidence, dispelling myths and stereotypes); 2) Recognition
(Establishing trusting relationships, creating opportunities for disclosure); 3) Empowerment
(Increasing likelihood of disclosure, appropriate support and referral). Each requirement area has
a corresponding set of actions for safe practice. These cluster around four important areas:
Education, training and clinical supervision; Interpersonal relationships; IPV enquiry; Safety
planning. Conclusions In this presentation we will explore the important mechanisms through
which health professionals' responses to IPV can be improved. The presentation will appeal to
delegates interested in the relationship between health care, violence and IPV safety planning.
Bramley, A., et al. (2022). "Development and evaluation of Entrustable Professional Activities embedded
in an e‐portfolio for work‐based assessment in community and public health dietetics." Health & Social
Care in the Community 30(6): e5445-e5456.
Entrustable professional activities (EPAs) is a recent concept that helps operationalise
competency‐based education. In this paper, we report on the development of EPAs and
incorporation into an e‐portfolio for work‐based assessment of final year dietetics students in a
community and public health professional placement. We aimed to determine the utility of the
EPAs for work‐based assessment in this context. We used action research methodology to
conduct broad consultation with students and supervisors using anonymous surveys and focus
groups to understand their beliefs and attitudes towards work‐based assessment. Consequently,
40 EPAs with an accompanying four‐point entrustment scale were developed and mapped to the
National Competency Standards for Dietitians in Australia. The EPAs and assessment tool were
piloted and evaluated via an anonymous online user survey across three cohorts of students (n =
133) and supervisors (n = 67). Following mediocre pilot year evaluation results, EPAs were
revised and reduced in number. While students positively evaluated the e‐portfolio, their
appraisal of the EPAs and entrustment scale was less positive compared to supervisors.
Supervisor evaluation of the EPA‐based e‐portfolio supported the validity, feasibility and
acceptability of this novel assessment method in a community and public health setting.
Assessment using EPAs, and the resulting educational data collected by the tool, offers potential
for individual learners to identify areas needing development during placement, as well as
potential to inform curriculum improvements and increase understanding of learning
opportunities and outcomes for dietetic students in community and public health settings.

Branch, W. T., et al. (2017). "A Multi-Institutional Longitudinal Faculty Development Program in
Humanism Supports the Professional Development of Faculty Teachers." Academic medicine : journal of
the Association of American Medical Colleges 92(12): 1680-1686.
The authors describe the first 11 academic years (2005-2006 through 2016-2017) of a
longitudinal, small-group faculty development program for strengthening humanistic teaching
and role modeling at 30 U.S. and Canadian medical schools that continues today. During the
yearlong program, small groups of participating faculty met twice monthly with a local facilitator
for exercises in humanistic teaching, role modeling, and related topics that combined narrative
reflection with skills training using experiential learning techniques. The program focused on the
professional development of its participants. Thirty schools participated; 993 faculty, including
some residents, completed the program.In evaluations, participating faculty at 13 of the schools
scored significantly more positively as rated by learners on all dimensions of medical humanism
than did matched controls. Qualitative analyses from several cohorts suggest many participants
had progressed to more advanced stages of professional identity formation after completing the
program. Strong engagement and attendance by faculty participants as well as the multimodal
evaluation suggest that the program may serve as a model for others. Recently, most schools
adopting the program have offered the curriculum annually to two or more groups of faculty
participants to create sufficient numbers of trained faculty to positively influence humanistic
teaching at the institution.The authors discuss the program's learning theory, outline its
curriculum, reflect on the program's accomplishments and plans for the future, and state how
faculty trained in such programs could lead institutional initiatives and foster positive change in
humanistic professional development at all levels of medical education.

Brandão, C. F. S., et al. (2020). "Clinical simulation strategies for knowledge integration relating to initial
critical recognition and management of COVID-19 for use within continuing education and health-related
academia in Brazil: a descriptive study." Sao Paulo Med J 138(5): 385-392.
BACKGROUND: The COVID-19 pandemic has led to an immense need to develop training on case
recognition and management, with a focus on patients' and health professionals' safety at
several levels of healthcare settings in Brazil. Different simulation strategies can be included in
the diverse clinical care phases for these patients. OBJECTIVE: To suggest a complete simulation-
based training program for Brazilian hospitals and/or academic institutions at this moment of
the pandemic. DESIGN AND SETTING: Descriptive analysis on possible simulated clinical cases
using different methodologies, thereby supporting suspected or confirmed COVID-19 patients.
METHODS: This was a reflective theoretical descriptive study on an educational program based
on clinical simulation, with four practical phases at different performance and complexity levels.
Wearing, handling and adequately disposing of personal protective equipment, along with
specific respiratory procedures in different healthcare settings up to intensive care for seriously
infected patients were addressed. RESULTS: This program was designed for application at
different Brazilian healthcare levels through different clinical simulation strategies. Summaries of
expected performance were suggested in order to standardize technical capacity within these
simulation settings, so as to serve these levels. CONCLUSIONS: Developing training programs for
situations such as the current COVID-19 pandemic promotes safety not only for patients but also
for healthcare workers. In the present context, clear definition of which patients need hospital
outpatient or inpatient care will avoid collapse of the Brazilian healthcare system. Institutions
that do not have simulated environments can, through the examples described, adopt
procedures to promote didactic information in order to help healthcare professionals during this
time.

Brandão, C. F. S., et al. (2020). "Clinical simulation strategies for knowledge integration relating to initial
critical recognition and management of covid-19 for use within continuing education and health-related
academia in brazil: A descriptive study." Sao Paulo Medical Journal 138(5): 385-392.
BACKGROUND: The COVID-19 pandemic has led to an immense need to develop training on case
recognition and management, with a focus on patients’ and health professionals’ safety at
several levels of healthcare settings in Brazil. Different simulation strategies can be included in
the diverse clinical care phases for these patients. OBJECTIVE: To suggest a complete simulation-
based training program for Brazilian hospitals and/or aca-demic institutions at this moment of
the pandemic. DESIGN AND SETTING: Descriptive analysis on possible simulated clinical cases
using different method-ologies, thereby supporting suspected or confirmed COVID-19 patients.
METHODS: This was a reflective theoretical descriptive study on an educational program based
on clinical simulation, with four practical phases at different performance and complexity levels.
Wearing, handling and adequately disposing of personal protective equipment, along with
specific respiratory procedures in different healthcare settings up to intensive care for seriously
infected patients were addressed. RESULTS: This program was designed for application at
different Brazilian healthcare levels through different clinical simulation strategies. Summaries of
expected performance were suggested in order to stan-dardize technical capacity within these
simulation settings, so as to serve these levels. CONCLUSIONS: Developing training programs for
situations such as the current COVID-19 pandemic pro-motes safety not only for patients but
also for healthcare workers. In the present context, clear definition of which patients need
hospital outpatient or inpatient care will avoid collapse of the Brazilian healthcare system.
Institutions that do not have simulated environments can, through the examples described,
adopt procedures to promote didactic information in order to help healthcare professionals
during this time.
Brandt, B. L. (1996). "Cognitive learning theory and continuing health professions education." Journal of
Continuing Education in the Health Professions 16(4): 197-202.
A growing body of research and educational literature on cognitive learning theory focuses on
how the mind works and effective new methods to promote learning. These findings and
discussions are currently held in the educational research arena and are often directed at other
researchers and educators who are already familiar with the concepts. The purpose of this paper
is to introduce continuing educators to basic principles gleaned from a wide range of
perspectives about cognition, esoteric theories, research, and emerging implications for
education. In addition, questions are posed to stimulate the exploring of new ways to think
about the assumptions behind continuing educational theory and practice.

Brandt, E. N., Jr. (1990). "Continuing education/beyond higher education." Bull Med Libr Assoc 78(2):
157-160.
Publicly funded institutions, such as NIH, NLM, and state-supported universities, have explicit
public service missions that extend beyond the walls of a single institution. During the past few
years, national organizations, such as NLM and AAMC, have funded studies and projects to
measure how well universities are adapting to technological change and educational reform. The
IAIMS models are evidence of universities fostering cooperative rather than duplicative effort.
Opportunities and problems facing universities extending systems and services to the private
practice setting, to community-based health care HMO's, and to state and local health care
agencies are discussed in terms of political, economic, and geographic realities. Instilling lifelong
learning concepts begins before the health professional enters practice and is dependent on the
emphasis universities place on "excellence in teaching." Without cooperation among core
facilities, such as libraries, computer centers, and excellent instructors, continuing education will
remain a parochial issue instead of a national thrust toward the continuum of the learning
process. If continuing education is to become a high priority for universities and take its place on
the education spectrum, flexible policies must be established to accommodate individual
practitioners' expectations and interests.

Brauer, H. U., et al. (2012). "Training for legal dental expert witnesses in Germany: an instrument for
professional development." Journal of dental education 76(5): 656-660.
Lawsuits in dentistry are increasing, and often a legal dental expert witness is called to provide
an expert opinion. The appointment of the expert witness is rather arbitrary since special
requirements for expert witnesses do not exist. Qualified written expert opinions, however, are
particularly relevant for the dental profession. The Karlsruhe Training for Legal Dental Expert
Witnesses (KT) was introduced as the German approach to this problem. The KT is a training
program based on the principles of continuing professional development (CPD) that trains
dentists to give written expert opinions and to act as expert witnesses in all types of legal
matters. The aim of the study was to assess the quality of the KT according to the requirements
of CPD. A written survey was conducted among the 161 participants in the KT between 2004 and
2009. It contained questions to assess the quality of the program and to evaluate its impact on
the professional performance of the participants. The return rate was 51.6 percent (n=83). The
analysis shows that the KT achieved its main goal to train the dentist as a legal dental expert
witness and that the KT does not only transfer formal knowledge but stimulates changes in
personal development as described in the concept of CPD.

Brazeau-Lamontagne, L. (2012). "[Continuing education in ethics: from clinical ethics to institutional

ethics]." Journal international de bioéthique = International journal of bioethics 23(3-4): 111-122, 195.
 The mandate of the Ethics Committee of the Conseil de médecins, dentistes et pharmaciens
(CMDP) at the Centre hospitalier universitaire de Sherbrooke (CHUS), Sherbrooke, Quebec is
three-fold: to guide the clinical decision; to address the institutional ethical function; to create
the program for continuing education in ethics (Formation éthique continue or FEC). Might FEC
be the means of bridging from individual ethics to institutional ethics at a hospital? AIM: To take
the FEC perspectives considered appropriate for doctors and consider them for validation or
disproving in the context of those of other professionals. PROPOSED METHOD: Situate the
proposed FEC mandate in a reference framework to evaluate (or triangulate) the clinical decision
and the institutional ethic. CONVICTION: Sustainable professional development for doctors
(DPD) includes ethics; it cannot be ignored. Without constant attention to upgrading one's
abilities in professional ethics, these suffer the same fate as other professional aptitudes and
competences (for example, techniques and scientific knowledge): decay.

Brazen, L. (1995). "Continuing professional education: a state of transition and transformation." Seminars
in perioperative nursing 4(1): 31-37.
Continuing professional education (CPE) is an important activity for the perioperative nurse. This
chapter discusses the focus on dissemination of information without follow through examination
of the effectiveness of the process. Evaluation based on outcome, to establish a verifiable link
between education and the impact on practice, is presented. Current CPE terms and related
concepts are detailed.

Breckwoldt, J. and H. Gruber (2022). "Life-long-learning in emergency medicine—Continuous

professional development." Notfall und Rettungsmedizin 25(5): 299-304.
This contribution outlines three essential aspects of lifelong learning in the medical professions:
(1) the orientation of learning objectives towards outcomes necessary for independent practice
in the professional field (competency-based medical education [CBME], supported by the
concept of entrustable professional activities [EPAs]), (2) findings on the development of
professional expertise (building on the Dreyfus model of expertise and the dual process theory),
and (3) the Canadian Medical Education Directives for Specialists (CanMEDS) roles framework for
describing physicians’ professional competencies (which might be extended to other healthcare
professions). All three aspects interact with each other and should not be regarded as being
independent.

Brekelmans, G., et al. (2015). "The development and empirical validation of the Q-PDN: A questionnaire
measuring continuing professional development of nurses." Nurse Education Today 35(1): 232-238.
Summary Background Although separate studies among nurses have been conducted into their
continuing professional development (CPD) motives, importance attached to CPD, conditions
deemed needed for CPD, and actual CPD activities undertaken, these variables have not yet
been investigated at the same time, on the same sample. Objectives The aim of this study is to
report on the development and initial psychometric testing of the Q-PDN, a questionnaire
measuring several aspects of CPD among nurses. Method Based on a survey administered to
1329 nurses in hospitals in the Netherlands, a multi-dimensional instrument for CPD was
validated. The constructs ‘CPD motives’, ‘CPD importance’, ‘CPD conditions’, and ‘CPD activities
undertaken’ were established through factor analyses. Results Reliability analyses showed
satisfactory to good Cronbach's alpha scores on all factors, ranging from .70 to .89. Conclusion
Using this instrument can stimulate and support CPD of nurses, which has been shown to
contribute to increasing the quality of care. Human resource development (HRD) professionals,
educators in healthcare, and managers can use this questionnaire to gain insight in the extent to
 which nurses undertake CPD activities, in the importance they attribute to CPD activities, in the
conditions they deem necessary to participate in CPD, and in the motives that they have to
engage in CPD.

Brekelmans, G., et al. (2013). "Factors influencing continuing professional development." European
Journal of Training and Development 37(3): 313-325.
Purpose - The aim of this paper is to present an inventory of expert opinions on the factors that
influence the participation of registered nurses in continuing professional development (CPD)
activities. Design/methodology/approach - A Delphi study was conducted among 38 Dutch
experts (nursing employers, managers, education institutions, and professional associations).
Data collection comprised three rounds: experts completed two consecutive rounds of
questionnaires and participated in a discussion meeting. Findings - Main influencing factors
were: a CPD registration system, the attractiveness of the nursing profession, nurses'
identification with the nursing profession, opportunities for workplace learning, the line
manager as role model, and attractive education programs. Research limitations/implications -
Being part of a larger study, for the present paper only nursing experts were asked their opinion
about shaping CPD for nurses. Further research should bring in the views of nurses themselves
and investigate how the wider environment influences CPD participation. Practical implications -
As all stakeholders were found to have their own roles in the CPD process, collaboration among
employers, managers, education institutions, and professional associations will be crucial to
create a conducive learning climate for nurses. HRD practitioners in healthcare can use the study
findings to advise hospitals about implementing the right conditions to support CPD for nurses.
Originality/value - A qualitative study using the Delphi method to discover factors influencing
CPD in nursing had not been conducted before. Unlike many studies looking essentially at formal
education, the present paper takes into account workplace learning among nurses as well.

Breslin, E. and J. Dennison (2002). "The development of telephone triage: historical, professional and
personal perspectives." Journal of Orthopaedic Nursing 6(4): 191-197.
The authors examine the concept of nurse led services: professional, theoretical, developmental,
and ethical implications for the nursing profession, patients, and their families. In the UK, the
Scope of Professional Practice (1992) cleared the way for registered nurses to expand their role,
ultimately to provide a better service and to develop the profession. The nursing profession has
a strong tradition of adapting to change and responding positively to new health care needs
(DOH 1999). This nursing strategy for England makes particular reference to nurse led initiatives
and direct reference to National Health Service (NHS) Direct; the 24-h nurse led telephone help
and advice service available across England and Wales. Particular attention will be focused on a
nurse led telephone triage which was developed in the authors' own area of elective
orthopaedics.

Brigley, S., et al. (2006). "Hospital doctors' views of their CPD and its relationship to learning in the
organization." Medical Teacher 28(4): 379.
Continuing professional development (CPD) has traditionally been an autonomous, professional
concern of doctors in the UK. In a changing educational and service climate, can individualized
approaches to CPD be reconciled with adult learning principles and learning that is practice-
based and multidisciplinary? A survey of the CPD of consultant and non-consultant career grade
staff in Wales (UK) has provided some clues on how doctors perceive their learning needs in
relation to those of Trust hospitals. It indicated that these doctors pursued traditional forms of
continuing education (reading, lectures and meetings), gained clinical knowledge and changed
 their practice as a result. The majority saw themselves as accountable for CPD to their college
and specialty. Trusts had yet to promote CPD as a clinical governance priority but respondents
felt that appraisal helped to mediate individual and organizational perspectives of CPD. Most
career-grade doctors believed their CPD activities met the needs of their employing
organizations and felt satisfied with a 'traditional' approach to CPD. Doctors and service
organizations may need to confront preconceptions regarding education and respective roles in
the negotiation of CPD if team-based learning in practice is to become established.
[PUBLICATION ABSTRACT]

Brockbank, W., et al. (1999). "HR professional development: Creating the future creators at the
University of Michigan Business." Human Resource Management 38(2): 111.
For human resources (HR) to be a profession, those working in the discipline must master a set
of competencies. Professions are characterized by unique knowledge and abilities; HR is no
different. Physicians master the knowledge required by their specialty, then apply that
knowledge to each patient's unique conditions. Competencies represent who an individual is
and what an individual knows and does. If wise investments in HR practices such as staffing,
training, Most competence work has focused on leaders and general managers, with efforts to
specify HR competencies coming from interviews with executives within a firm or a limited set of
firms. Firms generally have idiosyncratic requirements for making strategy happen. Hence, while
firm-specific studies may provide interesting cases, these case studies alone will not provide an
overall theory of HR competencies for the profession. The Society of Human Resource
Management Foundation recently commissioned a study of future-oriented competencies of HR
professionals.

Brockett, M. and M. Bauer (1998). "Continuing professional education: responsibilities and possibilities."
Journal of Continuing Education in the Health Professions 18(4): 235-243.
Increased regulation of professional practice imposes obligations upon practitioners to keep
abreast of professional developments. One mandate of a professional association is to offer
opportunities for professional growth in clinical practice, education, and research to its
members. But are there others who should be involved? Rapid societal change has dictated new
constraints in the practices of health care practitioners, some legislated and others imposed by
institutional and economic considerations. At the same time, research and advances in
technology challenge health care practitioners to expand their knowledge and change their
practices in ways that go well beyond mere technical competence. A philosophical analysis of
professionalism places the responsibility for continuing education with the professional
practitioners, individually and in collaboration with their colleagues. The purpose of such
collaboration is to further professional goals and to ensure that professional competence is
maintained. Different organizations typically represent these interests on behalf of their
members. Professional ideals extend beyond the local workplace and clinical competence to
researching new initiatives that may more accurately reflect the complex needs of individual
clients. Professional constraints insist on standards of practice that are evidence based and
effective for the majority of clients with similar needs. A systems approach to these issues
suggests a framework that delineates organizational responsibilities and relationships; it
recognizes the different roles and expertise of each of the players and acts as a catalyst for
ongoing discussion and collaboration in the marketplace of continuing professional education.

Brocklehurst, P. R. (2010). "Personal construct psychology: a theory to help understand professional

development, a philosophy to support it." Primary dental care : journal of the Faculty of General Dental
Practitioners (UK) 17(4): 179-187.
The aim of this paper is to introduce the reader to personal construct psychology as a theory to
help understand the process of change in facilitative and mentoring relationships. Continuing
professional development is critical if practitioners are to keep up to date with new ideas,
techniques, and materials. However, is it important not only to consider what is learnt, it is also
important to understand the how of learning in order to develop an approach that leads to
lifelong learning. Mentoring, coaching, and appraisal are all facilitative processes that aim to
encourage professionals to engage with their own development. This leads to differing degrees
of both behavioural and attitudinal change. As a result, it is useful to have a theory that can help
an individual to understand these changes and to identify any difficulties that are associated
with them. Personal construct psychology has long been recognised as a potential framework for
personal development. It has been used extensively in a broad range of domains, including
clinical and educational psychology, management, and psychotherapy. Personal construct
psychology is a useful theory for understanding the facilitative process because it enables the
facilitator to form a conceptual framework to comprehend behavioural and attitudinal change.
Its underlying philosophical approach also supports lifelong learning, given its emphasis on an
enquiring mind and reflection, both of which are key to continuing professional development.

Brooks, A. J., et al. (2021). "Professional development in integrative health through an interprofessional
online course in clinical settings." Explore 17(6): 505-512.
Background: Although there is mounting clinical and cost-effectiveness evidence supporting
integrative healthcare (IH), a significant knowledge gap hinders widespread adoption by health
professionals. Intervention: Foundations in Integrative Health (FIH), a 32-h online competency-
based interprofessional course to address this knowledge gap. Methods: The course was pilot-
tested by an interprofessional sample of providers in various clinical settings as professional and
staff development. Outcome Measures: Prior to and following the course, participants
completed an IH knowledge test, an IH self-efficacy self-assessment, and validated measures of
burnout, wellness behaviors, and attitudes toward IH, interprofessional teams, and patient
involvement. Evaluation surveys were administered following each unit and the course. Results:
Thirty-one percent of the participants (n = 214/690) completed the course. Pre/post course
improvements were found in IH knowledge, IH self-efficacy, attitudes towards IH and
interprofessional teams, and several wellness behaviors. The course was positively evaluated
with 81% of the participants indicating interest in applying IH principles in their practice and 92%
reported that the course enhanced their clinical experience. Conclusion: This study
demonstrates the outcomes of a multi-site, online IH curriculum offered to a diverse group of
health professionals in various clinical settings. This course may allow clinical settings to offer an
interprofessional, IH curriculum even with limited on-site faculty expertise.

Brooks, A. J., et al. (2021). "Professional development in integrative health through an interprofessional
online course in clinical settings." Explore: The Journal of Science & Healing 17(6): 505-512.
Background: Although there is mounting clinical and cost-effectiveness evidence supporting
integrative healthcare (IH), a significant knowledge gap hinders widespread adoption by health
professionals.Intervention: Foundations in Integrative Health (FIH), a 32-h online competency-
based interprofessional course to address this knowledge gap.Methods: The course was pilot-
tested by an interprofessional sample of providers in various clinical settings as professional and
staff development.Outcome Measures: Prior to and following the course, participants completed
an IH knowledge test, an IH self-efficacy self-assessment, and validated measures of burnout,
wellness behaviors, and attitudes toward IH, interprofessional teams, and patient involvement.
 Evaluation surveys were administered following each unit and the course.Results: Thirty-one
percent of the participants (n = 214/690) completed the course. Pre/post course improvements
were found in IH knowledge, IH self-efficacy, attitudes towards IH and interprofessional teams,
and several wellness behaviors. The course was positively evaluated with 81% of the participants
indicating interest in applying IH principles in their practice and 92% reported that the course
enhanced their clinical experience.Conclusion: This study demonstrates the outcomes of a multi-
site, online IH curriculum offered to a diverse group of health professionals in various clinical
settings. This course may allow clinical settings to offer an interprofessional, IH curriculum even
with limited on-site faculty expertise.

Brooks, E. L. R. N. P., et al. (1998). "Focus group interviews: Assessment of continuing education needs
for the advanced practice nurse." The Journal of Continuing Education in Nursing 29(1): 27-31.
The guidelines for conducting CNE focus groups included information such as: purpose
statements of the focus group; the number of participants (7 to 10); environment
(nonthreatening, comfortable); recruitment (follow-up letters, reminder calls, length of sessions,
signin sheets) and roles within focus groups (tape recorder, note taker, and facilitator); neutral
position for facilitators, question format in round-table style and debriefing session. [...] the
information was most useful in developing a statewide calendar of CNE offerings through the
combined resources of the Kansas University School of Nursing, the Kansas University Medical
Center, and the Area Health Education Centers in Hays, Pittsburg, and Wichita. Many of the
topics reflect focus group findings, including interdisciplinary teamwork, principles of managed
care and capitation, communication skills, basic principles of economics of health care, and
management of information across the continuum of care.

Brosnan, K. and R. C. Burgess (2003). "Web based continuing professional development - a learning
architecture approach." Journal of Workplace Learning 15(1): 24-33.
This study uses Wenger's (1998) learning architecture as a conceptual framework for analyzing
the design and support of a Web-based continuing professional development (CPD) course. It
describes the key elements of the learning architecture and discusses their relevance to Web-
based CPD. In particular, the research notes the importance of a design paradigm that focuses on
social networks and the support necessary for their development. Using empirical data from a
Web-based course for professionals in health and social care to illustrate aspects of Wenger's
learning architecture, the paper evaluates successful CPD learning against this theoretical
framework. The course drew heavily on the participants' ongoing workplace practice and was
significant in shaping that practice. It was concluded, on the basis of experience gained through
the course, that Wenger's concepts provide a useful evaluation framework and design paradigm
for Web-based CPD.

Brosnan, K. and R. C. Burgess (2003). "Web Based Continuing Professional Development--A Learning
Architecture Approach." Journal of Workplace Learning 15(1): 24-33.
Wenger's "learning architecture" concept, a support structure for learning communities, was
applied to a web-based course for health and social services professionals. Data show the course
offered an environment in which a learning community flourished. Course design was
fundamental in providing opportunities for engagement, use of imagination, and alignment of
learning activities with broader issues. (Contains 16 references.) (SK)

Brown, B., et al. (2022). "Exploring personal, relational, and collective experiences and mentorship
connections that enhance or inhibit professional development and career advancement of native
American faculty in STEM fields: A qualitative study." Journal of Diversity in Higher Education.
Mentorship programs for Native American (NA) faculty in science, technology, engineering, and
mathematics (STEM) fields hold significant promise toward developing, recruiting, and retaining
NA members of the professoriate. In 2018, a qualitative study was conducted that explored
experiences, and mentoring relationships that enhanced or inhibited professional development
and career advancement of NA faculty and instructors in STEM fields. The study used Indigenous
Research Methodologies to coconstruct a conversational moderator’s guide aligning with
Indigenous community ontology. Interview questions were developed from the existing
literature and programs and the project teams’ expertise. Twenty-three NA faculty and
instructors and a postdoctoral trainee in STEM fields participated in the interviews. Transcripts
were coded, organized, and interpreted. Themes and subthemes were generated, which were
noted for relevance to the theoretical framework. Participants described their experience
working in higher education as viewed through their academic, social and cultural values,
relationships, and responsibilities. Common themes included the (a) importance of peer, senior
and community mentors, (b) value of oral presentation to professional development, (c) need for
social connectedness and work–life balance, and (d) importance of increasing institutional
knowledge about Indigenous values and research methodologies. Several themes aligned with
TribalCrit, allowing for a strong critique of NA faculty mentoring by NA’s in higher education. The
narratives underscore the need for institutions to deliver professional development and
mentoring programs for NA faculty and for administrators to strengthen institutional supports to
improve NA faculty achievement. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
(Source: journal abstract)

Brown, D. and M. J. Ferrill (2009). "The Taxonomy of Professionalism: Reframing the Academic Pursuit of
Professional Development." American Journal of Pharmaceutical Education 73(4): 1-68.
Student professionalism continues to be an elusive goal within colleges and schools of pharmacy.
Several reports have described the nature of professionalism and enumerated the characteristic
traits of a professional, but educational strategies for inculcating pharmacy students with
attitudes of professionalism have not been reliably effective. Some authors have suggested the
need for a standard definition. If the goal can be more clearly conceptualized by both faculty
members and students, and the moral construct of the fiduciary relationship between
pharmacist and patient better understood, the development of professional values and
behaviors should be easier to achieve. This paper describes a new approach to defining
professionalism that is patterned after Bloom's Taxonomy of Educational Objectives. It includes
the general concept of patient care advocacy as an underlying paradigm for a new pharmacy
practice model, and defines 5 behavioral elements within each of the 3 domains of
professionalism: competence, connection, and character. [PUBLICATION ABSTRACT]

Brown, K. G., et al. (1987). "Nursing diagnosis and process evaluation: implications for continuing
education." Journal of Continuing Education in Nursing 18(5): 172-176.
With the continuing trend of formulating nursing diagnoses, the use of process evaluation serves
as a valuable method for determining the continuing education needs of nursing staff in
institutions planning to implement or presently implementing nursing diagnosis. Identification of
nursing diagnosis results from the culmination of the assessment phase of the nursing process; it
is the way in which nurses define their role and become accountable for patient care. The use of
nursing diagnosis provides a framework to collect information about the assessment capabilities
of nursing personnel.
Brown, L. A. (1988). "Maintaining professional practice -- is continuing education the cure or merely a
tonic?" Nurse Education Today 8(5): 251-257.
This paper explores the concept of professionalism in relation to continuing education for nurses
and health visitors, and seeks to identify the contribution that mandatory continuing education
can make to professional practice. Following an introduction, the paper is presented in three
main sections. Initially the relationship between professionalism and continuing learning and
education is explored. The potential that mandatory continuing education could achieve in
relationship to the requirements of professionalism is discussed, and following this,
consideration is given to some of the unresolved practical issues concerning the introduction of
mandatory continuing education. In conclusion the paper reinforces the view that, although
continuing learning is vital to professionalism, the introduction of mandatory continuing
education for nurses and health visitors should not necessarily be seen as the panacea to cure
the disease of laggards.

Brown, S. J. (1980). "Proposition: Continuing Education Must Impact on Practice." The Journal of
Continuing Education in Nursing 11(1): 8-14.
The author proposes a conceptual framework for continuing education in nursing that is derived
from one posed by Chater. The author's framework is presented in descriptive and model form.
All major components of the framework are discussed. Dialogue between educators and
practitioners is viewed as essential to assuring relevancy of continuing education offerings.
Integration of continuing education learning into professional practice is the salient goal of
continuing education. The integration process is explored. [PUBLICATION ABSTRACT]

Brown, S. T. and B. T. Lee (1980). "Imogene King's conceptual framework: a proposed model for
continuing nursing education." Journal of Advanced Nursing (Wiley-Blackwell) 5(5): 467-473.
This paper presents a proposed model for continuing nursing education based on Imogene King's
conceptual framework. The rationale for using King's conceptual framework as the foundation
underlying this proposed model is three-fold: the concepts--social systems, health, perception,
and interpersonal relationships--are relevant in every nursing situation; the interacting levels of
operation--individuals, groups, and society-depict a reciprocal relationship between human
behaviour and the environment; and the triad of elements-continuing nursing education, nursing
practice, and nursing research-are interrelated in the nursing profession. The authors contend
that this approach to continuing nursing education is beneficial to participating nurses, the
health care consumer, and to the advancement of the nursing profession. Based on its simplicity
and flexibility, the proposed intra-systems model described in this article is useful as a systematic
guide for continuing nursing education. The authors believe that this proposed model provides
an approach for stimulating continued learning, for establishing innovative foundations for
nursing practice, and for generating inquiry through research. Utilizing this approach in
maintaining the educational standards for professional practice will promote change for the
advancement of the nursing profession.

Brown, T. and H. S. Wassif (2017). "Understanding continuous professional development participation

and choice of mid-career general dental practitioners." European Journal of Dental Education 21(1): 46-
51.
Objective Participating in continuing professional development (CPD) activities is a requirement
for dental practitioners to keep their skills and knowledge up to date. Understanding the ways
dental practitioners engage with professional development and the impact on practice is not
fully known (Eaton et al. 2011, http://www.gdc-uk.org/Aboutus/policy/Documents/Impact
 %20Of%20CPD%20In%20Dentistry.pdf). The aim of this study was to gain insights into the ways
that dentists reflect on their professional development and what may be influencing their
choices. Method Empirical qualitative data were collected by semi-structured interviewing of
five mid-career dentists. Using grounded theory, the data were analysed for themes about CPD
choice and participation. Results Three themes were identified as influences to dentists' choices
of CPD with pragmatic considerations of how new learning could benefit their patients and their
practices. Dental practitioners were influenced by the requirements of external regulatory
bodies which they did not consider to necessarily improve practice. Conclusion Dentists working
in primary care in the UK are undertaking CPD which is influenced by the pragmatic
requirements of running a small business and to meet regulatory requirements. In this sample,
dentists are not critically reflecting on their education needs when choosing their CPD activity.
Protected learning time and organisational feedback and support are recommended as a way to
promote more meaningful reflection on learning and to improve professional development.

Browne, S. E. and M. G. N. Jacobson (1981). "Teaching Mental Health Principles through Continuing
Education." Journal of Continuing Education in Nursing 12(2): 7-14.
Describes an innovative continuing education model to help nurses better meet the mental
health needs of their patients. Discusses specific teaching methods. (Author/JOW)

Bruguera, C., et al. (2019). "Social media and professional development: a systematic review: Association
for Learning Technology Journal." Research in Learning Technology 27.
The great popularisation of social media at the beginning of the 21st century has led to the
production of many empirical studies in an attempt to explore the opportunities these platforms
provide for different activities, such as learning and updating for professionals. This study aims to
identify and summarise the main characteristics of research into social media and professional
development published between 2013 and 2017. We analysed the years, journals, conceptual
background, research methodologies, data collection tools, professional disciplines, educational
contexts, types of social media and characteristics of social media that can generate learning
opportunities. A total of 44 articles were selected and analysed from peer-reviewed journals.
Findings revealed that (1) an upward trend with respect to research on social media and
professional development; (2) surveys were the main research method for collecting data about
social media; (3) health and education sciences are the most studied fields of knowledge; (4)
there is a special interest in the study of social media in informal learning contexts; (5) Twitter is
the most studied social media platform and (6) social media seems to be a sustainable support
for professional development due to its open, social and flexible nature. Implications of findings
for future research are also discussed.

Brünger, M. (2005). "ADHS-continuing education for doctors (II). Interdisciplinary continuing education
concepts for the care of children with ADHS." Monatsschrift fur Kinderheilkunde 153(SUPPL. 1): S8-S11.
There are discrepancies in the assessment of the diagnosis and therapy for ADHS even between
professional working groups in the public health system. Added to this are the ideas of the
parents and the afflicted, as well as the current trend to pool many of the problems in day to day
education into this syndrome. Professional clarity is necessary. A few weeks after the consensus
conference on ADHD in October 2002, the basis for the A.L.A.D.I.N. seminars was laid. All
seminars were evaluated by the participants. In spite of a highly positive assessment, continual
improvements were made from the start. The main idea of A.L.A.D.I.N. seminars facilitates
interdisciplinary cooperation in the care for ADHD patients. In addition, there is also a clear
necessity for interdisciplinary networking for the optimization of diagnosis and therapy. ©
 Springer Medizin Verlag 2005.

Bruss, K. V. and M. Kopala (1993). "Graduate school training in psychology: Its impact upon the
development of professional identity." Psychotherapy 30(4): 685-691.
Synthesizes information from the published literature and suggests a developmental framework
for understanding the development of professional identity among psychology trainees. The
authors propose that graduate training in psychology may be viewed in terms of a professional
infancy. Transformations students go through may be seen to parallel several developmental
milestones in the first year of life as outlined by D. W. Winnicott (1965). The training institution is
viewed as a holding environment that is responsible for nurturing healthy development.
Obstacles that hinder students' growth within this environment are explored, and suggestions
for facilitating development of professional identity are provided. (PsycINFO Database Record (c)
2016 APA, all rights reserved)

Bruzzese, J. M., et al. (2020). "Professional development outcomes associated with interdisciplinary
research: An integrative review." Nurs Outlook 68(4): 449-458.
BACKGROUND: Interdisciplinary research among health care professionals has gained
importance over the last 20 years, but little is known about its impact on career development.
PURPOSE: This study examined professional development outcomes associated with
interdisciplinary research. METHODS: An integrative review was conducted using Whittmore and
Knafl's framework. PubMed, Embase, PsycInfo, Web of Science, and CINAHL were searched to
identify studies. FINDINGS: Thirteen studies were included. The majority used bibliometric
analyses, finding that moderate level of interdisciplinary collaboration was associated with a
greater amount and higher quality of publications. Interdisciplinary publications allocated more
credit (i.e., had more authors). Interdisciplinary research proposals had less funding success than
single discipline proposals. Important cultural and personal aspects of interdisciplinary research
(e.g., work and communication styles, research goals) have not been assessed to date.
DISCUSSION: Rigorous qualitative studies are needed to characterize benefits and challenges of
interdisciplinary research to scholars and to institutions.

Bruzzese, J.-M., et al. (2020). "Professional development outcomes associated with interdisciplinary
research: An integrative review." Nursing Outlook 68(4): 449-458.
• Interdisciplinary research is associated with increased publication productivity. •
Interdisciplinary research has a higher impact than single discipline research. • Interdisciplinary
research is funded less often than single discipline proposals. Interdisciplinary research among
health care professionals has gained importance over the last 20 years, but little is known about
its impact on career development. This study examined professional development outcomes
associated with interdisciplinary research. An integrative review was conducted using Whittmore
and Knafl's framework. PubMed, Embase, PsycInfo, Web of Science, and CINAHL were searched
to identify studies. Thirteen studies were included. The majority used bibliometric analyses,
finding that moderate level of interdisciplinary collaboration was associated with a greater
amount and higher quality of publications. Interdisciplinary publications allocated more credit
(i.e., had more authors). Interdisciplinary research proposals had less funding success than single
discipline proposals. Important cultural and personal aspects of interdisciplinary research (e.g.,
work and communication styles, research goals) have not been assessed to date. Rigorous
qualitative studies are needed to characterize benefits and challenges of interdisciplinary
research to scholars and to institutions.
Buchanan, B. M., et al. (2021). "Development of a critical care ultrasound curriculum using a mixed-
methods needs assessment and engagement of frontline healthcare professionals." Canadian Journal of
Anesthesia 68(1): 71-80.
PurposeExperts recommend that critical care medicine (CCM) practitioners should be adept at
critical care ultrasound (CCUS). Published surveys highlight that many institutions have no
deliberate strategy, no formalized curriculum, and insufficient engagement of CCM faculty and
trainees. Consequently, proficiency is non-uniform. Accordingly, we performed a needs
assessment to develop an inter-professional standardized CCUS curriculum as a foundation
towards universal basic fluency.MethodsMixed-methods study of CCM trainees, attendings, and
nurse practitioners working across five academic and community medical-surgical intensive care
units in Edmonton, Alberta. We used qualitative focus groups followed by quantitative surveys to
explore, refine, and integrate results into a curriculum framework.ResultsFocus groups with 19
inter-professional practitioners identified major themes including perceived benefits, learning
limitations, priorities, perceived risks, characteristics of effective instruction, ensuring long-term
success, and achieving competency. Sub-themes highlighted rapid attrition of skill following one-
to two-day workshops, lack of skilled faculty, lack of longitudinal training, and the need for site-
based mentorship. Thirty-five practitioners (35/70: 50%) completed the survey. Prior training
included workshops (16/35; 46%) and self-teaching (11/35; 31%). Eleven percent (4/35)
described concerns about potential errors in CCUS performance. The survey helped to refine
resources, content, delivery, and assessment. Integration of qualitative and quantitative findings
produced a comprehensive curriculum framework.ConclusionBuilding on published
recommendations, our needs assessment identified additional priorities for a CCUS curriculum
framework. Specifically, there is a perceived loss of skills following short workshops and
insufficient strategies to sustain learning. Addressing these deficits could narrow the gap
between national recommendations and frontline needs.

Buckley, S., et al. (2022). "Enhanced model for leadership development for trainees and early career
health professionals: insights from a national survey of UK clinical scientists." BMJ Leader 6(3): 212-218.
IntroductionThe importance of shared or distributed leadership in healthcare is recognised;
however, trainees, early career professionals and others for whom the exercise of leadership is a
recent development report being underprepared for leadership roles. Trainee clinical scientists
exemplify such groups, being both early in their career and in a profession for which clinical
leadership is less well established. Their insights can inform understanding of appropriate forms
of leadership development for health professionals.MethodsWe explored perceptions of
leadership and its development for trainee clinical scientists on the UK preregistration Scientist
Training Programme through semi-structured interviews with trainees, training officers,
academic educators and lead healthcare scientists; and through an online questionnaire based
on the UK multiprofessional Clinical Leadership Competency Framework (CLCF). Responses were
analysed statistically or thematically as appropriate.ResultsForty interviews were undertaken
and 267 valid questionnaire responses received. Stakeholders recognised clinical expertise as
integral to leadership; otherwise their perceptions aligned with CLCF domains and ‘shared
leadership’ philosophy. They consider learning by ‘doing’ real tasks (leadership activities) key to
competency acquisition, with leadership education (eg, observation and theory) complementing
these. Workplace affordances, such as quality of departmental leadership, training officer
engagement and degree of patient contact affect trainees’ ability to undertake leadership
activities.ConclusionsFrom our research, we have developed an enhanced model for leadership
development for trainee and early career clinical scientists that may have wider applicability to
other health professions and groups not traditionally associated with clinical leadership. To
 foster their leadership, we argue that improving workplace affordances is more important than
improving leadership education.

Bugel, M. J. (2018). "Continuing Nursing Education. The Experience of Compassion In School-Age Siblings
of Children With a Severe Traumatic Injury." Pediatric Nursing 44(1): 7-11.
Although many school-age siblings have a brother or sister who experienced an acute and
unforeseen traumatic injury resulting in devastating and long-ranging effects, little research has
focused on understanding the well-sibling experience. The phenomenon of what it is like to be a
school-age sibling living through this family crisis as it starts to unfold has essentially been
unstudied. This study used the method of phenomenology to uncover principle themes inherent
in the experience of well school-age siblings. Four main themes and three overarching
metathemes emerged; however, the most prevalent and strongest theme uncovered was that of
compassion. Findings describing compassion are illustrated through spoken words of siblings
enmeshed in the experience. Feelings, thoughts, and ideas of these well school-age siblings were
used to develop clinical recommendations, which are proposed to nurses and other health
professionals who practice with siblings and families of children who have faced a traumatic
injury.

Buisson, C. J. (1985). "Computer applications in nursing. Continuing education." Nursing Clinics of North
America 20(3): 505-515.
Until recently, computers have been synonymous with mysterious, large mainframes requiring
the services of computer wizards such as programmers and system analysts. The evolution of
microcomputers and the availability of commercial (off the shelf) software programs has
changed this concept and has put computer capabilities and benefits within the reach of any
continuing education administrator. Implementing an automated information system demands
(1) the knowledge of the administrative process, (2) an understanding of computer devices and
the software that makes them work, and (3) training skills, particularly those related to change
theory. Armed with this knowledge, one can convert a manual information system to an
electronic system using a fairly inexpensive microcomputer, commercial software programs, and
existing personnel.

Bullock, A., et al. (2000). "A role for clinical audit and peer review in the identification of continuing
professional development needs for general dental practitioners: a discussion." British Dental Journal
189(8): 445-448.
The purpose of this paper is to discuss how the role of peer review and clinical audit may be
used in the identification of the continuing professional development (CPD) needs of general
dental practitioners (GDPs). Clinical audit and peer review are intrinsically valuable in terms of
the continued professional development of GDPs. Collaborative clinical audit, in particular, can
provide a framework for short course input and there are particular benefits to this combination
of activities which might usefully be more widely encouraged. If open to analysis in a way which
retains individual anonymity, peer review and clinical audit resumes, these could be used to
inform the provision of CPD and, linked to the knowledge of audit facilitators, short courses
might more closely match the CPD needs of local dentists.

Bullock, A. and V. Firmstone (2011). "A professional challenge: the development of skill-mix in UK
primary care dentistry." Health Services Management Research 24(4): 190-195.
The future health-care workforce and the changing skill-mix within occupational teams is a
current topic of discussion. This paper contributes to the skill-mix debate by focusing on UK
 primary care dentistry, revealing unintended as well as intended consequences of a modularized,
technocratic view of dentistry.In part one, relevant literature about dental therapists and skill-
mix in dentistry is organized into a framework used to review factors operating at macro, meso
and micro levels. Part two considers the role that education and training may play in realizing
skill-mix change. Part three synthesizes conditions required for modifying skill-mix in UK primary
dental care and sets out the dimensions of seven factors: funding focus, the profession's
response, workforce, the practice, dentist's knowledge, dental therapist'smotivations and
patient attitude. A review of these factors could be used to inform the policy decisions
ofmanagers operating at the macro level, as well as more local staffing decisions. Without
consideration ofthe complex interplay of these factors, skill-mix in dentistry will be slow to
develop and could bring unwelcome consequences.

Bullock, A., et al. (2010). "Using Dentistry as a Case Study to Examine Continuing Education and Its
Impact on Practice." Oxford Review of Education 36(1): 79-95.
Continuing education is a defining characteristic of work in the professions. Yet the approach
various professional groups take to continuing professional development (CPD) differs widely in
terms of regulatory frameworks and requirements, modes of delivery and funding. Importantly,
little is understood about how CPD impacts on practice. This paper compares the regulatory
context of different professional groups and devises a two-dimensional model to explore
differences in CPD practice by mapping control over CPD content and mode. The emergent
quadrants we label as liberal, regulated, managed and controlled. The paper continues by using
empirical data from two studies of continuing education in dentistry and the wider literature to
explore factors affecting CPD impact. The paper ends by considering how the regulatory context
may affect impact and concludes that changes in the control of CPD have potential to influence
the power of education to make a difference to professional practice. (Contains 1 table and 3
figures.)

Bullock, A. D., et al. (1999). "A framework for the evaluation of continuing education short courses in
dentistry." British Dental Journal 187(8): 445-449.
The objective of this paper is to propose an evaluation framework for short courses in continuing
education for general dental practitioners (GDPs) (so called, Section 63 courses). Existing
monitoring and evaluation procedures in the West Midlands deanery were examined and an
improved evaluation framework was then devised, piloted and revised. A 5 phase method was
used incorporating the examination of existing practice (Phases 1 and 2), development of a new
framework (Phase 3), piloting (Phase 4) and revision of the evaluation framework in the light of
the pilot. This approach will be implemented in the West Midlands and may be adapted for
national use (Phase 5). It was found that existing monitoring and evaluation was inconsistent in
prevalence and scope. Those involved in short courses were in favour of a more consistent and
visible evaluation, including some assessment of impact-on-practice and cost-effectiveness. In
conclusion, meaningful evaluation needs to include four key processes: data gathering; data
analysis; dissemination and, action planning (reviewing provision in the light of the data
analysis). Thus, this evaluation framework feeds into a quality development cycle designed to
ensure high quality and relevant short course provision for general dental practitioners.

Bullock, A. D., et al. (1999). "Continuing education courses in dentistry: assessing impact on practice."
Medical Education 33(7): 484-488.
Introduction In the context of movement towards mandatory continuing dental education, this
paper describes how a delayed postal questionnaire can be used in course evaluation.
 Specifically, the value of the questionnaire as a tool for assessing the impact of short course
attendance on general dental practice is examined. Method Questionnaires were distributed to
all those attending three courses, ranging in size, in the West Midlands region. As well as
reflecting on the course, respondents were asked their views on the usefulness of the
questionnaire, the length of time between course attendance and assessment of impact, and
types of courses likely to have greatest impact. Results Respondents thought the questionnaire
an appropriate tool for assessing impact on practice, that an appropriate interval of time
between the course and the delayed questionnaire is about six weeks, and that courses most
likely to impact on practice are those which offer updates on common clinical topics and are
hands-on in nature. Discussion A delayed questionnaire could be a useful mechanism for
evaluating the impact on practice of some types of courses. Response rates from those attending
large lecture courses might be low. Course evaluation is also limited by resources and time.
Criteria for identifying which courses should be subject to such evaluation might include high
cost per participant and links with review cycles. Conclusion There is scope for more structured
evaluation of continuing dental education, including the assessment of impact on practice. The
questionnaire described is a useful component of an evaluation framework.

Bullock, A. D., et al. (2000). "A role for clinical audit and peer review in the identification of continuing
professional development needs for general dental practitioners: a discussion." British Dental Journal
189(8): 445-448.
The purpose of this paper is to discuss how the role of peer review and clinical audit may be
used in the identification of the continuing professional development (CPD) needs of general
dental practitioners (GDPs). Clinical audit and peer review are intrinsically valuable in terms of
the continued professional development of GDPs. Collaborative clinical audit, in particular, can
provide a framework for short course input and there are particular benefits to this combination
of activities which might usefully be more widely encouraged. If open to analysis in a way which
retains individual anonymity, peer review and clinical audit resumes, these could be used to
inform the provision of CPD and, linked to the knowledge of audit facilitators, short courses
might more closely match the CPD needs of local dentists.

Bungard, T. J. B. S. P. P., et al. (2012). "A description of a multistaged professional development course for
practising pharmacists in anticoagulation management: CPJRPC." Canadian Pharmacists Journal 145(1):
14-16E11.
In December 2007, pharmacists within the province of Alberta were granted the privilege of
applying for "additional prescriptive authority."1 To gain this authority, pharmacists must apply
to the Alberta College of Pharmacists (ACP) with a detailed application that encompasses the
pharmacist's ongoing professional development, experience, practice environment and
ultimately requires the submission of patient care plans.2 While there are approximately 4263
pharmacists across the province, as of November 2011 only 143 (3.4%) had been granted
"additional" prescriptive authority (personal communication, Alberta College of Pharmacists,
November 29, 2011). While undergraduate programs can be altered to reflect new requirements
for practice, those pharmacists already practising require access to supplemental educational
courses that can build on existing skills and facilitate the evolution of their clinical practices.4 The
purpose of this review is to provide an overview of the design and planned evaluation of a
multistaged course targeting practising pharmacists, in order to expand their skill set in the
management of anticoagulation therapy. While this course addressed one area of therapeutics,
the concepts and principles are applicable to all areas of patient care. While many continuing
education courses are offered for pharmacists, we are unaware of any continuing professional
 development course(s) that offer the spectrum of didactic / small group interactive discussion,
and hands-on expert supervised experiential training, with ongoing mentorship to foster practice
change at one's home practice. Specific to anticoagulation management, several unique
initiatives have been developed. The Anticoagulation Forum, an American-based
multidisciplinary organization, was founded in 1981.8 To enhance the provision of
anticoagulation care, the Forum developed consensus statements outlining suggested policies
and procedures.9,10 In designing our AMS, these were considered and implemented in our daily
operations. Second, the Anticoagulation Forum offers a certification examination.11 To be
eligible to apply for certification, one must have a minimum of 2 years' experience in proactively
managing anticoagulant therapy. While this is an admirable initiative to encourage ongoing
professional development and consistent care delivery, we identified a need of the front-line
practitioner for training with mentoring in this specialized area. The goal of our course was to
offer support and mentoring for the implementation of practice change for the practising
pharmacist. As the profession evolves from dispensing drugs and providing information to
working collaboratively to select, implement and monitor pharmacotherapy, the scope and
breadth of educational delivery must change. As Canada transitions to entry-level Doctor of
Pharmacy programs, pharmacists currently in practice will need to supplement their education
and its application to direct patient care. We recognize that this course targeted only one
therapeutic area (namely anticoagulation management), however, we strongly believe the
course design and principles are applicable to other therapeutic areas. In light of this, the
evaluation surrounding the effectiveness and feasibility of this course is paramount.

Buniatian, A. A., et al. (2009). "[Innovation structure of postgraduate medical education in the specialty
of anesthesiology as a constituent of the continuing professional development concept in the light of the
Bologna Declaration provisions]." Anesteziol Reanimatol(6): 18-24.
To implement the basic provisions of the Bologna Declaration for postgraduate professional
education of anesthesiologists-resuscitators, to upgrade the quality of training specialists, it is
important that, by preserving the existing forms of an educational process, to introduce into
continuing professional development the following innovation educational technologies, by
taking into account the existing forms and technologies of the Russian higher medical school: to
realize the continuing professional development (CPD) concept; a credit accumulation system as
a generalizing function during CPD; distance and multimedia learning; and a modular
organization of a learning and educational process.

Burchett, M. L. B. S. N. R. N. C. C. M. and M. M. S. N. R. N. B. Spivak (2014). "Nurse peer evaluation: A

roadmap to professional growth and development." Nursing Management 45(8): 18.
Peer review implies that nursing care should be evaluated by a clinical nurse of the same "rank
or standing" according to established standards of practice. In order to facilitate a peer review
process, an evaluative tool must be used to provide structure for the actual evaluation process.
After a comprehensive search, the Nurse Advisory Board tool for peer evaluation was selected,
modified, and evaluated for efficiency to meet the needs of the unit and the pilot program. After
staff identified interest in the pilot by returning the self-evaluation tool, three peer evaluators
were randomly selected by drawing names from a group of eligible staff members. Through this
evaluation review, trends for unit-specific education and opportunities for professional, growth
and development were identified. The ultimate goal of the peer evaluation process is to
empower staff members to hold each other accountable for the care that they provide, which
should then increase competency, autonomy, and professional growth and development.
Burgess, G. R. (1976). Self-Esteem and Career Aspirations Among Nurse Participants of Continuing
Education, Journal of Continuing Education in Nursing. 7: 7.
Results of a study to determine the level and relationship of self-esteem and career aspirations
among a total sample of 503 nurse participants of continuing education are presented. An
overview of other studies regarding the self-concept of nurses is also included. (LH)

Buriak, S. E., et al. (2015). "Using a Predictive Model of Clinician Intention to Improve Continuing Health
Professional Education on Cancer Survivorship." Journal of Continuing Education in the Health
Professions 35(1): 57-64.
Introduction Cancer survivorship is a chronic disease that places patients in limbo between
oncologists and primary care clinicians. Strategies have been proposed to ease the shift in
coordination of care, including broad-based educational outreach to primary care providers.
Methods Guided by the theory of planned behavior (TPB), predictors of intention to provide
survivorship care, including credentials, experience, perception of barriers, and personal
survivorship status, were evaluated using logistic regression with a cohort of physicians, nurse
practitioners, and registered nurses participating in an unprecedented online continuing medical
education/continuing education survivorship care course. Results Results showed that physicians
were significantly less likely to express intent to provide survivorship care (odds ratio [OR] = .237,
p = .0001) compared to the other groups. Overall, clinicians with 6-10 years of experience were 3
times more likely to express intent to provide survivorship care (OR = 2.86, p = .045) than those
with less or more experience. When clinicians perceived the presence of a barrier, they were
nearly twice as likely to have diminished intent (OR = 1.89, p = .035). Most participants (66%; n =
1185) selected two barriers: lack of survivorship care plans and treatment summaries (45.4%; n
= 821) and lack of education (20.1%; n = 364). Discussion Barriers to the delivery of survivorship
care can influence clinicians' intention to provide survivorship care, which varied by years of
experience in this study. Interdisciplinary educational strategies featuring midcareer provider
champions who have successfully incorporated survivorship care and can offer specific solutions
to these barriers are recommended for future interventions.

Burley, L. and H. Scheepers (2003). "Emerging trends in mobile technology development: from
healthcare professional to system developer." International Journal of Healthcare Technology &
Management 5(3,4,5): 179-193.
Previous attempts to involve doctors and nurses with healthcare organisation information
technology initiatives have often proved futile. Often this has been because healthcare
professionals do not perceive any direct benefit for them at the point of care. Traditional, static
implementations of clinical information systems have been driven by hospital administration in
an attempt to reduce costs. Mobile clinical applications on the other hand have been driven by
the early adopters, the healthcare professionals themselves in an attempt to streamline their
own individual work practices. Not only are they researching and purchasing the mobile clinical
applications, several have begun developing the applications themselves. This paper explores
the emerging trend of healthcare professionals developing mobile applications themselves and
harnessing their profession to market these applications. Using diffusion of innovation theory
(DOI) the trend is analysed to see how this diffusion differs from the earlier attempts to
implement static clinical information systems and explores further research in the use of mobile
applications by healthcare professionals. [PUBLICATION ABSTRACTS]

Burlui, V., et al. (2014). "ADVANTAGES AND DIFFICULTIES IN THE PRACTICAL APPLICATION OF THE
CONCEPT OF CONTINUING DEXTERITY EDUCATION." International Journal of Medical Dentistry 4(3): 196-
201.
Dexterity refers to the capacity of a person to use his hands and arms, in order to perform the
manual labour. Dexterity is an important component of any society and it affects economies and
lifestyles. In this case, dentists have to be able to manipulate the tools required for the specific
manual labour. The concept of continuing dexterity education is able to develop a detailed
analysis of the student's morpho-functional deficiencies, a continuing evaluation of the practical
level, and all these elements contribute to the student's development, not only as a practitioner,
but also as an individual in the society. However, there are also some difficulties concerning the
costs of the equipment, the technical limitations and some obsolete views of a part of the
teaching staff who is not up to date with the modern educational standards.

Burnham, J. J., et al. (2008). "The Development and Exploration of the Psychometric Properties of the
Assessment of School Counselor Needs for Professional Development Survey." Research in the Schools
15(1): 51-63.
Thinking about program changes requires a corollary assurance that practitioners already have
the requisite attitudes, knowledge, and skills needed to embrace change and move seamlessly
from traditional practice to the comprehensive model (i.e., new vision) with little or no formal
professional development. [...]critical to success is a commitment to provide such professional
development to school counselors when deficits exist and to offer the administrative support
necessary to help them transition from traditional programs to a new way of working that carries
high expectations for student outcomes (Carey, Harrity, & Dimmitt, 2005; Dahir, Sheldon, &
Valiga, 1998; House & Martin; House & Sears, 2002; Kaffenberger, Murphy, & Bemak, 2006).
[...]we selected principal component analysis in order to identify a few coherent constructs that
best reflect the various aspects of school counselors' development, (i.e., beliefs, priorities, and
practices) related to the ASCA National Model (ASCA, 2003, 2005) and other specific school
counseling activities. [...]Subscale 6, Program Management, includes 3 items related to
management and delivery of school counseling programs. [...]we cannot be sure that
underreporting, minimizing, or overreporting of school counseling roles responsibilities, and
practices among this sample did not occur; thus, self-report is a limitation of the study.

Burns, K. A. R. N. M. S. (1984). "NOTES ON CONTINUING EDUCATION." The Journal of Continuing

Education in Nursing 15(6): 213-217.
An adult learner requires feedback on the success of learning to provide the confidence to
implement the new knowledge into practice. Since time is always a factor in planning a
continuing education program, it becomes an advantage to plan an evaluation which combines
immediate feedback and reinforced learning with the evaluation of the knowledge acquired.
Competitive simulation varies from pure simulation because some form of competition is
introduced into the simulated setting. Since 1800, war games have been used as a method of
training soldiers in all parts of the world.

Burr, B. D. and et al. (1979). "A Continuing Medical Education Course for Physicians and Mid-Level
Practitioners." Journal of Medical Education 54(5): 421-423.
An expanded concept of continuing medical education (CME) is reported that fills the needs of
both physicians and mid-level practitioners (nurse practitioners or physician's assistants). The
Family Practice Refresher Course sponsored by the University of California, Davis, School of
Medicine and its evaluation are described. (LBH)

Burra, T., et al. (2022). "Content and process: using continuous quality improvement to teach and
evaluate learning outcomes in quality improvement residency education." BMJ Open Quality 11(4).
BackgroundPsychiatry has not prioritised quality improvement and patient safety (QIPS) to the
same degree as other medical specialties. Professional capacity building in QIPS through the
education of residents is essential to improving the quality and safety of mental healthcare
delivery.Local problemThe University of Toronto postgraduate psychiatry program is the largest
psychiatry training program in North America. Training in QIPS was introduced in 2006. In 2019,
a curricular review found that few trainees acquired competence in QIPS.MethodsCurricular
change was undertaken using Kern’s Six-Step Approach to curricular design. We used a
continuous quality improvement framework to inform the evaluation with data collection using
an online educational application. We aimed to improve competence in QIPS as demonstrated
by assessment of the quality of individual quality improvement projects (IQIP) on an 11-item
rubric. We used a family of quality improvement measures to iteratively improve the curriculum
over 3 years.InterventionsWe restructured the QIPS curriculum into four case-based seminars for
third year psychiatry residents. The curriculum included: clear learning objectives, multimodal
instructional methods, and an IQIP.ResultsThe mean score on preintervention project
evaluations was 5.3/11 (49% (18)), which increased to 9.2/11 (84% (11.5)) with the revised
curriculum (t=8.80, two tail, p<0.001; Cohen’s ds 2.63). In the first two cohorts of residents to
complete the IQIPs, 67/72 (93%) completed at least one Plan-Do-Study-Act cycle, compared with
11/23 (48%) in the 2 years before the new curriculum.ConclusionsTo ensure our trainees were
attaining the educational goal of competence in QIPS, we introduced a revised QIPS curriculum
and embedded an evaluation rooted in improvement science. This study adds to the limited
literature which uses continuous quality improvement to enhance QIPS education, which is
particularly needed in mental health.

Burroughs, S., et al. (2009). "DEMOCRACY CAMP FOR TEACHERS: CROSS-CULTURAL PROFESSIONAL
DEVELOPMENT FOR PREPARING EDUCATORS TO CREATE SOCIAL JUSTICE-MINDED CITIZENS."
International Education 39(1): 49-64,85-86.
The Civitas Democracy Camp for Teachers provides professional development for educators to
collaboratively explore ideals of citizenship and citizenship education in democratic societies.
Reported herein are the findings of a study of the camp experience of a cross-cultural group of
educators who examined the concept of social justice and ways to teach their students about it.
Results of the study indicate that the participants broadened their definitions of social justice,
expanded their recognition of the importance of teaching about social justice, and enhanced
their understandings of approaches for teaching about social justice. Further, the findings
indicate that cross-cultural professional development can have positive effects in altering and
expanding educators' content and pedagogical knowledge of important international issues such
as social justice. [PUBLICATION ABSTRACT]

Burrow, S., et al. (2016). "Continuing professional education: Motivations and experiences of health and
social care professional’s part-time study in higher education. A qualitative literature review."
International Journal of Nursing Studies 63: 139-145.
Objectives To understand the motivations and experiences of health and social care
professionals undertaking part-time, accredited, continuing professional education in higher
education. Design A review following systematic principles. Data sources Systematic searches for
literature published between January 2000 and December 2015 using the databases: SCOPUS,
Web of Science, Medline, PsychINFO, Social Policy and Practice and CINAHL. Review methods
Studies were included if they were published in the English language and were qualitative in
design, focussing on the motivations and experiences of staff engaged in part-time, accredited,
 higher education study. Three reviewers appraised the quality of the selected studies. Results
Thirteen qualitative studies were identified for the review. Motivating factors for staff to engage
in part-time, accredited, continuing professional development study included: personal and
professional drivers, influence of workplace/management and funding and availability. Key
themes in relation to how staff experienced study included: the demands of adjusting to the
academic requirements of higher education study; the experience of juggling competing
demands of study, work and family; and the presence or absence of support for part-time study
in the personal and professional arenas. Conclusions Health and social care professionals
experience a number of challenges when engaging in part-time, continuing professional
education in higher education institutions. A significant challenge is the juggling of competing
demands of study, work and family, and this may have a negative impact on learning. Research is
needed to inform how higher education can address the specific learning needs of this
population and develop pedagogic approaches that are both responsive to need and support of
effective learning.

Burton, S. (2000). "A critical essay on professional development in dietetics through a process of
reflection and clinical supervision." Journal of Human Nutrition and Dietetics 13(5): 323-332.
Background. The concept of clinical supervision is well known within the nursing profession
though numerous definitions and theoretical models proposed for implementation have led to a
degree of confusion. The debate within dietetics is just beginning, with the recent formation of a
BDA working group seeking to clarify clinical supervision for the profession. Aims. This essay
provides an overview of clinical supervision together with reflection which is considered to be
integral to the process and proposes that clinical supervision can provide a vehicle for supporting
continuous professional development for all dietitans. It is perhaps unfortunate that the
descriptive 'clinical' is used throughout the literature as this often leads to an incorrect
assumption that the scope of the process is limited to acute services. However, as patient care
takes many forms within a range of environments, the broader meaning of 'clinical' as pertaining
to 'patient care' needs to be acknowledged. Caution in choosing a model for the profession is
advised, as any model needs to fit the practice and not vice versa.

Bush, T., et al. (2005). "The utility of CPD for older adult mental health nurses." Nursing times 101(41):
34-39.
AIM: To investigate how mental health nurses working with older adults perceive the benefits
and realities of developing the outcomes of current continuing professional development
training into actual clinical practice. METHOD: A structured questionnaire was used with a
convenience sample of nursing staff. Qualitative analysis was performed using a grounded theory
approach in order to identify emergent themes, concepts and categories of data. Four randomly
selected nurses were subjected to a voluntary semistructured interview using the questionnaire
as a basis for information gathering. RESULTS: The main reason for attending courses was
developing skills. Of those attending courses, 42 per cent of qualified and 35 per cent of
unqualified staff had a personal development plan (PDP) or individual performance review (IPR).
Significantly, all unqualified staff who had not been on a course had no PDP or IPR. Learning was
described as applicable to practice by 85 per cent of unqualified and 70 per cent of qualified
staff. However, 28 per cent of unqualified staff and 20 per cent of qualified staff felt their practice
had not changed as a result of their learning. CONCLUSION: CPD can be a positive experience,
providing nurses with the opportunity to direct their professional development.

Bush, T. A. and C. W. Lewis (1978). Continuing Education for Nurses: Perceptions and Performances,
Journal of Continuing Education in Nursing. 9: 10.
One hundred thirteen registered nurses working in three hospitals were surveyed to ascertain
how nurses feel about continuing education and to examine the interactions between attitudes
toward continuing education and personal-professional circumstances. The results provided
strong evidence to support the concept of voluntary rather than mandatory continuing
education for nurses. (EM)

Bush, T. A. and C. W. Lewis (1978). "Continuing Education for Nurses: Perceptions and Performances."
The Journal of Continuing Education in Nursing 9(2): 10-13.
[...] the controversies are not so much over the necessity of continuing education - most nurses
accept this - but over the best ways to assure professional competence. [...] an understanding of
how nurses really feel about certain basic components of continuing education and information
about the interaction of attitudes and personal-professional circumstances may be prerequisite
to improved practices and participation in professional growth. On the basis of these findings, it
appears that nurses support continuing education in theory and practice when they understand
its purpose, see it as professionally valuable, and have the freedom to select or reject activities.
[...] emphasis on information, relevancy, and encouragement merits attention.

Bushy, A. (1992). "Managing change: strategies for continuing education." Journal of Continuing
Education in Nursing 23(5): 197-200.
Nurses who provide continuing education have a role, primarily through staff education, in
helping to bring about change within their institutions. To fulfill this role requires that nurse
educators understand the change process and anticipate the range of human responses to it.
This article presents an overview of two change theories that incorporate strategies for CE
offerings that facilitate the implementation of change.

Bushy, A. and S. Kost (1990). "A model of continuing education for rural oncology nurses." Oncology
Nursing Forum 17(2): 207-211.
Societal changes from an industrial era to an informational era create an ever-increasing demand
for adult continuing education. Malcom Knowles (1970) proposed a theory of adult learning; del
Bueno later applied these principles to a model she described as competency-based nursing
education. This article considers these two models and describes an innovative, cost-effective,
continuing education model developed by a group of oncology nurses in one rural state. This
model was one strategy to address their continuing learning needs.

Bushy, A. P. R. N. (1992). "Managing Change: Strategies for Continuing Education." The Journal of
Continuing Education in Nursing 23(5): 197-200.
Nurses who provide continuing education have a role, primarily through staff education, in
helping to bring about change within their institutions. To fulfill mis role requires that nurse
educators understand the change process and anticipate the range of human responses to it.
This article presents an overview of two change theories that incorporate strategies for CE
offerings that facilitate the implementation of change. [PUBLICATION ABSTRACT]

Busiol, D. and J. Wu (2018). "The Development and Initial Validation of a Psychoanalysis Use/Non-Use
Scale among a Sample of Hong Kong Helping Professionals." Journal of Social Service Research 44(3):
319-331.
This article reports on the construction and initial validation of the Psychoanalysis Use/Non-Use
scale (PUNU) and the complementary Conflicts with Hong Kong Chinese Culture scale (CHKCC),
 developed for assessing the penetration of psychoanalysis among counseling professionals in
Hong Kong. A total of 217 Hong Kong social workers, psychologists, and counselors were
surveyed to assess the scales' internal psychometric properties. Factor analysis confirmed a four-
factor structure for the PUNU, and a unidimensional structure for the CHKCC, with 17 and 9
items, respectively. Internal reliability of both scales was good and discriminative validity was
supported by comparisons with background information. These scales could help to identify
factors that affect the understanding of psychoanalysis among professionals and could be useful
for educational purposes.

Búsová, K. (2012). "Professional families - the development of the relationship between a professional
mother and the child in the context of the mother's status." Journal of Pedagogy 3(1): 117-n/a.
Professional families - the development of the relationship between a professional mother and
the child in the context of the mother's status A professional family is an organizational form of
institutional care which is used mainly in residential children's homes. By considering the
psychological development of the child and by providing a supportive environment, the
professional family provides systematic, purposeful and professional care and education for the
child. It attempts to respect age differences and developmental disorders in the child. The
professional family provides this care and education continually for a specific period of time. The
process of forming a relationship between the parents and the children being cared for is very
problematic. There is a significant lack of clarity and many problems exist in this field and to
make it worse the status of the professional parents, mainly the professional mother are not
clearly defined. We attempted to define this status through qualitative research using the theory
of object relations by Donald Wood Winnicott. [PUBLICATION ABSTRACT]

Búšová, K. Š. (2012). "Professional Families--The Development of the Relationship between a

Professional Mother and the Child in the Context of the Mother's Status." Journal of Pedagogy 3(1): 117-
135.
A professional family is an organizational form of institutional care which is used mainly in
residential children's homes. By considering the psychological development of the child and by
providing a supportive environment, the professional family provides systematic, purposeful and
professional care and education for the child. It attempts to respect age differences and
developmental disorders in the child. The professional family provides this care and education
continually for a specific period of time. The process of forming a relationship between the
parents and the children being cared for is very problematic. There is a significant lack of clarity
and many problems exist in this field and to make it worse the status of the professional parents,
mainly the professional mother are not clearly defined. We attempted to define this status
through qualitative research using the theory of object relations by Donald Wood Winnicott.

Butani, L., et al. (2020). "Effect of a patient-led educational session on pre-clerkship students' learning of
professional values and on their professional development." Medical Education Online 25(1): 1801174.
BACKGROUND: While there are several curricula using patients as educators, little has been
published on how they affect student learning and professional development. OBJECTIVE: To
explore what 1st year medical students learn about professional values from a patient-led
educational experience and how it affects their professional development. DESIGN: We piloted a
pediatric patient and family-led educational session during the molecular medicine course, with
the goal of sharing the experience of caring for a child with a chronic illness. Following the
session, students were required to submit a written reflection on what they learned and the
impact the session had on them. All reflections from one academic year were qualitatively
 analyzed by two investigators and organized using HyperRESEARCH software. A content analysis
approach was used to generate codes and emergent themes. Two theoretical lenses guided the
analyses: Arnold's framework on professional values and the lens of professional identity
formation, described as a process by which health care professionals "think, act and feel like a
physician. RESULTS: Students gained an appreciation of professional values, especially humanism
and excellence, and how clinician role models reinforce these values. Reflective writings
demonstrated recognition among learners that their identity involved being active participants in
health care delivery and not just as passive classroom learners. Students were motivated to
study diligently and be patient advocates; some questioned their skills in dealing with ambiguity
and with the health-care system, resulting in a sense of helplessness. CONCLUSION: Students
learn the importance of professional attributes and of clinician role models through a pediatric
family teaching experience. They are motivated, displaying glimpses of their future role as
caregivers and patient advocates; however, some also express fear and doubt their own abilities.
Based on this, a debriefing session has been introduced to prevent a negative effect on learner
self-efficacy.

Buteau, A., et al. (2019). "Building camaraderie, community and mentor-ship: Fostering professional
development through resident-led women in internal medicine peer group (WIIM)." Journal of General
Internal Medicine 34(2): S792.
Needs and Objectives: As women enter the field of medicine in increasing numbers, literature
shows they have decreased quality of life and blunted career advancement. One solution is to
amplify mentorship and sponsorship for women by women. Due to limited numbers of mentors
and sponsors, it is difficult for female learners to receive individualized guidance. Objectives for
WiIM: 1. Enhance opportunities for peer mentoring amongst female residents 2. Amplify
mentorship and sponsorship by internal medicine female faculty Setting and Participants: This
informal curriculum is for all female residents and faculty. Each event was hosted at a member's
home. Description: Eager for camaraderie, a group of female residents united to create an
informal peer group focused on women in internal medicine, coined WiIM. Initially, only
residents attended, but the group rapidly identified the added value of including faculty. The
monthly gatherings provide an opportunity to socialize, network and to discuss relevant readings
and topics, including advocacy, mentorship and resident-based concerns. Crowdsourcing topics
from the group, we have discussed challenges unique to women, including preserving balance
yet advancing in the hierarchical worlds of medicine and academia. Faculty shared their
experiences negotiating contracts and salaries as well as ongoing challenges as women in
medicine. Evaluation: Initially, feedback was informal and anecdotal. Attendance has been our
strongest measure of success, as 64% percent of women residents and 64% of women faculty
have attended at least 1 out of 5 meetings. While data on participation preferences, motivation
for attendance, and benefits of attending is still being collected, we continue to collect
comments that illustrate the level of interest: "after 2 hours at one of these sessions, it is the
same high I get after going to a conference for a couple of days!", "loved the collaborative aspect
and networking" and "I absolutely loved these events-I was able to get to know my attendings
on a very personal level and identified with their continued struggles as women physicians in
medicine." Discussion/Reflection/Lessons Learned: Though research regarding career fulfillment
among women in medicine is limited, there is an increasing demand to create an environment
where women can thrive and to ensure that they are given opportunities for career
advancement. Our WiIM group is unique in that a resident-driven solution to an unfulfilled need
now amplifies mentorship and sponsorship by faculty. The growth of WiIM speaks for itself.
Female residents from other programs within our institution and visiting medical students have
 enthusiastically asked to be included in our meetings. Next steps for the organization are to
establish a framework to pass on management of the group year over year, to invite more
women leaders to our group, and to explore expanding across all residencies. Maintaining an
intimate environment will be a challenge.

Butt, G. and N. Macnab (2013). "Making Connections between the Appraisal, Performance Management
and Professional Development of Dentists and Teachers: "Right, What Are the Problems We've Got and
How Could We Sort This Out?'"." Professional Development in Education 39(5): 841-861.
Evaluating the connections between the appraisal, or performance management, of different
professional groups, and their subsequent uptake of continuing professional development (CPD),
is valuable for both employees and managers. The linking of appraisal systems with
professional/personal development plans amongst health professionals is now fairly
commonplace, although less so amongst dental practitioners. Within teaching, shifts away from
appraisal towards performance management have changed the ways in which teachers now
regard their professional development. This paper focuses on the introduction of a pilot
appraisal scheme for general dental practitioners (GDPs) ("n" = 20) in a West Midlands Primary
Care Trust, comparing findings with existing practices of professional review amongst teachers
("n" = 28) in the same region. It is apparent that for many professional groups the outcomes of
appraisal/performance management meetings now have significant implications, not least
through their connection to CPD and subsequent career progression. GDPs experience CPD as a
formal component of their ongoing professional regulation and revalidation, whilst teachers (as
yet) do not. The voluntary nature of participation in the GDP appraisals reported here
encouraged appraisers and appraisees to form cooperative pairings. However, there was
cautiousness amongst both GDPs and teachers about the gathering and use of appraisal
information, particularly when it was assumed that this would be for managerial purposes. By
pursuing a comparative analysis of these professional groups, the connections between appraisal
and CPD become clearer--particularly when situated within a theoretical framework that helps to
identify the controlling influence of CPD content and mode.

Buus, L. and M. Georgsen (2018). "A Learning Design Methodology for Developing Short Learning
Programmes in Further and Continuing Education." Journal of Interactive Media in Education 2018(1).
Over the past 5 years, teaching staff at the School of Continuing Education, VIA University
College, Denmark, has been designing digitally supported teaching within diploma programmes
and tailor-made courses in the fields of health, education, social sciences and management.
More and more of these programmes and courses are designed as blended learning and are
characterised by a short time cycle of design, delivery and completion. Despite a recent addition
of learning design expertise to the organisation, there is a predominant tendency in design
processes to focus on the technical setup, the content and the participants, and very little on the
role of the teachers. The teachers' role is challenged by a number of issues in relation to the
growing use of blended and online learning, e.g. the task of facilitating the learning processes of
the participants in new ways; a higher degree of exposure as the teacher often becomes the sole
point of contact in online environments; communication skills needed to facilitate dialogue and
collaboration in an online environment; etc. Furthermore, involvement of teaching staff in co-
creation of new learning designs require skills which many lecturers do not have when they
enter the design team for the first time, among others skills to articulate their pedagogical
principles and technological imagination. Over time, we in our roles as learning designers in the
School of Continuing Education have developed, tested and refined a technique for user
involvement in the design work, and teachers now work with our professional learning designer
 and course producer on redesigning courses or creating new modules or courses. In these
collaborative design processes, we have identified a number of challenges, which will be dealt
with in our paper.

Bynum, A. B., et al. (2010). "Satisfaction with a distance continuing education program for health
professionals." Telemedicine journal and e-health : the official journal of the American Telemedicine
Association 16(7): 776-786.
This study assessed differences in program satisfaction among health professionals participating
in a distance continuing education program by gender, ethnicity, discipline, and community size.
A one-group posttest design was used with a sample of 45,996 participants in the University of
Arkansas for Medical Sciences, Rural Hospital, Distance Continuing Medical Education Program
during 1995-2007. This program provided 2,219 continuing education programs for physicians (n
= 7,047), nurses (n = 21,264), allied health (n = 3,230) and dental (n = 305) professionals,
pharmacists (n = 4,088), administrators (n = 1,211), and marketing/finance/human resources
professionals (n = 343). These programs were provided in Arkansas hospitals, clinics, and area
health education centers. Interactive video technology and the Internet were used to deliver
these programs. The program satisfaction instrument demonstrated adequate internal
consistency reliability (Cronbach's alpha = 0.91) and construct validity. Participants had high
levels of satisfaction regarding knowledge and skills, use of information to enhance patient care,
program quality, and convenience of the technology (mean total satisfaction score = 4.44, range:
1-5). Results from the t-test for independent samples and one-way analysis of variance indicated
that men (p = 0.01), African-Americans and Hispanics (p < 0.01), dental professionals (p < 0.01),
and participants in larger urban communities (population of 75,001-185,000) (p < 0.01) had
significantly greater satisfaction. Nurses and physicians had significantly greater satisfaction
regarding the use of information in practice to enhance patient care (p < 0.01). Results suggest
that socioeconomic and demographic factors can affect satisfaction with distance continuing
education programs.

Cabral, V. K., et al. (2017). "Distance Learning Course for Healthcare Professionals: Continuing Education
in Tuberculosis." Telemedicine journal and e-health : the official journal of the American Telemedicine
Association 23(12): 996-1001.
BACKGROUND: Continuing education of healthcare workers (HCWs) is an essential strategy for
the control of tuberculosis (TB) transmission, enabling HCWs in early detection and appropriate
treatment of TB cases. METHODS: We developed a distance learning (DL) course on TB for
nurses. We conducted a quasi-experimental before and after study to evaluate the DL
community at the participant's learning level. In addition, to evaluate the DL community at the
level of participant satisfaction, a cross-sectional study was carried out after the course. Nurses
involved in active inpatient or outpatient care of patients were recruited to participate in the
study. RESULTS: Sixty-six participants started and completed the course and they were included
in the analysis. The overall mean pretest and post-test scores were 10.3 ± 2.2 and 11.4 ± 2.7,
respectively. Participants increased their knowledge to a statistically significant degree (p <
0.0001). At baseline, the frequency of correct answers was very low in some questions: number
of people infected by Mycobacterium tuberculosis in the world (10.6%); number of TB cases in
Brazil (36.4%); contagiousness of latent TB infection (LTBI) (28.8%); and definition of active case
finding (45.5%). Course feedback was mostly positive, with majority of users saying they were
satisfied or totally satisfied. CONCLUSIONS: A brief DL course on TB was associated with some
improvement in knowledge among nurses. The baseline knowledge was low regarding TB
epidemiologic data, concepts on LTBI, and active case finding. This finding emphasizes the need
 to further improve the competencies and knowledge of nurses.

Caird, A. C. (2019). "Conscious Conception: Foundations of Emotional Development and Considerations

for Professionals Working with Families." Journal of Prenatal & Perinatal Psychology & Health 33(4): 301-
313.
Conscious conception encompasses physical, emotional, spiritual, and practical considerations
that prepare parents to welcome, nurture, and parent their baby, and that form foundations for
bonding and secure attachment. Parents' thoughts and feelings before, at, and after conception
and discovery of pregnancy influence the baby's developing core beliefs of self, relationships,
and the world. Parents' abilities to differentiate their thoughts and feelings from those of the
baby are critical to the baby's developing felt sense of emotional safety and optimal
development of self. Differentiation of thoughts and feelings also provides a foundation for
healing and repairing ruptures within the parent-baby relationship. Very early needs for
belonging, love, and support can be met with optimal very early parenting. The discussion of
conscious parenting highlights five specific considerations for the work of professionals working
with families with babies and young children.

Cameron, R. J., et al. (2008). "Changing Professional Views of Continuing Professional Development
Doctorates in Educational Psychology." Educational Psychology in Practice 24(3): 251-267.
Continuing professional development (CPD) doctorate programmes may not be the only learning
and development opportunities which universities and other organisations can provide for
educational psychology practitioners (EPs). However, as Morris and Brightman pointed out in
2006, they are likely to continue as important sources for professional development for some
years to come. Such programmes serve the purposes of providing continuing professional
development for individuals, conferring higher status on the professional group and, for some,
developing specialist skills and knowledge. This paper reports on two studies carried out nearly a
decade apart. The first involved the collation of data from eight focus groups in London and the
Home Counties who discussed the costs and benefits of setting up part-time doctoral
programmes for experienced practitioners in 1998, as discussed by Cameron in 1999, and the
other was a small-scale follow-up survey in 2007 using a questionnaire which was based on the
issues arising from the earlier focus group discussions and which was designed to explore
consistent, changed and evolving views and opinions of practitioner EPs towards this extended
form of EP professional training. While both studies uncovered evidence of the research-practice
divide which has been a feature of EP practice for many decades, it was clear from the 2007
survey that much of the ambivalence of practitioners to the "academic dimension" of training,
present in the first investigation, had dissipated and that national doctorate programmes for
experienced practitioners had become a familiar feature of the educational and child psychology
landscape. Some theory/research versus practice tensions still remain, however, and these,
together with their likely implications for current and future developments in the profession, are
also considered. Finally, some key issues arising from both the 1998 and the 2007 studies are
used to illuminate the potential role of CPD doctorates in enabling EPs to address future
challenges in the practice context. (Contains 5 tables.)

Camin, L. R. M. S. N. R. N. (1995). "Health Care Reform: Initial Implications for Continuing Education in
Nursing." The Journal of Continuing Education in Nursing 26(2): 53-54.
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. [PUBLICATION ABSTRACT]

Campbell, C., et al. (2010). "Competency-based continuing professional development." Medical Teacher
32(8): 657-662.
Competence is traditionally viewed as the attainment of a static set of attributes rather than a
dynamic process in which physicians continuously use their practice experiences to "progress in
competence" toward the attainment of expertise. A competency-based continuing professional
development (CPD) model is premised on a set of learning competencies that include the ability
to (a) use practice information to identify learning priorities and to develop and monitor CPD
plans; (b) access information sources for innovations in development and new evidence that may
potentially be integrated into practice; (c) establish a personal knowledge management system
to store and retrieve evidence and to select and manage learning projects; (d) construct
questions, search for evidence, and record and track conclusions for practice; and (e) use tools
and processes to measure competence and performance and develop action plans to enhance
practice. Competency-based CPD emphasizes self-directed learning processes and promotes the
role of assessment as a professional expectation and obligation. Various approaches to defining
general competencies for practice require the creation of specific performance metrics to be
meaningful and relevant to the lifelong learning strategies of physicians. This paper describes the
assumptions, advantages, and challenges of establishing a CPD system focused on competencies
that improve physician performance and the quality and safety of patient care. Implications for
competency-based CPD are discussed from an individual and organizational perspective, and a
model to bridge the transition from residency to practice is explored.

Campbell, C., et al. (2010). "Competency-based continuing professional development." Medical Teacher
32(8): 657-662.
Competence is traditionally viewed as the attainment of a static set of attributes rather than a
dynamic process in which physicians continuously use their practice experiences to 'progress in
competence' toward the attainment of expertise. A competency-based continuing professional
development (CPD) model is premised on a set of learning competencies that include the ability
to (a) use practice information to identify learning priorities and to develop and monitor CPD
plans; (b) access information sources for innovations in development and new evidence that may
potentially be integrated into practice; (c) establish a personal knowledge management system
to store and retrieve evidence and to select and manage learning projects; (d) construct
questions, search for evidence, and record and track conclusions for practice; and (e) use tools
and processes to measure competence and performance and develop action plans to enhance
practice. Competency-based CPD emphasizes self-directed learning processes and promotes the
role of assessment as a professional expectation and obligation. Various approaches to defining
general competencies for practice require the creation of specific performance metrics to be
meaningful and relevant to the lifelong learning strategies of physicians. This paper describes the
assumptions, advantages, and challenges of establishing a CPD system focused on competencies
that improve physician performance and the quality and safety of patient care. Implications for
competency-based CPD are discussed from an individual and organizational perspective, and a
model to bridge the transition from residency to practice is explored.

Campbell, D. D. (1983). "Implementing and evaluating continuing professional education: Elements of a

strategy." Physiotherapy Canada 35(5): 253-256.
This paper examines the role of continuing education in the process of professionalization - the
term used to describe the dynamic process of change which characterizes professions today.
 Much of the growth of continuing education has been due to innovative technology, which has
added telelectures, teleconferencing, audiotapes and videotapes, as well as radio and television
to the traditional modes of delivery such as books and lectures; but, in addition, professionals
learn through monitoring their own work, through self-directed study, and through 'mentorship'
(in which a neophyte professional understudies a senior colleague - and role model).
Modularization, the basic element of correspondence or computerized instruction, is widely
used in the delivery of continuing education. The model chosen for delivery will depend on the
needs of the clientele and the resources available but, whatever the style of delivery, the final,
essential question is: 'How good is the product?' Among the criteria used to evaluate the
product are these: the extent of the learner's participation; the degree of satisfaction expressed
by the learner; the extent of learning evident through comparison of tests done before and after
the learning experience; and the improvement of individual performance. Peer appraisal is an
obvious and longstanding method of evaluating professionals. A relatively new approach is that
of self-assessment, in which an individual is tested and the results made known to him alone.
This type of evaluation can be useful to the profession as well as to the individual because an
aggregate of the scores attained by individual practitioners can pinpoint general weaknesses in
particular content areas, to which the profession can then direct its efforts in the upgrading of
practice through conferences, journal articles and so on. Continuing education begins with an
acceptance that the primary responsibility for it rests with the individual. Continuing education
ought not be restricted to the technological aspects of each profession but should properly
include the construction of the community environment and the professional's role in it. And,
because professionals share common characteristics and problems, they can often collaborate
productively on the planning and provision of continuing education.

Campbell, D. D. (1983). "Progressing toward professionalization: The role of continuing education."

Physiotherapy Canada 35(5): 248-251.
The traditional term professionalism - variously linked to such characteristics as an 'organized
body of knowledge', or a 'closely-knit association of people with a high degree of
communication' - has been described recently as a static concept. It is professionalization - the
dynamic process of refinement through which the character and spirit of a profession is made
real and operative - which is more relevant. Part of that process is quite obviously the application
of new knowledge which today is growing at an increasing rate. Note this paradox: that although
each profession grows by accentuating its own distinctive knowledge, that very specialization
leads in turn to the need for closer relationships with allied professions. Equally important is
each profession's need to continue to redefine its relationhip with its clients. Continuing
education is an essential tool in both of these tasks. Recent studies elicited a variety of reasons
for the professional's interest and engagement in continuing education: to become better
informed; to gain personal enrichment; to achieve career advancement; to satisfy individual
curiosity; to fulfill an employer's requirements; to qualify for licensure; to meet new people; or
to break out of a routine. Typically, continuing education is promoted by professional schools,
university extension divisions, employing agencies, the professional association itself - and even
its commercial suppliers. Physiotherapists ought reasonably to ask themselves these questions:
What goals are to be sought in the ensuing five years? Which of these can be met through
continuing education? What barriers to continuing education now exist? What methodology and
delivery of continuing education will best serve the profession? How can this educational thrust
be harnessed to improve physiotherapists' relationships with other professionals - and the
general public?
Campbell, K. (2011). "The East of Scotland Haematology Nurse Group use of the virtual classroom
environment in the provision of continuous professional development through a Macmillan online
lecture series." Bone Marrow Transplantation 46: S438.
The East of Scotland Haematology Nurses Group (ESHNG) are dedicated to the provision of
Continuous Professional Development (CPD) of Scottish haematology nurses that often work in
isolation across the country with little opportunity to network and share practice, by awarding
education grants and holding an annual study day. To build on this principle and after taking into
consideration a recent evaluation of participation in an online learning environment within the
Therapeutic Options in Malignant Haematology Module run at Edinburgh Napier University
(Campbell 2009); the ESHNG were interested in the potential use of virtual classroom facility in
provision of CPD for all haematology nurses across Britain. The ESHNG were successful in
obtaining funding from Macmillan Cancer Support to provide sessions every month, for a year,
facilitated by an experienced operator, for fifty nurses over the internet. The speakers would be
determined by the group and the attendants depending on the topic of speciality requested.
There would also be a chance to conduct either case presentations or journal clubs once a
month in small group sessions. The intention was to meet the learning needs of the participants
by the use the virtual classroom to critically engage with current practices in malignant
haematology, with a diverse network of colleagues, building a learning community whilst gaining
additional computer skills. The live presentations were recorded for viewing by a further wider
audience. To date the Macmillan Online Lecture Series will have hosted four session covering
Late Effects of Bone Marrow Transplantation, Complementary Therapies, Nutrition in Cancer
Care and Cord Blood Transplantation.

Canet-Vélez, O., et al. (2021). "The perception of training and professional development according to
nursing students as health workers during COVID-19: A qualitative study." Nurse Education in Practice 53:
N.PAG-N.PAG.
To explore the perception of education and professional development of final-year nursing
students who carried out health relief tasks during the COVID-19 pandemic. The COVID-19
pandemic has led to a global health emergency. This situation has exacerbated the need for
additional healthcare employees, forcing the Spanish government to incorporate volunteer
nursing students as auxiliary health staff. A qualitative study framed in the constructivist
paradigm. Twenty-two students of nursing were recruited. A purposeful sampling was
implemented until reaching saturation. A semi-structured interview as a conversational
technique was used to collect information based on three dimensions: academic curriculum,
disciplinary professional development, and patient care. Subsequently, a content analysis of the
information was carried out. Three phases were followed in the data analysis process:
theoretical, descriptive-analytical, and interpretive. The COREQ checklist was used to evaluate
the study. The most important results are linked to the students' professional and academic
preparation, how the nurses handled the pandemic situation and the characteristics of the
COVID-19 patients. Students require training in order to offer holistic care to patients, adapted to
the context. Participants highlight the importance of professional values and recognise a high
level of competence and autonomy in nurses. • There is a lack of preparation to face a situation
such as that caused by the COVID-19 pandemic. • Recognition of professional nursing skills as a
key element of healthcare. • Need for humanistic and holistic care that emphasises professional
nursing values. • Process of adaptation to an unexpected transition of students to the work
context.

Canet-Velez Olga, C.-V., et al. (2021). "The perception of training and professional development according
to nursing students as health workers during COVID-19: A qualitative study." Nurse Education in Practice
53: 103072.
AimTo explore the perception of education and professional development of final-year nursing
students who carried out health relief tasks during the COVID-19 pandemic.BackgroundThe
COVID-19 pandemic has led to a global health emergency. This situation has exacerbated the
need for additional healthcare employees, forcing the Spanish government to incorporate
volunteer nursing students as auxiliary health staff.DesignA qualitative study framed in the
constructivist paradigm.MethodsTwenty-two students of nursing were recruited. A purposeful
sampling was implemented until reaching saturation. A semi-structured interview as a
conversational technique was used to collect information based on three dimensions: academic
curriculum, disciplinary professional development, and patient care. Subsequently, a content
analysis of the information was carried out. Three phases were followed in the data analysis
process: theoretical, descriptive-analytical, and interpretive. The COREQ checklist was used to
evaluate the study.ResultsThe most important results are linked to the students’ professional
and academic preparation, how the nurses handled the pandemic situation and the
characteristics of the COVID-19 patients.ConclusionsStudents require training in order to offer
holistic care to patients, adapted to the context. Participants highlight the importance of
professional values and recognise a high level of competence and autonomy in nurses.

Caple, I. W. (2005). "Continuing professional development for veterinarians." Australian veterinary

journal 83(4): 200-202.
Continuing professional development for veterinarians is expected to commence in the year
after graduation and continue until retirement. The World Organisation for Animal Health
standard for veterinary services is based on principles of an ethical, organisational and technical
nature, and a mix of regulation, self-regulation and quality assurance approaches are used. Few
jurisdictions have made a minimum requirement of continuing professional development,
measured in hours or units, mandatory in 2004, however, there is an increasing expectation of
veterinarians to keep a personal record of their continuing professional development activities.
Such records might assist in defending complaints about professional misconduct, and provide a
basis for planning and monitoring personal professional growth. Continuing professional
development can be obtained by a variety of means through structured and unstructured
learning activities. The rapid advances in communication technologies and ready access to
available electronic databases at the beginning of the 21st century is rapidly changing the way
students learn in veterinary schools and how they will acquire continuing professional
development during their careers. Universities, governments, professional associations and
special interest groups all have roles to play in the delivery of continuing professional
development to the veterinary profession and to ensure a structure is in place to monitor
improvements in the delivery of quality veterinary services.

Cappella, E. and E. B. Godfrey (2019). "New Perspectives on the Child- and Youth-Serving Workforce in
Low-Resource Communities: Fostering Best Practices and Professional Development." Am J Community
Psychol 63(3-4): 245-252.
The professionals and paraprofessionals who work daily with youth in low-resource,
marginalized communities are integral to youth wellbeing; yet, their professional development,
and the factors that promote it, are not well understood. In this introduction to the special issue,
Understanding and Strengthening the Child- and Youth-Serving Workforce in Low-Resource
Communities, we focus on understudied practitioners operating in an array of sectors and
settings, such as home visitors, mental health paraprofessionals, early childhood assistant
 teachers, teachers in low-income countries, school resource officers, juvenile justice staff, and
after-school and community-based program workers. We put forward a conceptual model
detailing the interactive, layered set of proximal-to-distal ecological factors that influence the
practice and professional development of these workers, and show how papers in the current
issue address these layers in their examination of workforce development. We conclude with a
summary of the contributions and lessons from this work - including the value of a whole-person
approach, the importance of sharing process across research stages, and the need to build on
the foundation provided by community psychology and implementation science - toward the
twin goals of understanding and building the skills and strengths of the workforce, and
ultimately, enhancing youth development.

Cappella, E. and E. B. Godfrey (2019). "New Perspectives on the Child‐ and Youth‐Serving Workforce in
Low‐Resource Communities: Fostering Best Practices and Professional Development." American Journal
of Community Psychology 63(3-4): 245-252.
The professionals and paraprofessionals who work daily with youth in low‐resource,
marginalized communities are integral to youth wellbeing; yet, their professional development,
and the factors that promote it, are not well understood. In this introduction to the special issue,
Understanding and Strengthening the Child‐ and Youth‐Serving Workforce in Low‐Resource
Communities, we focus on understudied practitioners operating in an array of sectors and
settings, such as home visitors, mental health paraprofessionals, early childhood assistant
teachers, teachers in low‐income countries, school resource officers, juvenile justice staff, and
after‐school and community‐based program workers. We put forward a conceptual model
detailing the interactive, layered set of proximal‐to‐distal ecological factors that influence the
practice and professional development of these workers, and show how papers in the current
issue address these layers in their examination of workforce development. We conclude with a
summary of the contributions and lessons from this work – including the value of a whole‐
person approach, the importance of sharing process across research stages, and the need to
build on the foundation provided by community psychology and implementation science –
toward the twin goals of understanding and building the skills and strengths of the workforce,
and ultimately, enhancing youth development.

Capps, D. K. and B. A. Crawford (2013). "Inquiry-Based Professional Development: What does it take to
support teachers in learning about inquiry and nature of science?" International Journal of Science
Education 35(12): 1947.
This study examined the geologic and evolutionary subject matter and views of inquiry and
nature of science (NOS) of a group of 5th-9th grade teachers, and a comparison group, before
and after participating in an inquiry-based professional development (PD) experience. Project
teachers participated in an intensive, week-long, resident institute where they learned about
geology, evolutionary concepts, NOS, and inquiry while engaging in an authentic scientific
investigation. They were also given support in how to teach these topics using an inquiry-based
approach. Analyses of data indicate that project teachers showed greater gains in subject matter
than comparison teachers and the relative change was significantly different statistically.
Furthermore, most project teachers demonstrated a shift from less informed to more informed
views of inquiry and NOS and the relative change between participant and comparison teachers
was significantly different statistically. These gains are promising because they suggest that
short-term and intensive PD can support teachers in enhancing their knowledge and views.
Moreover, analysis of post-programme questionnaires and interviews indicated that supporting
teachers in reflecting on the relationship between their former classroom teaching practice, and
 new knowledge acquired during PD, may be an important link in enhancing teacher knowledge
and supporting change in practice. This suggests that enhanced knowledge and views may not
be the only factor contributing to changing one's practice. The study points to the importance of
reflection in promoting teacher change. Results from this study add insights to supporting
teachers in enacting inquiry-based instruction and teaching about NOS in their classrooms.
[PUBLICATION ABSTRACT]

Caras, A. and A. Sandu (2014). "The Role of Supervision in Professional Development of Social Work
Specialists." Journal of Social Work Practice 28(1): 75-94.
The professionals use social services supervision as an educational and administrative process,
meant to support. Supervision is a relatively new field introduced in the Romanian social welfare
institutions. The article approaches the role of supervision in the process of professional
development of social workers, following a research based on Grounded theory. We conducted
this research into an elite NGO, in the North-Eastern Romania, in the domain of child protection.
Supervision is a social practice based on the relationship between a person with extensive
professional experience and a professional effectively involved in case management. Supervision
is seen as a prerequisite to quality social services organization. Effectiveness of the supervision
process may be an indicator of the quality of social work practice in an organization. The data
were collected through interviews of participants in the research. The interviewed subjects
operate with a definition of the supervision as being a practice based on individual or group
interview, formal or informal, consisting in a series of specific phases (initial, development, end).
Supervision involves the establishment of professional relationships between the participants
and the quality of services and training received. This definition is partially different from those
in the literature.

Carey, T. A., et al. (2017). "Improving professional psychological practice through an increased repertoire
of research methodologies: Illustrated by the development of MOL." Professional Psychology: Research
and Practice 48(3): 175-182.
Mental health problems present an increasing global disease burden making the development of
effective and efficient psychological treatments an urgent public health priority. Despite the
continued proliferation of treatments and large numbers of randomized controlled trials (RCTs),
evidence suggests that pre-post effect sizes have been decreasing over time not increasing.
Promoting RCTs as a gold standard of evidence has not been a useful strategy for advancing
progress in the development of increasingly effective and efficient psychological treatments and
has, in fact, created a divide between research and practice in professional psychology. To close
this divide, other methodologies are needed that can assist in the rigorous development and
evaluation of treatments in routine clinical practice. We outline some of the problems with using
RCTs as the sole means of generating evidence for treatment effectiveness and efficiency and we
use the development and evaluation of a transdiagnostic cognitive therapy to illustrate an
alternative way of accumulating evidence through a much closer connection between research
and practice. Ultimately, including other methodologies alongside RCTs that combine research
and practice more seamlessly, will produce treatments of greater effectiveness and efficiency
and help to reduce the global burden of mental health problems. (PsycInfo Database Record (c)
2022 APA, all rights reserved) (Source: journal abstract) Impact statementPublic Significance
Statement—This paper will be important to professional psychologists and policy makers by
providing an example of the way in which an evidence-base may be developed for a
psychological treatment that is an alternative to conducting a randomized controlled trial. This is
significant because it enhances translational research and provides professional psychologists
 with research that is relevant and directly applicable to their work. (PsycInfo Database Record (c)
2022 APA, all rights reserved)

Carlton, K. H. (1997). "Redefining continuing education delivery." Computers in nursing 15(1): 17-18, 22.
Just as technology is transforming the delivery of education, the Internet and advanced
telecommunication applications are changing the "face" of CE and the connotation of "lifelong
learning." As late as the mid-1980s, a discussion of computer applications in nursing CE focused
on the "timely" transition to microcomputers as tools for the enhancement of managerial tasks
for increased productivity. Even as recently as 1990, there seemed to be "time" for those
providers who were "slower to adopt innovation" to "catch up." Now, the CE provider who does
not integrate the microcomputer and advanced telecommunications as an integral component
of their delivery modalities may be outsourced rapidly by an educational or commercial
competitive unit that is able to utilize the communication medium, mergers and partnerships,
enterprise, and individual lifestyle and learning patterns that will epitomize the CE unit of the
21st century. As with the "re-engineering" of nursing education, the "re-engineered" delivery
modalities of evolving CE entity might now best be conceptualized on a continuum from the
traditional mode that time and place dependent to a mode of synchronous and asynchronous
data and advanced telecommunication. Delivery methods will need to be selected according to
the target populations, content, and situation. The health-care educational provider may
discover, as in other industries, that a combination of distance and residential offerings will be
the most successful medium for the delivery of CE to the progressively more "information and
technologically savvy" lifelong learner of the 21st century. In addressing the dramatic effects of
the information technology era on the refocused multimedia/interactive delivery method for
student education, educators amply quoted Bob Dylan's phrase of the 1960s, "The times, they
are a-changing." And so, we see that the times are also changing at an astronomical rate for the
health-care educational provider as well as the individual health-care worker consumer. A
number of national and world-wide trends are propelling rapid changes in the delivery
modalities and types of emerging providers for health-care CE. Examples of these advanced
telecommunications applications of CE opportunities for health-care personnel are becoming
more prevalent in the literature and the pattern of CE marketing, and delivery evolution can be
seen readily on the Internet. Continued program success and viability will belong to the
individuals and organizations who are able to conceptualize and envision the positive
transformations and opportunities that can occur from the evolving paradigm of education for
the lifelong learner of the 21st century.

Carolyn Gates, M., et al. (2021). "Building veterinarians beyond veterinary school: Challenges and
opportunities for continuing professional development in veterinary medicine." Journal of Veterinary
Medical Education 48(4): 383-400.
Continuing professional development (CPD) is an important mechanism for veterinarians to
acquire, maintain, and enhance their capability to perform competently in their chosen practice
area over their career. Although most licensing bodies require veterinarians to complete a
minimum number of CPD hours each registration cycle, there are known issues with verifying
that these activities are having the desired effects of ensuring professional competence and
improving outcomes for patients, owners, and veterinarians. In this review, we summarize the
literature across different health care professions to highlight three key challenges for veterinary
CPD programs. These are (a) defining what it means to be professionally competent across
different career stages from graduation to retirement, (b) delivering CPD activities that are
effective in promoting evidence-based medicine and behavioral change in practice, and (c)
 developing reliable and sustainable systems to formally assess the continued professional
competence of veterinarians. A common theme across all challenges was the importance of
interacting with colleagues as an opportunity to receive external feedback on their professional
strengths and weaknesses and to develop stronger support networks for managing common
stressors in clinical practice. There was also a recognized need to develop more transparent
outlines of the available and acceptable options for managing different animal health concerns
as a first step toward identifying new opportunities for the veterinary profession to elevate the
level of care provided. Based on these findings, we propose a new framework for defining,
delivering, and evaluating CPD that promotes stronger collaboration between veterinarians to
improve professional and personal well-being.

Carroll, J. C., et al. (2016). "The Gene Messenger Impact Project: An Innovative Genetics Continuing
Education Strategy for Primary Care Providers." Journal of Continuing Education in the Health
Professions 36(3): 178-185.
Introduction: Primary care providers (PCP) will need to be integrally involved in the delivery of
genomic medicine. The GenetiKit trial demonstrated effectiveness of a knowledge translation
intervention on family physicians' (FP) genetics referral decision-making. Most wanted to
continue receiving Gene Messengers (GM), evidence-based summaries of new genetic tests with
primary care recommendations. Our objective was to determine the value of GMs as a
continuing education (CE) strategy in genomic medicine for FPs. Methods: Using a "push" model,
we invited 19,060 members of the College of Family Physicians of Canada to participate.
Participants read GMs online, receiving 12 emailed topics over 6 months. Participants completed
an online Information Assessment Method questionnaire evaluating GMs on four constructs:
cognitive impact, relevance, intended use of information for a patient, and expected health
benefits. Results: One thousand four hundred two FPs participated, 55% rated at least one GM.
Most (73%) indicated their practice would be improved after reading GMs, with referral to
genetics ranked highly. Of those who rated a GM relevant, 94% would apply it to at least one
patient and 79% would expect health benefits. This method of CE was found useful for genetics
by 88% and 94% wanted to continue receiving GMs. Discussion: FPs found this novel CE strategy,
brief individual reflective e-learning, to be valuable for learning about genetics. This method of
information delivery may be an especially effective method for CE in genomic medicine where
discoveries occur at a rapid pace and lack of knowledge is a barrier to integration of genetic
services.

Carroll, P. (1991). "Using multiple teaching techniques in a continuing education program." Focus on
critical care / American Association of Critical-Care Nurses 18(6): 502-505.
The use of Gregorc's mind mediation channel theories as a framework for continuing education
planning has been successful and well received by participants on the basis of evaluation
responses received over a 2-year period. This framework has been especially applicable in the
setting described because participants form a heterogeneous audience drawn from registered
nurses in various practice settings at many different institutions across the country. Integration of
various techniques designed to meet the needs of participants with different mind mediation
characteristics assures that participants will find at least one technique targeted to their learning
needs. In a more homogeneous setting with a consistent audience for continuing education (for
example, a critical care unit with monthly continuing educational offerings), the planner may
want to consider asking participants (staff nurses) to complete the Gregorc Style Delineator so
that educational experiences can be planned for congruency with participants' learning
characteristics.
Carruth, P. J. and A. K. Carruth (1991). "Applying Ethics to Health Care: The Role of Continuing
Education." The Health Care Supervisor 10(2): 62.
A survey of 206 undergraduate nursing students was conducted to examine factors concerning
the development of their ethical or moral values. Although 75% felt that their formal education
had adequately prepared them to make ethical or moral decisions, a significant percentage said
they did not agree that their formal education had adequately provided for their ethical and
moral development. Moreover, the lack of the opportunity to apply principles of ethics to real-
life situations during formal education may leave nursing students inadequately prepared to
make future ethical decisions. Continuing education may provide the soundest basis for the
ongoing development and improvement of an individual's ethical conduct.

Cartabellotta, A. (2010). "[What evidence that continuing education is effective? Focus on residential
training]." Recenti Prog Med 101(6): 249-251.
The paper assesses effectiveness of Continuing Medical Education (CME) on the basis of five
points: the principles that rule adult learning, the main outcomes of CME, the evidence of
effectiveness of CME, the features of an evidence-based residential course and the new Italian
CME system in the clinical governance era. The author emphasizes the lack of proof of
effectiveness in traditional residential teaching and illustrates the essential features of a
workshop finalized to changing the behaviors of the participants: preliminary evaluation of the
educational objectives; interaction with the teachers; small working groups; problem-based
learning; learning by doing; reinforcement of teaching with other formative problems.

Cartabellotta, A. (2010). "What evidence that continuing education is effective? Focus on residential
traning." Recenti Progressi in Medicina 101(6): 249-251.
The paper assesses effectiveness of Continuing Medical Education (CME) on the basis of five
points: the principles that rule adult learning, the main outcomes of CME, the evidence of
effectiveness of CME, the features of an evidence-based residential course and the new Italian
CME system in the clinical governance era. The authore emphasizes the lack of proof of
effectiveness in traditional residential teaching and illustrates the essential features of a
workshop finalized to changing the behaviors of the participants: preliminary evaluation of the
educational objectives; interaction with the teachers; small working groups; problem-based
learning; learning by doing; reinforcement of teaching with other formative problems.

Casebeer, L., et al. (2002). "Physician Internet medical information seeking and on-line continuing
education use patterns." Journal of Continuing Education in the Health Professions 22(1): 33-42.
INTRODUCTION: Although physician Internet use patterns have been studied, little attention has
been paid to how current physician learning and change theories relate to physician Internet
information seeking and on-line learning behaviors. The purpose of this study was to examine
physician medical information-seeking behaviors and their relevance to continuing education
(CE) providers who design and develop on-line CE activities. METHODS: A survey concerning
Internet use and learning was administered by facsimile transmission to a random sample of
2,200 U.S. office-based physicians of all specialties. RESULTS: Nearly all physicians have access to
the Internet, know how to use it, and access it for medical information; the Internet's
professional importance to physicians currently is in the area of professional development and
information seeking to provide better care rather than for patient-physician communication. A
particular patient problem was the most common reason for seeking information. The credibility
of the source, quick and 24-hour access to information, and ease of searching were most
 important to physicians. Barriers to use included too much information to scan and too little
specific information to respond to a defined question. DISCUSSION: The importance of the
Internet to physician professional development is growing rapidly. Access to on-line continuing
medical education must be immediate, relevant, credible, and easy to use. A sense of high utility
demands content that is focused and well indexed. The roles of the CE provider must be
reshaped to include helping physicians seek and construct the kind of knowledge they need to
improve patient care.

Casey, A.-N., et al. (2020). "GP awareness, practice, knowledge and confidence: evaluation of the first
nation-wide dementia-focused continuing medical education program in Australia." BMC Family Practice
21(1): 1-16.
Background: Dementia is under-diagnosed in primary care. Timely diagnosis and care
management improve outcomes for patients and caregivers. This research evaluated the
effectiveness of a nationwide Continuing Medical Education (CME) program to enhance
dementia-related awareness, practice, knowledge and confidence of general practitioners (GPs)
in Australia. Methods: Data were collected from self-report surveys by GPs who participated in
an accredited CME program face-to-face or online; program evaluations from GPs; and process
evaluations from workshop facilitators. CME participants completed surveys at one or more
time-points (pre-, post-program, six to 9 months follow-up) between 2015 and 2017. Paired
samples t-test was used to determine difference in mean outcome scores (self-reported change
in awareness, knowledge, confidence, practice) between time-points. Multivariable regression
analyses were used to investigate associations between respondent characteristics and key
variables. Qualitative feedback was analysed thematically. Results: Of 1352 GPs who completed a
survey at one or more time-points (pre: 1303; post: 1017; follow-up: 138), mean scores
increased between pre-CME and post-program for awareness (Mpost-pre = 0.9, p < 0.0005),
practice-related items (Mpost-pre = 1.3, p < 0.0005), knowledge (Mpost-pre = 2.2, p < 0.0005),
confidence (Mpost-pre = 2.1, p < 0.0005). Significant increases were seen in all four outcomes for
GPs who completed these surveys at both pre- and follow-up time-points. Male participants and
those who had practised for five or more years showed greater change in knowledge and
confidence. Age, years in practice, and education delivery method significantly predicted post-
program knowledge and confidence. Most respondents who completed additional program
evaluations (> 90%) rated the training as relevant to their practice. These participants, and
facilitators who completed process evaluations, suggested adding more content addressing
patient capacity and legal issues, locality-specific specialist and support services, case studies
and videos to illustrate concepts. Conclusions: The sustainability of change in key elements
relating to health professionals' dementia awareness, knowledge and confidence indicated that
dementia CME programs may contribute to improving capacity to provide timely dementia
diagnosis and management in general practice. Low follow-up response rates warrant cautious
interpretation of results. Dementia CME should be adopted in other contexts and updated as
more research becomes available.

Casper, E. S. (2007). "The Theory of Planned Behavior Applied to Continuing Education for Mental Health
Professionals." Psychiatric Services 58(10): 1324-1329.
Objective: This study evaluated the effects of a continuing education class that applied the
theory of planned behavior to the intentions and behavior of mental health practitioners.
Methods: In 2006 a total of 94 mental health practitioners were randomly assigned to either a
standard continuing education class or one that applied principles of the theory of planned
behavior. The class topic was a brief, self-report tool that assesses felt need for employment
 among people with serious mental illnesses. Participants' intentions to apply the tool were
evaluated before and after each class. Participants' implementation of the tool was measured
three months after the class. Results: The class guided by the theory of planned behavior
significantly and substantially increased the participants' intentions to use the tool in comparison
with the standard class. Significantly more participants in the theory-guided class than in the
standard class (74% versus 42%) had applied the tool by the three-month follow-up. Among
those who implemented the assessment tool, the participants in the theory of planned behavior
class also assessed significantly more of their caseload. Conclusion: The theory of planned
behavior can improve and may be well suited to continuing education in psychiatry. (Psychiatric
Services 58:1324-1329, 2007)

Casper, E. S. and E. S. Casper (2007). "The theory of planned behavior applied to continuing education
for mental health professionals." Psychiatric Services 58(10): 1324-1329.
Objective: This study evaluated the effects of a continuing education class that applied the
theory of planned behavior to the intentions and behavior of mental health
practitioners.Methods: In 2006 a total of 94 mental health practitioners were randomly assigned
to either a standard continuing education class or one that applied principles of the theory of
planned behavior. The class topic was a brief, self-report tool that assesses felt need for
employment among people with serious mental illnesses. Participants' intentions to apply the
tool were evaluated before and after each class. Participants' implementation of the tool was
measured three months after the class.Results: The class guided by the theory of planned
behavior significantly and substantially increased the participants' intentions to use the tool in
comparison with the standard class. Significantly more participants in the theory-guided class
than in the standard class (74% versus 42%) had applied the tool by the three-month follow-up.
Among those who implemented the assessment tool, the participants in the theory of planned
behavior class also assessed significantly more of their caseload.Conclusion: The theory of
planned behavior can improve and may be well suited to continuing education in psychiatry.

Casper, E. S. P. (2008). "Using Implementation Intentions to Teach Practitioners: Changing Practice

Behaviors via Continuing Education." Psychiatric Services 59(7): 747-752.
Objective: This study evaluated the effectiveness of implementation intentions on increasing the
use of a practice behavior among mental health practitioners who attended a one-day
continuing education class. Methods: Seventy-eight practitioners were randomly assigned to one
of two classes on psychiatric advance directives. One class incorporated instruction in
implementation intentions (N=40) and the other class did not (N=38). Implementation intention
training involved having the participants describe the best time and place to use a practitioner-
guided procedure to assist consumers to complete a psychiatric advance directive. Use of the
practitioner-guided procedure was the dependent variable in this study. Use of the procedure in
practice was assessed three months after the class via an electronic self-report survey. Results:
There were no statistically significant differences between the two class conditions in participant
characteristics or preclass or postclass knowledge of and intentions to use the procedure. Fifty-
four participants (69%) responded to the three-month follow-up survey, indicating that they had
used the practitioner-guided procedure. The results of the follow-up survey showed that overall
those attending the class that incorporated implementation intentions used the practitioner-
guided procedure significantly more often than those in the other class (80% versus 58%). The
effect of implementation intentions on utilization of the practitioner-guided procedure was
evident among practitioners whose postclass intentions were high but below the median for the
overall sample (χ2=7.1, df=1, p<.01). Implementation rates among practitioners with the highest
 post-class intentions were equivalent in the two class conditions. Conclusions: Incorporating
implementation intentions into continuing education classes can increase the use of practices
taught in these classes among well-motivated practitioners. (Psychiatric Services 59:747-752,
2008)

Castro, M. P. (2022). "The Role of Professional Competence in Welfare Services Development. A

Contribution of Luhmann's System Theory." Cambio 12(23): 163-178.
Over the last few decades, professionalism has changed profoundly, and traditional approaches
have now become insufficient to understand its developments as mono-dimensional. During the
20th century, many professions have been employed within organizational contexts, causing a
bureaucratization and standardization of many professional activities. For some professions,
such as that of social worker, the professionalization process has been traditionally considered
strictly linked to organizational development. Organizations have become one of the main places
in which professional practices take place, and professionalism can no longer be considered a
«third logic», contrasting with the market and bureaucracy (Freidson 2001). The paper proposes
a systemic point of view on the professions' analysis within organizational contexts, according to
which professional competence plays a pivotal role. The study focuses on social services, and
particularly on local systems of measures against poverty, via the findings of a case-study
conducted in Italy. Professional competences assume a key role, as their exercise is currently
affecting the redefinition of contents and strategies of social intervention, in the delicate balance
between consolidated settings (locally developed in a heterogeneous way) and an orientation
towards administrative re-centralization at a national level, within a common community
framework.

Cates, M. E., et al. (2015). "Effects of a focused continuing education program on pharmacists' attitudes
toward suicide prevention." Journal of Pharmacy Practice 28(3): 323-324.
Original Research. Background: Suicide is a major public health concern, and pharmacists could
potentially play an important role in suicide prevention. Previous research has shown that
healthcare professionals' attitudes toward suicide influence their caregiving behaviors toward
suicidal patients. Objective: To determine whether a continuing education program focused on
suicide and its prevention would positively affect pharmacists' attitudes toward suicide
prevention. Methods: A 1-hour presentation was developed for a school-sponsored CE program.
The presentation covered: suicide statistics, risk/protective factors, and warning signs; the
relationship between medications and suicide; key concepts of suicide prevention; and possible
ways that pharmacists can be involved in suicide prevention. Pharmacists who attended the CE
program were asked to complete an online rating scale-Attitudes to Suicide Prevention (ASP)-
before and after the program. The ASP is a 14-item Likert-type scale that has been used in
published studies regarding the attitudes of healthcare professionals toward suicide prevention.
Responses on the ASP before and after the program were compared using two independent t-
tests and Wilcoxon-Mann-Whitney tests. The research was approved by the university's
Institutional Review Board, and the survey was voluntary and anonymous. Results: Most
participants worked in the community (60%) or hospital (22%) pharmacy settings. The survey
was completed by 99/173 (57%) pharmacists before the program and 87/173 (50%) pharmacists
after the program. The mean ASP total score decreased from 33.1 +/- 4.3 to 30.0 +/- 6.6 (p <
0.01). Many individual items were statistically significantly improved from before to after the
program. The greatest mean numeric changes were seen on the following items: ''If people are
serious about committing suicide they don't tell anyone''; ''I don't feel comfortable assessing
someone for suicide risk''; and ''There is no way of knowing who is going to commit suicide.''
 Conclusions: A focused CE program had a positive impact on pharmacists' attitudes toward
suicide prevention. These findings support the need for pharmacists' training in the area of
suicide prevention.

Cerbin-Koczorowska, M., et al. (2022). "Learning Theory-Driven Tips for Designing Effective Learning
Solutions for the Continuous Education of Community Pharmacists to Enhance Patient-Centered Care-A
Qualitative Study." Healthcare (Basel) 10(7).
The constant development of medical and pharmaceutical sciences and the changing roles of
pharmacists highlight the importance of lifelong learning in their profession. Given the identified
knowledge gaps in the literature in terms of pharmacists' preferences for lifelong learning, the
study aimed to evaluate the opinions and attitudes of community pharmacists towards lifelong
learning, including their previous experiences and educational needs, in order to propose
evidence-based tips for designing such solutions and interventions intended for them both in
face-to-face and online forms. For this purpose, ten semi-structured in-depth interviews were
conducted with Polish community pharmacists on the topic using a thematic guide.
Subsequently, they were subjected to literal transcription and interpretative phenomenological
analysis by two independent researchers using phenomenology as the qualitative approach. The
identified themes covered the topic's relevance for pharmacists' work, practice-oriented form
and content, previous learners' experiences as a foundation for further learning, commercial
initiatives' risks, motivation sources, and barriers for participation in lifelong learning solutions
so far. Based on the insights provided by the respondents, as well as scientifically proven learning
theories and educational principles, ten tips were formulated for designing recipient-friendly
learning solutions and interventions within the framework of postgraduate lifelong learning of
pharmacists.

Cerbin-Koczorowska, M., et al. (2022). "Learning Theory-Driven Tips for Designing Effective Learning
Solutions for the Continuous Education of Community Pharmacists to Enhance Patient-Centered Care—A
Qualitative Study." Healthcare (2227-9032) 10(7): 1167-1167.

Cervero, R. M. and D. E. Moore, Jr. (2011). "The Cease Smoking Today (CS2day) Initiative: A Guide to
Pursue the 2010 IOM Report Vision for CPD." Journal of Continuing Education in the Health Professions
31.
This article reviews the articles in this supplement that describe a smoking cessation project,
Cease Smoking Today (CS2day) that demonstrated successful outcomes: physician adoption of a
smoking cessation guideline and an increase in smoking quit rates. The authors examine how the
activities of the CS2day project compared to the principles and characteristics of the vision for a
future system of continuing professional development that was described in the 2010 Institute
of Medicine (IOM) report, "Redesigning Continuing Education in the Health Professions". While it
did not meet all the characteristics of the IOM's vision, the CS2day Initiative met enough of them
for the authors to suggest that the momentum that the IOM report generated has been
sustained. The authors point out two strengths and two weaknesses that further strategic and
organizational efforts should consider. The two strengths were the collaborative nature of the
project and an approach to continuous outcomes assessment that was based on competencies
derived from a practice guideline. The authors also suggested that future similar efforts should
place more emphasis on instructional design and developing a program theory to guide program
operations and educational development. The authors encouraged members of the CME
profession to consider the accomplishments of the CS2day project as they are planning to move
their CME programs toward the vision described in the IOM Report. (Contains 1 figure and 1
 footnote.)

Cervero, R. M. and J. D. E. Moore (2011). "The Cease Smoking Today (CS2day) initiative: A guide to
pursue the 2010 IOM report vision for CPD." Journal of Continuing Education in the Health Professions
31: S76-82.
This article reviews the articles in this supplement that describe a smoking cessation project,
Cease Smoking Today (CS2day) that demonstrated successful outcomes: physician adoption of a
smoking cessation guideline and an increase in smoking quit rates. The authors examine how the
activities of the CS2day project compared to the principles and characteristics of the vision for a
future system of continuing professional development that was described in the 2010 Institute
of Medicine (IOM) report, Redesigning Continuing Education in the Health Professions. While it
did not meet all the characteristics of the IOM's vision, the CS2day Initiative met enough of them
for the authors to suggest that the momentum that the IOM report generated has been
sustained. The authors point out two strengths and two weaknesses that further strategic and
organizational efforts should consider. The two strengths were the collaborative nature of the
project and an approach to continuous outcomes assessment that was based on competencies
derived from a practice guideline. The authors also suggested that future similar efforts should
place more emphasis on instructional design and developing a program theory to guide program
operations and educational development. The authors encouraged members of the CME
profession to consider the accomplishments of the CS2day project as they are planning to move
their CME programs toward the vision described in the IOM Report.

Cervero, R. M. and A. L. Wilson (1995). "Responsible planning for continuing education in the health
professions." Journal of Continuing Education in the Health Professions 15(4): 196-202.
This article proposes a theory of program planning for continuing education that takes power
and interests as central to action and asks what educators can do to plan responsibly. Program
planning is defined as a social activity in which educators negotiate interests in social and
organizational contexts structured by power relationships. We explain four central concepts on
which the theory is based: power, interests, responsibility, and negotiation. By tying these four
concepts together, the theory urges planners to nurture a substantively democratic planning
process in the face of power relations that either support or threaten this vision. The article
concludes with a discussion of what continuing educators need to know to plan programs
responsibly.

Cezar, V. S., et al. (2019). "Continuous Education in Palliative Care: an Action Research Proposal." Revista
de Pesquisa, Cuidado é Fundamental Online, suppl. ESPECIAL 11(2): 324-332.
In 1990, it was understood as "total care and assets directed to patients out of the possibility of
cure"4:11 In this first understanding, according to the Cancer Pain Relief and Palliative Care
Report, this total and active care are related to care action with a focus on the patient rather
than on the disease.4 It meant making the patient as active as possible considering his quality of
life, his family and the possibility of being initiated early, even in the early stages of the disease
and its treatment.5 Nevertheless, with the passage of time, it was observed that not all health
professionals and managers and future professionals demonstrated the same understanding
when showing in studies, difficulties of various origins, to apply in practice.6 Consequently, in
2002, World Health Organization (WHO) published the second definition of palliative care
describing it as follows: According to the National Palliative Care Agency, there are about 80
registered palliative care services (approximately 1 service for 2.4 million people) each at a
developmental stage, many of these efforts being by health professionals to improve the care
 provided to their patients.8 The standards and guidelines of the European Association for
Palliative Care suggest some indicators for a country to meet the demands of palliative care
services. For every 50 beds (up to 80) of medical clinic units per million inhabitants, between
one and two nurses per bed and 0.15 per bed are necessary.9 For the palliative care team: one
for each hospital with 250 beds, a home care palliative care team for every 100 thousand
inhabitants, having as a core group of staff 4 to 5 professionals in exclusive dedication. 10
According to these data, Brazil would need 10 thousand beds, 12 thousand nurses, 1,500
medical specialists, more than 1,000 teams for large hospitals, 2,000 home care teams and 4 to 5
thousand professionals with exclusive dedication, with the National Health System, a National
Palliative Care Program and established education centers and research in the area to reach
Level 4 of Palliative Care assistance.10 A survey conducted by the Global Palliative Care Alliance
on the state of care in several countries around the world, considering the provision of services,
access to analgesia, level of professional awareness, movements for change and centers of
education and professional association, findings in 4 groups. [...]according to the philosophy of
palliative care, such care, aimed at comfort, maintenance of quality of life and dignity and care
for the family, must be carried out in all phases of an illness, from diagnosis to the death.26
From the first concept of the World Health Organization in 1990 on palliative care whose initial
phrase contained the terms total active care for patients whose disease did not respond to
curative treatment, it was identified that health professionals related the action of caring
actively and totally to patients in the terminal stage of disease, terminality, out of possibility of
cure and out of possibility of treatment.7 For this reason, the interpretation of the reality
associated with the terms used in clinical practice are factors that contribute to the inadequate
disclosure of the real meaning of the Palliative Care.

Chambers, D. W. (1999). "Professional development." The Journal of the American College of Dentists
66(1): 43-47.
The current program of continuing education is unnecessarily restricted by outdated conceptions
of professionalism and learning; thus it fails to serve the needs of dentists today. A new model--
professional development--is proposed, based on new ideas about what it means to be a
professional and what professionals learn. The central role of practice is emphasized.

Chambers, R. and E. Schrijver (2001). "Making practice-based professional development plans relevant to
service needs and priorities." Education for General Practice 12(1): 27-33.
Practice professional development plans will only be meaningful if they are relevant to service
needs. This telephone survey of all general practices in one health authority district investigated
what measures are in place to inform the construction of their practice-based professional
development plans: appraisals, clinical supervision, risk management, disease protocols, clinical
audit and health needs assessment. It also considered whether their audits and educational
activities were relevant to their population's needs. Seventy-three percent of 71 responding
practices (response rate 71%) had continuing education and development plans for practice
staff; 27% had assessed staff training needs in the previous 12 months. Education and training
needs were not identified by risk management or audit. Neither practice development activities
nor district wide education for GPs were directed at local population health needs or priorities.

Champ, F., et al. (2021). "A tale of three seasons: a cultural sport psychology and gender performativity
approach to practitioner identity and development in professional football." Qualitative Research in
Sport, Exercise and Health 13(5): 847-863.
The present study explored how the organisational and cultural experiences of a trainee Sport
 Psychology Consultant (SPC) working in professional football shaped her identity and
professional development. Drawing on Cultural Sport Psychology (CSP) and gender
performativity as guiding frameworks, we explored the first author’s identity development as a
sport psychology practitioner-researcher within one professional football club over a 3-year
duration. Traditional ethnographic data collection methods were employed, including, field
notes and a reflective journal. Through creative non-fiction vignettes, we show that the
traditional masculine discourse in professional football shaped the first author’s sense of self and
subsequent behaviours. From the results of this study, we suggest that SPCs identity
development is not smooth or linear, rather it can be described as a ‘rocky road to individuation’
defined by a series of culturally specific ‘critical moments’. We strongly believe that contextual
intelligence and cultural proficiency are essential for a trainee SPCs survival during early and
later career stages of working within elite and professional sport environments.

Chapados, C. (1994). "Continuing education in caring for the dying." Canadian Nurse 90(7): 38-41.
Aware of the difficulties faced by nurses who care for the terminally ill and dying, the author
developed, implemented and evaluated a continuing education program during studies toward
her Master's degree. A review of the literature identified a need for this type of education for
nurses. The program offered nurses employed in a hospital's short-stay unit, the opportunity to
express their feelings toward death, increase their understanding about the phenomenon of
death and be more aware of the needs of the client's family and significant others. Overall, it
aimed to help nurses deal more effectively with the dying client. A pre-test was administered to
evaluate the nurses' knowledge base and learning needs. Four continuing education sessions
were offered consisting of activities, exercises and theory. The pre-test then served as the basis
for a post-test to evaluate the level of learning that had occurred. The results revealed that
nurses were able to identify their needs, express their feelings about death and dying, and
increase their knowledge and skills to help them care for these clients. This research identifies
some considerations for future nursing education, research and administration.

Chapman, J. (2011). "'Bildung': An educational ideal to promote continuing professional development by

enhancing critical reflective practice." Physiotherapy (United Kingdom) 97: eS1448-eS1449.
Purpose: This poster illustrates how the concepts expounded by the Bildung educational ideal
can be incorporated into Continuing Professional Development (CPD) to enhance the outcome of
Critical Reflective Practice. Relevance: Professional and regulatory organisations require
Physiotherapists to keep up-to-date with trends in clinical practice and to be responsible for their
professional development (CSP, 2008; HPC, 2008). Recent reports reveal a need to enhance
Physiotherapists' understanding and execution of CPD in order to advance their professional
practice and enhance the service user experience (French and Dowds, 2008; DOH, 2003).
Concepts emphasised in Bildung parallel and expand principles given prominence in models of
Reflective Practice (Schon, 1983; Fish and Coles, 1998). It adds an ethical dimension and insists
on the result of the educative process being used for social edification. These concepts highlight
important parts of the CPD process that are currently under utilised in Critical Reflection. I argue
that if incorporated into professional education, these elements would stimulate more effective
outcomes in CPD learning experiences. Description: Bildung refers to transformational learning
that develops us as cultivated human beings (Biesta, 2002; Gadamer, 2004). Bildung is an
educative process that promotes intellectual, emotional and moral growth. This educational
ideal emanated most recently from the German Enlightenment (circa 1770-1830) and its
resurgence is currently being debated (Hansen, 2008). The concepts associated with it are:
Communication and Narrative; Historical, Social and Cultural referents; Self-reflection, Personal
 responsibility for learning and Distancing from Learning. An individual undertakes this process in
an attempt to develop a morally based, meaningful life with the altruistic intention of enhancing
humanity (MacIntyre, 2007; Gadamer, 2004). This poster demonstrates how this educative
experience accentuates the exploration of personal and professional history and social and
cultural influences when reflecting on critical instances. The importance of recognising that CPD
has a time/life referent is also explained (Erben, 1998). I employed these educative concepts in
the undertaking of an auto/biographical study for my doctorate in education and attest to the
impact on learning. Evaluation: n/a. Conclusions: Reflective Practice is widely accepted but
poorly practiced (Gunn and Godlin, 2009). As CPD becomes more regulated and demonstration
of competence becomes mandatory for ongoing practice, undertaking CPD has the potential to
become a perfunctory process. Clouder (2000) cautions that often 'the introspective nature of
reflection denies benefit to the profession at a wider level'. Learning or 'assimilating', under the
Bildung concept, is not a technical acquisition of knowledge or skills aimed at improving a
person's ability, which although valued by PTs, is not the only outcomes aspired to in CPD. It is a
process whereby knowledge emerges and is used in a way that improves the society in which the
PT functions. Implications: Bildung fits adroitly into the process of lifelong learning demanded by
professional and regulatory bodies. Employing the deeper concepts of Bildung within the
educative process will facilitate Physiotherapists to achieve a more enhanced view of themselves
with regard to their relationships and ethical practice. It warrants an exploration of its outcome
to assess its use as an educative method promoting professional practice.

Chapman, J. A. and J. M. Williams (2015). "Critical reflective practice and continuing professional
development. box ticking or deep learning." Physiotherapy (United Kingdom) 101: eS214-eS215.
Background: Continuing Professional Development (CPD) is recognised as an essential
component for evolving professional practice and a requirement for continued registration with
regulatory bodies. Critical reflective practice (CRP) is integral to CPD to enable learning from
experience with a direct impact on service and self. Despite Physiotherapy students learning CRP
skills, it is unclear whether these skills are maintained following graduation and howthey
influence professional practice. Purpose: The aim of this study was to explore the views of UK
qualified Physiotherapists and students on the use of CRP in CPD. Methods: This introductory
study used a theoretical/ deductive approach to semi-structured interviews of seven current
Physiotherapy students from a higher education institution which has a strong emphasis on CRP
skill development. 10 qualified Physiotherapists, three of whom were recent graduates, were
also interviewed. Interviews were transcribed verbatim and data analysed thematically. A master
script was used to generate preliminary themes and further scripts read for thematic
connections. Additional themes were added in an iterative process until a list of major themes
was agreed on. Results: Three major themes were identified from the interviews. All interviewed
recognised the importance of CPD and CRP in shaping practice; however the amount and depth
varied in response to the demand from specific drivers of CPD. Drivers identified included most
commonly appraisals from employers, regulatory bodies and, to a lesser extent, self. Since CPD
appeared intrinsically linked with appraisals, participants favoured a strategic approach to
accomplish competency-based demands of such external drivers. Participants acknowledged the
difference between CPD driven by external drivers and the deeper learning resulting from CRP.
However, CRP was quickly lost in practice after graduation emphasising the need for strategies to
enhance the transition from student to graduate so that the impact on self-development is not
lost. E-portfolios offer great advantages for the collation of CPD however; they may not be the
ideal tool to enhance CRP. They necessitate internet access, require many stages to log in and
qualified Physiotherapists seem to favour paper based systems. Conclusion(s): The CPD of these
 qualified Physiotherapists are externally driven by the need for proof of competence. Breadth is
favoured over depth and despite developing the skills of CRP; these skills are largely unrewarded
by those driving CPD. Translation of CRP skills learnt within university is lacking and strategies are
required to enhance this transition. New e-portfolios/platforms are required to facilitate depth
of CPD. This study highlights the lost skill of CRP in the CPD process and offers some suggested
causes. Implications: CPD amongst qualified staff follows an externally driven breadth model
with competence demonstrated through formal learning opportunities, like courses. The use of
CRP (even on these formal opportunities) appears lost in the workplace, despite these skills
having been developed in training. Strategies to enhance the transfer of CRP skills to practice,
emphasising self-development and directly evidencing service improvement require more
consideration.

Chardalias, P., et al. (2022). "Covid-19 and continuing nursing education a mini review." Progress in
Health Sciences 12(2): 1-5.
Results: Nurses, in the context of their continuing education regarding COVID-19, are to be able,
and knowing the pathophysiology and clinical manifestations of the disease, to diagnose the
active and potential problems of patients. [...]they can solve them by applying appropriate
interventions. Essentially, there are opportunities to improve the quality of the health care
services provided through continuing education. [...]the workload could be reduced while job
satisfaction could be increased. [...]burnout, occupational errors as well as accidents may be
reduced; as a result, better working environment and better outcomes for patients would be a
daily routine [3]. Nurses, in the context of their continuing education regarding COVID-19, are to
be able, knowing the pathophysiology and clinical manifestations of the disease, to diagnose the
active and potential problems of patients. [...]they can solve them by applying appropriate
interventions [4]. [...]a reference is made in the Greek Code of Nursing Ethics to the concept of
continuing nursing education, stating "Nurses must provide their services in accordance with the
data of nursing science.

Chatham, M. A. (1978). "A Continuing Education Program for Nursing Aides: Communication Skills, Self
Concept, and Problem Solving." The Journal of Continuing Education in Nursing 9(5): 26-29.
[...] when our annual needs assessment demonstrated the high priority request by RNs for an
educational experience for the Nursing Aide population, this educator was both surprised and
frustrated. [...] having determined that there was a real need for some continuing educational
offering for the nursing aide population, the nurse educators in our AHEC set out to design a
two-day learning experience for 30 participants. Because of the aide's low status position as a
patient care provider, a workshop was planned which highlighted the following topics: self
concept, communication skills (verbal and nonverbal), sensitivity toward patients and families,
role perception and conflict, and problem solving process.

Chaves Fernandes, F., et al. (2017). "Continuing education in health from the perspective of Augustine of
Hippo." Revista Brasileira de Enfermagem 70(3): 656-661.
Objective: To reflect about continuing education from the perspective of Augustine of Hippo and
his theories based on the construction of knowledge and the learning process. Method: This is a
theoretical reflection study whose aim is to propose dimensions of analysis, emphasizing the
history and challenges of continuing education. Such dimensions analyze the production of
knowledge in Augustinian pedagogy, its historical aspects and its close relationship with lifelong
education in health professions. Results: The results show the difficulty of continuing education
to reach adequate importance in health services, and that of academia in appropriating the
 thoughts of renowned philosophers such as Augustine. This is a result of ignorance about the
convergence of these principles and their relevance. Final considerations: Continuing education
and Augustinian pedagogy walk hand in hand in terms of care, meeting the needs that originate
from practice and that are reflected in it, challenging isolated knowledge and putting different
areas of knowledge to work together
Objetivo: Reflexionar sobre la educación permanente según la perspectiva de Agostinho de Hipona y sus
teorías basadas en la construcción del conocimiento y el proceso de aprendizaje. Método:
Reflexión teórica apuntando a proponer dimensionas de análisis, destacando la historia y los
desafíos de la educación continua. Dichas dimensiones analizan la producción del conocimiento
en la pedagogía agostiniana, sus aspectos históricos y su relación cercana a la educación
continua en salud. Resultados: Revelan la dificultad de la educación continua para que su
dimensión se alcance en el servicio de salud, y la de que los académicos se apropien del
pensamiento de filósofos renombrados como Agostinho, merced al desconocimiento de la
convergencia de tales presupuestos y su relevancia. Consideraciones finales: La educación
continua y la pedagogía agostiniana caminan juntas en el cuidar, atendiendo las necesidades
devenidas de la práctica reflejada en ella, confrontando los saberes aislados y operando
conjuntamente con ellos.
Objetivo: Refletir sobre a educação permanente na perspectiva de Agostinho de Hipona e suas teorias
pautadas na construção do conhecimento e no processo de aprendizagem. Método: Trata-se de
uma reflexão teórica cujo intuito é propor dimensões de análise, enfatizando a história e os
desafios da educação permanente. Tais dimensões analisam a produção do conhecimento na
pedagogia agostiniana, seus aspectos históricos e sua relação próxima com a educação
permanente em saúde. Resultados: Revela a dificuldade da educação permanente em ter sua
dimensão alcançada noserviço de saúde, tal qual a da academia de apropriar-se do pensamento
de filósofos renomados como Agostinho, fruto do desconhecimento da convergência desses
pressupostos e de sua relevância. Considerações Finais: Considera-se que a educação
permanente e a pedagogia agostiniana caminham juntas no cuidar, atendendo às necessidades
advindas da prática e nela refletida, confrontando os saberes isolados e com eles operando em
conjunto.

Chekijian, S., et al. (2020). "Continuing Medical Education and Continuing Professional Development in
the Republic of Armenia: The Evolution of Legislative and Regulatory Frameworks Post Transition." J Eur
CME 10(1): 1853338.
The collapse of the Soviet Union in 1991 left many ex-republics in a financial and administrative
crisis for the ensuing two decades. Previously centralised processes like recertification of doctors
and healthcare workers and continuing medical education fell by the wayside. Continuing
medical education and continuing professional development in Armenia have evolved through
multiple phases from Soviet, to immediate, mid and late-transitional post-Soviet periods, to
current modernising efforts. This manuscript describes the phases of evolution of continuing
medical education chronologically and details the legislative and regulatory framework
surrounding each stage of development. Armenia is currently implementing a credit system of
continuing medical education with the aim to introduce and adopt new and efficient approaches
in this field. Continuing education credits fall into three categories: didactic or theoretical
knowledge, practical skills and self-education/self-development. To recertify, professionals must
collect credits from all three groups with specified minimum amounts according to their
degrees. Armenia's guiding principle is to harmonise the continuing medical education and
professional development model with internationally accepted criteria in order to contribute to
the international mobility of healthcare workers and to provide for true on-going professional
 development and knowledge that will benefit our doctors, nurses and above all our patients.

Chekijian, S., et al. (2021). "Continuing Medical Education and Continuing Professional Development in
the Republic of Armenia: The Evolution of Legislative and Regulatory Frameworks Post Transition."
Journal of European CME 10(1).
The collapse of the Soviet Union in 1991 left many ex-republics in a financial and administrative
crisis for the ensuing two decades. Previously centralised processes like recertification of doctors
and healthcare workers and continuing medical education fell by the wayside. Continuing
medical education and continuing professional development in Armenia have evolved through
multiple phases from Soviet, to immediate, mid and late-transitional post-Soviet periods, to
current modernising efforts. This manuscript describes the phases of evolution of continuing
medical education chronologically and details the legislative and regulatory framework
surrounding each stage of development. Armenia is currently implementing a credit system of
continuing medical education with the aim to introduce and adopt new and efficient approaches
in this field. Continuing education credits fall into three categories: didactic or theoretical
knowledge, practical skills and self-education/self-development. To recertify, professionals must
collect credits from all three groups with specified minimum amounts according to their
degrees. Armenia’s guiding principle is to harmonise the continuing medical education and
professional development model with internationally accepted criteria in order to contribute to
the international mobility of healthcare workers and to provide for true on-going professional
development and knowledge that will benefit our doctors, nurses and above all our patients.

Chekijian, S. A., et al. (2020). "A post-Soviet Republic in Transition: A Novel Amplification Programme to
Address the Crisis of Continuing Medical Education and Challenges Facing Regional Physicians in the
Republic of Armenia." Journal of European CME 9(1).
BackgroundAfter the fall of the Soviet Union in 1991, the existing process of Continuing Medical
Education (CME) was decimated. The Fund for Armenian Relief (FAR) was able to leverage
competitive educational fellowship programmes in existence, and harness new knowledge
gained by returning fellows thus amplifying the impact on education and patient care in the
regions of the republic of Armenia.AimsThis manuscript describes a replicable novel
amplification programme using a “train the trainer” model for CME in the republic of Armenia.
We sought to identify challenges specific to physicians from the regions, and to examine the
strengths of the CME programme that can serve as a model for programme development and
improvement in countries facing similar challenges.MethodsThe manuscript details a descriptive
and mixed method study that includes in-depth interviews and focus group discussions from
2015–2016. Conceptual content analysis was used to identify major themes from the
transcripts.ResultsChallenges facing regional physicians in post-Soviet counties in transition,
exemplified by Armenia, are profound. Exploration of themes related to perceived barriers to
care in the regions included, physicians’ personal financial constraints, lack of up-to-date
knowledge and equipment, lack of confidence, fear of criticism and of making incorrect
diagnoses.ConclusionsThe FAR/CME programme presents an innovative way to amplify the
knowledge of Armenian physicians upon their return from educational programme participation
abroad in order to address challenges facing regional physicians.

Chen, C. and A. Y. M. Chow (2022). "Assessment of professional bereavement: The development and
validation of the Professional Bereavement Scale." Palliative & Supportive Care 20(1): 4-14.
Objectives: To develop and validate Professional Bereavement Scale (PBS), a specific
measurement tool for professional bereavement experiences.Methods: An online cross-sectional
 survey collected data from 563 physicians and nurses from urban hospitals in Mainland China.
Item consistency analysis, component factor analysis, exploratory factor analysis, and
confirmatory factor analysis were run to develop and validate the scale. Correlational analysis
was conducted to evaluate the psychometric property of the scale.Results: Two subscales of the
PBS were developed: the 17-item Short-term Bereavement Reactions Subscale (PBS-SBR) and the
15-item Accumulated Global Changes Subscale (PBS-AGC). Four factors, namely, frustration and
trauma, guilt, grief, and being moved, are involved in PBS-SBR. Five factors are involved in PBS-
AGC, which are new insights, more acceptance of limitations, more death-related anxiety, less
influenced by patient deaths, and better coping with patient deaths. Both subscales have good
content validity, construct validity, and criterion validity, as well as satisfactory internal
consistency and split-half reliability.Significance Of Results: PBS is a specific assessment tool for
professional bereavement which is clearly defined, comprehensive, rigorously tested, and
generalizable to different professional caregivers from various departments. Unveiled constructs
illustrate that professional bereavement experiences contain a professional dimension in
addition to a personal dimension both in an event-specific and a global perspective, which
distinguishes them from familial bereavement experiences.

Chen, W., et al. (2011). "Professional development is enhanced by serving as a mini-CEX preceptor."
Journal of Continuing Education in the Health Professions 31(4): 225-230.
Introduction: The mini-clinical evaluation exercise (mini-CEX) is widely used for the evaluation of
medical trainees' clinical competence. To our knowledge, no study has examined the effect of
mini-CEX on the preceptors. Based on the principle of "to teach is to learn twice," we
hypothesized that the act of precepting a mini-CEX would enhance preceptors' own learning and
performance. Methods: A 21-item questionnaire incorporating the 3 out of 4 levels of
Kirkpatrick's model was completed by experienced mini-CEX preceptors. Data collected from the
questionnaire included ratings of Kirkpatrick's level of "Reaction" (level 1) and "Behavior" (level
3) and the frequencies of relearning the clinical skills related to mini-CEX, which assessed
Kirkpatrick's "Learning" (level 2). Results: A majority of the respondents either strongly agreed or
agreed that precepting the mini-CEX both increased reflection on their own clinical practice and
had a positive impact on their clinical skills. More than 80% of preceptors reported relearning
one or more of the mini-CEX clinical skills. Experienced preceptors relearned the clinical skills
more frequently than the less experienced preceptors. About one-third of respondents indicated
that being a preceptor of mini-CEX increased both self-confidence and health care quality in
their own clinical practice. Discussion: These findings provide preliminary evidence suggesting
that participating as a preceptor in a mini-CEX has a positive impact on the preceptor's
professional development. Further studies are needed, including analyzing mechanisms of mini-
CEX on the clinical skills of preceptor, and assessing whether similar effects can be observed in
other teaching hospitals in different cultural contexts. © 2011 The Alliance for Continuing
Medical Education, the Society for Academic Continuing Medical Education, and the Council on
CME, Association for Hospital Medical Education.

Chen, W., et al. (2011). "Professional Development Is Enhanced by Serving as a Mini-CEX Preceptor."
Journal of Continuing Education in the Health Professions 31(4): 225-230.
Introduction: The mini-clinical evaluation exercise (mini-CEX) is widely used for the evaluation of
medical trainees' clinical competence. To our knowledge, no study has examined the effect of
mini-CEX on the preceptors. Based on the principle of "to teach is to learn twice," we
hypothesized that the act of precepting a mini-CEX would enhance preceptors' own learning and
performance. Methods: A 21-item questionnaire incorporating the 3 out of 4 levels of
 Kirkpatrick's model was completed by experienced mini-CEX preceptors. Data collected from the
questionnaire included ratings of Kirkpatrick's level of "Reaction" (level 1) and "Behavior" (level
3) and the frequencies of relearning the clinical skills related to mini-CEX, which assessed
Kirkpatrick's "Learning" (level 2). Results: A majority of the respondents either strongly agreed or
agreed that precepting the mini-CEX both increased reflection on their own clinical practice and
had a positive impact on their clinical skills. More than 80% of preceptors reported relearning
one or more of the mini-CEX clinical skills. Experienced preceptors relearned the clinical skills
more frequently than the less experienced preceptors. About one-third of respondents indicated
that being a preceptor of mini-CEX increased both self-confidence and health care quality in
their own clinical practice. Discussion: These findings provide preliminary evidence suggesting
that participating as a preceptor in a mini-CEX has a positive impact on the preceptor's
professional development. Further studies are needed, including analyzing mechanisms of mini-
CEX on the clinical skills of preceptor, and assessing whether similar effects can be observed in
other teaching hospitals in different cultural contexts. (Contains 4 tables.)

Chen, Y. W. and J. Y. Feng (2020). "Development and Validation of a Paediatric Abusive Head Trauma
Awareness Questionnaire for Healthcare Professionals: A Two‐Stage Questionnaire Development Study."
Child Abuse Review 29(3): 218-230.
This two‐stage study aimed to develop and validate a paediatric abusive head trauma (AHT)
awareness questionnaire for healthcare professionals. In stage one, an item pool was created for
the AHT awareness questionnaire. Four experts assessed the content validity. Test–retest
reliability and internal consistency were examined using a pilot study of 24 healthcare
professionals. In stage two, 302 healthcare professionals from a medical centre in southern
Taiwan were recruited to establish the questionnaire's psychometric properties. The final version
of the questionnaire comprised 81 items, including demographics, attitudes towards childrearing
and four sub‐concepts on AHT awareness (infant crying, soothing skills, clinical manifestations
and consequences of AHT, and risk factors of AHT). The content validity of the questionnaire was
satisfactory with a score of 0.91 to 1.0 for the scale content validity index. The test–retest
reliability was 0.51–0.71. Cronbach's alphas for the final sample were 0.52–0.93 for the four
subscales. Exploratory factor analysis extracted two factors as risk factors of AHT with a total
explained variance of 55.9 per cent. This questionnaire is useful in understanding AHT awareness
with identified aspects among healthcare professionals and other professionals working in child
protection fields. Items and subscales of the AHT awareness questionnaire could act as a
reference guide for future training programmes. 'This two‐stage study aimed to develop and
validate a paediatric abusive head trauma (AHT) awareness questionnaire for healthcare
professionals' Key Practitioner Messages: We developed and validated a questionnaire to assess
healthcare professionals' awareness of paediatric AHT.This is the first instrument developed to
measure healthcare professionals' awareness of paediatric AHT with acceptable psychometric
properties for use in Taiwan.The questionnaire can be used to understand healthcare
professionals' awareness of paediatric AHT.This questionnaire may also be used to explore other
professionals' awareness of paediatric AHT and to design related education programmes.

Cheng, I. Y., et al. (2004). "Professional career development for male nurses." Journal of Advanced
Nursing (Wiley-Blackwell) 48(6): 642-650.
yang c.-i., gau m.-l., shiau s.-j., hu w.-h.&shih f.-j. (2004) Journal of Advanced Nursing48(6), 642–
650Professional career development for male nursesThe aim of this paper is to report a study to:
(a) explore Taiwanese male nurses’ motivations for becoming a nurse; (b) reveal their
professional developmental process in nursing; (c) understand the difficulties hindering their
 professional development from both professional and gender aspects; and (d) identify the
strategies they use to cope with these difficulties.Hindered by historical, cultural, economic and
warfare factors, the proportion of male nurses in Taiwan remains low. Taiwanese male nurses’
career development process has not been well investigated yet.A descriptive qualitative research
design was used, with a convenience sample of 15 male nurses (mean age 30·8 years) with a
Bachelor's degree in Nursing Science. Data were collected by semi-structured interviews and
analysed by content analysis.Taiwanese male nurses’ entrance into the nursing profession
involved three phases: pre-study, study and employment. The difficulties encountered during
career development were related to the gender expectations of patients and the general public.
The nurses received support more from superiors than from colleagues. The strategies they used
included (a) improving their professional knowledge and skills to obtain higher levels of
satisfaction and better opportunities for promotion; (b) thinking aggressively about job
promotion; (c) choosing specialist departments as appropriate environments for graduate study
and personal growth; and (d) changing their professional track for personal growth.Based on the
nature of nursing work and clinical experiences, Taiwanese male nurses believed that nursing
was a profession suitable for both men and women. Their preparation for career development
started at the pre-study phase. The major strategies they used were related to a strong desire for
personal growth and professional promotion. Finally, a conceptual framework was developed to
depict this complex phenomenon.

Chiarella, M. (1990). "Developing the credibility of continuing education." Nurse Education Today 10(1):
70-73.
The paper begins by acknowledging both the need for nursing to be a research based profession,
and the reasons for the well-documented theory-practice gap. It goes on to suggest that what is
not so well-documented is an examination of the reasons for the commitment gap between
basic and continuing education. The relevance of continuing education to clinical staff will be
discussed in relation to the change in the content of nursing theory -- from the unwieldy
'certainty-based' medical model, to a more flexible, thus perhaps 'uncertainty-based' medical
model. The paper will explore the author's belief that clinical staff need to feel a sense of
security in their knowledge base, which therefore leads them at times to reject nursing theory.
The paper proposes that a legal framework for nurses practice gives the clinical staff the security
in their practice to view the relevance of new nursing theory.

Chiegboka, I. (2015). "ESTABLISHING A NATIONAL FRAMEWORK AND GUIDELINES FOR PROFESSIONAL

DEVELOPMENT AND RECOGNITION PROGRAMME IN NIGERIA AS A NECESSITY FOR NURSING CLINICAL
EXCELLENCE." West African Journal of Nursing 26(1): 82-87.
In many professional careers, employees remain in a particular job for many years. They often do
not have as structured of a career ladder to follow. It, therefore, becomes a challenge to ensure
that such individuals have adequate opportunities to satisfy needs for professional growth.
Clinical Career Pathways (CCPs) were introduced to nursing in North America in the 1970s at a
time of nursing shortage. Prior to their inception, nurses wishing to develop their careers had to
move to administration, management or education. Notably, clinical practice is the core of
professional nursing, hence, the Clinical Ladder, or Professional Advancement Program for
Nurses, was specifically designed for professional nurses who prefer to pursue their careers in
direct patient care. Hence, the Clinical Nurse Advancement Program is a professional promotion
system that develops, recognizes, and rewards growth in clinical nursing practice. The need to
identify and establish a national framework and guidelines for Nursing Clinical Excellence
Program is a priority for nursing profession in Nigeria. This will not only promote excellence in
 clinical practice but will also achieve the goal of national consistency of structure and process.
Again, it will facilitate transferability and transportability of the nurse's level of practice within
and across organizations.

Chipchase, L., et al. (2022). "Supporting new graduate physiotherapists in their first year of private
practice with a structured professional development program; a qualitative study." Musculoskeletal
Science and Practice 57.
Background: The transition from physiotherapy student to working in private practice has been
identified as challenging. However, very little is known about whether structured professional
development programs impact on this transition. Objectives: To describe new graduates’
perceptions of a structured professional development program, termed the Recent Graduate
Program (RGP), designed to support their transition into physiotherapy private practice. Design:
Qualitative analysis of data from a one-year longitudinal mixed methods study. Method: A total
of 72 interviews were conducted over a one-year period with 20 new graduates from 19 private
practices within one publicly listed allied health organisation. Semi-structured interviews were
conducted before commencing work and at three, nine and 12 months. Interviews were
recorded and transcribed verbatim prior to a conventional content analysis that aimed to acquire
direct information from new graduates without imposing preconceived categories or theoretical
perspectives. Findings: New graduates reported that the RGP supported their growth as a
practitioner and facilitated their learning, particularly when complemented by the experiential
learning from client interactions. The RGP met their expectations with the formal education
program and regular mentoring sessions highly valued. Informal support from peers and senior
clinicians, while not part of the RGP, was also perceived to facilitate their growth and confidence
as a physiotherapist. Conclusions: This study demonstrates that the provision of a structured
transition program by a private practice employer was perceived by new graduates to facilitate
their learning, confidence and self-efficacy. The RGP provides a useful model by which other
practices may support new graduates.

Chitpin, S. and M. Simon (2009). "'Even if no-one looked at it, it was important for my own
development': Pre-service teacher perceptions of professional portfolios." Australian Journal of
Education 53(3): 277-293.
This study was conducted with 15 pre-service teachers enrolled in the Reflective Practice
Seminar in primary/junior division at a Canadian university. Data were gathered through
interviews, informal classroom conversations and reflections over an eight-month period. This
article considers the issue of how constructing a professional portfolio helps pre-service teachers
examine their identity as learners. The findings highlight their perceptions around purpose,
process and impact. Despite the overwhelming nature of reflection, pre-service teachers in this
study said that constructing a professional portfolio challenged them to cyclically reflect on
taken-for-granted assumptions, articulate growth and gain perspectives. They also
recommended that exemplars be provided for improvement as well as increased instructor and
peer feedback within the reflective seminar. [PUBLICATION ABSTRACT]

Choudhury, P. and L. Cooke (2017). "Case-oriented needs assessment for professional development in an
academic neurology centre." Canadian Journal of Neurological Sciences 44: S39.
Background: Needs assessment is a cornerstone of designing programs for continuing
professional development (CPD). However, typical needs assessment surveys often yield non-
specific information insufficient to guide professional development programming decisions.
Methods: A survey was distributed to Neurologists practicing in city of Calgary. A stimulated-
 recall method was used to generate specific case-oriented clinical questions and 5-point Likert
scales were used to rate specific topics across the CanMEDS competency framework and CPD
preferences. Results: A total of 48 surveys were distributed, with a response rate of 62.5%. Most
respondents were subspecialists in Neurology (87%) in practice for less than 15 years (71%).
Most used local neuroscience (97%) rounds as source for CPD. Respondents reported a need to
address specific questions relating to the following topics: Acute stroke (54%), non-acute stroke
(45%) and epilepsy (50%). For example, physicians identified that they wanted to learn more
about when to reinitiate anticoagulation following ischemic stroke, or which choice of anti-
epileptic for various seizure presentations. Specific medical content was rated highly
disproportionately to other physician competencies such as communication or management
skills. Conclusions: Our survey elicited detailed learning gaps from academic neurologists and
identified a disconnect in interest in topics related to medical content compared to other
important physician competencies.

Chretien, K., et al. (2008). "The Reflective Writing Class Blog: Using Technology to Promote Reflection and
Professional Development." Journal of General Internal Medicine 23(12): 2066-2070.
The hidden (informal) curriculum is blamed for its negative effects on students' humanism and
professional development. To combat this, educational initiatives employing mentored reflective
practice, faculty role-modeling, and feedback have been advocated. Promote reflection on
professional development using collaborative, web-based technology. Four-week basic medicine
clerkship rotation at an academic institution over a one-year period. Students were asked to
contribute two reflective postings to a class web log (blog) during their rotation. They were able
to read each other's postings and leave feedback in a comment section. An instructor provided
feedback on entries, aimed to stimulate further reflection. Students could choose anonymous
names if desired. Ninety-one students wrote 177 posts. One-third of students left feedback
comments. The majority of students enjoyed the activity and found the instructor's feedback
helpful. Assessment of the posts revealed reflections on experience, heavily concerned with
behavior and affect. A minority were not reflective. In some cases, the instructor's feedback
stimulated additional reflection. Certain posts provided insight to the hidden curriculum. We
have discovered that blogs can promote reflection, uncover elements of the hidden curriculum,
and provide opportunities to promote professional development.[PUBLICATION ABSTRACT]

Chretien, K., et al. (2015). "A Digital Ethnography of Medical Students who Use Twitter for Professional
Development." JGIM: Journal of General Internal Medicine 30(11): 1673-1680.
Background: While researchers have studied negative professional consequences of medical
trainee social media use, little is known about how medical students informally use social media
for education and career development. This knowledge may help future and current physicians
succeed in the digital age.Objective: We aimed to explore how and why medical students use
Twitter for professional development.Design: This was a digital ethnography.Participants:
Medical student "superusers" of Twitter participated in the studyApproach: The postings
("tweets") of 31 medical student superusers were observed for 8 months (May-December 2013),
and structured field notes recorded. Through purposive sampling, individual key informant
interviews were conducted to explore Twitter use and values until thematic saturation was
reached (ten students). Three faculty key informant interviews were also conducted. Ego
network and subnetwork analysis of student key informants was performed. Qualitative analysis
included inductive coding of field notes and interviews, triangulation of data, and analytic
memos in an iterative process.Key Results: Twitter served as a professional tool that
supplemented the traditional medical school experience. Superusers approached their use of
 Twitter with purpose and were mindful of online professionalism as well as of being good Twitter
citizens. Their tweets reflected a mix of personal and professional content. Student key
informants had a high number of followers. The subnetwork of key informants was well-
connected, showing evidence of a social network versus information network. Twitter provided
value in two major domains: access and voice. Students gained access to information, to experts,
to a variety of perspectives including patient and public perspectives, and to communities of
support. They also gained a platform for advocacy, control of their digital footprint, and a sense
of equalization within the medical hierarchy.Conclusions: Twitter can serve as a professional tool
that supplements traditional education. Students' practices and guiding principles can serve as
best practices for other students as well as faculty.

Chretien, K. C., et al. (2015). "A Digital Ethnography of Medical Students who Use Twitter for Professional
Development." Journal of General Internal Medicine 30(11): 1673-1680.
BACKGROUNDWhile researchers have studied negative professional consequences of medical
trainee social media use, little is known about how medical students informally use social media
for education and career development. This knowledge may help future and current physicians
succeed in the digital age.OBJECTIVEWe aimed to explore how and why medical students use
Twitter for professional development.DESIGNThis was a digital
ethnography.PARTICIPANTSMedical student “superusers” of Twitter participated in the
studyAPPROACHThe postings (“tweets”) of 31 medical student superusers were observed for
8 months (May–December 2013), and structured field notes recorded. Through purposive
sampling, individual key informant interviews were conducted to explore Twitter use and values
until thematic saturation was reached (ten students). Three faculty key informant interviews
were also conducted. Ego network and subnetwork analysis of student key informants was
performed. Qualitative analysis included inductive coding of field notes and interviews,
triangulation of data, and analytic memos in an iterative process.KEY RESULTSTwitter served as a
professional tool that supplemented the traditional medical school experience. Superusers
approached their use of Twitter with purpose and were mindful of online professionalism as well
as of being good Twitter citizens. Their tweets reflected a mix of personal and professional
content. Student key informants had a high number of followers. The subnetwork of key
informants was well-connected, showing evidence of a social network versus information
network. Twitter provided value in two major domains: access and voice. Students gained access
to information, to experts, to a variety of perspectives including patient and public perspectives,
and to communities of support. They also gained a platform for advocacy, control of their digital
footprint, and a sense of equalization within the medical hierarchy.CONCLUSIONSTwitter can
serve as a professional tool that supplements traditional education. Students’ practices and
guiding principles can serve as best practices for other students as well as faculty.

Christensen, G. J. (2004). "Continuing education: The good, the bad and the ugly." Journal of the
American Dental Association 135(7): 921-924.
Dental CE is mandatory for ongoing competency in dental practice. There are numerous
methods of obtaining CE, some of which are highly successful and others that are of minimal
value. In this article, I have described and prioritized the various methods of obtaining CE
according to their effectiveness as I perceive it. CE in dentistry can be enjoyable, will allow
dentists to serve their patients at a higher level of competency and will keep practitioners
mentally stimulated as they learn new concepts and techniques.

Christensen, G. J. (2007). "Dealing with the increasing need for continuing education." Journal of the
American Dental Association 138(3): 387-390.
It has become apparent that the large quantity of information present in dentistry and the
constant change in materials, techniques, devices and concepts do not allow any dental school
to prepare graduates adequately for all areas of practice. Additionally, dentistry is changing so
fast that mature practitioners constantly must upgrade their knowledge. CE is a necessity of life
for all dentists. This article points out the periods in a dental career when continuing education is
most needed, the types of continuing education available and the areas of dentistry that appear
to be in most need of continuing education.

Christodoulou, N., et al. (2011). "Person-centred medicine and professional development." International
Journal of Person Centered Medicine 1(3): 581-584.
Professional development in medicine is fundamentally related to person-centred principles in
many ways. It is important for us to recognise and analyse this relationship, in order to find
opportunities to improve medical education. Translating such opportunities into pragmatic
suggestions should help promote excellence in medical education and enhance the professional
standing of future physicians.

Chudleigh, J. (2005). "Continuing professional development. Safeguarding children." Primary Health Care
15(4): 43-50.
Nurses are well placed to identify behaviour or circumstances that might signify a child is at risk
and to contribute to measures designed to protect children. Legislation, guidance and local
policies provide the framework for nurses to implement good practice in communication,
documentation and multi-agency working to safeguard every child and young person with whom
they have contact.

Cicutto, L., et al. (2017). "Competency-Based Framework and Continuing Education for Preparing a
Skilled School Health Workforce for Asthma Care: The Colorado Experience." Journal of School Nursing
33(4): 277-284.
School health teams commonly address the needs of students with asthma, which requires
specific knowledge and skills. To develop a skilled school health team, a competency-based
framework for managing asthma in schools was developed. A modified Delphi with 31 panelists
was completed. Consensus (≥80% agreement) was reached for all 148 items regarding the
appropriateness as a minimum competency for asthma care in schools. The resultant Colorado
Competency Framework for Asthma Care in Schools guided the development and pilot testing of
a continuing education curriculum for school nurses. Pre- and postassessments demonstrated
significant improvements in knowledge and self-confidence related to asthma care in schools
and inhaler technique skills. This work is the first to use a consensus process to identify a
framework of minimum competencies for providing asthma care in schools. This framework
informed a continuing education curriculum that resulted in improved knowledge, confidence,
and skills for school nurses.

Cid, A., et al. (2022). "Protocol for the Optimizing Naloxone Dispensing in Pharmacies (ONDP) Online
Continuing Education Program: A Randomized Controlled Trial." Pharmacy 10(1): 24.
The number of opioid-related deaths in Canada has steadily increased since 2016 and the
COVID-19 pandemic has worsened this trend. Naloxone has been pivotal for reducing opioid-
related harms and death, and pharmacists play a crucial role in ensuring the supply of naloxone
to Canadians through community pharmacies. However, naloxone dispensing by pharmacists is
not optimal; in fact, in Ontario, only 50% of pharmacists offer naloxone, despite national
 guidelines that pharmacists should offer naloxone to everyone with an opioid prescription.
When asked why pharmacists do not proactively offer naloxone, recent research has identified
that pharmacists need continuing education to boost confidence and knowledge on how to start
conversations with patients. The study involves a delayed start, double-blind randomized
controlled trial, for Canadian licensed pharmacists and pharmacy technicians. The goals of the
program are to increase Canadian pharmacy professional’s knowledge, confidence, and
motivation to proactively offer naloxone, as well as to decrease stigma associated with naloxone.
The program incorporates behaviour change techniques from the Theoretical Domains
Framework and the Theory of Planned Behaviour. The intervention program includes three
modules that focus on improving pharmacists’ communication skills by teaching them how to
proactively offer naloxone, while the control group will complete a reading assignment on the
naloxone consensus guidelines. The program will involve a process and outcome evaluation in
addition to a contribution analysis. This program is important for breaking down previously
identified barriers and knowledge gaps for why pharmacists currently do not proactively offer
naloxone. This study will provide important new information about what behaviour change
techniques are successful in improving confidence and motivation in the pharmacy profession
and in an online environment. Findings from this study can be used to produce a national
naloxone education program that can also be implemented into current pharmacy school
curriculum.

Cindrić, L. and S. Tipurić (2020). "Knowledge Workers' Identities at the Beginning of their Professional
Development: Evidence from the Medical Profession." Journal of Economic and Social Development 7(1):
49-56.
The identities of knowledge workers are shaped by organizational-level factors and by attributes
of their occupation. Therefore, we distinguish between professional workers' organizational and
professional identification. Organizational identification is considered as a powerful construct
having the potential to influence organizational behaviour. This concept was examined both in
profit and non-profit organizations and proven to be a powerful predictor of various job-related
attitudes and outcomes. Although the professional workforce and knowledge-based workers are
becoming more important in the global knowledge economy, the concept of professional
identification has been understudied in social identification literature. Given that the
identification is a dynamic process, especially intriguing is the question of how organizational
and professional identities interact at different stages in a professional workers' career. The
purpose of this paper is to examine the organizational and professional identities of knowledge
workers at the beginning of their professional development. Organizational and professional
identification have been relatively understudied in the university context and this paper tends to
fill the literature gap by examining individual and group-level antecedents to identification with
the university and medical profession. Several important findings emerged from our analysis.
Consistent with the previous studies, our results indicate that levels of organizational and
professional identification are correlated. Furthermore, our results show that knowledge
workers experience a stronger sense of belonging to their profession at the beginning of their
professional development. Finally, we provide insightful findings on the individual and group-
level identification antecedents.

Cipriani, L. and et al. (1995). "A Gerontological Continuing Education Program: The Resident Assessment
Instrument as a Teaching Tool for Nursing Home Professionals." Educational Gerontology 21(7): 683-699.
In an Italian university, a multidisciplinary course in nursing home care focused on use of the
Resident Assessment Instrument. Students learned to use it effectively and developed decision-
 making and problem-solving abilities using concepts of comprehensive geriatric assessment and
multidisciplinary teamwork. (SK)

Clancy, C. and A. Oyefeso (2004). "British nurse perceptions of mentally ill patients with co-morbid
substance abuse disorders: toward a framework of continuing professional developments." Substance
Abuse 25(3): 68-68.

Cláudio Roberto Freire de, A. and R. Gomes (2019). "Use of narrative in continuing Health education:
educational directions, successes and limits." Interface - Comunicação, Saúde, Educação 23.
The aim of this article was to discuss the educational directions, successes and limits of
narratives produced in a training course for tutors and facilitators within continuing health
education. Conceptual landmarks temporality, experience, hermeneutics-dialectics and active
methodologies. This study took a qualitative approach and was based on the narrative method.
It used 20 reflective texts and sought the meanings attributed to events, relationships and
practices.Alternate abstract: O artigo tem como objetivo discutir sentidos, êxitos e limites
educacionais de narrativas produzidas em curso de capacitação de tutores e facilitadores em
Educação Permanente em Saúde. Marcos conceituais Temporalidade, Experiência,
Hermenêutica-dialética e Metodologias Ativas. O estudo – de abordagem qualitativa – pautou-se
no método da narrativa, com vinte textos reflexivos, buscando o significado atribuído a fatos,
relações e práticas.Alternate abstract: El objetivo del artículo es discutir sentidos, éxitos y límites
educativos de narrativas producidas en un curso de capacitación de tutores y facilitadores en
Educación Permanente en Salud. Marcos conceptuales temporalidad, experiencia,
hermenéutica-dialéctica y metodologías activas. El estudio, de abordaje cualitativo, tuvo como
base el método de la narrativa, con veinte textos reflexivos, buscando el significado atribuido a
hechos, relaciones y prácticas.

Clayton, M., et al. (2020). "P15 Development of clinical professional standards for liver transplant
nursing." Gut 69(Suppl 1): A14.
Background and AimsNurses are the largest group of health care professionals, as such they are
integral in making an impact on liver disease and providing quality care. Following the
publication of the Royal College of Nursing (RCN) Caring for people with liver disease: a
competence framework for nursing (2015), it was recognised that the area of liver transplant
nursing was under represented. There were no professional clinical standards in liver transplant
nursing to demonstrate competence, or educational resources needed to develop this practice.
New clinical professional standards were developed to promote consistency and care delivery for
all patients in both specialist transplant and referral hospitals in the United Kingdom (UK). The
competence framework aims to benefit practitioners, employers, patients and the public by
providing quality, safety and effectiveness of liver and liver transplant practice.MethodLiver
recipient transplant co-ordinators, transplant nurses and specialist liver nurses of referral
hospitals and in the seven liver transplant centres in the UK were involved in this development.
The clinical professional standards cover the continuum of referral, assessment, listing for
transplant and options for those not suitable for transplant. They describe high quality care pre-,
peri- and post-liver transplant, as well as staying healthy in the long term. They were reviewed
by previously identified stakeholders and final review completed with the original members of
the review group.ResultsIn September 2019 a revised framework RCN Caring for people with
liver disease including liver transplantation: a competence framework was published. This is a
refreshed and updated document that reflects contemporary liver nursing practice as well as the
new section on liver transplant nursing. The competence framework will be audited in two years’
 time to review the quality of care delivery, consistency of nursing care across the seven liver
transplant centres and their referral hospitals; and the impact on patient
experience.ConclusionBy developing clinical professional standards in liver and liver transplant
nursing, care delivery can be benchmarked to ensure that nurses are delivering, and patients are
receiving high quality, evidence based, effective care. In the future a survey will be used to
evaluate the benefits to practitioners, employers and patients.

Cleaver, K. (2003). "Developing expertise - the contribution of paediatric accident and emergency nurses
to the care of children, and the implications for their continuing professional development." Accident
and emergency nursing 11(2): 96-102.
AIM: The purpose of this paper is to explore the contribution of paediatric accident and
emergency nurses to the care of children. METHOD: Using a case study approach, the paper
focuses on the experiences of three nurses working in this setting, obtained through working
alongside the nurses and discussing and observing their experiences. FINDINGS: It became
apparent that the nurses were regarded as "experts" in the care of children in this setting. The
nurses themselves however, did not share this perception. Their experiences are analysed with
reference to literature on expertise, focussing specifically on published accounts of children's
nurses' experiences, and research which has explored the concept of expertise within the
context of accident and emergency work. The implications for continuing professional
development needs are discussed within the context of recent government reports, which make
recommendations in respect of access and delivery of on-going professional education. To this
end it is advocated that a multi-professional approach is adopted, with children's nurses sharing
learning and thus access to, courses customarily provided to adults nurses working in this
setting.

Cleaver, K. (2003). "Developing expertise -- the contribution of paediatric accident and emergency nurses
to the care of children, and the implications for their continuing professional development." Accident &
Emergency Nursing 11(2): 96-102.
AIM: The purpose of this paper is to explore the contribution of paediatric accident and
emergency nurses to the care of children. METHOD: Using a case study approach, the paper
focuses on the experiences of three nurses working in this setting, obtained through working
alongside the nurses and discussing and observing their experiences. FINDINGS: It became
apparent that the nurses were regarded as 'experts' in the care of children in this setting. The
nurses themselves however, did not share this perception. Their experiences are analysed with
reference to literature on expertise, focussing specifically on published accounts of children's
nurses' experiences, and research which has explored the concept of expertise within the
context of accident and emergency work. The implications for continuing professional
development needs are discussed within the context of recent government reports, which make
recommendations in respect of access and delivery of on-going professional education. To this
end it is advocated that a multi-professional approach is adopted, with children's nurses sharing
learning and thus access to, courses customarily provided to adults nurses working in this
setting.

Clough, B. A., et al. (2020). "Development of a measure of stigma towards occupational stress for mental
health professionals." Social Psychiatry and Psychiatric Epidemiology 55(7): 941-951.
PurposeStigma is a common barrier to mental health professionals (MHPs) seeking help for
occupational stress and burnout, although there is a lack of psychometrically sound tools to
measure this construct. The current study aimed to develop and validate a scale (the Mental
 Health Professional Stigma Scale; MHPSS) for this purpose.MethodsThe MHPSS and related
measures were completed by 221 Australian MHPs via online survey, with a subsample
completing the MHPSS again 2 weeks after initial completion.ResultsExploratory factor analysis
revealed a four-factor solution, comprising of 13 items and accounting for 50.16% of variance.
Factors were Perceived Other Stigma, Perceived Structural Stigma, Personal Stigma, and Self
stigma. The internal consistency, test–retest reliability, and validity of the scale were
supported.ConclusionsThe MHPSS has utility to capture stigmatising attitudes and beliefs related
to occupational stress and burnout among MHPs. It may be used to assist in the development
and evaluation of initiatives to reduce stigma and increase help-seeking among MHPs.

Cobb, S. C. (2004). "Internet continuing education for health care professionals: an integrative review."
Journal of Continuing Education in the Health Professions 24(3): 171-180.
INTRODUCTION: The objective was to review key articles and research studies on practices,
preferences, and evaluation of on-line continuing education used by health care professionals.
METHODS: Data sources included searches of the MEDLINE, CINAHL, and ERIC databases
(January 1990 to June 2004) and manual searches of the Journal of Continuing Education in the
Health Professions and the Journal of Continuing Education in Nursing. Articles included reviews
and research studies focusing on the use of Internet CE by health care professionals. The articles
were categorized according to intervention, subjects, study design, and key findings. RESULTS:
Seventeen articles were eligible and were reviewed. Although in-person CE remains the most
frequent and most preferred format, Internet CE is gaining in popularity. Most participants who
engage in on-line CE are satisfied with the experience and find it to be an effective learning
format. Barriers to on-line CE include technical difficulties and lack of computer knowledge.
DISCUSSION: Although the Internet is an effective and satisfactory educational format, barriers
to use of the Internet for CE still exist. Additional studies are needed to measure the impact of
Internet CE on practice performance, reduce barriers to on-line CE, and identify appropriate
theoretical frameworks for on-line learning.

Cohen, B. L. and S. B. Hanauer (2020). "Executive Summary of ‘Development of Entrustable Professional

Activities for Advanced Inflammatory Bowel Disease Fellowship Training in the United States’." The
American Journal of Gastroenterology 115(9): 1362-1366.
[...]unaccredited advanced IBD fellowships have been created to fill the gap in IBD training. (7)
The Accreditation Council for Graduate Medical Education established 6 core competencies
(patient care, medical knowledge, practice‐based learning and improvement, interpersonal and
communication skills, professionalism, and systems‐based practice) in 1999 that provided a
framework for evaluation in subspecialty training (8). Academic programs with faculty trained in
advanced IBD should be encouraged to support professional development that promotes formal
training in methods to implement EPAs within a CBME model. B.L.C., Z.R.G., M.C.D., A.P., B.J.S.,
and S.B.H.: study concept and design; B.L.C., Z.R.G., and A.P.: acquisition of data; B.L.C., Z.R.G.,
C.H., S.D.H., J.K.H., J.K., U.M., A.C.M., L.E.R., M.R., E.S., D.W., and S.B.H.: American College of
Gastroenterology and Crohn's & Colitis Foundation Task Force and drafting the manuscript; all
authors: critical revision.

Colbert, C. Y. and S. B. Bierer (2022). "The Importance of Professional Development in a Programmatic

Assessment System: One Medical School's Experience." Education Sciences 12.
The Cleveland Clinic Lerner College of Medicine of Case Western Reserve University (CCLCM)
was created in 2004 as a 5-year undergraduate medical education program with a mission to
produce future physician-investigators. CCLCM's assessment system aligns with the principles of
 programmatic assessment. The curriculum is organized around nine competencies, where each
competency has milestones that students use to self-assess their progress and performance.
Throughout the program, students receive low-stakes feedback from a myriad of assessors
across courses and contexts. With support of advisors, students construct portfolios to
document their progress and performance. A separate promotion committee makes high-stakes
promotion decisions after reviewing students' portfolios. This case study describes a systematic
approach to provide both student and faculty professional development essential for
programmatic assessment. Facilitators, barriers, lessons learned, and future directions are
discussed.

Cole, T. B. and R. M. Glass (2004). "Learning associated with participation in journal-based continuing
medical education." Journal of Continuing Education in the Health Professions 24(4): 205-212.
INTRODUCTION: Medical journal reading is a standard method of increasing awareness among
physicians of evidence-based approaches to medical care. Theories of physician learning and
practice change have suggested that journal reading may be more influential at some stages of
behavioral change than at others, but it is not clear how journal reading may influence the
learning process that can lead to behavioral change. METHODS: A random sample of 170
continuing medical education (CME) participants who had read three journal articles and
completed a CME evaluation form received a CME credit certificate with a brief survey
appended. The survey asked participants to report their stage of learning on each article topic
before and after reading the three articles. RESULTS: Of the 170 CME participants, 138 (81.2%)
responded to the survey. Most (106 of 138; 76.8%) reported a progression in stage of learning on
the topic of at least one of the three articles read for CME credit. More than one-fourth of the
respondents (37 of 138; 26.8%) made a commitment to change practice related to the topic of
one or more articles. CME participants were more likely (relative risk 1.14; 95% confidence
interval 1.06-1.22) to report a progression in stage of learning if they had recorded a
commitment to change practice related to the same article topic on the CME evaluation form.
DISCUSSION: Journal-based CME activities may be educational at all stages of the learning
process, and journal-based learning episodes may result in commitments to change practice.

Collart, M. E. (1976). An Overview in Planning, Implementing and Evaluating Continuing Nursing

Education, Journal of Continuing Education in Nursing. 7: 9.
Suggesting that program planners and presenters keep abreast of development in learning and
instructional theory and educational technology in order to design instruction which will assist
registered nurses to maintain competence and meet the professions' practice standards, the
author outlines and discusses the steps: (1) identify need, (2) identify goals and objectives, (3)
plan program according to criteria and standards, and (4) implement, validate, evaluate. (WL)

Collart, M. E. (1976). "An Overview in Planning, Implementing and Evaluating Continuing Nursing
Education." The Journal of Continuing Education in Nursing 7(6): 9-22.
Pian (identify the need, determine objectives, develop program content, determine teaching
methods, select presenters, choose facilities); Conduct (respond to adult learning needs); and
Evaluate continuing nursing instruction. Felt needs should be viewed in relation to the volume
and scope of patient services, staff requests, and preparation of health care providers In
determining learning needs, consider the changing role of the nurse, new knowledge, individual
requests, surveys, and the environment Once needs have been identified, priorities should be
set (Fig. 4). [...] the necessity to define behavioral objectives for each continuing education
offering. Program planners failed to (1) charge a specific panel member to address the concept,
 (2) allow adequate discussion time for the concept, (3) provide succinct written supplements on
the concept After the program design was modified, evaluation results in the next six seminars
were much more encouraging.

Condon, E. H. (1986). "Theory derivation: application to nursing... the caring perspective within
professional nurse role development." Journal of Nursing Education 25(4): 156-159.
This article demonstrates an application of the theory derivation strategy to concepts thought to
contribute to the development of the caring perspective within professional nurse role
development. A theoretical structure and relational statements are developed to describe and
explain the phenomenon and to lay the groundwork for hypothesis testing.

Cone, C. K. and M. L. Affronti (2018). "Development of a Professional Practice Model for Neuro-oncology
Advanced Practitioners at an Academic Medical Center: A Quality Improvement Project." JADPRO:
Journal of the Advanced Practitioner in Oncology 9(5): 475-486.
In medicine, neuro-oncology practice falls outside the scope of established practice
requirements for the specialties of neurology, medical oncology, and neurosurgery, justifying the
prerequisite of specialized training to practice neuro-oncology. Neuro-oncology advanced
practitioners (AP) also require specialization beyond the scope of population-based generalist
training and education. This quality improvement project's primary purpose was to develop a
professional practice model (PPM) for APs employed at an academic medical center (AMC)
ambulatory neuro-oncology practice. Using the focus, analyze, develop, execute, and evaluate
(FADE) quality improvement methodology, the authors (1) reviewed literature and relevant
professional organizations to identify possible professional competencies for neuro-oncology
APs; (2) analyzed data to develop evidence-based practice domains; (3) used purposive sampling
to recruit an interprofessional team of neuro-oncology experts; and (4) conducted a Delphi study
with an interprofessional team of experts to gain consensus on practice domains and
professional competencies. Twenty-three participants (n = 23) were recruited for the Delphi
study, which was executed via electronic transmission using the Web-based software Qualtrics.
After two rounds of the Delphi survey, the expert team reached consensus on six domains of
practice, with 50 corresponding competency statements. Through interprofessional
collaboration and consensus, this quality improvement project successfully created a PPM for an
AMC neuro-oncology AP team. The PPM supports neuro-oncology APs by validating the unique
set of skills that combines several specialties. The PPM provided the framework to standardize
orientation and training, evaluate performance, and support the professional development of an
AMC neurooncology AP team.

Conedera, F. and M. Schoessler (1985). "Continuing education for hospice staff." Nurs Clin North Am
20(2): 357-363.
Hospice nursing is unique because of the philosophy and issues surrounding hospice care.
Program planning for hospice staff follows basic principles. The real challenge in developing
programs for orientation, continuing, and inservice education is using a format that will truly
enable staff to meet the objectives. A lecture, programmed instruction, or video/slide format
works well for the "nuts and bolts," but more creativity is needed for the other issues facing the
hospice nurse--death, grief, symptom control, stress, team roles, and helping patients with
options. Incorporating into the program some of the methods suggested will offer staff the
opportunity to become involved in learning and make that learning more meaningful.

Cook, D. A., et al. (2006). "Internet-Based Continuing Medical Education/In Reply: The Journal of the
American Medical Association." JAMA 295(7): 758-759.
Multifaceted interventions in CME, designs using 3 or more educational approaches, are
associated with increased likelihood of positive outcomes (79%) compared with 2-method (64%)
and 1-method (60%) designs.1 As to distinguishing the effect unique to each contributing
element (eg, reinforcement, viewing preference), Cook misreads the intentions of our study.
Instead we sought to determine if online instruction based on both theoretical and empirically
derived instructional principles can improve physician compliance with clinical guidelines, and
whether the magnitude of improvement is at least equivalent to that achieved with similarly
grounded educational approaches previously shown to be effective. Such an approach is not at
odds with earlier recommendations, nor is the expectation of equivalent learning benefit.4
Appropriately designed comparisons of educational approaches can be informative, not in
attributing an outcome to a medium, but in enhancing our understanding of the relative
magnitude of effects using defined instructional design and content in a controlled clinical
setting.

Cook, D. A., et al. (2022). "Costs and Economic Impacts of Physician Continuous Professional
Development: A Systematic Scoping Review." Academic medicine : journal of the Association of
American Medical Colleges 97(1): 152-161.
PURPOSE: Nearly all health care professionals engage in continuous professional development
(CPD), yet little is known about the cost and cost-effectiveness of physician CPD. Clarification of
key concepts, comprehensive identification of published work, and determination of research
gaps would facilitate application of existing evidence and planning for future investigations. The
authors sought to systematically map study themes, methods, and outcomes in peer-reviewed
literature on the cost and value of physician CPD. METHOD: The authors conducted a scoping
review, systematically searching MEDLINE, Embase, PsycInfo, and Cochrane Library databases for
comparative economic evaluations of CPD for practicing physicians through April 2020. Two
reviewers, working independently, screened all articles for inclusion. Three reviewers iteratively
reviewed all included articles to inductively identify key features including participants,
educational interventions, study designs, cost ingredients, and cost analyses. Two reviewers then
independently reexamined all included articles to code these features. RESULTS: Of 3,338
potentially eligible studies, 111 were included. Physician specialties included internal, family, or
general medicine (80 studies [72%]), surgery (14 studies [13%]), and medicine subspecialties (7
studies [6%]). Topics most often addressed general medicine (45 studies [41%]) or appropriate
drug use (37 studies [33%]). Eighty-seven studies (78%) compared CPD with no intervention.
Sixty-three studies (57%) reported the cost of training, and 79 (71%) evaluated the economic
impact (money saved/lost following CPD). Training cost ingredients (median 3 itemized per
study) and economic impact ingredients (median 1 per study) were infrequently and
incompletely identified, quantified, or priced. Twenty-seven studies (24%) reported cost-impact
expressions such as cost-effectiveness ratio or net value. Nineteen studies (17%) reported
sensitivity analyses. CONCLUSIONS: Studies evaluating the costs and economic impact of
physician CPD are few. Gaps exist in identification, quantification, pricing, and analysis of cost
outcomes. The authors propose a comprehensive framework for appraising ingredients and a
preliminary reference case for economic evaluations.

Cooper Christen, C. (2021). "Tough Love or Laissez-Faire? Exploring the Feeding Styles of Urban
Preschool Teachers and Associations with Nutrition-Focused Professional Development." Early Childhood
Education Journal 49(4): 647-656.
The majority of children aged three to five in the U.S. attend childcare or preschool, where they
 may consume up to two-thirds of their daily calories and nutrition. Teachers at preschools
serving low-income families are responsible for guiding children in their food choices. Feeding
style, or caregivers’ overall emotional tone and approach at mealtimes, is believed to influence
children’s food choices and acceptance. While there is some research on parent feeding styles,
there is little on preschool teachers’ feeding styles. This causal-comparative study, using the
Caregiver Feeding Style Questionnaire, examined the feeding styles of 660 teachers at New York
City preschools serving low-income families, comparing feeding styles of teachers at preschools
who received Eat Well Play Hard in Child Care Settings (EWPH) professional development (school
response rate 90.4%) and those at preschools that did not (57.1%). Descriptive statistics,
ANOVAs and Chi-Square tests were performed. Feeding styles were calculated using a typological
method. Teachers evenly spanned the four feeding style categories: authoritarian, authoritative,
permissive, and uninvolved. There was no significant relationship between race/ethnicity and
feeding style. However, there were significant associations between years of teaching and
whether teachers were parents and feeding style. EWPH training was not associated with
feeding style. Professional development interventions may more effectively target specific
nutrition-related beliefs and practices than the broader concept of feeding styles, which, as prior
research suggests, may remain mostly static over time.

Cooper, E. (2009). "Creating a culture of professional development: a milestone pathway tool for
registered nurses." Journal of Continuing Education in Nursing 40(11): 501-508.
The nursing shortage continues to be a significant threat to health care. Creating a culture of
professional development in health care institutions is one way to combat this shortage.
Professional development refers to a constant commitment to maintain one's knowledge and
skill base. Increasing professional development opportunities in the health care setting has been
shown to affect nurse retention and satisfaction. Several approaches have been developed to
increase professional development among nurses. However, for the most part, these are 'one
size fits all' approaches that direct nurses to progress in lock step fashion in skill and knowledge
acquisition within a specialty. This article introduces a milestone pathway tool for registered
nurses designed to enhance professional development that is unique to the individual nurse and
the specific nursing unit. This tool provides a unit-specific concept map, a milestone pathway
template, and a personal professional development plan.

Cooper, E. D. N. P. R. N. C. N. E. C. N. L. (2009). "Creating a Culture of Professional Development: A

Milestone Pathway Tool for Registered Nurses." The Journal of Continuing Education in Nursing 40(11):
501-508.
The nursing shortage continues to be a significant threat to health care. Creating a culture of
professional development in health care institutions is one way to combat this shortage.
Professional development refers to a constant commitment to maintain one's knowledge and
skill base. Increasing professional development opportunities in the health care setting has been
shown to affect nurse retention and satisfaction. Several approaches have been developed to
increase professional development among nurses. However, for the most part, these are "one
size fits all" approaches that direct nurses to progress in lock step fashion in skill and knowledge
acquisition within a specialty. This article introduces a milestone pathway tool for registered
nurses designed to enhance professional development that is unique to the individual nurse and
the specific nursing unit. This tool provides a unit-specific concept map, a milestone pathway
template, and a personal professional development plan. [PUBLICATION ABSTRACT]

Coopers, S. S. R. N. F. (1983). "Notes on Continuing Education." The Journal of Continuing Education in

Nursing 14(6): 31-35.
Connie Vance notes that the mentor system operates to train and socialize persons to the
profession's norms, values, and standards of behavior; ensures continuity of leadership; and
provides entree into the inner circles of the profession. Within the hospital setting, the staff
development coordinator may serve as a mentor to other nurses in the staff development
department, or to a head or staff nurse. [...] the concept has many implications for nursing
practice: a head nurse or supervisor might serve as a mentor to a beginning staff nurse; an
experienced director of nursing may serve as a mentor to a nurse newly appointed to a similar
position; an expert nurse practitioner may be a mentor to an inexperienced one.

Cornford, C. S. (2001). "The development of practice professional development plans from the
postgraduate education allowance: a discussion of the causes and implications." Med Educ 35(1): 43-48.
Practice professional development plans (PPDPs) began to replace the Postgraduate Education
Allowance (PGEA) for general practitioners in England and Wales from April 2000. The origin of
this change lies with those with educational expertise who have been concerned that the PGEA
fails to encourage GPs to define their own learning needs, fails to encourage practice-based
learning and fails to influence their working behaviour. The policy has been influenced however,
by wider political developments which view PPDPs as a means to ensure national standards are
met, to reassure the public, provide uniformity and deal with underperforming doctors. This
mixture of influences has resulted in conflicting areas within PPDPs. There are different
emphases on whether learning needs should be defined from the perspective of the individual
or from the perspective of wider needs within the NHS. There are conflicting views about the
desirability of multi- or uniprofessional learning and conflicting views about whether PPDPs are
appropriate for dealing with failing doctors. PPDPs are based on a particular theory of adult
learning - andragogy - which arguably fails to account for wider, richer and more significant
forms of learning.

Costa, A., et al. (2010). "Continuing medical education in Europe: Towards a harmonised system."
European Journal of Cancer 46(13): 2340-2343.
Abstract: One of the first reports on the state of medical education was published in 1910 in
North America, with the support of the Carnegie Foundation, showing that the interest for this
issue dates back at least a century. Doctors (and nurses) are among the few professionals who
managed to avoid for a long time any sort of evaluation of their knowledge and competence
after the achievement of their diploma. But concern has been rising in society about the fast
obsolescence of medical knowledge, particularly in the last 50years when the development of
research and technology in the field has been so fast. The concept of Continuing Medical
Education gained growing interest after the Second World War as a necessity for health
professionals, but also as a form of protection of patients, who have the right to be treated by
competent and knowledgeable doctors and nurses. The United States (US)-based Josiah Macy
Foundation recently sponsored a conference exploring the state of continuing education and the
result is ‘a picture of a disorganised system of education with obvious foci of excellence (most in
universities) but with most commercially supported events shading more towards product
promotion and the welfare of doctors than prioritised dedication to enhancing the care of
patients’. Despite the fact that there is a lot to be learned from the US experience, Europe has to
find its own way. Considerable progress was made since 1995 when UEMS (Union Européenne
des Médecins Spécialistes) started to structure CME activities in Europe at translational level. A
workshop on the issue was jointly organised by the European School of Oncology (ESO) and the
Accreditation Council of Oncology in Europe (ACOE) in Berlin in September 2009.
Costa, T. D. d. and E. A. Cortez (2013). "Continuous education in the context of psychosocial care: search
convergent - care." Online Brazilian Journal of Nursing 12(1): 194-197.
This is a dissertation project of the Professional Masters in Health Education from Federal
Fluminense University which aims to introduce and lead a discussion and reflection on the
process of working with, and continuing the education of a Psychosocial Care Children Centers
(CAPSi) employees; to encourage CAPSi employees to reveal the reality of the education service,
their needs and the implications of performing/promoting psychosocial care; to develop and
implement a project based on psychosocial care and worker involvement in continually building
new attitudes and new thinking, and therefore differentiating new ways / models in routine /
work process / change minds and skills in doing the same job daily work. An exploratory study
of the field, adopting a qualitative approach based on the methodological framework of
convergent-care, is to be held in a CAPSi at São Gonçalo (RJ). The subjects are all professional
employees working in this setting, and ethical aspects will be respected according to Resolution
196/96.

Cotofana, S., et al. (2021). "Revisit, Reform, and Redesign: A Novel Dissection Approach for
Demonstrating Anatomy of the Orbit for Continuing Professional Development Education." Anatomical
Sciences Education 14(4): 505-512.
Advanced postgraduate medical education for health-care professionals is constantly evolving.
Understanding facial anatomy and especially its vascular system is crucial when performing soft
tissue filler injections to avoid adverse events including tissue loss or irreversible blindness.
Standard anatomical resources often fall short of elucidating clinically relevant concepts in more
highly specialized areas of interest. A novel dissection approach for demonstrating the anatomy
of the lateral orbit was presented at scientific meetings to participants from dermatology, plastic
surgery, and general practice. Results from the post-course online survey (n = 52) were analyzed.
The results of the survey reveal a high educational impact and a high clinical relevance of the
novel dissection approach. In addition, the majority of respondents (97.7%; n = 51) felt that the
exposed anatomical structure of the orbit and face improved their ability to safely perform
cosmetic procedures on the face. More experienced respondents who had previously attended
at least five cadaveric dissections were more likely to strongly agree that reviewing anatomy
through this novel dissection approach increased their confidence in avoiding periorbital
vascular danger zones. As minimally invasive outpatient procedures continue to evolve,
practicing physicians and mid-level providers often face the challenge of having to reconcile
preexisting anatomical knowledge with new clinical practice. Skills required to navigate high
impact anatomy include visualization of structures that form the navigational landscape and
avoidance of key danger zones. The novel dissection approach to the lateral orbit reflects the
increasing focus on revisiting, reforming, and redesigning anatomy for continuing professional
development activities.

Craven, H. L. and J. G. Broyles (1996). "Professional development through preceptorship." Journal of

nursing staff development : JNSD 12(6): 294-299.
Preceptor programs provide new staff with planned, individualized orientation while easing the
transition into a new work environment. In this article, the evolution and evaluation of
preceptorships at a large academic medical center are described. The development of a
conceptual framework and the orientation process model provided a means to organize the
various components of orientation and to design individualized developmental plans for new
employees. Based on data collected from preceptors, unit staff members, and new nurses, the
 impact of preceptor programs on staff satisfaction and the professional development of nurses is
examined.

Craven, R. F. and M. B. DuHamel (2003). "Certificate programs in continuing professional education."

Journal of Continuing Education in Nursing 34(1): 14-18.
BACKGROUND: Career-long learning is a concept at the heart of professional disciplines such as
nursing. Nursing shortages, especially in some areas of practice, have stimulated the need for in-
depth education and training in specific knowledge content areas. One approach to career-long
learning is certificate programs. METHOD: Factors, trends, and strategies to consider in creating
certificate programs are reviewed, and guidelines for developing certificate programs are
presented. FINDINGS: Certificate programs are increasingly in demand by both employers and
nurses. Certificate programs provide individuals with a chance to refresh their study skills and
raise their abilities and levels of confidence for mastering new learning. Certificate programs also
serve as a recruitment and retention strategy for hospitals and agencies. CONCLUSION:
Certificate programs are a viable continuing professional education activity and offer
opportunities for nurses to develop specific skill sets and in-depth knowledge in specialized
areas of nursing practice.

Craven, R. F. E. R. N. B. C. F. and M. B. M. P. H. DuHamel (2003). "Certificate programs in continuing

professional education." The Journal of Continuing Education in Nursing 34(1): 14-18.
CREATING CERTIFICATE PROGRAMS Factors to consider in creating quality certificate programs
include: * Defining areas of strength of the providing unit. * Leveraging those strengths through
alliances with agencies or organizations. * Showcasing unique strengths and dynamism of
organizations and faculty in developing the oomculuin. * Developing collaborations/partnerships
with related groups by building on the strengths of coproviders. * Monitoring all costs, both
direct and indirect, related to educational activities so the program can become setf-sustaining.
Because assessment, management, and marketing processes are critical to the financial stability
and academic integrity of a certificate program, every activity must be considered, monitored,
and documented carefully prior to, during, and following program implementation.

Crenshaw, R. S., et al. (1990). "Continuing education in gerontological nursing." Journal of gerontological
nursing 16(3): 6-10.
Programs are needed to evaluate staff because more elderly with multiple health-care problems
are being hospitalized. Current formal training programs do not always have gerontology content
based on up-to-date standards. Stimulation exercises give healthy young and middle-aged
health-care workers an idea of challenges confronting the elderly with loss of mobility, vision,
hearing, or paralysis. A survey of staff nurses indicated that most had difficulty differentiating
physical and psychosocial changes attributed to the normal aging process from pathological
manifestation. Awareness of the biological, developmental, and psychosocial theories of aging
provide health-care workers a greater understanding of rationale for a specific treatment
program.

Cronin, M. and C. Connolly (2007). "Exploring the use of experiential learning workshops and reflective
practice within professional practice development for post-graduate health promotion students." Health
Education Journal 66(3): 286-303.
Objective To explore and evaluate the use of two methods (1) experiential learning workshops
and (2) reflective practice within post-graduate health promotion education, with a view to
providing a foundation in professional practice based on health promotion principles and critical
 thinking. Design This is an empirical study exploring the usefulness and outcomes of two
methods within an educational process. The study is informed by a number of theoretical and
pedagogical perspectives including reflective practice, adult learning, constructivism, as well as
the principles of health promotion and Freire's concept of conscientization. It involves the
design, pilot implementation and evaluation of experiential workshops and reflective practice.
Setting The study was undertaken within the postgraduate Masters / Higher Diploma in Health
Promotion programme at the Department of Health Promotion, National University of Ireland,
Galway (NUIG). Participants included 19 full-time students and six staff members. Method The
two educational methods were piloted during the academic year 2003-2004. They were
evaluated by students and staff using a variety of quantitative and qualitative methods, including
questionnaires, focus groups and discursive processes. Findings The experiential workshops were
evaluated very positively both in terms of effectiveness as educational methods and content.
The introduction of reflective practice was modestly successful as a first attempt and showed
potential to make a valuable contribution to professional development. There was some
evidence of students adopting the principles of health promotion as a result of participation in
these processes. Conclusion The two methods were found to be complimentary and to display
significant potential to enhance students' postgraduate health promotion education through the
provision of a strong foundation in the principles of health promotion as well as knowledge,
requisite skills and 'know-how'. This foundation will contribute positively to their future as
health promotion practitioners.

Crooks, D., et al. (2005). "Development of professional confidence by post diploma baccalaureate
nursing students." Nurse Education in Practice 5(6): 360-367.
Professional confidence should be nurtured in a caring nursing curriculum, however there is a
lack of clarity as to what confidence means, how it is perceived by students, and what educators
can do to instill professional confidence in nursing students. A qualitative study using focus
groups was conducted to explore the components of professional confidence as perceived by
diploma-prepared registered nurses enrolled in a two-year student-centered, problem-based
baccalaureate degree program. Students identified professional confidence as developing
through a two-phase process. During the first phase, Becoming Informed, students reported
acquiring knowledge, theory and critical thinking in the supportive environment of small tutorial
groups, which in turn enabled them to examine nursing practice and defend decisions with
clarity and confidence. In Finding a Voice of My Own they clearly articulated an evidence-based
nursing position in both academic and clinical environments with a sense of ownership and
congruence with their own values. Each phase was further composed of four processes: feeling,
knowing, doing and reflecting. When supported through these phases, students felt prepared
(i.e. confident) to assume broader roles in health care. Post diploma programs should
acknowledge and build on the skills and abilities nurses bring to the educational setting, yet
challenge learners to develop critical self appraisal.

Crouch, M. (1986). "Working with one's own family: another path for professional development." Family
medicine 18(2): 93-98.
Unresolved issues related to the clinician-teacher's family of origin can interfere with working
with families and teaching about family systems. For the past three years the author has been
working on his own family issues through family therapy training, which challenged him to better
differentiate from his family of origin. The therapy model, Bowen Family Systems Theory, asserts
that personal changes are best made by altering emotion-based behavior patterns derived from
prior generations of the family. Beginning to deal with personal family issues has helped the
 author teach residents and medical students more effectively and work better with patients and
their families.

Crown, N., et al. (2020). "A Continuing Professional Development Program for Pharmacists Implementing
Pharmacogenomics into Practice." Pharmacy 8(2): 55.
A continuing professional development (CPD) program for pharmacists practicing in community
and team-based primary care settings was developed and evaluated using Moore’s framework
for the assessment of continuing medical education. The program had three components: online
lectures, a two-day training workshop, and patient case studies. Knowledge (pre-post multiple
choice test); attitudes, readiness, and comfort with applying pharmacogenomics in their
practices (pre-post surveys); and experiences of implementing pharmacogenomics in practice
(semi-structured interviews) were assessed. Twenty-one of 26 enrolled pharmacists successfully
completed the program, and were satisfied with their experience. Almost all achieved a score of
80% or higher on the post-training multiple choice test, with significantly improved scores
compared to the pre-training test. Pre- and post-training surveys demonstrated that participants
felt that their knowledge and competence increased upon completion of the training. In the
follow-up, 15 pharmacists incorporated pharmacogenomics testing into care for 117 patients.
Ten pharmacists participated in semi-structured interviews, reporting strong performance in the
program, but some difficulty implementing new knowledge in their practices. This multi-
component CPD program successfully increased pharmacists’ knowledge, readiness, and comfort
in applying pharmacogenomics to patient care in the short-term, yet some pharmacists struggled
to integrate this new service into their practices.

Cruess, S. R., et al. (2019). "Supporting the development of a professional identity: General principles."
Medical Teacher 41(6): 641-649.
While teaching medical professionalism has been an important aspect of medical education over
the past two decades, the recent emergence of professional identity formation as an important
concept has led to a reexamination of how best to ensure that medical graduates come to
"think, act, and feel like a physician." If the recommendation that professional identity formation
as an educational objective becomes a reality, curricular change to support this objective is
required and the principles that guided programs designed to teach professionalism must be
reexamined. It is proposed that the social learning theory communities of practice serve as the
theoretical basis of the curricular revision as the theory is strongly linked to identity formation.
Curricular changes that support professional identity formation include: the necessity to
establish identity formation as an educational objective, include a cognitive base on the subject
in the formal curriculum, to engage students in the development of their own identities, provide
a welcoming community that facilitates their entry, and offer faculty development to ensure that
all understand the educational objective and the means chosen to achieve it. Finally, there is a
need to assist students as they chart progress towards becoming a professional.

Cullen, P. D. M. S. N. R. N. C. N. A. (1998). "Delaware RNs' reasons for nonparticipation in continuing

education." The Journal of Continuing Education in Nursing 29(5): 228-233.
[...] employers should encourage nurses to use the knowledge learned in CE offerings in the
practice setting. [...] educators must promote the concept and the importance of CE in diploma
and Associate degree nursing programs because the majority (n - 66) of the respondents were
initially prepared in these programs. [...] this study supports the multidimensional framework
developed by Cross (1981) for barriers to participation.
Culvenor, A. G. (2017). "FIFA Diploma in Football Medicine: free knowledge from expert clinicians to
improve sports medicine care for all football players (continuing professional development series)."
British Journal of Sports Medicine 51(18): 1338.
Enter the Diploma in Football Medicine-a free online course dedicated to help health and
medical practitioners to manage common football-related health and injury issues and enhance
sports medicine knowledge in conjunction with FIFA's sport-related risk management
framework. 1 Each football player around the globe sustains an average of one injury per year. 2
Applying the lessons and experience from F-MARC's comprehensive research over the past 20
years should make it possible to reduce the risk of injury (eg, FIFA 11+ injury prevention
implementation) 3 and improve injury management, potentially helping to save lives (eg,
managing sudden cardiac arrest more effectively). The modules (30 currently online, with
remaining modules soon to be released) focus on joint-specific content (eg, ankle, elbow), injury-
specific content (eg, anterior cruciate ligament rupture, meniscal tears), tissue-specific content
(eg, tendons, muscles) and general topics (eg, team travel, antidoping, female athletes). The FIFA
medical emergency bag and FIFA 11 steps to prevent sudden cardiac death: setting a global
standard and promoting consistent football field emergency care.

Culvenor, A. G. (2019). "University College Dublin: Integrating sports and exercise related sciences with
physiotherapy in a Masters of Sports Physiotherapy (continuing professional development series)."
British Journal of Sports Medicine 53(10): 599.
Correspondence to Dr Adam G Culvenor, Institute of Anatomy, Paracelsus Medical University,
Salzburg 5020, Austria; adam.culvenor@pmu.ac.at Institution School of Public Health,
Physiotherapy and Sports Science, University College Dublin (UCD), Dublin, Ireland Course
Master of Science (MSc) in Sports Physiotherapy Why? A Masters in Sports Physiotherapy
provides physiotherapists with a recognised postgraduate qualification and mastery of
foundation concepts and skills that are becoming increasingly important factors facilitating
employability and mobility in sports and exercise medicine internationally. Table 1 Key facts
Admission criteria Physiotherapists eligible for Irish Society of Chartered Physiotherapists
registration/or Statutory registration from Irish health regulator (CORU) with≥2 years relevant
experience English language proficiency Able to obtain practical sport and exercise medicine
experience during the course Cost UK/EU resident: MSc €11 450 per year; GradDip €7930 per
year Duration and intensity Part-time: MSc 2 years (Sept–Sept) GradDip 2 years (Sept–May)
Delivery method Face-to-face learning at University College Dublin, Belfield Campus Dublin,
Ireland, and online via learning platform Start dates September of each year Recommended
workload Per 5 ECTS credit module: 24–30 contact hours Overall: 125 hours of student effort per
5 ECTS credits Accreditation/endorsements Graduates fulfil the education criteria for Chartered
Physiotherapists Sports and Exercise Medicine (CPSEM) Level III accreditation ECTS, European
Credit Transfer and Accumulation System.

Cunha, R. R., et al. (2012). "Critical unveiling of people with stomas: the continuing health education
program in action." Acta Paulista de Enfermagem 25(2): 296-301.
OBJECTIVE: To present the critical unveiling of the Itinerary of Freirean Research in the care of
people with stoma. METHODS: A qualitative study in health linked to the methodological
framework of Freire, which includes obtaining and analysis of data in dialogical circles,
comprising three dialectical moments, intertwined in an interdisciplinary manner: thematic
research, coding and decoding, and critical unveiling. This occurred in the period between April
2009 and February 2010, with an irregular number of participants, in the auditorium of the
President Vargas Specialized Reference Unit, in the city of Belém / PA (Brazil). RESULTS:
 Inadequate training of health professionals was one of the most relevant topics generated, and
unveiled the necessity of implementing a program of continuing education on the care of people
with stoma. CONCLUSION: The proposed unveiling constituted a life experience so that these
people with stomas were enabled to 'read the world' and thus know and walk towards the
transformation of their reality.

Cunningham, C., et al. (2021). "Development of real world learning opportunities in community exercise
prescription for healthcare professional programmes - ‘Physio Hub’." BMC Medical Education 21: 1-12.
Background Given the challenge of chronic lifestyle diseases, the shift in healthcare focus to
primary care and recognised importance of a preventive approach to health, including exercise
prescription, the embedding of related learning in healthcare professional programmes is
critical. Methods In response to these contemporary demands, a complex curriculum
development project was undertaken at University College Dublin, employing a four dimensional
curriculum framework for the development of health professional curricula, that focused on (1)
future orientation of healthcare practices (the why?), (2) defining capabilities of graduates (the
what?), (3) teaching, learning and assessment (the how?) and (4) organisation/institution
delivery (the where)? The process was informed by latest exercise, health promotion,
educational and health policy literature, alongside engagement with multiple internal university
and external community stakeholders. Results Having sufficient clinical education opportunity
for translating exercise theory into practice was identified as a key need (the Why?).
Development of strategies for health promotion and design and delivery of evidence based
exercise programmes with inter-professional and inter-sectoral network building were some of
the graduate capabilities identified as being critically important. (the what?) The resultant UCD
Physio Hub model of clinical education combines ‘on campus’ and ‘community outreach’ activity
to facilitate inter-sectoral ‘real world’ experiential student learning in health promotion and
exercise prescription for both healthy and clinical populations. Underpinned by social
constructivist educational theory, students are encouraged to be creative and to collaborate in
responding to identified health needs of specific community groups by designing and delivering
community services. (the how?) In developing new student learning opportunities to enhance
curriculum, a supportive organisational culture and context was critical with UCD having
excellent exercise infrastructure and the Physio Hub project aligning with a community
engagement ethos articulated in the university’s strategy. (the where?) Conclusion This paper
provides an overview of Physio Hub, its services, educational practices and translational research
ethos, all of which are combined to deliver a rich exercise and health promotion learning
experience. Although developed for physiotherapy in this instance, the curriculum process and
resultant education model could be applied across medical and other health professional
programmes and to facilitate interdisciplinary learning.

Cunningham, D. E., et al. (2020). "The future of CPD for general practitioners, registered pharmacy staff
and general practice nurses in Scotland - qualitative responses from a national survey." Education for
Primary Care 31(1): 7-14.
In the United Kingdom, undertaking continuing professional development (CPD) is required for
revalidation with regulatory authorities for general practitioners, general practice nurses and
registered pharmacy staff – pharmacists and pharmacy technicians. A survey of CPD preferences
and activities of these four professions has been published and this paper focuses on one
qualitative question in the survey: 'Please describe any changes that you anticipate in the way in
which you will undertake CPD over the next 12 months.' Responses were analysed using content
analysis, then codes and themes were developed into a coding framework. 1,159 respondents
 provided comments to the question and five themes were identified: options for learning, time,
appraisal and revalidation, people in transition and use of technology. There was a desire for
face-to-face courses, for interactive learning and for variety of learning methods. Respondents
valued learning with others and Practice-Based Small Group Learning was considered to be
flexible and promoted inter-professional learning and socialisation. Lack of time for learning was
seen as a barrier for respondents. Respondents considered that CPD was needed to support
them as their roles developed in primary healthcare.

Cunningham, S., et al. (2022). "Professional development and lifelong learning: the impact of physical
therapy residency training in Kenya." Physiotherapy Theory and Practice 38(1): 112-121.
Introduction: To assist with the professional development of physical therapists in Kenya, a post-
graduate residency program was developed and implemented in the country.Purpose: The
purpose of this study was to explore the influence of residency training on the professional
development of physical therapists.Methods: The influence of the program on professional
development of residents was explored through a mixed-methods research design, including a
survey and semi-structured interviews with residents at program completion.Results: The
graduates reported a positive impact of residency education on their ability to perform a
comprehensive evaluation, utilize clinical reasoning, provide an effective treatment to achieve
projected outcomes, treat complex patients, communicate with patients and other health
professionals, perform overall patient management, and implement a treatment plan based on
scientific literature. Four themes emerged from the interviews: 1) evolution of practice from
protocol-driven to individualized treatment plans; 2) promotion of professional development
within the wider physical therapy community; 3) positive change in physical therapy practice;
and 4) commitment to lifelong learning.Conclusion: The residents expressed how their new
knowledge and skills fostered their commitment to providing mentorship to colleagues and
lifelong learning. This commitment can provide the framework for advancing the practice of
physical therapy in their respective communities.

Cunningham, S. and J. McFelea (2016). "Graduating residents' perspectives of the influence of

orthopedic residency training on professional development in Nairobi, Kenya." Manual Therapy 25: e164.
Background: Access to advanced instruction, fundamental to promoting educational
development, is limited throughout the country of Kenya. One restricting factor has been the
limited number of physiotherapists with advanced degrees and specialty training available to
offer educational opportunities. To assist with the progression of clinical reasoning and skill
development, an orthopaedic manual therapy residency program was introduced in Nairobi,
Kenya. Purpose: The purposes of this study were to: (1) determine the demographic
characteristics of physiotherapists' participating in the first orthopaedic manual therapy
residency cohort in Nairobi, Kenya and; (2) characterize the influence of the residency program
on professional development. Methods: All 15 graduates of the first residency cohort agreed to
participate in the study. After completing their final live- patient practical examination, the
graduates completed a survey to determine the influence of residency training on professional
development. The survey utilized was adapted from previously published outcomes of residency
training in the United States. To determine internal consistency within the survey for the two
themes, Cronbach's alpha was performed. For professional development Cronbach's alpha
was .864 and for career advancement it was .712. Descriptive statistics were utilized to analyze
the data. Results: Similar to the results of professional development surveys performed with
residency graduates in the United States, the graduates reported a positive influence of the
residency training on their ability to: (1) perform a thorough clinical examination; (2) use a
 logical clinical reasoning process; (3) determine the nature of a patients problem; (4) treat
complex patients; (5) treat effectively to achieve projected outcomes; (6) perform overall patient
management; (7) use scientific literature to provide rational for interventions; (8) critically read
and evaluate scientific literature; (9) communicate with patients, and; (9) communicate with
other health professionals. In addition, graduates reported an increase in the number of patient
referrals and the number of professionals referring patients. Conversely, dissimilar to residency
graduates in the United States, only 46.7% of graduates reported a change in salary and 60%
reported job promotion based on completion of the residency program. Conclusion: The
residency graduates in Kenya reported similar outcomes to residency graduates in United States
regarding professional development. Furthermore, the graduates experienced an increase in
number of referrals as their effectiveness in treatment of orthopedic pathology improved. This
influence may be attributed to the didactic coursework, skill development, and clinical
mentoring offered through the residency program. Implications: Results from this pilot study
suggests that the residency program in Kenya was successful in promoting professional
development similar to the programs in the United States. This successful program may provide
the framework for the development of additional residency programs in countries with limited
educational resources.

Cuny, F. C. (1999). "Fred C. Cuny Memorial Continuing Education series principles of disaster
management. Lesson 4: Information management." Prehosp Disaster Med 14(2): 109-111; quiz 111-102.

Curran, C. L. and C. A. Smeltzer (1981). "Collaboration not competition: a model for nursing continuing
education." The Journal of nursing education 20(6): 24-29.
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.

Curran, C. P., et al. (2015). "Professional development workshop: Transitioning from graduate school, to
postdoctoral fellow, to first job." Birth Defects Research Part A - Clinical and Molecular Teratology 103(5):
368.
Four speakers representing academia, government, and industry will provide insights and advice
on career transitions and professional development for graduate students, postdoctoral fellows
and other early career professionals. The topics to be covered include: Teaching and Learning:
What you need to know no matter what career path you take; GLPs: what are they, why are they
important, and how to use them to get great data; Networking in the Digital Age: How to use
online and in-person tactics to advance your career; and Career Transitions: How to build bridges
and not burn them. Participants will learn about basic pedagogical techniques that can be
applied both in the classroom and during scientific presentations to a variety of audiences.
Different learning styles will also be explained along with strategies to maximize communication
effectiveness. The principles of Good Laboratory Practice and their importance will be explained
using case studies and history. Career-building presentations will address the importance and
power of new networking techniques such as LinkedIn when combined with fundamental
relationship-building tactics. Learn best practices for digital networking to leverage your research
 and advance your career. Learn how to manage smooth career transitions from student to
postdoc, postdoc to independent researcher, independent researcher to group leader, and
beyond. Special emphasis will be placed on the importance of developing long-term research
plans with realistic goals, and the benefits and challenges of maintaining multi-scale
collaborations.

Curran, D., et al. (2018). "Professional development for faculty and senior residents in ethiopia."
International Journal of Gynecology and Obstetrics 143: 983-984.
Objectives: To improve the professional development of Obstetrics and Gynecologic (ObGyn)
educators in Ethiopia. Due to the establishment of 10 new training programs in Ethiopia over the
last several years, professional development of these new faculty was identified as a need. The
long-term goal is to develop and provide tools to ObGyn educators in Ethiopia that can continue
professional development of their peers and senior residents. Method: Using established
professional development seminars conducted in the USA, Ethiopian and US ObGyn educators
adapted multi-day professional development seminars for the Ethiopian audience. Participants
were surveyed after each of the 3 day development seminars. Results: Over 2 years there were
52 participants, 77% faculty and 23% senior residents. 100% planned to implement many of the
tools provided, which they felt empowered them to do their jobs and develop their trainees
better. 90% found the didactic sessions followed immediately by small group work extremely
helpful. 92% found the session on how to handle challenging learners very practical. Theories of
adult learning were new and produced many positive comments, like “this will be interesting to
implement in my programme” and “this type of training will improve teaching sessions at my
site”. Conclusions: Professional development is extremely feasible and well-received in
developing countries and especially welcome in newer programs. Faculty and senior residents
particularly appreciated getting training on adult learning theories, designing curricula, providing
feedback and dealing with challenging learners.

Curran, M. K. (2014). "Examination of the Teaching Styles of Nursing Professional Development

Specialists, Part I: Best Practices in Adult Learning Theory, Curriculum Development, and Knowledge
Transfer." Journal of Continuing Education in Nursing 45(5): 233-240.
The American Nurses Association advocates for nursing professional development (NPD)
specialists to have an earned graduate degree, as well as educational and clinical expertise.
However, many NPD specialists have limited exposure to adult learning theory. Limited exposure
to adult learning theory may affect NPD educational practices, learning outcomes, organizational
knowledge transfer, and subsequently, the professional development of the nurses they serve
and quality of nursing care. An examination of current teaching practices may reveal
opportunities for NPD specialists to enhance educational methods to promote learning, learning
transfer, and organizational knowledge and excellence. This article, the first in a two-part series,
examines best practices of adult learning theories, nursing professional development, curriculum
design, and knowledge transfer. Part II details the results of a correlational study that examined
the effects of four variables on the use of adult learning theory to guide curriculum development
for NPD specialists in hospitals. J Contin Educ Nurs. 2014;45(5):233-240.

Curran, M. K. (2014). "Examination of the teaching styles of nursing professional development

specialists, part II: correlational study on teaching styles and use of adult learning theory." J Contin Educ
Nurs 45(8): 353-359.
This article, the second in a two-part series, details a correlational study that examined the
effects of four variables (graduate degrees in nursing education, professional development
 training in adult learning theory, nursing professional development [NPD] certification, and NPD
specialist experience) on the use of adult learning theory to guide curriculum development.
Using the Principles of Adult Learning Scale, 114 NPD specialists tested the hypothesis that NPD
specialists with graduate degrees in nursing education, professional development training in
adult learning theory, NPD certification, and NPD experience would use higher levels of adult
learning theory in their teaching practices to guide curriculum development than those without
these attributes. This hypothesis was rejected as regression analysis revealed only one
statistically significant predictor variable, NPD certification, influenced the use of adult learning
theory. In addition, analysis revealed NPD specialists tended to support a teacher-centered
rather than a learner-centered teaching style, indicating NPD educators are not using adult
learning theory to guide teaching practices and curriculum development.

Curran, V., et al. (2019). "Adult Learners' Perceptions of Self-Directed Learning and Digital Technology
Usage in Continuing Professional Education: An Update for the Digital Age." Journal of Adult and
Continuing Education 25(1): 74-93.
Mandatory continuing professional education is accepted across many professions as a re-
credentialing mechanism to maintain professional competency. Self-directed learning is a widely
recognized type of learning to meet mandatory continuing professional education requirements.
The nature and characteristics of self-directed learning has been transformed with the growth in
digital and mobile technologies, however there is minimal understanding of the role of these
technologies in the self-directed learning habits of adult learners. This study sought to explore
the perspectives of adult learners around the effect of digital and mobile technologies on
continuing professional education activities. Semi-structured interviews were conducted with 55
adult learners from four professional groups (9 physicians; 20 nurses; 4 pharmacists; 22 social
workers). Key thematic categories included perceptions of self-directed learning, self-directed
learning resources, key triggers, and barriers to undertaking self-directed learning. Digital and
mobile technologies emerged as important resources supporting the self-directed learning of
health and human services professionals. Increasing usage and dependency on these
technologies has important implications for organizational and workplace policies that can
support effective self-directed learning processes in a digital age. A conceptual model is
introduced to characterize the key factors defining the self-directed learning patterns and
practices of adult learners in a digital age.

Curran, V., et al. (2003). "Discourse analysis of computer-mediated conferencing in World Wide Web-
based continuing medical education." Journal of Continuing Education in the Health Professions 23(4):
229-238.
INTRODUCTION: Computer-mediated conferencing (CMC) is a computer messaging system that
allows users to engage in asynchronous text-based communications that are independent of
time and place. It has been suggested that CMC is an effective modality for facilitating
constructivist learning environments that enable adult learners to engage in a continuous,
collaborative process of building and reshaping knowledge and understanding. The goals of this
exploratory study were to assess the nature of the interactions and collaborative learning
characteristics exhibited in World Wide Web-based continuing medical education courseware
programs that used CMC and to examine physicians' satisfaction with on-line CMC discussion as
a planned learning activity of Web-based CME. METHOD: The Transcript Analysis Tool (TAT) was
used to analyze the nature of the discourse that took place in four different Web-based CME
courseware programs. Course evaluation surveys and interviews were also conducted with
participants to evaluate their satisfaction with on-line CMC discussion. RESULTS: The results
 suggest that the nature of participation in the programs consisted primarily of independent
messages with a minimal amount of learner-to-learner interaction. Elements of critical
reflection, interaction, and debate between participants appeared to be missing from these
discussions. As such, these discussions were not characteristic of the principles of constructivist
learning environments. DISCUSSION: Interactive participation will not occur just because CMC is
being used. The design of Web-based CME learning activities, participant characteristics, and
facilitation are key factors that influence the effective use of CMC.

Curran, V., et al. (2010). "A framework for enhancing continuing medical education for rural physicians: a
summary of the literature." Medical Teacher 32(11): e501-508.
Background: Recruitment and retention of rural physicians is vital for rural health care. A key
deterrent to rural practice has been identified as professional isolation and access to continuing
medical education/continuing professional development (CME/CPD). Aims: The purpose of this
article is to review and synthesize key themes from the literature related to CME/CPD and rural
physicians to facilitate CME/CPD planning. Methods: A search of the peer-reviewed English
language literature and a review of relevant grey literature (e.g., reports, conference
proceedings) was conducted. Results: There is robust evidence demonstrating that the CME/CPD
needs of rural physicians are unique. Promising practices in regional CME/CPD outreach and
advanced procedural skills training and other up-skilling areas have been reported. Distance
learning initiatives have been particularly helpful in increasing access to CME/CPD. The quality of
evidence supporting the overall effect of these different strategies on recruitment and retention
is variable. Conclusion: Supporting the professional careers of rural physicians requires the
provision of integrated educational programs that focus on specific information and skills. Future
research should examine the linkage between enhanced CME/CPD access and its effect on
factors related to retention of physicians in rural communities. A proposed framework is
described to aid in developing CME/CPD for rural practitioners.

Curran, V., et al. (2007). "Evaluation of an interprofessional continuing professional development

initiative in primary health care." Journal of Continuing Education in the Health Professions 27(4): 241-
252.
INTRODUCTION: Interest in collaborative care approaches and in interprofessional education
(IPE) to prepare providers for interprofessional collaboration is increasing and particularly so in
the field of primary health care. Although evidence for the effectiveness of IPE is mixed, Barr et
al. (2005) have proposed a useful framework for evaluating six levels of IPE outcomes. The
Building a Better Tomorrow Initiative (BBTI) was a continuing professional development (CPD)
program established to enhance the collaborative competencies of primary health care providers
and foster interprofessional collaboration in primary health care settings. This article describes
the evaluation design, specific measures, and educational outcomes of the BBTI program using
Barr and colleagues' evaluation framework. METHODS: We used a mixed method approach. The
evaluation research design was a one-group, pre- to poststudy utilizing a combination of
quantitative and qualitative evaluation instruments and methods to collect data for the six levels
of the Barr et al. evaluation framework. Evaluation focused especially on the following levels:
participant satisfaction (reaction), confidence change (attitudes), performance change, and
organizational impact. RESULTS: Participants were very satisfied with the BBTI modules and
reported significant increases in their confidence and interprofessional collaborative
competencies upon return to their primary health care practice sites. Interviews and focus
groups with participants and administrators suggest that the BBTI modules were also effective in
promoting and fostering interprofessional collaboration within primary health care settings.
 DISCUSSION: Results suggest that interprofessional CPD is effective in enhancing understanding
of the roles of other professions, fostering respect and positive attitudes toward
interprofessional collaboration, developing collaborative competencies, and promoting
organizational change.

Curran, V. R., et al. (2008). "A continuing medical education needs assessment of primary care physicians'
knowledge and awareness of prediabetes care." Canadian Journal of Diabetes 32(4): 273-280.
Objective: To conduct a continuing medical education (CME) needs assessment of Atlantic
Canadian family physicians' knowledge and awareness of prediabetes. Method: A questionnaire-
survey was constructed and distributed to family physicians across Atlantic Canada. Results:
Between January and February 2008, a total of 2320 surveys were distributed to family
physicians in Atlantic Canada; 744 were returned, for a response rate of 32.1%. Respondents
reported a positive opinion/attitude about prediabetes management in their practices and a
high level of interest in CME on the following topics: screening for and diagnosing prediabetes;
managing prediabetes in children; and pharmacological and lifestyle approaches to prediabetes
management. Gender, years of experience as a primary care provider and location of family
medicine/ primary care training influenced CME topic ratings on prediabetes and overall
attitudes/opinions about prediabetes. Conclusions: Respondents reported a positive opinion/
attitude about prediabetes management in their practices and a high level of interest in CME
about prediabetes. The findings have implications for postgraduate family medicine training,
CME for Canadian and internationally trained family medicine practitioners, and for our
understanding of family physicians' attitudes/opinions that might influence practice approaches.

Curran, V. R., et al. (2022). "Virtual care and COVID-19: A survey study of adoption, satisfaction and
continuing education preferences of healthcare providers in Newfoundland and Labrador, Canada." Front
Digit Health 4: 970112.
INTRODUCTION: Virtual care has expanded during COVID-19 and enabled continued access to
healthcare services. For many healthcare providers, the adoption of virtual care has been a new
experience in the provision of healthcare services. The purpose of this survey study was to
explore healthcare providers' experiences with virtual care during COVID-19. METHODS: A web-
based survey-questionnaire was developed by applying Rogers' theory of diffusion of innovation
and distributed to healthcare providers (physicians, nurses and allied health professionals) in
Newfoundland and Labrador, Canada to explore virtual care experiences, satisfaction and
continuing professional development (CPD) needs. Analyses included descriptive statistics and
thematic analysis of survey responses. RESULTS: Fifty-one percent of respondents (n = 432)
indicated they were currently offering virtual care and a majority (68.9%) reported it has
improved their work experience. Telephone appointments were preferred over
videoconferencing by respondents, with key challenges including the inability to conduct a
physical exam, patients' cell phone services being unreliable and patients knowing how to use
videoconferencing. Majority of respondents (57.5%) reported quality of care by telephone was
lower than in-person, whereas quality of care by videoconferencing was equivalent to in-person.
Main benefits of virtual care included increased patient access, ability to work from home, and
reduction in no-show appointments. Key supports for adopting virtual care included in-house
organizational supports (e.g., technical support staff), local colleague support, and technology
training. Important topics for virtual care CPD included complying with regulatory
standards/rules, understanding privacy or ethical boundaries, and developing competency and
digital professionalism while engaging in virtual care. DISCUSSION: Beyond the COVID-19
pandemic, virtual care will have a continuing role in enhancing continuity of care through access
 that is more convenient. Survey findings reveal a number of opportunities for supporting
healthcare providers in use of virtual care, including CPD, guidelines and resources to support
adaptation to virtual care provision (e.g., virtual examinations/assessments), as well as patient
educational support.

Cusack, L. and N. Verdonk (2020). "Bibliographic Exploration of the Influence of Nursing Regulation on
Continuing Professional Development." Journal of Nursing Regulation 11(3): 5-12.
Many nurse regulators have as part of their initial registration/licensure or renewal process a
requirement for continuing professional development (CPD). Evidence of CPD can demonstrate
that nurses have kept current and informed about changes to professional practice, have
remained connected to their profession, and/or are suitably prepared to return to practice. To
conduct a bibliographic analysis of indexed literature relating to the role and influence of the
regulator on CPD in nursing. A literature review systematically identified relevant articles (2009-
2019) about CPD and regulation identified through literature databases, including CINAHL,
Embase, and PubMed. Thirty identified titles, and abstracts were uploaded into VOSviewer to
conduct the bibliometric data analysis. Four cluster titles were identified with regulation
mentioned: (a) continuing competence framework and clinical practice; (b) regulation, CPD, and
public health; (c) professional development programming for patient care; and (d) nursing
education. Over the past 10 years, there has been very little research published relating
specifically to the influence of regulation on nursing CPD. Regulators have not provided a strong
voice in the literature regarding why CPD is included in the professional practice framework.
However, there is evidence that the role of the regulator and regulation are used to influence
nurses to take specific CPD to make an impact on patient/population health outcomes.

Cusick, A., et al. (2009). "Employer-sponsored occupational therapy professional development in a

multicampus facility: a quality project." Australian Occupational Therapy Journal 56(4): 229-238.
Aim: To critically assess and develop recommendations for professional development (PD) for
occupational therapists in a multisite specialist cerebral palsy occupational therapy service.
Method: Quality improvement project based on principles of participatory action research: audit
of PD resources/activity; stakeholder consultations and literature review. Results: The PD
program goal, resources, strategies, activities and evaluations conducted at the centre were
identified and described. Areas for improvement were identified by critically considering the PD
program in the context of reviewed literature. There was an assumption that personal change
through PD would help attain the organisational goal of clinically competent practitioners who
use evidence-based practice in a family-centred context. Recommendations: Future PD plans and
evaluations need to explicitly address this assumption. The use of structured reflection and the
'clinical reasoning' conceptual framework was recommended as one way to help personal
change from PD to have workplace impact. This project provides a precedent and guide to
occupational therapy PD planners regarding a whole-of-organisation approach to developing and
maintaining competence through PD.

Cvetek, S. (1998). "Identification of first-level nurses' felt needs for continuing professional education:
research report." Obzornik Zdravstvene Nege 32(5/6): 215-220.
This article describes the findings of a research into first level nurses' felt needs for continuing
professional education (CPE). The theoretical part of the research discusses the concept of
continuing and continuing professional education, the concept of professionalism,
professionalisation and professional competence and the concept of learning need. The search
of foreign and domestic literature in the fields of education and nursing supported the
 assumption that the process of professionalization of nursing (occupation) in Slovenia lags
behind the development in highly developed (post) industrial societies.The empirical part of the
research is based on a questionnaire conducted among first level nurses employed in health
institutions in Maribor. The study confirmed the existence of felt needs for CPE among first level
nurses. It has been found that the present pattern (quantity and quality) of CPE does not meet
the needs as felt by first level nurses, as well as that it lacks systematic organization, recognition
and support of the institutions where nurses work. Issues related with clinical practice and
management were found to be most important areas of CPE. Most urgent needs were found in
those areas of nurses' work in which nurses perform their everyday nursing tasks while areas like
teaching and assessing, documentation, complaints, finances, assessment, writing for publishing
purposes and research were found to be less urgent. The research provided some valuable data
and information on how the identified needs for CPE could be best met. This abstract was
translated into English by the publisher or author.

D, H. and L. S (2017). "CPD is more than the HCPC audit. How to strategically manage your continuing
professional development...RCOT (Royal College of Occupational Therapist) Annual Conference 2017."
British Journal of Occupational Therapy 80: 6-7.
Within health and social care continuing professional development (CPD) is recognised as a core
facilitator of highquality, effective care (Legare et al. 2011). The Health and Care Professions
Council (HCPC) (2012) regulates allied health professionals and through biennial audit ensures
registrants undertake, record and apply their CPD. For occupational therapists the next audit
commences August 2017, with a key requirement being to demonstrate the benefits of CPD to
service users and stakeholders. The need for this link between outcome measurement and CPD
is widely acknowledged despite limited evidence (Chipchase 2012). However, CPD is not all
about audit. TRAMmCPD (Tell, Record, Activities, Monitor and measure) was developed by
occupational therapists as a model with tools to assist HCPC registrants to fully engage in and
evidence their CPD (Hearle et al. 2016). A pilot evaluation undertaken in 2012 together with
anecdotal evidence suggests that TRAMmCPD is now being widely used by students and
practitioners within health, social care, private and third sector settings to provide a more
strategic approach to CPD. Formal research is currently being undertaken. This workshop will use
the World Café design principles (Brown et al. 2005) to enable attendees to share knowledge,
discuss strategies and utilise tools which may facilitate their full engagement in CPD. Areas to be
explored will reflect the TRAMmCPD stations and include understanding CPD engagement, ways
to plan and monitor CPD along with methods of evidencing and recording progress. The
outcome of this workshop will be circulated to attendees subsequent to the session.

da Silva, A. M. and M. Peduzzi (2009). "Characterization of the educational activities of nursing workers
in the view of continuing education." Revista Eletronica de Enfermagem 11(3): 518-526.
This study requires the reciprocity between health and educational practices and aims to
characterize the nursing workers and their educational activities in the city of São Paulo area. A
quantitative-descriptive exploratory study, conducted in 18 health services between 2005 and
2006, which the data collection was accomplished through interviews and the application of two
forms in 18 health services. It was identified that 84.8% of nursing workers work in hospitals and
emergency assistance (EA); 22.5% are nurses, 15.2%, nursing technicians (NT) and 62.3%,
nursing assistants (NA). There were 245 identified actions, 78.4% are performed in hospitals and
EA, predominantly focused on the health recovery, 46.9% are directed to the nurses, 39.6% to
the nurses, NT and NA and 13.5%, to NT and NA; 21.2% of the actions use traditional teaching
strategies and 15.1%, the participatory; 69% last 01-20h; 55.5% are performed out of the
 service. Despite of the predominance of educational activities directed to the nurses which are
orientated for the health recovery, with the use of teaching traditional strategies, the presence
of related actions in the daily work refers to the conception of continuing education and points
out the possibility of changing the workers educational practices approach in the view of the
health integrality and entire nursing care.

da Silva, L. A. A., et al. (2011). "Educational conceptions that permeate regional health continued-
education plans." Texto & Contexto Enfermagem 20(2): 340-348.
The objective of this study was to understand which educational conceptions permeate the
proposals of permanent health education in Rio Grande do Sul, Brazil. It is a qualitative,
descriptive, and exploratory research. The sample of individuals who willingly adhered to the
study was outlined by means of the intentional method. Among those interviewed were those
who represent public managers, workers, students, and faculty from educational social control
institutions. The data collected showed there are two conception tendencies: one follows a
technical and reiterative style, emphasizing on training in specific areas, and the other converges
towards innovation and transformation, transversally constituting itself through the participatory
construction of education financing proposals for the Brazilian National Health Care System's
development, strengthening, and consolidation.

da Silva, L. M. G., et al. (2010). "Virtual learning environment in continuing education in nursing." Acta
Paulista de Enfermagem 23(5): 701-704.
This study is a report of a learning experience that had as objective to describe how was
structured the virtual learning environment Moodle for training at work. This is a semi-distance
education project for controlling a surgical site infection, oriented to the nurses of a university
hospital. The study was organized having as a base the interactionist Skopos Model and on
humanist principles. The activities were organized on topics aimed at: informing and updating
the central aspects of the topic; generating problematization of situations and extend the
individual and collective discussion; promoting integration; and encouraging a joint development
of a proposal for action. The Moodle resources helped to select the teaching strategies to update
knowledge, to generate ideas, and to promote the integration and collective construction of
propositions.

da Silva Pinheiro, G. M., et al. (2014). "Collaborative supervision and professional development in
Nursing." Revista de Enfermagem Referência 4(2): 101-109.
Background: Collaborative supervision explains the permanent transformation of professional
practices from a coformative and developmental perspective. Objective: This study aims to
identify the nurses’ conceptions of collaborative supervision and professional development in
nursing care practice. Methodology: A qualitative empirical case study, including the Nursing
team of an Internal Medicine unit of a Hospital Centre in Northern Portugal (N = 29). Data were
obtained through document analysis, non-participant observation and semi-structured
interviews. Results: Participants consider that collaborating means sharing, working in a team
and helping the other, and that there are privileged collaborative moments in nursing care
practice. Supervision emerges as a reality still apart from practice, and nurses tend to consider
the supervisory process from a vertical perspective. As contributions to their professional
development, nurses emphasise lifelong training, collaboration and the relationship between the
person, the environment and the others. Conclusion: Despite the spontaneity and informality of
both supervision and collaboration, these practices are closely related to the continuing
professional development in Nursing.
D'Abrosca, F., et al. (2013). "Continuing education medicine (CME) and multi-professional team: An “on-
site” experience." European Respiratory Journal 42.
CME for health professionals is a well established practice, but sharing of knowledge in inter-
professional team still remain a difficult topic: a survey conducted in our clinic about nurses
satisfaction on work showed this point as critical. In 2012 we introduced a multi-level customized
education program for nurses working in the Respiratory Intermediate Intensive Care Unit
(RIICU). To assess the feasibility of an on-site education programme for nurses working in RIICU,
4 teachers/tutors (2 Pneumologists, 1 Nurse, 1 Respiratory Physiotherapist), recognized as
“experts”, were involved. In a one-year trial 11 nurses, divided into small groups of two/three
people, attended to 4 interactive lessons (on PR, ventilators, tracheostomy and airway clearance)
repeated every two months. In addition, each group performed a minimum of 2 practical
sessions/week at bedside. A “knowledge needs” questionnaire (31 items) was administered
before and 2 months after the educational period. CME customer satisfaction questionnaire was
given at the end of the trial: 90% of participants give the best evaluation for all the items. Rate of
correct answers in the knowledge questionnaire increased from 22,9±3,2 (73,9%) to 27,5±3,2
(88,9%, p<0,05). This increase was due to a better knowledge of 18,1% in general concepts of PR,
of 15%, 17%, 12% respectively for management of ventilators, tracheostomy and secretions. This
“on-site” programme showed to be feasible, cheap, little time consuming and well accepted. It
could be a step forward in the individualization of CME, favoring the sharing of knowledge
among professionals. Further investigations will provide more information on competences and
quality improvements.

Dahiya, H. and B. Bansal (2020). "Nursing Empowerment: A Concept of Professional Development in

Nursing." International Journal of Nursing Care 8(1): 13-16.
"Nurses dispense comfort, compassion and caring without even a prescription" - Val Saintsbury
The importance of empowerment in nursing profession is that the nurses will feel that they have
the power to authorize their job, satisfaction in their job and feel appreciated. Besides, they will
feel less worn-out in their work. It will also enhance the care of patient outcomes. Powerless
nurses are less satisfied with their jobs and are more susceptible to burnout and
depersonalization. Lack of nursing power may also contribute to poorer patient outcomes. "The
longer I'm in the profession, the more experiences shape my life, the more amazing colleagues
influence me, the more I see the micro and macro power of nursing".- Joni Watson.

Dahiya, H. and B. Bansal (2021). "Nursing Empowerment: A Concept of Professional Development in

Nursing." International Journal of Nursing Care 9(1): 13-16.
“Nurses dispense comfort, compassion and caring without even a prescription” - Val Saintsbury
The importance of empowerment in nursing profession is that the nurses will feel that they have
the power to authorize their job, satisfaction in their job and feel appreciated. Besides, they will
feel less worn-out in their work. It will also enhance the care of patient outcomes. Powerless
nurses are less satisfied with their jobs and are more susceptible to burnout and
depersonalization. Lack of nursing power may also contribute to poorer patient outcomes1. “The
longer I’m in the profession, the more experiences shape my life, the more amazing colleagues
influence me, the more I see the micro and macro power of nursing”.- Joni Watson

Daiming, X., et al. (2021). "Development and psychometric validation of a comprehensive end-of-life care
competence scale: A study based on three-year surveys of health and social care professionals in Hong
Kong." Palliative & Supportive Care 19(2): 198-207.
 ObjectiveThis study aimed to develop an assessment tool measuring comprehensive
interdisciplinary competence in end-of-life care (EoLC) and investigate its content, construct
validity, reliability, and their correlates.MethodItems of the Comprehensive End-of-Life Care
Competence Scale (CECCS) were developed according to a comprehensive core competence
framework in EoLC and refined by a multi-disciplinary panel of experts. The psychometric
properties were further tested through region-wide surveys of self-administered questionnaires
completed by health and social care professionals in Hong Kong.ResultsParticipants comprised
social workers, nurses, physicians, and allied health care professionals (445 participants in 2016,
410 in 2017, and 523 in 2018). Factor analysis validated the construct of the questionnaire which
encompassed 26 items describing EoLC core competences in seven domains with satisfactory
internal reliability (confirmatory factor analysis: χ2/df = 3.12, GFI = 0.85, TLI = 0.93, CFI = 0.94,
RMSEA = 0.07; Cronbach's alphas ranged from 0.89 to 0.97): overarching value & knowledge,
communication skills, symptom management, psychosocial and community care, end-of-life
decision-making, bereavement care, and self-care. Higher perceived levels in these competences
were correlated with a higher level of job meaningfulness and satisfaction (r ranged from 0.17 to
0.39, p < 0.01) and correlated with lower perceived stress (r ranged from –0.11 to –0.28, p <
0.05). Regression analysis found that age and work involvement in EoLC were positively
associated with the perceived competences in all domains; professionals working in hospices
reported higher levels of competence than workers in other settings; social workers showed
lower perceived competences in symptom management, but higher levels in bereavement care
than other health care professionals.Significance of resultsThe validity and internal reliability of
CECCS were demonstrated. The levels of perceived competences working in EoLC were
significantly associated with professionals’ job-related well-being. Practically, there is still room
for improvement in comprehensive competences among health and social care workers in Hong
Kong.

Dalibi, S. G., et al. (2017). "Hindrances to Green Building Developments in Nigeria’s Built Environment:
“The Project Professionals’ Perspectives”." IOP Conference Series. Earth and Environmental Science
63(1).
Developing countries like Nigeria are faced with the growth of residential housing sector
accompanied by huge power, water, and material consumptions etc., which were due to the
population growth, increased households and the increased urbanization. The construction
industry is guilty of many practices because its activities have adversely affected the
environment negatively. It responded with new initiative called Eco / green / sustainable
buildings to ensure environmental sustainability. Despite all these glaring challenges green
building developments and sustainable practices are embraced very slowly and practiced at slow
pace in the Nigeria’s construction industry. This is worrisome and is due to some factors
hindering such pace. The aim of this paper is to identify, examine and assess the factors that are
hindering green building developments based on the project professionals’ perceptions.
Reviewed literatures were used to identify the various factors that hindered the adoption of
green measures and practices within the Nigeria’s built environment. A questionnaire survey was
conducted within the industry. The results showed the major factors hindering green building
developments and practices in the Nigeria’s built environment.

Dalton, A. L. (1996). "Enhancing critical thinking in paramedic continuing education." Prehospital and
disaster medicine : the official journal of the National Association of EMS Physicians and the World
Association for Emergency and Disaster Medicine in association with the Acute Care Foundation 11(4):
246-253.
 Critical thinking has become a buzzword, especially in medical education. The challenge is first to
determine what skills compose critical thinking and what teaching techniques promote critical-
thinking skills, and then to determine how to apply these techniques effectively and efficiently to
a given population in the classroom. This article begins with a working definition of critical
thinking and explores the parameters and skills implied or stated in the definition. Then a
teaching environment constructed around a model of critical thinking and characteristics of the
audience is described. A specific teaching method, suggested by research and designed to
exercise critical-thinking skills, is then applied to a specific patient problem in a continuing
education class. Preliminary outcomes are presented. The purpose of this article is to propose a
productive and efficient educational method for promoting and enhancing critical-thinking skills
appropriate for paramedic-level continuing education.

Danagulyan, H., et al. (2020). "Global terminology related to professional development in the Armenian
context." Pharmacy Education 20(3): 34.
Background: Aligning national nomenclature with the global professional glossary is a
prerequisite for country-level transformation of the pharmaceutical workforce (FIP, 2015).
Purpose: This study benchmarks global definitions with terminology in Armenia's practice and
professional development. Method: Content analysis (FIP documents, Armenian legislation and
educational frameworks), classification, and conceptual matching. Results: In Armenia, the terms
'specialisation' and 'advanced practice' lack elements of vertical advancement proposed in the
Global Advancement Development Framework (GADF) (FIP, 2019). No formal evidence exists of
'expert professional practice' beyond 'specialisation'. In the Armenian context 'credentialing'
(documented professional qualification), stemming from a professional curriculum and
continuing professional development (CPD), is not synonymous with 'professional recognition'
(endowing formal titles) used in academic, scientific and regulatory sectors. 'Extended practice'
may apply to military pharmacists, who must take specialised courses at medical university.
'Privileging' has no formal definition in Armenia, but only pharmaceutical professionals with a
master's degree post-internship may manage a pharmacy. Conclusion: Gaps in alignment of
Armenian terminology with global professional nomenclature are obstacles to disseminating
international best practices, and for consolidating initial education and advanced practice.

Dancza, K. (2016). "Enabling the development of professional identity through occupation-centred

practice...40th annual conference and exhibition of the College of Occupational Therapists, Harrogate,
England. 28-30 June 2016." British Journal of Occupational Therapy 79: 7-7.
Background: Occupation-centred practice has been proposed as critical to the establishment of
professional identity within occupational therapy (Tanner, 2011). Learning of this concept is,
however, troublesome. This research investigated the learning experiences, processes and
supervision which enabled the development of professional identity, skills and knowledge of
occupation-centred practice in students on role-emerging placements. Methods: Guided by the
ontological perspective of relativism and epistemological view of social constructionism (Patton,
2002), learning experiences of final year students undertaking a ten week role-emerging
placement were investigated through four action research cycles. Purposeful sampling was used
to recruit fourteen students and eleven supervisors between September 2011 and April 2013.
Data were gathered via semi-structured interviews with students and supervisors. Analysis was
completed using template analysis (King, 2004), which acknowledged the co-construction of
knowledge. Funding for doctoral tuition fees was gratefully received from the Australian
Government. Ethical approval reference: 2011000720. Emerging findings: Implementing
occupation-centred practice was often counter-intuitive as it differed from many established
 occupational therapy approaches. Key factors which supported the students' learning included
the use of a workbook (Dancza et al., 2016) and focused supervision sessions which explicitly
linked theory with practice. Repetition of occupation-centred concepts and support to contain
the anxiety associated with this learning were also critical. Implications for occupational therapy:
Understanding how students learn contemporary occupational therapy concepts is vital for
professional identity and the future of occupational therapy. Future research aims to translate
these learning and teaching principles to enhance role-emerging and role-established placement
supervision.

Danielson, E., et al. (2005). "Nursing and public health in Europe - A new continuous education
programme." International Nursing Review 52(1): 32-38.
The aim of this paper is to describe the development of a new education programme in public
health for nurses in the European Union (EU). The project, 'Development of a Continuous
Professional Education Programme for Nurses in Public Health', is described together with its
background and aim, which is to contribute to the development of new competencies of nurses
in nursing and public health. For the development of these competencies, the framework for the
programme's guidelines is organized around core modules common for all EU countries and
elective modules, based on national health needs and policies proposed by each country. An
example of the implementation of the programme from Sweden, where the programme has
already been offered, is also presented. In addition to the educational programme itself, the
opportunities for networking for nurses and teachers from different countries resulting from this
effort are discussed. Finally, the evolving nature of public health in nursing is presented in
relation to the roles that nurses/midwives already perform in various countries and situations, in
order to point out the potential of this programme's contribution to the promotion of health of
all European citizens. © 2005 International Council of Nurses.

Danielson, E., et al. (2005). "Nursing and public health in Europe -- a new continuous education
programme." International Nursing Review 52(1): 32-38.
The aim of this paper is to describe the development of a new education programme in public
health for nurses in the European Union (EU). The project, 'Development of a Continuous
Professional Education Programme for Nurses in Public Health', is described together with its
background and aim, which is to contribute to the development of new competencies of nurses
in nursing and public health. For the development of these competencies, the framework for the
programme's guidelines is organized around core modules common for all EU countries and
elective modules, based on national health needs and policies proposed by each country. An
example of the implementation of the programme from Sweden, where the programme has
already been offered, is also presented. In addition to the educational programme itself, the
opportunities for networking for nurses and teachers from different countries resulting from this
effort are discussed. Finally, the evolving nature of public health in nursing is presented in
relation to the roles that nurses/midwives already perform in various countries and situations, in
order to point out the potential of this programme's contribution to the promotion of health of
all European citizens.

Darwiche, H., et al. (2015). "Uf center for precollegiate education and training: University partnerships
for teacher professional development." FASEB Journal 29(1).
The University of Florida Center for Precollegiate Education and Training (UF CPET) promotes the
use of university resources for the preparation and enhancement of STEM teaching in secondary
schools. UF CPET offers an array of teacher professional development programs, the two largest
 being the NIH SEPA-funded Biomedical Explorations: Bench to Bedside. This innovative program
integrates experiences from a summer institute into classroom action. Teachers work with
science and education researchers to develop lessons and laboratory exercises that convey these
content-based principles in the context of career choices. During the school year, research
proposals, resources, formal presentations, review of classroom outcomes and incentives for
ongoing professional development provide continuing support to incorporate scientific
processes, realworld skills and enthusiasm for bioscience careers into classrooms. Continued
support from UF CPET encourages science teachers' personal enrichment and professional
advancement in biotechnology education and empowers them as agents of change in their
classrooms and communities. Our newest program, the Summer Research Experience (SRE), a
teacher-scientist partnership model in which teacher fellows spend three weeks in an intensive
residential research program. The primary outcome of this partnership program has been the
development of our Biomedical Curriculum Series, comprised of thematic modules which are
hands-on and inquiry-based, stress collaborative learning and biotechnology applications, as well
as nature of science components and 21st century skills.

Das Graças Silva Matsubara, M., et al. (2016). "Virtual Learning Environment in Continuing Education for
Nursing in Oncology: an Experimental Study." Journal of Cancer Education 31(4): 804-810.
Nurses working in oncology require continuing education and nowadays distance education is a
possibility. To compare learning outcomes of the professionals participating in classroom
learning versus distance learning; describing the sociodemographic characteristics and digital
fluency of participants; comparing learning outcomes with independent variables; assessing the
adequacy of educational practices in Virtual Environment Moodle Learning through the
constructivist online learning environment survey. An experimental, randomized controlled
study; conducted at the A C Camargo Cancer Center, located in São Paulo, SP, Brazil. The study
included 97 nurses, with average training of 1 to 2 years. A control group (n=44) had face to face
training and the experiment group (n=53) had training by distance learning, both with identical
program content. The dependent variable was the result of learning, measured by applying a
pre-assessment questionnaire and post-intervention for both groups. The sociodemographic and
digital fluency data were uniform among the groups. The performance of both groups was
statistically significant (p 0.005), and the control group had a greater advantage (40.4 %).
Distance education has proven to be an effective alternative for training nurses, especially when
they have more complex knowledge, more experience in the area and institutional time.
Distance Education may be a possibility for the training of nurses for work in oncology. The
association of age, training time and the institution, and the experience in Oncology interfered in
the performance of both groups.

das Graças Silva Matsubara, M. and E. B. L. De Domenico (2016). "Virtual Learning Environment in
Continuing Education for Nursing in Oncology: an Experimental Study." Journal of Cancer Education
31(4): 804-810.
Nurses working in oncology require continuing education and nowadays distance education is a
possibility. To compare learning outcomes of the professionals participating in classroom
learning versus distance learning; describing the sociodemographic characteristics and digital
fluency of participants; comparing learning outcomes with independent variables; assessing the
adequacy of educational practices in Virtual Environment Moodle Learning through the
constructivist online learning environment survey. An experimental, randomized controlled
study; conducted at the A C Camargo Cancer Center, located in São Paulo, SP, Brazil. The study
included 97 nurses, with average training of 1 to 2 years. A control group (n = 44) had face to
 face training and the experiment group (n = 53) had training by distance learning, both with
identical program content. The dependent variable was the result of learning, measured by
applying a pre-assessment questionnaire and post-intervention for both groups. The
sociodemographic and digital fluency data were uniform among the groups. The performance of
both groups was statistically significant (p 0.005), and the control group had a greater advantage
(40.4 %). Distance education has proven to be an effective alternative for training nurses,
especially when they have more complex knowledge, more experience in the area and
institutional time. Distance Education may be a possibility for the training of nurses for work in
oncology. The association of age, training time and the institution, and the experience in
Oncology interfered in the performance of both groups.

Dattalo, P. (1994). "Perceived Continuing Education Needs of Licensed Clinical Social Workers." Journal of
Social Work Education 30(2): 217-227.
A survey of 421 licensed clinical social workers concerning continuing education needs found
practice theories and practitioner roles most often identified as areas in which training is
needed. Private practitioners wanted training in object relations theory more often and in
supervision and cognitive theory less often than their agency-based colleagues. (Author/MSE)

Dave Davis, D. A. and G. T. McMahon (2018). "Translating evidence into practice: Lessons for CPD."
Medical Teacher 40(9): 892-895.
BACKGROUND: Failure to translate best evidence into practice often generates inappropriate,
unsafe, and costly healthcare. The continuing professional development (CPD) of physicians and
other health professionals represents a widely underutilized strategy to improve both clinician
performance and healthcare quality and safety. The evidence: Despite the clear evidence of the
potential impact of CPD based in learning theory and science, some CPD providers, health
systems, and clinicians themselves implement less-than-effective effective learning strategies.
This phenomenon is the product of several factors: within health systems, a lack of recognition
of the importance of ongoing, system-linked professional education; among CPD providers, an
adherence to old but easy-to-deliver "one-and-done" methods CPD; and even among clinicians
themselves, choosing less engaging learning activities, uninformed by objective performance
data. RECOMMENDATION: Suggestions to improve this lack of translation of best evidence into
practice fall into four groups. Academic medical institutions, employers and educators need to
embrace principles and practices of self-directed learning; health systems must share
responsibility for the physician learning and the performance data and feedback on which such
learning is best-based; physician specialty societies and licensing boards must undertake
meaningful re-licensure and re-certification processes; and CPD planners must seek out
partnerships with health system leadership and quality improvement managers as they create
engaging, integrated, and impactful CPD activities.

Davies, S., et al. (2017). "Effective learning environments - the process of creating and maintaining an
online continuing education tool." Adv Med Educ Pract 8: 447-452.
Continuing medical education (CME) is an indispensable part of maintaining physicians'
competency. Since attending conferences requires clinical absenteeism and is not universally
available, online learning has become popular. The purpose of this study is to conduct a
retrospective analysis examining the creation process of an anesthesia website for adherence to
the published guidelines and, in turn, provide an illustration of developing accredited online
CME. Using Kern's guide to curriculum development, our website analysis confirmed each of the
six steps was met. As well, the technical design features are consistent with the published
 literature on efficient online educational courses. Analysis of the database from 3937 modules
and 1628 site evaluations reveals the site is being used extensively and is effective as
demonstrated by the participants' examination results, content evaluations and reports of
improvements in patient management. Utilizing technology to enable distant learning has
become a priority for many educators. When creating accredited online CME programs, course
developers should understand the educational principles and technical design characteristics
that foster effective online programs. This study provides an illustration of incorporating these
features. It also demonstrates significant participation in online CME by anesthesiologists and
highlights the need for more accredited programs.

Davies, S., et al. (2017). "Effective learning environments – the process of creating and maintaining an
online continuing education tool." Advances in Medical Education and Practice 8: 447-452.
Continuing medical education (CME) is an indispensable part of maintaining physicians’
competency. Since attending conferences requires clinical absenteeism and is not universally
available, online learning has become popular. The purpose of this study is to conduct a
retrospective analysis examining the creation process of an anesthesia website for adherence to
the published guidelines and, in turn, provide an illustration of developing accredited online
CME. Using Kern’s guide to curriculum development, our website analysis confirmed each of the
six steps was met. As well, the technical design features are consistent with the published
literature on efficient online educational courses. Analysis of the database from 3937 modules
and 1628 site evaluations reveals the site is being used extensively and is effective as
demonstrated by the participants’ examination results, content evaluations and reports of
improvements in patient management. Utilizing technology to enable distant learning has
become a priority for many educators. When creating accredited online CME programs, course
developers should understand the educational principles and technical design characteristics
that foster effective online programs. This study provides an illustration of incorporating these
features. It also demonstrates significant participation in online CME by anesthesiologists and
highlights the need for more accredited programs.

Davis, D. (2000). "Clinical practice guidelines and the translation of knowledge: The science of continuing
medical education: CMAJ." Canadian Medical Association. Journal 163(10): 1278-1279.
First, the article provides a more complex and dynamic definition of continuing medical
education (CME) than the teacher-driven vision pictured by most physicians when they see this
common abbreviation. That narrow picture has gradually given way to a broader definition. CME,
it is now widely recognized, comprises a variety of tools well beyond the traditional didactic
lecture delivered in a hotel conference room. This broader concept is explored in the article by
Perez-Cuevas and colleagues and in many others;2 it includes, among other methods, interactive
workshops, small group sessions, reminders and audit feedback, individualized tutorials and
peer review. Further, the definition employed in the Perez-Cuevas study includes an action
orientation often lacking in traditional CME. For example, the authors use the term
"intervention," with its attendant notion of altering health service delivery and outcomes.
Second, the article reflects remarkable integration, at several levels. The educational study was
funded by the health care agency itself, which represents at least enlightened self-interest or,
perhaps at most, an understanding of the role that well-constructed CME can play in health care
delivery. The CME process described by Perez-Cuevas and colleagues included both the
development and the implementation of clinical practice guidelines, along with a recognition of
the problems inherent in the adoption of such guidelines by physicians.3 The educational
intervention was integrated directly into the practice setting, both physically and temporally; it
 was not a stand-alone event held at a distant, nonpractice location. Finally, the complex
educational intervention exemplified the best form of knowledge translation (the integration of
knowledge into practice), moving the practitioner from awareness of new guidelines to
agreement with the guidelines and finally to adoption and adherence, following well-defined4
patterns of adoption and based on principles of adult learning applied to CME.5

Davis, D. A. and G. T. McMahon (2018). "Translating evidence into practice: Lessons for CPD." Medical
Teacher 40(9): 892-895.
Background: Failure to translate best evidence into practice often generates inappropriate,
unsafe, and costly healthcare. The continuing professional development (CPD) of physicians and
other health professionals represents a widely underutilized strategy to improve both clinician
performance and healthcare quality and safety. The evidence: Despite the clear evidence of the
potential impact of CPD based in learning theory and science, some CPD providers, health
systems, and clinicians themselves implement less-than-effective effective learning strategies.
This phenomenon is the product of several factors: within health systems, a lack of recognition
of the importance of ongoing, system-linked professional education; among CPD providers, an
adherence to old but easy-to-deliver “one-and-done” methods CPD; and even among clinicians
themselves, choosing less engaging learning activities, uninformed by objective performance
data. Recommendation: Suggestions to improve this lack of translation of best evidence into
practice fall into four groups. Academic medical institutions, employers and educators need to
embrace principles and practices of self-directed learning; health systems must share
responsibility for the physician learning and the performance data and feedback on which such
learning is best-based; physician specialty societies and licensing boards must undertake
meaningful re-licensure and re-certification processes; and CPD planners must seek out
partnerships with health system leadership and quality improvement managers as they create
engaging, integrated, and impactful CPD activities.

Davis, K. K., et al. (2016). "Continuing Nursing Education. Perceptions of Culture of Safety in Hemodialysis
Centers." Nephrology Nursing Journal 43(2): 119-182.
Staff members, physicians, nurse practitioners, and physician assistants from a sample of
hemodialysis facilities in Network 6 (North Carolina, South Carolina, and Georgia) and Network
11 (Michigan, Minnesota, North Dakota, South Dakota, and Wisconsin) completed a 10-item
assessment with modified questions from the Hospital Survey on Patient Safety Culture, with an
emphasis on safety culture related to vascular access infections. A composite score was
constructed, which was the average of the percent-positive scores of the items. Overall, scores
were high, indicating a positive patient safety culture. Composite scores varied by role type, with
nurses, patient care technicians, and other technicians reporting the lowest composite scores.
Network 6participants reported higher scores on two of the survey items. Fewer staff within a
facility were associated with higher composite scores.

Davis, M. (1993). "Nursing Times open learning programme. M7: evaluation. Part (i): The principles of
evaluation (continuing education credit)." Nursing times 89(12): suppl i-viii.

Davis, N., et al. (2008). "Continuing medical education: AMEE Education Guide No 35." Medical Teacher
30(7): 652-666.
This guide is designed to provide a foundation for developing effective continuing medical
education (CME) for practicing physicians. For the purposes of this work, continuing medical
education is defined as any activity which serves to maintain, develop, or increase the
 knowledge, skills and professional performance and relationships that a physician uses to
provide services for patients, the public, or the profession (American Medical Association 2007;
Accreditation Council for CME 2007). The term continuing professional development (CPD) is
broader and has become more popular in many areas of the world. As defined by Stanton and
Grant, CPD includes educational methods beyond the didactic, embodies concepts of self-
directed learning and personal development and considers organizational and systemic factors
(Stanton & Grant 1997). In fact, this guide describes many modalities that may be defined as
CME or CPD. In the interest of simplicity, we will use the term continuing medical education
(CME) throughout, with the understanding that the same strategies may be applied to non-
clinical continuing professional education. For those who do not work exclusively in CME, many
terms and processes may be unfamiliar. This guide is intended to provide a broad overview of
the discipline of CME as well as a pragmatic approach to the practice of CME. The format
provides an overview of CME including history and rationale for the discipline, followed by a
practical approach to developing CME activities, the management of the overall CME
programme and finally, future trends. At the end of the guide you will find resources including
readings, websites and professional associations to assist in the development and management
of CME programmes.

Davys, D., et al. (2008). "Peer observation in professional development: occupational therapists'
perceptions." International Journal of Therapy & Rehabilitation 15(6): 245-253.
Aims: Peer observation of practice is used to promote reflection and facilitate personal and
professional development. However; there appears to be no published research on the use of
peer observation by occupational therapists working in higher education. This action research
project explored the perceptions of occupational therapy staff within a higher education setting
towards the use of a peer observation of practice scheme. Methods: All colleagues within a
directorate of occupational therapy were invited to complete a questionnaire. Additionally, five
staff were invited to take part in semi-structured interviews and core themes were identified
following thematic analysis, typified by grounded theory Findings: Staff used a range of methods
to support professional development, including peer observation. Key themes identified were
the concept that peer observation has both positive and negative connotations, that feedback
must be carefully managed, that the relationship between observed and observer is important
and that staff want clear ground rules for peer observation schemes. Conclusions: Findings
indicated the need for further research into peer observation and how such a scheme could be
formally implemented.

de Andrade, F., et al. (2018). "The future of accreditation of continuing medical education (CME)-
continuing professional development (CPD) in Europe: harmonisation through dialogue and consensus."
Journal of European CME 7(1): 1-4.
In Europe, there are currently some 30 different jurisdictions and no overarching legislation
regarding CME-CPD accreditation, since legislative competency related to national health-care
systems lies with national authorities. Thus, public demonstration of professional agreement
regarding the principles, rules and practice of CME-CPD as well as its accreditation is a highly
desirable professional and political objective in Europe, where free movement and freedom to
offer professional (medical) services is a key feature of the EU vision of the single market. The
newly formed association of independent European accreditors, Continuing Medical Education -
European Accreditors (CME-EA) is committed to offering a platform for dialogue between
individuals and organisations involved in definition of professional codes in general, and
accreditation of CME-CPD in particular on the national level. The aim is to reach a European
 consensus on principles and rules applied in planning and delivery of CME-CPD. This includes
consensus on constituent characteristics of accreditors as well as principles and practice of
accreditation.

De Beer, W. (2018). "How do psychiatrists learn in the workplace? The role of continuing professional
development in competency maintenance in the psychiatrist." Australian and New Zealand Journal of
Psychiatry 52(1): 41.
Background: Despite the paucity of scientific and educational literature on how specialists,
especially psychiatrists, continue to learn in the workplace, this oral presentation aims to provide
best evidence about learning approaches that promote continuing professional development
(CPD). Objectives: To discuss the types of learning that specialists require due to the
combinations of factors such as the exponential increase in knowledge and the changes to public
perspectives of the expert status of doctors. Various learning theories including workplace
learning will be identified (Billett et al., 2008). The Dreyfus and Dreyfus model of knowledge will
be discussed along with other models outlining the theory of expertise status (Dreyfus and
Deyfus, 1986). The role of state regulation of specialist competence in New Zealand and
Australia through annual recertification and the role of credentialing by the workplace are
existing methods of ensuring specialist competence to continue to practice. The session will also
briefly focus on the concept of competence-based learning programs and identify how this
concept fits within the Royal Australian and New Zealand College of Psychiatrists' CPD program.
Methods: A literature review (both scientific and grey literature) of workplace learning often
extracted from other professions will be presented. Findings: Limited evidence on how
psychiatrists learn in the workplace exists. Everyday work experiences and relationships are a
rich area for continuing learning for professionals. Traditional methods for CPD delivery may not
be effective in changing practices and hence the promotion of reflective, workplace and peer-
related learning activities. conclusions: Further research is required to establish how
psychiatrists achieve best learning in the workplace and how CPD programs assist this process.

De Boer-Nijhof, N. C., et al. (2016). "SAT0642-HPR Collaboration of Patients and Health Professionals in
Development and Research of Care-Intervention: Case Example Presented by A Patient Research
Partner." Annals of the Rheumatic Diseases, suppl. 2 75: 1295.
Background Patient participation in research and in development of interventions has become a
hot topic. Research on health beliefs of stakeholders shows that patients do have other views on
health and well-being than health professionals without any experience of a chronic condition
themselves (Ubel 2003, Huber 2014). Additionally, including the patients' perspective in research
is a necessary condition for reaching patient-related-outcomes (De Wit 2014). Moreover, active
involvement of patients is a critical factor for the actual use of an intervention in healthcare (Van
Gemert-Pijnen 2011). Thus, including the patients' perspective has significant value. EULAR
recommendations aim to stimulate the collaboration with patient (research) partners. Sharing
examples may help both patients as health professionals to undertake these valued steps.
Objectives To share experiences of the collaboration between patient research partners and
health professionals in building an online self-management training, and in developing the
framework and outcome measures of research on the efficacy of the intervention. Methods
Patient partners and health professionals formed a research team who collaborated in all stages
of development and research. The team conducted online focus groups among adult patients, a
card sorting task and cluster analyses, all focusing on patients' needs and preferences. Results of
this study were used to develop the content and structure of the online intervention. Results
Throughout the process experiences and perspectives of patients were used to guide the
 development and research. Consequently, the results yielded in an online expert-patient guided
intervention, tailored to the needs, life, disease stage, and goals of the patient. Hence, the
framework of research is customized to these results. In sustaining constructive collaboration in
development and research, we found it important to be clear about expectations and roles of all
involved in the research team. Conclusions The involvement of patients had major influences on
input, the details of the intervention, the framework of research including outcome measures
customized to individual needs. To secure collaboration agreement about the roles and (load-
taking) capacities of each research partner is essential. Concurrently, it is important to be clear
about expectations, responsibilities, and ways of communication between all involved. Including
patients in the development of interventions and research benefits all stakeholders and the
product that results from the collaboration. References Gemert-Pijnen, J. E. van, Nijland, N., et
al. (2011). A holistic framework to improve the uptake and impact of eHealth technologies.
Journal of medical Internet research, 13(4). Huber, M. A. S. (2014). Towards a new, dynamic
concept of health: Its operationalisation and use in public health and healthcare and in
evaluating health effects of food. Ubel, P. A., Loewenstein, G., & Jepson, C. (2003). Whose quality
of life? A commentary exploring discrepancies between health state evaluations of patients and
the general public. Quality of life Research, 12(6), 599-607. Wit, M. P. de (2014). Patient
participation in rheumatology research: A four level responsive evaluation. Disclosure of Interest
None declared

de Groot, E., et al. (2013). "Development of critically reflective dialogues in communities of health
professionals." Advances in Health Sciences Education 18(4): 627-643.
Critically reflective dialogues (CRD) are important for knowledge sharing and creating meaning in
communities. CRD includes different aspects: being open about mistakes, critical opinion
sharing, asking for and giving feedback, experimentation, challenging groupthink and research
utilisation. In this article we explore whether CRD aspects change over time, through a study of
two dialogues each from six different communities of veterinary health professionals. Change
was studied from the perspective of observations, through analysing transcripts of dialogues,
and from the perspective of community members’ perceptions, through an evaluative discussion
with members. The results showed that some communities became more open about mistakes,
a finding that is related to an increase in trust. Other observed aspects of CRD seemed to be
fairly stable over time. Community members perceived research utilisation and asking for and
giving feedback to have been increased. From an analysis of perceptions of the community
members it emerged that limited interaction could be associated with the epistemological
conceptions of community members.

de Lemos Mello, A., et al. (2018). "Organizational strategy for the development of nurses' competences:
possibilities of Continuing Education in Health." Anna Nery School Journal of Nursing / Escola Anna Nery
Revista de Enfermagem 22(1): 1-5.
Objective: To reflect on Continuing Education in Health as an organizational strategy for the
development of nurses' competences. Methods: A theoretical-reflective study was performed,
combining concepts from Continuing Education in Health, organizational strategy and
professional competence, understood as key elements for the work of nurses in health services.
Results: To understand how to live together, individuals need to have knowledge about others,
their history and traditions. When "learning how to do", they acquire broader competence to
deal with unexpected situations and to facilitate team work. With regard to "learning how to
be", they are encouraged to acquire autonomy and discernment on behalf of the group. If the
focus is on development rather than control, there is shared interest and an integrated and
 strategic model for nurses' competences to be improved. Conclusion: The development of
competences in nurses is the basis for the Learning Paths as a possible operationalization of
Continuing Education in Health.
Objetivo: Reflexionar sobre Educación Permanente en Salud como estrategia organizacional para el
desarrollo de competencias de enfermeros. Método: Estudio teórico-reflexivo, de
entrelazamiento de concepciones de Educación Permanente en Salud, estrategia organizacional
y competencia profesional, comprendidos como elementos clave para la actuación de los
enfermeros en los servicios de salud. Resultados: Para aprender a vivir juntos, hay que existir
conocimiento en relación a los demás, su historia y tradiciones. En el aprender a hacer, la
persona adquiere competencia más amplia para lidiar con situaciones inesperadas y facilitar el
trabajo en equipo. En aprender a ser, instiga al sujeto para adquirir autonomía y discernimiento,
con enfoque en un colectivo. Conclusión: Si el foco es en el desarrollo, hay interés conciliado y
un modelo integrado y estratégico para que las competencias de los enfermeros sean
desarrolladas, lo que confiere a las Rutas de Aprendizaje la posibilidad de operacionalizar la
Educación Permanente en Salud.
Objetivo: Refletir sobre Educação Permanente em Saúde como estratégia organizacional para o
desenvolvimento de competências de enfermeiros. Método: Estudo teórico-reflexivo, de
entrelaçamento das concepções de Educação Permanente em Saúde, estratégia organizacional e
competência profissional, compreendidos como elementos-chave para a atuação dos
enfermeiros nos serviços de saúde. Resultados: Para aprender a viver juntos é preciso existir
conhecimento em relação aos outros, sua história e tradições. No aprender a fazer, a pessoa
adquire competência mais ampla para lidar com situações inesperadas e facilitar o trabalho em
equipe. Em aprender a ser instiga o sujeito para adquirir autonomia e discernimento, em prol de
um coletivo. Conclusão: Se o foco for no desenvolvimento e não no controle, há interesse
conciliado e um modelo integrado e estratégico para que as competências dos enfermeiros
sejam desenvolvidas. O desenvolvimento de competências nos enfermeiros embasa as Trilhas de
Aprendizagem como possibilidade de operacionalizar a Educação Permanente em Saúde.

De Luca, A., et al. (2008). "Continuing Medical Education and Evidence-Based Clinical Pathways. Training
Emergency Health Workers in Latium, Italy." Education for Health 21(1): 119.
Background: In recent decades, studies that evaluate training programmes have shown that
continuing education for physicians is not very effective in improving performance and
behavioural changes. One of our goals was to create a Continuing Medical Education Programme
(CMEP) that would result in changing the behaviour of health professionals. In early 2005, a new
CMEP was offered to emergency medical services and emergency room professionals to
introduce an Emergency Critical Pathway (ECP) for the management of acute stroke patients.
This paper illustrates the main characteristics of the educational model and the strategies and
activities adopted to realize it. Methods: The training programme was planned and organized
applying the concepts and tools of experiential learning. It was organised in three successive
phases: 1) interviews with health professionals to identify their learning needs; 2) training the
ECP coordinators/facilitators in a residential setting; and 3) on-site training in small groups of
health professionals (6-8), led by a coordinator/facilitator. Results: The CME involved 324
emergency health professionals. Participants positively evaluated both the educational
programme and the clinical indications of the protocols. Over six months of the ECP training,
health professionals treated 657 stroke patients: 153 (23.3%) were transferred to the stroke unit
where 15 (9.8%) were thrombolysed. In the same period of the previous year, the professionals
treated 638 patients: 99 (15.5%) were transferred to the stroke unit and no patients were
thrombolysed. Conclusion: The application of the new educational methodology has contributed
 to improved management of stroke patients in Latium.

De Lyon, A. T. C. and C. J. Cushion (2013). "The Acquisition and Development of Fitness Trainers'
Professional Knowledge." Journal of Strength and Conditioning Research 27(5): 1407.
This study investigated the acquisition and development of fitness trainers' knowledge and how
this is related to their practice as health and exercise professionals. Semi-structured interviews
were conducted with 11 fitness trainers, who had successfully completed a course accredited by
a Register of Exercise Professionals (REPs) certifying organization. Findings were organized using
Coombs and Ahmed's conceptual framework of formal, nonformal, and informal learning and
later analyzed using Sfard's metaphors of learning. Results suggested that fitness trainers learn in
multiple and complex ways, many of which are informal and arise through the naturalistic
processes that occur within the context of their everyday work. The study concludes that there is
a need for greater integration between the current formal (REPs) accreditation system and
informal knowledge developed while working as a fitness trainer. [PUBLICATION ABSTRACT]

De Paul, N. F. and L. H. Bikos (2015). "Perceived organizational support: A meaningful contributor to

expatriate development professionals’ psychological well-being." International Journal of Intercultural
Relations 49: 25-32.
Expatriate health care and humanitarian aid professionals ( N = 159) who were currently
deployed internationally participated in this study. We used organizational support theory to
guide our examination of the associations between sociocultural adaptation difficulty, perceived
organizational support (from organizational headquarters [home] and its foreign subsidiary
[host]), and expatriates’ psychological well-being while deployed. Snowball and social
networking techniques were used to recruit globally dispersed participants. Participants were
mostly female (59%), represented 26 nationalities, and nearly all (99%) were actively working
within 53 international settings. Multiple regression analyses indicated that sociocultural
adaptation and perceived organizational support from the host and home organizations made
significant contributions to expatriates’ psychological well-being. Perceived organizational
support from host organization was most strongly associated with expatriates’ psychological
well-being while deployed ( R 2 = .28, p = .000; β [host] = .39, p = .000; β [home] = .12, p = .10).
We suggest that host and home organizations employing expatriates work collaboratively to
monitor their expatriates’ psychological well-being, perception of the adequacy of support
provided, and communicate to provide integrated resources in response to expatriates’ dynamic
needs.

de Snoo, L. (2003). "Continuing professional development: colorectal cancer. Colorectal cancer...this CPD
was previously published in Cancer Nursing Practice Vol 01, No 10 2002." Primary Health Care 13(3): 43-
50.
Colorectal cancer is a general label applied to cancers occurring in the colon or rectum (see
diagram 1). Each year in the UK, 56 people out of every 100,000 will be diagnosed with this type
of cancer, often at a stage too advanced for successful surgical removal. As the population in the
UK ages, there will likely be an increased demand for colorectal nurse specialists to deal with a
rise in the number of cases of this disease. This article attempts to explain the current theories
behind the cause of colorectal cancer, its clinical diagnosis and the rationale for treatment.

de Souza, M. C. B. and M. I. P. Ceribelli (2004). "Nursing at the sterilized material center -- continuing
education practice." Revista Latino-Americana de Enfermagem (RLAE) 12(5): 767-774.
This research aims to characterize Continuing Education (CE) practices offered to the staff
 involved in nursing activities at Sterilized Material Centers of hospitals located in the micro-
region of Sao Jose dos Campos, Brazil. A descriptive research with quantitative analysis was
carried out through structured interviews, with nurses, nursing technicians and auxiliaries,
sterilization assistants and nursing students. It was found that 31.2% of the interviewees (one
nurse and nineteen employees) took part in CE; 65.4% of the employees were not motivated to
participate. The CE is theoretic-practical and optional, with direct supervision; employees are
evaluated through performance observation and analysis, without any other formal instruments.
We also observed the need for an actual CE service of CE with structured programs. This abstract
was translated into English by the publisher or author.

Deady, J., et al. (2023). "35 Implementing the allied healthcare professional’s (AHP) support worker
competency, education and career development project at great ormond street hospital NHS trust."
Archives of Disease in Childhood 108(Suppl 1): A13.
Support workers (SW) play a crucial role in delivering safe and effective care across the AHPs.
They work across the NHS, social care, the independent sector, housing, education and voluntary
sectors, supporting health and wellbeing.Often SW face barriers to their development,
deployment, and career progression. These include variation in roles, inconsistent delegation of
tasks, poorly defined development routes, and lack of access to training and education.There is a
need to ensure that SW have the right knowledge and skills to work at the top of their scope of
practice, supported by high-quality education, and can progress their careers and aspirations.In
January 2022, the AHP practice education team were successful in obtaining funding from
Health Education England to implement the AHP Support Worker Competency, Education, and
Career Development Framework which supports the delivery of clear and consistent access to
high-quality learning and career progression for SW.We scoped our AHP support workforce and
gathered information on numbers, roles, banding, diversity, and job satisfaction. We mapped the
current workforce against the education requirements in the framework.We identified that our
support workforce (N=22) is made up of 57% Band 4’s and 43% Band 3’s.All SW hold a level 3
qualification or above, with 50% holding a level 6 qualification.Over 50% are from a non-White
British background.81% of our SW want further development opportunities and are willing to
leave the Trust to obtain this.Only a third felt valued by their services.Through a training needs
analysis we identified and provided recommendations on resources that would support training
and development, and access to clearer career progression. This may increase job satisfaction
and improve retention. Collaboration between the Education team and SW is key to developing a
Trust wide approach to support SW accessing high quality learning.

Deal, T. B., et al. (2010). "The impact of professional development to infuse health and reading in
elementary schools." American Journal of Health Education 41(3): 155-166.
Background: Elementary classroom teachers must overcome a number of instructional barriers,
including time constraints and professional preparation, if they are to deliver effective health
education and enhance health literacy among youth. Purpose: This study examined the direct
impact of a long-term professional development program on integrating health education and
literacy instruction on third-grade teachers' confidence and practice and its indirect effect on
student learning. Methods: Data on confidence and implementation of instructional and
assessment practices were collected from 16 teachers. Students (n=99) from their classrooms
and from four comparison classrooms (n=101) completed pre-and post-program constructed
response assessment. Results: Significant increases were seen in teachers' confidence in
describing health education standards, determining if students achieved the standards and using
rubrics to guide scoring practices. Children's books were used to integrate instruction and most
 teachers increased the time spent on integration activities. Students in their classrooms scored
significantly higher than students in comparison classrooms on health knowledge and skills.
Discussion: These results confirm our belief that by increasing awareness and understanding of
standards-based health education and assessment, and by showing teachers how they can use
children's books as the context for teaching and reinforcing health concepts and skills outlined in
the standards, their confidence about teaching health can increase. Translation to Health
Education Practice: Integrating health and language arts instruction may be the key to
overcoming some of the factors teachers report as barriers to teaching health education.

Dealy, M. F. and M. Bass (1995). "Professional development." Nursing Management 26(8): 4.

Although many studies identify theories on learning motivation, few analyze motivating factors
and barriers from the staff nurse perspective. A study involving registered nurses from a
pediatric and an intensive care nursing service reveals factors that influence or restrain nurses
from participating in professional activities. Both full- and part-time nurses ranked the item
"unable to leave the unit due to patient responsibility" as the most chosen restraining factor.

Dealy, M. F. and M. Bass (1995). "Professional development: factors that motivate staff." Nursing
Management 26(8): 32F-I.
Although many studies identify theories on learning motivation, few analyze motivating factors
and barriers from the staff nurse perspective. A study involving RNs from a pediatric and an
intensive care nursing service reveals factors that influence or restrain nurses from participating
in professional activities.

Debono, D., et al. (2016). "Strengthening the capacity of nursing leaders through multifaceted
professional development initiatives: A mixed method evaluation of the ‘Take The Lead’ program."
Collegian 23(1): 19-28.
Summary Background Effective nursing leadership is necessary for the delivery of safe, high
quality healthcare. Yet experience and research tells us that nursing leaders are commonly
unprepared for their roles. Take The Lead ( TTL ), a large-scale, multifaceted professional
development program was initiated in New South Wales, Australia, to strengthen the capacity of
Nursing/Midwifery Unit Managers (N/MUMs). The aim of this study was to examine the effects
of TTL on job performance, nursing leadership and patient experience. Methods
Nursing/Midwifery Unit Managers ( n = 30) and managers of N/MUMs ( n = 30) who had
completed the TTL program were interviewed between August and December 2010. The semi-
structured interviews included a combination of open-ended questions and questions that
required respondents to rate statements using a Likert scale. Data from the open-ended
questions were thematically analysed to identify and categorise key concepts. The responses to
the Likert items were analysed via descriptive statistics. Results Nursing/Midwifery Unit
Managers’ participation in TTL engendered improvements in job performance and leadership
skills, as well as some improvement in patients’ experiences of care. The program facilitated role
clarification and helped foster peer-support and learning networks, which were perceived to
provide ongoing professional and personal benefits to participants. Conclusions Our study
revealed a consensus about the beneficial outcomes of TTL among those involved with the
program. It supports the significant and ongoing value of widely implemented, multifaceted
nursing leadership development programs and demonstrates that participants value their
informal interactions as highly as they do the formal content. These findings have implications
for delivery mode of similar professional development programs.
Dell'Olio, R., et al. (2004). "Continuing education in medicine: A useful tool for nurses' empowerment in
renal transplantation." Transplantation Proceedings 36(9): 2553-2555.
Continuing Education in Medicine (CEM) underlines the importance of updates and information
for the health care team. Our aim was to describe the organization and results of a CEM course
"educate to organ donation" that involved the nursing team in an educational experience with
high school students. The course consists of theory (4 hours; the physician-patient relationship,
the educational role of the nurse, the teaching policy, checklist, and results of a school education
program) and practice (10 hours; the attendants join the teaching team in the classrooms and in
the plenary session). Analysis of anonymous questionnaires performed after the course
contained semistructured questions and analog scales. The first acknowledgment came from the
Cabinet of Public Health, which gave the maximum number of credits (14 for 14 education
hours). Participation: presently 40 nurses, about 40% of those working in the renal unit (over 30
CEM courses are available in the hospital). Satisfaction: Overall score was median 8.5 (6 to 10)
including teaching materials = 8 (4 to 10). Among the theoretical part, the lesson on patient-
physician relationship obtained the highest score. The main drawback was the shortness of the
practical part. The classroom meeting achieved a median score of 9.5 (7 to 10), the general
session = 9 (5 to 10). All but one nurse registered for an "advanced" course, giving more time to
the practical part (20 hours). CEM may represent an important way to deliver education on
transplant-related issues to patients and to the general population.

Delphin, M. E. and M. Rowe (2008). "Continuing Education in Cultural Competence for Community
Mental Health Practitioners." Professional Psychology : Research and Practice 39(2): 182.
Continuing education in cultural competence is a key strategy for enhancing provider
effectiveness in working with culturally diverse clients. In the mental health field, a majority of
published works address training issues related to students in graduate programs. Few articles,
however, discuss specific models or methods of continuing education for practitioners working in
community-based settings. The authors present a case example of an interactive workshop in
cultural competence for community mental health practitioners. They discuss key modules of
this workshop, including (a) cultural competence and outreach principles, (b) cultural identity
and worldview, (c) stereotyping and automatic thinking, (d) dynamics of difference, and (e)
application exercises. Recommendations are offered for administrators, direct care staff, trainers,
and researchers who may be interested in undertaking or participating in cultural competence
continuing education efforts. [PUBLICATION ABSTRACT]

DeMarce, J. M. (2007). "The immediate and enduring impact of a cancer diagnosis on professional
growth and development." Professional Psychology: Research and Practice 38(6): 582-588.
Whether one is prepared for them or not, personal challenges that affect professional roles are a
fact of life. The author discusses the immediate and enduring consequences of the diagnosis of,
treatment of, and recovery from a life-threatening illness as they relate to practicing psychology.
In particular, the areas impacted, such as work responsibilities, training and supervision, and
professional development, are addressed. In addition, clients' reactions and personal responses
to those reactions are considered. The more enduring impact on the understanding of several
common therapeutic concepts, including emotional avoidance, rational versus irrational beliefs,
just worldview, and acceptance, is explored. Finally, practical implications and recommendations
are made. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Deng, A., et al. (2022). "Learning to Teach Again: What Professional Development Approach Matters?"
Journal of Teaching in Physical Education 41(1): 78-87.
 Purpose: Informed by the constructivist learning theory, the purpose of this study was to
determine the impact of three continuing professional development (CPD) approaches on
student learning in a healthful living physical education curriculum. Methods: Physical education
teachers (n = 19) received one of the following CPD trainings: (1) "Full Training"; (2) "Expedited
Training"; or (3) "Self-Training." The effect of each CPD method was determined by tracking
student learning (N = 3,418) with a two-level linear mixed model. Results: The results showed
that "Full Training" CPD was able to generate the largest knowledge gain in both the "Healthy
Lifestyles Unit" ([beta] = 0.214, p < 0.001) and "Cardio Fitness Club Unit" ([beta] = 0.184, p <
0.01) in comparison with the other two CPD approaches. Discussion: These findings advance our
understanding of the role different CPD approaches play in enhancing student learning in the
subjects of cardiorespiratory fitness and health lifestyles. Conclusions: The "Full-Training" CPD
appears to benefit student learning the most followed by the "Expedited-Training." The "Self-
Training" would yield the least learning achievement.

Dening, K. H., et al. (2018). "Implementation of e-portfolios for the professional development of Admiral
Nurses." Nursing Standard (2014+) 32(22): 46.
Nurses are required to maintain their fitness to practise through continuing professional
development activities, and must demonstrate this by maintaining a portfolio of evidence that
should be available for inspection every three years. The Nursing and Midwifery Council
introduced revalidation in 2016 to demonstrate that nurses are practising safely and effectively.
Nurses, however, are busy healthcare professionals and, as well as clinical practice, they have
other demands on their time, such as providing evidence for annual appraisals. Admiral Nurses,
specialist dementia nurses who support families living with dementia, also have a three-tier
competency framework designed to demonstrate their acquired expertise and knowledge in
dementia care. To support Admiral Nurses in managing these activities, the charity Dementia UK
gave them access to the PebblePad e-portfolio system. This article details the implementation
and outcomes of this project.

Dennhag, I. and H. Ybrandt (2013). "Trainee psychotherapists’ development in self-rated professional

qualities in training." Psychotherapy 50(2): 158-166.
This study investigated changes in trainees’ self-rated experience as a therapist over the course
of one practicum treatment case in basic psychotherapy education in Sweden. Undergraduate
students (n = 76) provided longitudinal information on their healing involvement and stressful
work involvement. The results of the Development of Psychotherapists Common Core
Questionnaire (DPCCQ) demonstrated that trainees’ basic relational skills, technical skills,
perceived difficulties, and constructive coping strategies changed linearly, with an increasing
slope. Technical expertise changed the most, and relational skills developed moderately. In-
session feelings of anxiety and boredom did not change. The individualized reliable change
scores show that the process during training is different for different students. Most students did
not change at all, and some students even changed negatively. Investigation of how pedagogic
variables affect therapists’ development is necessary to support the professional growth of
trainees in their involvement with different types of psychotherapy. (PsycInfo Database Record
(c) 2022 APA, all rights reserved) (Source: journal abstract)

Denny, M., et al. (1987). "A training sketch: Instructional dramatization via a dinner theater: A simulated
family systems medicine continuing medical-education approach." Family Systems Medicine 5(2): 249-
253.
Instructional dramatization via a dinner theater was used to teach rural physician/preceptors
 about family systems medicine. The training sketch presented in the article provides a unique
and instructionally effective program design. Content and process data were collected by having
the physician/preceptors rate the three acts of the dramatization. The data indicated that the
majority of the rural physicians found the simulation to be both informative and enjoyable.
(PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Deom Tardif, A., et al. (2022). "Integration of sex and gender in a continuing professional development
course on diabetes and depression: a mixed methods feasibility study." BMJ Open 12(4): e050890.
OBJECTIVES: Assess the feasibility and impact of a continuous professional development (CPD)
course on type 2 diabetes and depression on health professionals' intention to include sex and
gender considerations in patient care. DESIGN AND SETTING: In collaboration with CPD
organisations and patient-partners, we conducted a mixed-methods feasibility controlled trial
with postintervention measures in three Canadian provinces. PARTICIPANTS: Of 178 eligible
health professionals, 127 completed questionnaires and 67 participated in semistructured group
discussions. INTERVENTION AND COMPARATOR: An interactive 1 hour CPD course, codesigned
with patient-partners, on diabetes and depression that included sex and gender considerations
(innovation) was compared with a similar course that did not include them (comparator).
OUTCOMES: Feasibility of recruitment and retention of CPD organisations and patient-partners
throughout the study; adherence to planned activities; health professionals' intention to include
sex and gender considerations in patient care as measured by the CPD-Reaction questionnaire;
and barriers and facilitators using the Theoretical Domains Framework. RESULTS: All recruited
CPD organisations and patient-partners remained engaged throughout the study. All planned
CPD courses occurred. Overall, 71% of eligible health professionals participated (63% under 44
years old; 79.5% women; 67.7% practising in French; 66.9% practising in Quebec; 78.8% in urban
practice). After training, mean intention scores for the innovation (n=49) and control groups
(n=78) were 5.65±0.19 and 5.19±0.15, respectively. Mean difference was -0.47 (CI -0.95 to 0.01;
p=0.06). Adjusted for age, gender and practice settings, mean difference was -0.57 (CI -1.09 to -
0.05; p=0.03). We identified eight theoretical domains related to barriers and six related to
facilitators for providing sex-adapted and gender-adapted diabetes and depression care.
CONCLUSIONS: CPD training on diabetes and depression that includes sex and gender
considerations is feasible and, compared with CPD training that does not, may prompt health
professionals to modify their care. Addressing identified barriers and facilitators could increase
intention. TRIAL REGISTRATION NUMBER: NCT03928132 with ClinicalTrials.gov; Post-results.

Depaigne-Loth, A., et al. (2022). "Vive la Différence: A Comparison of CPD Quality Assurance Systems in
France and The United States." Journal of European CME 11(1).
Offering relevant, evidence based continuing professional development (CPD) to ensure the
continued competence of health professionals is a universal concern. This concern will become
even more crucial in a world facing global health threats and in a context of internationalisation
of learning environments. While accrediting systems (i.e. external quality assurance systems for
CPD) share a common goal to promote high quality CPD, each system is shaped by national
history and contexts. An international movement is working to enhance the convergence of
accrediting principles and processes. One of the first steps is to know and understand each
other. This article serves this goal by offering a descriptive comparison of two seemingly different
CPD quality assurance systems – in France and in the USA of America. The descriptions were
developed by members of the accrediting bodies in both countries. The main finding of this
descriptive study is that, despite stark differences in historical contexts and governance schemes,
both regulators share principles of quality and independence of CPD and have endorsed a
 leadership role in promoting effective strategies, including interprofessional continuing
education and practices. The commonalities of goals and values revealed in the study support
the efforts of the International Academy for CPD Accreditation related to the globalisation of
both health issues and learning environments.

Derry, K. (2007). "Early Childhood Educators as Learners: Engaging Approaches for Professional
Development." YC Young Children 62(4): 10-11.
(Trying again and again tends to work for me.) In this issue of Young Children, the cluster articles
reflect Knowles's principles of adult learning and his belief that in the twenty-first century,
learning will not be confined to classrooms and school buildings. In the Viewpoint column ?ew
Ways of Preparing High-quality Teachers, Tess Bennett initiates a conversation about how early
childhood education can provide meaningful, hands-on field experiences to ensure that a cadre
of well-trained teachers will be available to meet the demand as more and more states initiate
and expand prekindergarten programs.

DeSilets, L. D. E. R. N. C. (1998). "Accrediation of continuing education: The critical elements." The

Journal of Continuing Education in Nursing 29(5): 204-210.
Cost, review time, and length of approval /accreditation can vary from review organization to
review organization. Since its inception, participation in the accreditation process equates to the
concept of quality (American Nurses Association [ANA], 1975a). When evaluating and comparing
workshops, conferences, and seminars, RNs are advised to examine the program's: * Focus. *
Learning needs. * Purpose. * Intended audience and content. * Teaching methods. * Faculty
qualifications, * Evaluation methodology. * Cost, sponsor, and location. * What approval the
course has received (Council on Continuing Education, ANA, 1984). Because the sponsor
addresses these as criteria inherent in the accreditation or approval process, CNE courses
carrying contact hour recognition are more apt to be associated with high standards.

Desmond, J. O. N. (2020). "Covid-19: clinicians need continuing professional development in ethics." BMJ
: British Medical Journal (Online) 370.
Deficits in ethical fluency and articulacy have been notable in many settings—for example,
editorial oversight of an article in the New England Journal of Medicine that promoted
prioritising saving more years of life for scarce medical resources (effectively age based
rationing)2 failed to pick up the deeply negative views espoused by the first author about ageing
and the value of life after the age of 75.3 In a national context, the Irish Department of Health
published two documents on ethical frameworks for covid-19 with no attributions of authorship
or consultation and no appreciable reference list.45 These documents contained contentious
elements, including supporting life years saved (militating against older people) in prioritising
medical care5 and supporting advance care planning by telephone for nursing home residents.4
The lack of commentary or expression of concern from Irish postgraduate medical colleges and
professional healthcare bodies as to the content, process, or anonymity of these documents,
which had potential for significant impact on practice and outcomes, is a measure of the ethical
inarticulacy of clinicians as a group. Clinical ethics has developed considerably over several
decades, acquiring sophistication comparable with other disciplines, yet rarely features in CPD,6
with the emphasis on ethics in undergraduate medical education not replicated during clinical
working life.7 If doctors do not develop articulacy in ethics through incorporation of the
discipline into CPD to an extent comparable with other aspects of medical care,8 they run the
risk of becoming unequal partners in developing appropriate ethical frameworks for optimal care
of patients and fostering due congruence between ethics and clinical practice. Ethical framework
 for decision-making in a pandemic. 2020. https://www.gov.ie/en/publication/dbf3fb-ethical-
framework-for-decision-making-in-a-pandemic/ 6 Kenny N Sargeant J Allen M. Lifelong learning
in ethical practice: a challenge for continuing medical education.

Dhanji, M. and L. Cowan (2015). "The views of community pharmacists' on continuing professional
development (CPD)." International Journal of Pharmacy Practice 23: 38.
Focal points • The aim of the research was to explore the views and opinions of community
pharmacists on CPD. • The majority of pharmacists expressed positive views towards the reasons
for doing CPD but were dissatisfied with the recording and review process. • The study raises
issues on the online recording system for CPD records and the content of feedback provided
which may be of interest to the General Pharmaceutical Council's (GPhC) review of CPD.
Introduction Continuing Professional Development (CPD) became a compulsory requirement for
pharmacists registered in Great Britain in March 2009 following high profile cases of negligence,
such as the Bristol Royal Infirmary and Shipman inquiries. Pharmacists are required to submit
their records to the GPhC approximately once every five years and receive feedback on their
records following submission. The majority of pharmacists have now submitted their CPD for
review and little is known about their views on this. The aim of the study was to explore the
views and opinions of community pharmacists on CPD. The main objectives of the study were to
identify perceived barriers to CPD and find strategies for overcoming them; to explore the
usefulness of the feedback provided by the GPhC and to explore views on the processes of
recording CPD. Methods Aqualitative design was used to explore the views of community
pharmacists on CPD. An interview guide was designed, consisting of open questions producing
qualitative data. The study adopted a cross-sectional, descriptive research design. Semi-
structured face to face interviews were conducted. Apurposive randomised sample was sought
using the clustersampling technique. A total of ten community pharmacists were interviewed to
encourage a wider range of pharmacists within the time limits. Four pharmacists worked for
national chain pharmacies whilst two worked for supermarket chains. The remainder worked for
independent pharmacies. Prior to each interview, pharmacists provided their consent to
participate in the study. Interviews were audio-recorded and transcribed verbatim.
Transcriptions were analysed using thematic framework analysis. Ethical approval was obtained
prior to beginning research. Results Five key themes were identified using thematic analysis: (1)
impact of CPD, (2) perceived barriers, (3) usefulness of CPD methods, (4) recording online and (5)
feedback from GPhC. Lack of time was a key barrier preventing participation of CPD.
Consequently, pharmacists drew on the possibility of allocated time. This is illustrated by the
following quotation: 'Just generally pharmacists need protected time . . .' (Pharmacist A6). A
common response from the majority of pharmacists, particularly older pharmacists, was the
repetitive nature of the online system used to record CPD. This is shown by the following
quotation: 'It is repetitive . . . a lot of the questions you sort of waffle through them because it's
the same answer' (Pharmacist A3). Pharmacists also had negative views on the feedback
provided by the GPhC on their CPD records: 'It didn't feel personal to me it felt very generic'
(Pharmacist A1). Discussion Time was found to be a recurring barrier, supporting existing
literature1. The concept of allocated time has been discussed in previous research2 but thought
to be an unlikely strategy adopted by the majority of workplaces. Pharmacists who had been
qualified the longest had negative views of the online system, possibly due to a generational gap
in the use of technology. Due to the small sample size and specific population group, the findings
are not generalisable across the whole of the pharmacy profession. This research highlights key
aspects which need addressing such as the feedback provided to registrants and the online
system used to record CPD. Future work should discover whether pharmacists working within
 different sectors express similar views to the community pharmacists who took part in this study.

Dia, D., et al. (2005). "The Education Participation Scale -- Modified: evaluating a measure of continuing
education." Research on Social Work Practice 15(3): 213-222.
The purpose of this study was to evaluate the measurement model and theory underlying the
Educational Participation Scale--Modified (EPS-M) using confirmatory factor analysis. A
probability sample of 225 licensed social workers in Maryland completed the mailed survey. The
findings support a six independent factor model. Results also support the EPS-M as a valid and
reliable measure for identifying motivational orientations of social workers who pursue
continuing professional education. Professional knowledge was the most frequently reported
motivational orientation. Implications regarding social workers' motivational orientations and
the design of continuing professional education activities are discussed.

Dia, D., et al. (2005). "The Education Participation Scale-Modified: Evaluating a Measure of Continuing
Education." Research on Social Work Practice 15(3): 213-222.
The purpose of this study was to evaluate the measurement model and theory underlying the
Educational Participation Scale-Modified (EPS-M) using confirmatory factor analysis. A
probability sample of 225 licensed social workers in Maryland completed the mailed survey. The
findings support a six independent factor model. Results also support the EPS-M as a valid and
reliable measure for identifying motivational orientations of social workers who pursue
continuing professional education. Professional knowledge was the most frequently reported
motivational orientation. Implications regarding social workers' motivational orientations and
the design of continuing professional education activities are discussed. (Contains 6 tables and 6
figures.)

Diallo, T., et al. (2023). "Integrating climate change into nursing curricula and continuing education: a
scoping review protocol." BMJ Open 13(1).
Introduction Climate change constitutes a major threat to human health. Nurses have an
essential role to play in protecting populations from this threat, and to fulfil this role, they must
be properly prepared. The purpose of this scoping review is to examine studies on the
integration of climate change into the academic curriculum or continuing education of nurses so
as to identify issues and opportunities related to this integration. Methods and analysis The
method being used is the methodological framework proposed by Arksey and O'Malley and
Levac et al. First, a search strategy using keywords and their combinations will be developed.
This strategy will be applied in four bibliographic databases: MEDLINE (PubMed), CINAHL,
Embase, Web of Science. Second, an initial selection of studies based on titles and abstracts will
be carried out by two members of the research team using the software Covidence. They will
conduct this selection process independently, with the aim of identifying relevant studies that
meet the inclusion criteria for our scoping review. Third, the second stage in the selection
process will be carried out by examining the full text of each article to determine which studies
to include in the review. Finally, data on year of publication, authors, geographical area, article
type, study objectives, methodology and key findings will be extracted from selected articles for
analysis. A search of the grey literature will also be conducted to supplement the results of the
bibliographic database search. The scoping review is currently ongoing. Identification of relevant
literature began in the first quarter of 2022 and is expected to be completed in the first quarter
of 2023. Ethics and dissemination Ethical approval is not required for this review. The results of
this study will be presented in workshops and conferences and be submitted for publication to a
peer-reviewed journal.
Diallo, T., et al. (2023). "Integrating climate change into nursing curricula and continuing education: a
scoping review protocol." BMJ Open 13(1).
IntroductionClimate change constitutes a major threat to human health. Nurses have an
essential role to play in protecting populations from this threat, and to fulfil this role, they must
be properly prepared. The purpose of this scoping review is to examine studies on the
integration of climate change into the academic curriculum or continuing education of nurses so
as to identify issues and opportunities related to this integration.Methods and analysisThe
method being used is the methodological framework proposed by Arksey and O'Malley and
Levac et al. First, a search strategy using keywords and their combinations will be developed.
This strategy will be applied in four bibliographic databases: MEDLINE (PubMed), CINAHL,
Embase, Web of Science. Second, an initial selection of studies based on titles and abstracts will
be carried out by two members of the research team using the software Covidence. They will
conduct this selection process independently, with the aim of identifying relevant studies that
meet the inclusion criteria for our scoping review. Third, the second stage in the selection
process will be carried out by examining the full text of each article to determine which studies
to include in the review. Finally, data on year of publication, authors, geographical area, article
type, study objectives, methodology and key findings will be extracted from selected articles for
analysis. A search of the grey literature will also be conducted to supplement the results of the
bibliographic database search. The scoping review is currently ongoing. Identification of relevant
literature began in the first quarter of 2022 and is expected to be completed in the first quarter
of 2023.Ethics and disseminationEthical approval is not required for this review. The results of
this study will be presented in workshops and conferences and be submitted for publication to a
peer-reviewed journal.

Dickerson, P. S. (2000). "A CQI approach to evaluating continuing education: processes and outcomes."
Journal for nurses in staff development : JNSD : official journal of the National Nursing Staff Development
Organization 16(1): 34-40.
Traditional methods of evaluating continuing nursing education have focused on end-of-session
feedback and/or testing related to the learning experience. A continuous quality improvement
(CQI) framework and associated statistical process control tools provide an alternative approach
to assessing both processes and outcomes of continuing nursing education. One implementation
example demonstrates the value of this approach. The CQI model offers an exciting option to
continuing education/staff development educators looking for creative and beneficial ways to
evaluate educational activities.

Dickerson, P. S. (2015). "Quality Continuing Education: Focusing on the Principles." The Journal of
Continuing Education in Nursing 46(1): 6-7.
Sometimes we get so caught up in filling out forms or answering specific questions that we
forget about the basic principles that guide development and implementation of quality
educational activities. This column addresses principles that inform our thinking and decision
making. J Contin Educ Nurs. 2015;46(1):6–7.

Dickerson, P. S. (2019). "The Evolution of Interprofessional Continuing Education." The Journal of

Continuing Education in Nursing 50(8): 339-340.
In the 1970s, the concept of continuing education was focused primarily on updating individual
groups of health care professionals on knowledge and skills needed to keep them safe in their
practice. Institute of Medicine reports dating to 1999 have emphasized the need for better
 collaboration among health care providers, focusing on issues related to patient safety, quality of
care, and teamwork (Institute of Medicine, 1999, 2001, 2003, 2015). Seven professions now
participate in the joint accreditation process (nursing, medicine, pharmacy, physician assistant,
optometry, psychology, and social work).

Dickinson, P. and S. Mathieu (2014). "The use of #FOAMed and #SMACC for continuing professional
development by intensivists." Journal of the Intensive Care Society 15(1): S50.
Online educational resources have rapidly developed, yet little is known about the use of free
online access meducation (FOAM) and social media and critical care (SMACC) in the continuing
professional development (CPD) of career intensivists. The UK may be lagging behind in the use
of new learning media in intensive care, highlighted by the success of the SMACC conference in
Sydney, Australia in 2013. A three-page online survey was written using surveymonkey™
software and a weblink circulated to 144 career intensivists (106 consultants, two SAS, 14 ST6/7
and 22 ST3-5s) working in the Wessex region (registered with the WICS secretary, including units
in Swindon and Chichester). One follow up email was issued. The survey was constructed of
three pages. “Back” buttons were disabled and internet protocol address check functions used
to prevent repeated submissions from the same computer. The survey was open for a period of
26 days. Ethical approval was not required. Statistical tests were undertaken using software
provided by surveymonkey™ and Microsoft (Excel)™. Sixty-three (44%) responded of whom 59
completed the survey in full. Response rates were higher in trainee 23/36 (64%) vs consultant
35/106 (33%) groups. Forty-nine (83%) of the respondents were male. Use of electronic device
for regular CPD was highest with laptop computers n=42 (67%) vs desktop computers n=33
(52%), smartphones n=32 (51%), and tablet devices n=23 (37%). Six respondents (10%) were
able to define the acronym FOAM and six (10%) respondents described a Pecha Kucha correctly.
Of 14 FOAM sources the most frequently used (in the last month) were: 1. Intensive care society
website n=27 (46%) 2. Anaesthesia UK website n=23 (39%) 3. Southampton oxford retrieval team
website n=22 (37%). Respondents indicated lack of awareness of: 1. Oli Flowers podcasts n=52
(88%) 2. Life in the fast lane website n=45 (76%) 3. “Resus.me” website n=40 (68%). Use of feed
aggregators (reeder), social media (facebook; twitter) and storage software (pocket, evernote) to
capture process or store material for CPD was consistently low (<12%) File hosting (eg dropdox,
skydrive) was used more frequently n=35 (59%). Use of social media to share learning resources
for intensive care was rare; facebook n=2 (3%), twitter n=3 (5%). Twenty-four (41%) have access
to some wireless internet in the workplace. Support for file sharing across units was high n=44
(75%). Social media and free online access meducation is gaining popularity in intensive care
CPD. Despite a reasonable snapshot of diverse group of intensivists we demonstrate a lack of
awareness among the majority of anything beyond a limited number of established websites.
Access to some hardware platforms (particularly tablets) was limited. Maximising use of
available downtime at work is hampered by inability to use wifi networks in the workplace.

Diehl, E. E. and M. A. Pellegrini (2014). "Health and indigenous peoples in Brazil: The challenge of
professional training and continuing education of workers in intercultural contexts." Cadernos de Saude
Publica 30(4): 867-874.
This article discusses training and continuing medical education for indigenous health workers
and health professionals in indigenous health under the guidelines of the Brazilian National
Healthcare Policy for Indigenous Peoples, which is currently behind schedule and incomplete as
part of the official government agenda. Based on inter-sector proposals for health training by the
Ministries of Health and Education, the article highlights the case of indigenous healthcare,
emphasizing that government initiatives in this area still need to incorporate the concept of
 continuing education, a powerful tool for fostering intercultural dialogue and orienting health
practices.

Dige, M. (2009). "Occupational therapy, professional development, and ethics." Scandinavian Journal of
Occupational Therapy 16(2): 88-98.
The aim of this article is to reflect on and contribute to developing occupational therapy as a
profession. The author proposes an ethical interpretation of health and helping professions in
general and occupational therapy in particular. According to this ethical interpretation, the
essential function and mission of classical health and helping professions are defined by certain
ethical values: the basic elements of a good human life. The author argues that the central
concepts of occupational therapy, activity and participation, can plausibly be understood in this
light. However, this seems to imply a rather substantial conception of well-being which the
author tries to spell out. In addition, the basic principles of biomedical ethics are specified in the
context of occupational therapy according to an ethical interpretation. In conclusion, four
advantages of the ethical interpretation are highlighted: it adds precision and content to ethical
principles and guidelines; it contributes to building up and preserving a shared professional
identity; it puts emphasis on a client-centred perspective on professional work; and it provides a
constructive framework for inter-professional cooperation.

Dijkhuizen, K., et al. (2018). "Encouraging residents’ professional development and career planning: the
role of a development-oriented performance assessment." BMC Medical Education 18.
Background Current postgraduate medical training programmes fall short regarding residents’
development of generic competencies (communication, collaboration, leadership,
professionalism) and reflective and deliberate practice. Paying attention to these non-technical
skills in a structural manner during postgraduate training could result in a workforce better
prepared for practice. A development-oriented performance assessment (PA), which assists
residents with assessment of performance and deliberately planned learning activities, could
potentially contribute to filling this gap. This study aims to explore residents experiences with
the PA. Methods We conducted a qualitative interview study with 16 residents from four
different medical specialties who participated in the PA, scheduled halfway postgraduate
training. The PA was conducted by an external facilitator, a psychologist, and focused specifically
on professional development and career planning. Residents were interviewed 6 months after
the PA. Data were analysed using the framework method for qualitative analysis. Results
Residents found the PA to be of additional value for their training. The overarching merit was the
opportunity to evaluate competencies not usually addressed in workplace-based assessments
and progress conversations. In addition, the PA proved a valuable tool for assisting residents with
reflecting upon their work and formulating their learning objectives and activities. Residents
reported increased awareness of capacity, self-confidence and enhanced feelings of career-
ownership. An important factor contributing to these outcomes was the relationship of trust
with the facilitator and programme director. Conclusion The PA is a promising tool in fostering
the development of generic competencies and reflective and deliberate practice. The
participating residents, facilitator and programme directors were able to contribute to a safe
learning environment away from the busy workplace. The facilitator plays an important role by
providing credible and informative feedback. Commitment of the programme director is
important for the implementation of developmental plans and learning activities.

Dijkhuizen, K., et al. (2018). "Encouraging residents' professional development and career planning: the
role of a development-oriented performance assessment." BMC Medical Education 18(1): 207.
 BACKGROUND: Current postgraduate medical training programmes fall short regarding residents'
development of generic competencies (communication, collaboration, leadership,
professionalism) and reflective and deliberate practice. Paying attention to these non-technical
skills in a structural manner during postgraduate training could result in a workforce better
prepared for practice. A development-oriented performance assessment (PA), which assists
residents with assessment of performance and deliberately planned learning activities, could
potentially contribute to filling this gap. This study aims to explore residents experiences with
the PA. METHODS: We conducted a qualitative interview study with 16 residents from four
different medical specialties who participated in the PA, scheduled halfway postgraduate
training. The PA was conducted by an external facilitator, a psychologist, and focused specifically
on professional development and career planning. Residents were interviewed 6 months after
the PA. Data were analysed using the framework method for qualitative analysis. RESULTS:
Residents found the PA to be of additional value for their training. The overarching merit was the
opportunity to evaluate competencies not usually addressed in workplace-based assessments
and progress conversations. In addition, the PA proved a valuable tool for assisting residents with
reflecting upon their work and formulating their learning objectives and activities. Residents
reported increased awareness of capacity, self-confidence and enhanced feelings of career-
ownership. An important factor contributing to these outcomes was the relationship of trust
with the facilitator and programme director. CONCLUSION: The PA is a promising tool in fostering
the development of generic competencies and reflective and deliberate practice. The
participating residents, facilitator and programme directors were able to contribute to a safe
learning environment away from the busy workplace. The facilitator plays an important role by
providing credible and informative feedback. Commitment of the programme director is
important for the implementation of developmental plans and learning activities.

Dillon, C. L. (1996). "Distance education research and continuing professional education: reframing
questions for the emerging information infrastructure." Journal of Continuing Education in the Health
Professions 16(1): 5-13.
This article reviews the evolution of the theoretical influences upon the study of distance
education and explores the influence of the emerging telecommunications technologies upon
questions important to the continuing professional education of health professionals. The article
offers multiple frameworks for posing research questions designed to help us understand
professional learning in the new telecommunications environment.

Ditmyer, M. M., et al. (2014). "Evaluation of an integrative model for professional development and
research in a dental curriculum." Journal of dental education 78(3): 368-379.
The purpose of this project was to evaluate a Research, Professional Development, and Critical
Thinking Integrative Model developed for use in a dental curriculum. This article outlines
strategies used in developing a competency-based pedagogical model designed to provide a
tailored student learning environment with objective, measurable, and calibrated assessment
outcomes. The theoretical model integrated elements of critical thinking, professionalism, and
evidence-based dentistry across dental school disciplines; implementation was based on
consensus of dental faculty and student representatives about course content, faculty allocation,
and curriculum alignment. Changes introduced included the following: 1) conversion and
integration of previously siloed course content taught in Years 1 and 2 to sequential two-year
combined courses; 2) reduction of course and content redundancies; 3) delivery of courses by
teams of faculty members in biomedical, behavioral, and clinical sciences; and 4) reduction of
total curriculum credit/contact hours from 13.5 (201 contact hours) to 5.0 (60 contact hours),
 allowing the Curriculum Committee to accommodate additional courses. These changes resulted
in improvement in student satisfaction.

Dixon, J. (1978). "Evaluation criteria in studies of continuing education in the health professions: A critical
review and a suggested strategy." Evaluation and the Health Professions 1(2): 47-65.
There is a consensus that the ultimate goal of continuing education programs in the health fields
is to bring about improvements in patient care through change in the behavior of practicing
clinicians. Yet evaluations of continuing education programs in the health professions rarely
involve collection of data which provides a direct indication of whether this goal has been
achieved. In fact, variables representative of totally different constructs, such as participant
satisfaction or knowledge gain, are frequently used as primary evaluation criteria. The purpose
of this article is three-fold: (a) to present a theoretical discussion in which the nature of
evaluation criteria and their interrelationships are explored, (b) to review the literature of
continuing education evaluation in several predominant health fields in order to provide insight
concerning the value of the various criteria, and (c) to suggest a practical strategy for evaluation
through which one can work toward achievement of ideal goals through the determination of
the effect of continuing education programs on the health care delivery system and the
augmentation of that effect within the funding and operational restrictions commonly imposed
on evaluation efforts.

Dodek, P. M. and J. M. Ottoson (1996). "Implementation link between clinical practice guidelines and
continuing medical education." Journal of Continuing Education in the Health Professions 16(2): 82-93.
Clinical practice guidelines (CPGs) are statements designed to assist practitioners and patients in
making decisions about health care in specific clinical circumstances. The purpose of practice
guidelines is to improve patient outcomes by changing physician behavior. Continuing medical
education (CME) has a similar purpose. Many strategies facilitate implementation of practice
guidelines, some of which are also strategies used in CME. By systematically examining the
factors that influence implementation of practice guidelines and the factors that influence the
effectiveness of CME, many similarities between the two types of interventions are found.
Factors considered include those related to the expected change in behavior itself the method of
implementation, the implementing organization, the actors involved in implementation, and the
environment or context of implementation. Based on these similarities and other common
features, including development and evaluation strategies, we propose that CME programs may
provide an existing framework to facilitate implementation of CPGs. In addition, we propose that
development, implementation, and evaluation of CPGs may be considered CME activities in their
own right.

Doerksen, K. (2010). "What are the professional development and mentorship needs of advanced
practice nurses?" Journal of Professional Nursing 26(3): 141-151.
This study investigated the professional development and mentorship needs of an existing group
of advanced practice nurses. A prospective mixed-methods design included a survey followed by
focus groups. The Strong Model (M. H. Ackerman, L. Norsen, B. Martin, J. Wiedrich, and H.
Kitzman, 1996) recently provided a framework for the survey and discussions. It consists of five
domains of practice: direct comprehensive care, education, research, support of systems, and
publication and professional leadership. Fourteen advanced practice nurses participated,
representing a variety of clinical areas in the clinical nurse specialist and nurse practitioner roles.
Results demonstrate that advanced practice nurses identify various professional development
and mentorship needs in all aspects of their roles. Although research was identified as a need
 that develops over time, it was consistently regarded as a primary focus for development and
required mentorship. Respondents offered specific examples and the positions or roles that
would be helpful in meeting their professional development and mentorship needs. Main
themes that arose from the focus group were formal versus informal needs, needs change over
time, and intellectual, administrative, and financial support. The advanced practice nurses'
willingness to contribute to a mentorship program was explored. © 2010 Elsevier Inc. All rights
reserved.

Doerksen, K. R. N. M. N. C. N. N. (2010). "What Are the Professional Development and Mentorship Needs
of Advanced Practice Nurses?: Official Journal of the American Association of Colleges of Nurses."
Journal of Professional Nursing 26(3): 141.
This study investigated the professional development and mentorship needs of an existing group
of advanced practice nurses. A prospective mixed-methods design included a survey followed by
focus groups. The Strong Model (M. H. Ackerman, L. Norsen, B. Martin, J. Wiedrich, and H.
Kitzman, 1996) recently provided a framework for the survey and discussions. It consists of five
domains of practice: direct comprehensive care, education, research, support of systems, and
publication and professional leadership. Fourteen advanced practice nurses participated,
representing a variety of clinical areas in the clinical nurse specialist and nurse practitioner roles.
Results demonstrate that advanced practice nurses identify various professional development
and mentorship needs in all aspects of their roles. Although research was identified as a need
that develops over time, it was consistently regarded as a primary focus for development and
required mentorship. Respondents offered specific examples and the positions or roles that
would be helpful in meeting their professional development and mentorship needs. Main
themes that arose from the focus group were formal versus informal needs, needs change over
time, and intellectual, administrative, and financial support. The advanced practice nurses'
willingness to contribute to a mentorship program was explored. [PUBLICATION ABSTRACT]

Dogan, E. I. K., et al. (2021). "Student nurses' experience of learning about the right to food: Situated
professional development within clinical placement." Nurse Education Today 98: N.PAG-N.PAG.
Human rights are an important part of nursing practice. Despite its importance for professional
development and practice, few studies have focused on how to include a human rights
perspective in nursing education. One area proven to be particularly challenging is the right to
food for older people in nursing homes. The study's aim was to explore how nursing students
experience learning about the right to food combining on-campus teaching with placement
experience. The study had an interpretative qualitative design with a constructivist
epistemology. Twenty-six first-year nursing students participated in four focus groups shortly
after their clinical placement at a nursing home. Twenty-five students provided their written
assignment done during their placement to the study. Data collection took place in 2018. A
design-based research approach was used in the development of the course. A thematic
approach was used to analyse these two data sources. Findings regarding students' learning
about the right to food centred on four themes: development of language about the right to
food; coherence between campus and placement; experiencing situations where rights are at
risk; and relations with others. Analyses of the assignments revealed that students seemed to be
positioned along a continuum, between "student approach" and "activist approach". Learning
about food as a human right can promote students' awareness and accountability concerning
their nutritional care for the residents. Combining human rights education with other learning
theories focusing on practice and social relation can enhance students' professional
development and commitment to social justice.
Doherty-Restrepo, J. L., et al. (2009). "Evaluation Models for Continuing Education Program Efficacy: How
Does Athletic Training Continuing Education Measure up?" Athletic Training Education Journal 4(3): 117-
124.
Objective: Although continuing education is required for athletic trainers (AT) to maintain their
Board of Certification credential, little is known regarding its efficacy for advancing knowledge
and improving patient care. Continuing professional education (CPE) is designed to provide
professionals with important practical learning opportunities. The purpose of our literature
review is to provide ATs with an understanding of the primary evaluation models for CPE
programs and identify how athletic training compares to the current models. We then explicate
how adult learning theories can influence both CPE program development and evaluation. Data
Sources: We conducted a review of pertinent literature from 2005-2008 using the Cumulative
Index to Nursing and Allied Health Literature (CINAHL) with the following search terms in various
combinations: "andragogy," "adult education," "continuing education," "continuing professional
education," "lifelong learning," and "evaluation." This search resulted in approximately 190 hits.
Data Synthesis: We reviewed research studies that examined CPE effectiveness and the
application of adult learning theories in program development. Our findings revealed that most
CPE programs fail to assess acquisition or retention of knowledge in allied healthcare
professions. To date, no studies in athletic training have investigated the extent to which CPE
influences patient care. Conclusions/Recommendations: We suggest conducting learning
outcome studies to examine how ATs acquire and retain CPE program content and then apply it
to their professional practice. Furthermore, we recommend incorporating adult learning theory
into all CPE practices, including conference planning.

Dohlsten, J., et al. (2022). "Swedish elite athletics coaches’ professional development in practices of
organized coaches’ meetings." Education Inquiry 13(3): 354-373.
In this paper, we investigate how elite coaches reflect on their practice and interact with each
other, as part of their informal professional development. We use observations of 14 coach
meetings, over a period of two years, where coaches came together to share their experiences
of coaching elite athletics, and to discuss ways for continuous professional development.
Through an action research approach, data collected included notes and audio-recorded
conversations. The theory of practice architectures was employed as a theoretical tool to frame
the analysis of the data in order to understand the meeting practices and how these practices
were enabled and constrained. The research revealed how conversations led to awareness,
which became turning points for new practices. Specifically, the coaches became aware of the
importance of belonging to a community, their lack of knowledge and understanding of
inequality, and the complexity of coaching. The meetings, as forums for dialogic practice, were
enabled by open-minded collaboration, a willingness to share experiences, and a mutual
understanding of the coaching context, but they were also constrained by the structures of
coaches’ athletics clubs and federations, that do not fully support coaches’ meetings as an
informal educational practice for professional development.

Dolcourt, J. L. and G. Zuckerman (2003). "Unanticipated learning outcomes associated with commitment
to change in continuing medical education." Journal of Continuing Education in the Health Professions
23(3): 173-181.
INTRODUCTION: Educator-derived, predetermined instructional objectives are integral to the
traditional instructional model and form the linkage between instructional design and
postinstruction evaluation. The traditional model does not consider unanticipated learning
 outcomes. We explored the contribution of learner-identified desired outcomes compared with
learner outcomes that were not named in the instructional design. METHOD: This study was
conducted at a short course in pediatrics in which 43 physicians, advanced practice nurses,
nurses, and physician assistants voluntarily self-identified committed- to changes (CTCs). We
compared these CTC predicates with the predetermined instructional objectives that had been
published in advance in the conference brochure and syllabus. CTCs whose predicates described
the same features as the instructional objectives were considered to be anticipated learning
outcomes. CTCs lacking correspondence with instructional objectives were considered to
represent unanticipated learning outcomes. RESULTS: Of the 157 CTCs, 68% were anticipated
learning outcomes because their predicates could be linked to the instructional objectives. The
remaining 32% of CTCs did not correspond to any of the instructional objectives and thus
represented unanticipated learning outcomes. DISCUSSION: These findings demonstrate that
evaluations based on instructional objectives, although valuable, are incomplete because
educational activities may also stimulate many unanticipated learning outcomes. Continuing
medical education planners can gain a fuller assessment of the effect of their educational
endeavors by including predetermined instructional objectives and encouraging the
constructivist practice of recognizing unanticipated learning.

Doleman, G. and D. Twigg (2022). "Development, implementation and evaluation of a Professional

Practice Model: A scoping review." Journal of Nursing Management (John Wiley & Sons, Inc.) 30(7):
3519-3534.
Aim: The aim of this study is to synthesize available literature describing the development,
implementation and evaluation of a Professional Practice Model. Background: A Professional
Practice Model is an overarching theory‐based framework that depicts nursing values and
defines the structure and process of nursing care. No research has synthesized available
literature on this topic in recent times. Evaluation: A review of English language papers was
published from 2015 to 2022. Fourteen studies met the inclusion criteria. Key Issues: All studies
highlighted the importance of having a Professional Practice Model that reflects nursing care
activities and resonates with nurses across an organization. This is achieved through strong
leadership and clinical nurse involvement during the development, implementation and
evaluation phases. In addition, a model should be adapted to keep up to date with scientific
changes relevant to nursing. Conclusions: This review adds to the body of knowledge on the
development, implementation and evaluation of a Professional Practice Model. Future research
exploring the benefit of a Professional Practice Model on patient outcomes would be useful.
Implications for nursing management: The key elements of a Professional Practice Model
including six components and theoretical foundation have been summarized in this review.
Nurse leaders should consider these key elements in the creation of a Professional Practice
Model. For successful enculturation, a Professional Practice Model needs to be relevant to all
nurses and easy for them to articulate.

Donaldson, W. S., et al. (1988). "Determining continuing education priorities in cancer management for
nurses." Oncology Nursing Forum 15(5): 625-630.
There is a need to identify specific content areas, appropriate for generalists and specialists in
oncology nursing, as priorities for planning continuing nursing education (CNE) programs in
cancer patient management. The purpose of this study was twofold: to develop a methodology
for proactive (ascribed) assessment of knowledge levels regarding cancer patient management
and to define course-content topics for CNE planning. An instrument was developed for
assessing knowledge levels; a survey of Ohio nurses was conducted to create the data base for
 needs assessment purposes. The conceptual framework for constructing this instrument was the
1985 'Oncology Nursing Society's Core Curriculum for Certification Examination,' content outline.
Results from this survey indicate that a viable instrument was developed, that the survey
process produced acceptable results, and that striking knowledge deficiencies were identified.
These identifications should be valuable for selecting CNE course-content priorities. The
methodology followed is a viable means of assessing knowledge levels of both generalists and
specialists.

Donen, N. (1998). "No to mandatory continuing medical education, Yes to mandatory practice auditing
and professional educational development: CMAJ." Canadian Medical Association. Journal 158(8): 1044-
1046.
The issue of mandatory continuing medical education (CME) is controversial. Traditional
measures mandate only attendance, not learning, and have no measurable performance end
points. There is no evidence that current approaches to CME, mandatory or voluntary, produce
sustainable changes in physician practices or application of current knowledge. Ongoing
educational development is an important value in a professional, and there is an ethical
obligation to keep up to date. Mandating self-audit of the effect of individual learning on
physician's practices and evaluation by the licensing authority are effective ways of ensuring the
public are protected. The author recommends the use of a personal portfolio to document
sources of learning, the effect of learning and the auditing of their applications on practice
patterns and patient outcomes. A series of principles are proposed to govern its application.

Donen, N. (1999). "Mandatory practice self-appraisal: moving towards outcomes based continuing
education." Journal of Evaluation in Clinical Practice 5(3): 297-303.
Most organized physician continuing educational activities are undertaken without assessing
their effects on long-term changes in physician practice patterns, patient outcomes or return on
investment. Practice audit and practice self-appraisal are two activities that can be used to
achieve these objectives. It is recommended that these be promoted from an educational
perspective. A series of principles, including the mandatory application of practice audit and
practice self-appraisal are proposed to guide the process. The identification of issues relating to
learning, diffusion of information and behavioural change required to facilitate this change are
briefly discussed.

Dong, L., et al. (2021). "E-Learning for Continuing Medical Education of Neurology Residents." Mind,
Brain, and Education 15(1): 48-53.
This study focuses on the application, advantages, and disadvantages of E-learning in neurology
education. The findings of the study demonstrate that E-learning can effectively improve
learning efficiency and reduce learning costs. Neurologists can access the right study material on
the Internet anytime, anywhere. Compared with traditional teaching methods, it is easier for
text, graphics, animation, audio, video, and other multimedia formats of E-learning to attract
learners' interest. This makes the complex subject of neurology, including its basic theories,
more vivid, and easier to understand for young neurologists. Moreover, in clinical practice, gaps
in knowledge and skills acquisition can be bridged by treating virtual patients and watching
videos of examination techniques and pathological signs. Compared with traditional teaching
methods, E-learning can better meet individual needs, and thus it has come to be one of the
foremost choices for young neurologists to continue learning.

Donohue, B., et al. (2020). "Empirical development of a screening method for mental, social, and
physical wellness in amateur and professional circus artists." Psychology of Aesthetics, Creativity, and the
Arts 14(3): 313-324.
There is limited information available to assist evidence-supported detection and referral of
mental, social, and physical health issues affecting performance in circus artists. Therefore, this
study examines mental, social, and physical health of artists in 2 circus settings (circus school,
professional circus). The specific aims were to assess overall health and develop data-informed
wellness screening methods in these populations, assisting referral guidelines for performance
and health optimization. A comprehensive psychometrically validated battery of standardized
measures was administered to 109 professional circus artists employed by Cirque du Soleil and
students enrolled in the National Circus School. Compared with students, professionals reported
significantly fewer problems with social isolation, fatigue, and factors that interfere with circus
performance specific to shows/evaluations; they also reported greater satisfaction in their social
roles and overall circus performance. Professionals also reported significantly less severe
depression, and greater receipt of emotional and informational support compared with
normative samples. Scores of students were similar to those of normative samples, although
their scores measuring anxiety and fatigue were higher. There were no significant differences
between professionals and students in perceived interferences during training, or circus-related
problems with coaches and classmates/coworkers. For all participants, scores on measures of
mental, social, and physical health were negatively associated with factors reported to interfere
with circus performance. Participant responses to the measures were used to develop guidelines
to facilitate detection of factors interfering with performance and to assist informed referrals.
(PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Donyai, P., et al. (2015). "Training on the use of a bespoke continuing professional development
framework improves the quality of CPD records." International Journal of Clinical Pharmacy 37(6): 1250-
1257.
Background: Using continuing professional development (CPD) as part of the revalidation of
pharmacy professionals has been proposed in the UK but not implemented. We developed a
CPD outcomes framework ('the framework') for scoring CPD records, where the score range was
-100 to +150 based on demonstrable relevance and impact of the CPD on practice.Objective:
This exploratory study aimed to test the outcome of training people to use the framework,
through distance-learning material (active intervention), by comparing CPD scores before and
after training.Setting: Pharmacy professionals were recruited in the UK in Reading, Banbury,
Southampton, Kingston-upon-Thames and Guildford in 2009.Method: We conducted a
randomised, double-blinded, parallel-group, before and after study. The control group simply
received information on new CPD requirements through the post; the active intervention group
also received the framework and associated training. Altogether 48 participants (25 control, 23
active) completed the study. All participants submitted CPD records to the research team before
and after receiving the posted resources. The records (n = 226) were scored blindly by the
researchers using the framework. A subgroup of CPD records (n = 96) submitted first (before-
stage) and rewritten (after-stage) were analysed separately.Main Outcome Measure: Scores for
CPD records received before and after distributing group-dependent material through the
post.Results: Using a linear-regression model both analyses found an increase in CPD scores in
favour of the active intervention group. For the complete set of records, the effect was a mean
difference of 9.9 (95 % CI 0.4-19.3), p value = 0.04. For the subgroup of rewritten records, the
effect was a mean difference of 17.3 (95 % CI 5.6-28.9), p value = 0.0048.Conclusion: The
intervention improved participants' CPD behaviour. Training pharmacy professionals to use the
framework resulted in better CPD activities and CPD records, potentially helpful for revalidation
 of pharmacy professionals.

Donyai, P. and A. M. Alexander (2015). "Training on the use of a bespoke continuing professional
development framework improves the quality of CPD records." International Journal of Clinical Pharmacy
37(6): 1250-1257.
Background Using continuing professional development (CPD) as part of the revalidation of
pharmacy professionals has been proposed in the UK but not implemented. We developed a
CPD outcomes framework ('the framework') for scoring CPD records, where the score range was
-100 to +150 based on demonstrable relevance and impact of the CPD on practice. Objective
This exploratory study aimed to test the outcome of training people to use the framework,
through distance-learning material (active intervention), by comparing CPD scores before and
after training. Setting Pharmacy professionals were recruited in the UK in Reading, Banbury,
Southampton, Kingston-upon-Thames and Guildford in 2009. Method We conducted a
randomised, double-blinded, parallel-group, before and after study. The control group simply
received information on new CPD requirements through the post; the active intervention group
also received the framework and associated training. Altogether 48 participants (25 control, 23
active) completed the study. All participants submitted CPD records to the research team before
and after receiving the posted resources. The records (n = 226) were scored blindly by the
researchers using the framework. A subgroup of CPD records (n = 96) submitted first (before-
stage) and rewritten (after-stage) were analysed separately. Main outcome measure Scores for
CPD records received before and after distributing group-dependent material through the post.
Results Using a linear-regression model both analyses found an increase in CPD scores in favour
of the active intervention group. For the complete set of records, the effect was a mean
difference of 9.9 (95 % CI 0.4-19.3), p value = 0.04. For the subgroup of rewritten records, the
effect was a mean difference of 17.3 (95 % CI 5.6-28.9), p value = 0.0048. Conclusion The
intervention improved participants' CPD behaviour. Training pharmacy professionals to use the
framework resulted in better CPD activities and CPD records, potentially helpful for revalidation
of pharmacy professionals.

Donyai, P., et al. (2013). "A Framework for Assessing Continuing Professional Development Activities for
Satisfying Pharmacy Revalidation Requirements." Journal of Continuing Education in the Health
Professions 33(2): 127-135.
Introduction: The United Kingdom's pharmacy regulator contemplated using continuing
professional development (CPD) in pharmacy revalidation in 2009, simultaneously asking
pharmacy professionals to demonstrate the value of their CPD by showing its relevance and
impact. The idea of linking new CPD requirements with revalidation was yet to be explored. Our
aim was to develop and validate a framework to guide pharmacy professionals to select CPD
activities that are relevant to their work and to produce a score sheet that would make it
possible to quantify the impact and relevance of CPD. Methods: We adapted an existing risk
matrix, producing a CPD framework consisting of relevance and impact matrices. Concepts
underpinning the framework were refined through feedback from 5 pharmacist teacher-
practitioners. We then asked 7 pharmacists to rate the relevance of the framework's individual
elements on a 4-point scale to determine content validity. We explored views about the
framework through focus groups with 6 participants and interviews with 17 participants who
had used it formally in a study. Results: The framework's content validity index was 0.91.
Feedback about the framework related to 3 themes of penetrability of the framework,
usefulness to completion of CPD, and advancement of CPD records for the purpose of
revalidation. Discussion: The framework can help professionals better select CPD activities
 prospectively, and makes assessment of CPD more objective by allowing quantification, which
could be helpful for revalidation. We believe the framework could potentially help other health
professionals with better management of their CPD irrespective of their field of practice.

Donyai, P., et al. (2011). "Continuing professional development for pharmacy professionals' revalidation:
Results of an experimental study." International Journal of Pharmacy Practice 19: 37.
Background: Pharmacists and pharmacy technicians registered in Great Britain (GB) must
complete nine CPD records each year. CPD is used in the New Zealand model of pharmacy
recertification[1] but its value in GB needed further investigation. We were commissioned by the
Royal Pharmaceutical Society of Great Britain (RPSGB), with UK Department of Health funding,
to explore the value of Continuing Professional Development (CPD) for revalidation[2] of
pharmacy professionals. We developed and validated a grid (CPD Outcomes Framework)[3] to
enable quantitative scoring of CPD against a set of 'CPD standards' and 'revalidation standards'
proposed by the pharmacy regulator. The Framework comprised two matrices; 'relevance' used
an established risk-assessment matrix with the dimensions 'consequence' and 'likelihood' and
the novel matrix 'impact' used dimensions 'quality and benefit' and 'strength of evidence'.
Interaction of relevance and impact measurements returned a final CPD score (from -100 to
+150) to quantify the quality and value of CPD; positive scores reflecting acceptable CPD. A
further aim of the Framework was to guide participants in an 'active' intervention group through
the process of completing CPD. University of Reading ethics approval was granted on 15 July
2009. Method: Volunteer pharmacists and technicians were recruited at joint RPSGB-CPPE
(Centre for Pharmacy Postgraduate Education) CPD training workshops in England (July and
September 2009). Using an experimental design, participants submitted copies of one CPD and
were assigned to either a 'control' (31) or an 'active' (30) group using stratified random sampling
according to whether pharmacist or technician, novice or practised CPD-user and sector of
practice. Participants resubmitted their CPD as a 'rewritten' record after reading the CPD and
revalidation standards plus ('active' group) the Framework and related training or without it
('control' group). In total 48 participants completed all parts of the study over a period of 6
months. Anonymized CPD entries were assessed independently against the Framework by two
pharmacists blinded to study stage and intervention type. An average CPD score for each entry
was derived and used for all analyses. Data for 96 CPD records were transferred to SPSS and
analysed. Results: Mean CPD scores for both the control (-3.95; CI -9.26 to 1.36) and the 'active'
(-12.59; CI -23.60 to -1.57) groups were comparable at baseline. A linear regression model was
used to compare the two groups afterwards. Adjusting for baseline (CPD scores 'before' the
intervention) and work setting, the intervention effect was estimated to be a mean difference of
17.3 (95% CI 5.6 to 28.9) in favour of the 'active' (adjusted mean 16.818 compared to -0.460 for
control) CPD Outcomes Framework training (p-value = 0.0048). Discussion: A parallel-group
randomised-controlled design was used to assess participants' ability to meet CPD and
revalidation standards through their CPD. Looking at the mean scores 'after' the intervention
then, 16.818 for 'active' compared to -0.460 for 'control', we saw that CPD moved from
'borderline for acceptable standard' to 'achieves required standard'. By using the Framework,
participants were better able to structure their CPD to demonstrate quality and efficacy for
revalidation. We think several elements interacted to improve participants' CPD: the Framework
defined the CPD criteria, the training pack taught the basis and use of the Framework, and the
process of assessment used the same Framework. Interaction of these elements probably
resulted in constructive alignment as recognized in education[4]. With the CPD Outcomes
Framework, it is possible to measure quality and value of CPD in relation to relevance and
outcomes; in addition, training people to use the Framework leads to much improved expression
 of CPD. The approach may prove pragmatic for revalidation.

Donyai, P., et al. (2010). "Methodology for assessing the appropriateness of continuing professional
development for pharmacy professionals' revalidation." International Journal of Pharmacy Practice 18: 9.
Introduction: From April 2010, the General Pharmaceutical Council (GPhC) will be responsible for
the statutory regulation of pharmacists and pharmacy technicians in Great Britain (GB).[1] All
statutorily regulated health professionals will need to periodically demonstrate their fitness-to-
practise through a process of revalidation.[2] One option being considered in GB is that
continuing professional development (CPD) records will form a part of the evidence submitted
for revalidation, similar to the system in New Zealand.[3] At present, pharmacy professionals
must make a minimum of nine CPD entries per annum from 1 March 2009 using the Royal
Pharmaceutical Society of Great Britain (RPSGB) CPD framework. Our aim was to explore the
applicability of new revalidation standards within the current CPD framework. We also wanted
to review the content of CPD portfolios to assess strengths and qualities and identify any
information gaps for the purpose of revalidation. Methods: Volunteer participants attending
joint RPSGB-Centre for Pharmacy Postgraduate Education (CPPE) CPD training workshops were
recruited to the study. Participants deemed experienced at recording CPD were asked to submit
copies of three existing records. Those considered CPD beginners submitted one record, which
they were permitted to construct following the CPD workshop if none existed beforehand. We
developed and validated an appropriate grid to enable quantitative scoring of the records
against revalidation standards. The face-validity, clarity or complexity, user-friendliness and
content validity of the grid were established, the latter using the content validity index. The
primary outcome measure was the overall strengths and qualities of CPD records by means of
this new scoring tool. Full details of the methodology adopted in this study will be presented at
the conference. Results: We recruited 82 pharmacy professionals in Reading, Banbury,
Southampton, Kingston-upon-Thames and Guildford in July and September 2009 with the aim of
retaining at least 60 for the final analysis. Using stratified sampling to take account of
professional grouping (pharmacist versus pharmacy technician), experience of CPD recording
(practised versus beginner) and sector of practice (community, hospital, other), we randomised
participants to one of two groups of 'control' versus 'intervention'. All participants received
either the 'control' (revalidation standards) or an educational training 'intervention' (revalidation
standards and related training) after submitting initial records. Participants then submitted two
further CPD records; one involving them in rewriting an already-submitted record and the other
in conducting a CPD activity afresh using their knowledge of the revalidation standards, with or
without the related training. We then examined the impact of the standards (with and without
the related training) on both the conduct and the writing of CPD records in this 'repeat
measures' type experiment. All CPD records were anonymised, pooled and assessed
independently by at least two investigators blinded to the study stage and intervention type.
University of Reading ethical approval was granted on 15 July 2009. Conclusions: A parallel-
group randomised controlled design has been used to assess participants' ability to meet
revalidation standards through their CPD records. These were evaluated quantitatively before
and after receipt of revalidation standards plus or minus related training.

Donyai, P., et al. (2011). "British pharmacy professionals' beliefs and participation in continuing
professional development: a review of the literature." The International Journal of Pharmacy Practice
19(5): 290-317.
Objectives Continuing professional development (CPD) has potential to be useful in pharmacy
revalidation but past uptake and attitudes to CPD in Great Britain (GB) need to be mapped. This
 review examines published literature to chart the participation and beliefs of pharmacy
professionals towards CPD in GB in a decade that had seen a formal transition from continuing
education to CPD. Methods A comprehensive review of the published literature was conducted
to identify studies of the uptake of, or attitudes towards, CPD cross different sectors of pharmacy
in GB from 2000 to 2010. Key findings Twenty-two studies were included and analysed, including
13 research papers, six conference papers, two news items reporting survey outcomes and one
commissioned study. Eight barriers to CPD were identified as: time, financial costs and resource
issues, understanding of CPD, facilitation and support for CPD, motivation and interest in CPD,
attitudes towards compulsory CPD, system constraints, and technical problems. Pharmacy
professionals on the whole agreed with the principle of engaging with CPD but there was little
evidence to suggest widespread and wholehearted acceptance and uptake of CPD, essential for
revalidation. Conclusions If CPD is to succeed, people's beliefs and attitudes must be addressed
by recognising and modifying perceived barriers through a combination of regulatory,
professional, work-related and personal channels. A number of recommendations are made.
Direct experience of effective CPD in the absence of perceived barriers could impact on personal
development, career development and patient benefit thus strengthening personal beliefs in the
value of CPD in an iterative manner.

Dorociak, K. E., et al. (2017). "Development of the Professional Self-Care Scale." Journal of Counseling
Psychology 64(3): 325-334.
In recent years, there has been an increased emphasis on the importance of self-care for
psychologists and other mental health professionals. With the growth of positive psychology and
preventive medicine, self-care is an emerging topic, promulgated as a means of avoiding the
adverse effects of stress and promoting professional functioning and well-being. However, the
research on self-care is limited because of the lack of an empirically based, psychometrically
sound measure of this construct. Thus, the purpose of this project was to develop a measure of
professional self-care. Professional psychologists were the focus of study, with the goal being to
develop a measure that can be used in this population and similar groups of professionals. Based
on expert feedback and a preliminary study of 422 licensed psychologists in Illinois, a 5-factor,
21-item scale was created. Factor analysis identified the following self-care factors: Professional
Support, Professional Development, Life Balance, Cognitive Awareness, and Daily Balance.
Preliminary analyses provided initial support for the validity of the 5 factors. A follow-up study
was conducted with a second sample of clinical psychologists. The 5-factor structure provided a
good fit to the data with the second sample. Thus, based on factor analysis and validity data, a 5-
factor, 21-item Professional Self-Care Scale was established for further study and use in future
research.

Dorozhkin, E. M., et al. (2016). "Conceptual Model of Continuing Professional Education Based on Social-
and-Academic Approach." International Journal of Environmental and Science Education 11(16): 9348-
9361.
The importance of the issue in subject derives from the fact that the vocational (professional)
education does not really meet the demands of people, society and state that are explained by
new qualification requirements to employees in various fields, including forestry, in the modern
socio-economic situation. Thus, continuing professional education is particularly important. This
article is aimed for development of a conceptual model for continuing professional education
based on the potential of this system, that has to be used to its full extent in order to overcome
the danger of our country lagging behind the world tendencies in economic and social
development and increasing quality of training of forestry workers that possess such qualities as
 mobility, dynamics, constructiveness, independent thinking and acting. The leading method in
research of this issue is modelling that allows us to see the issue as a process of focused and
deliberate learning to monitor the quality of education by specialists. The article presents a
conceptual model for continuing professional education, reveals its peculiarities, and describes
an algorithm for implementation of such model based on socio-academic approach. The model
is aimed for successful socialization of students, adaptation to new professional environment
and development of scientific and methodological basis for the education quality monitoring.

Douglas, P. S., et al. (2018). "Choosing cardiology: Career choice and gender influence professional
development needs and perceptions of the cardiology field among internal medicine trainees." Journal
of the American College of Cardiology 71(11).
Background: Little is known about factors contributing to subspecialty choice among internal
medicine (IM) trainees, including choosing or avoiding a career in cardiology. Methods: Surveys
were emailed to 4,850 IM trainees and also circulated by 44 US Program Directors. Respondents
rated 38 contributors to professional development and 19 perceptions of cardiology as a feld.
Principle component analysis reduced these into 8 and 6 factor models respectively. Results
were analyzed by sex and fellowship choice (CV vs nonCV). Results: Surveys were completed by
1,123 trainees in 198 residencies (23.1% response; 494 women, 625 men; age 29.4 +/-3.5 y). The
most important factors in professional development related to work-life balance and mentorship
(Table), while the strongest perceptions of cardiology were of a negative culture and job
description. For both domains, relative importance differed by sex and fellowship choice.
Women and nonCV valued work-life balance more and had more negative perceptions of
cardiology than men or future CV, who emphasized the inherent professional advantages in
cardiology. Conclusion: For IM residents, especially women and nonCV, work-life balance is seen
as paramount for professional development yet cardiology culture is perceived negatively in this
area. Efforts to increase the size and diversity of the cardiology workforce should address the
apparent misalignment of cardiology culture with IM trainees' professional needs.

Dover, L., et al. (2021). "PROshot News: A Novel Avenue for Continuing Radiation Oncology Education."
International Journal of Radiation Oncology, Biology, Physics 111(3): e186-e186.
Purpose/objective(s): The growth in the number of reported scientific results over the last
decade has been logarithmic, posing a growing critical barrier for practicing oncologists striving
to stay current on the best available cancer care. This remains a contributing factor to rising rates
of physician burnout. At the same time, practicing physicians have a growing disgruntlement
with mandated, formalized continuing medical education (CME) that is often costly-both in
monetary value and time spent-without affording corresponding educational value. As such, the
Accreditation Council for Continuing Medical Education (ACCME) has recently responded with a
call for "effective and efficient" education that works to enhance clinical delivery of care in a
truly continual manner. PROshot (formerly known as QuadShot News) was developed to be a
uniquely practical and effective web-based newsletter for radiation oncologists. We hypothesize
it will prove a popular way for trainees and practitioners to stay informed of trial updates and
policy developments that influence clinical practice.Materials/methods: Using an email
newsletter, weekly quiz, web archive and audible podcast, pertinent research results and policy
updates are disseminated in a highly-accessible and digestible way. Updates are formatted in
succinct blurbs that are both quick and engaging. User data is hosted by the MailChimp
marketing automation platform with built-in real-time analytics. Consumer engagement is
measured by (1) email open rates, (2) embedded link clicks, and (3) individual consumer
engagement. To capture individual metrics, MailChimp assigns each subscriber an engagement
 level: opening no more than 1 of the last 12 emails and clicking no more than 1 link (rare),
opening 2-4 of the last 12 emails and clicking 2-4 links (sometimes), or opening 5 or more of the
last 12 emails and clicking several links (often). Descriptive statistics only were utilized for data
analysis.Results: The inaugural newsletter was sent to roughly 20 beta users in June 2017. It has
since demonstrated consistent substantial monthly growth via consumer-to-consumer referrals
to now (as of March 1, 2021) reach 2263 subscribers. Of these, 93.6% (n = 2123) are US
residents, a number representing nearly half of practicing radiation oncologists nationwide.
More importantly, throughout our continued growth, daily user engagement and click rates
currently average 52.9% and 11.0%, respectively, compared to the medical industry average of
21.7% and 2.5%. Currently, 24% of subscribers rarely engage, 4% sometimes engage, and 69%
often engage, with the remaining 3% too new to be assigned.Conclusion: Our analytics establish
proof of concept with clear sustainable growth and substantial daily engagement. Given our
rapid initial success with grassroots marketing, we expect PROshot will transform the paradigm
of lifelong learning by utilizing creative continuing medical education methodology designed for
the modern radiation oncologist.

Dowds, J. and H. French (2008). "Undertaking continuous professional development (CPD) in the
workplace in physiotherapy." Physiotherapy Ireland 29(1): 11-19.
Introduction: Continuous professional development (CPD) is a mandatory requirement for all
ISCP registered physiotherapists and an increasing part of physiotherapy practice.The aim of this
article is to highlight the many forms of CPD that can be used within the ISCP framework, to aid
practitioners in attaining a balance of formal and informal CPD in the work setting.Discussion:
The ISCP framework for CPD allows for formal and informal (planned and unplanned) learning.
These umbrella terms encompass many activities that physiotherapists perform routinely
without realising or documenting as CPD. These activities such as in-service training, clinical
supervision and performance appraisal, to name a few, can be utilised in the workplace to
enhance the informal CPD opportunities. Reflection can be incorporated into these activities,
and formal CPD such as attendance at courses and conferences enrich the learning experience
and ensure that learning acquired is incorporated into clinical practice. Support for the
implementation of CPD activities can be enhanced through the formation of CPD co-ordinators
or mentors in the workplace.Conclusion: There are many different types of CPD allowed within
the ISCP framework. All can be documented; however the key to improving patient care is the
integration of learning through reflective practice into the everyday working life of the
physiotherapist. As CPD is likely to become increasingly important within the profession due to
introduction of statutory registration and development of the physiotherapy role, therapists
should maximise opportunities to integrate CPD into everyday physiotherapy practice.

Doyle, S. (2009). "Pedagogy, Values and Career Fulfilment: Evaluation of a Science CPD Programme."
Improving Schools 12(2): 145-159.
This article explores the potential of a residential Continuing Professional Development (CPD)
model to promote sustained constructive dialogue between science educators, both on
knowledge and pedagogy, and impact on teaching practice in a wide geographical area. It is
based on a science education initiative shared by the local authorities in Scotland. These wider
outcomes tend not to be planned for or evaluated (Guskey, 2000; Muijs et al., 2004; Wilson and
Berne, 1999) in many CPD projects. This article examines these impacts and the model designed
to deliver them through "training the trainer" approaches and enhanced career progression.
Although the residential training of trainers model may seem relatively expensive, this article
argues that it may be more cost-effective due to its greater impact on teaching than other CPD
 models. It encourages collaboration, dialogue and ongoing evaluation, and creates opportunities
for teachers and researchers to build longer term collaborative networks in an attempt to
explore actual, and not merely predicted, impacts of training on pedagogy and professional
development (Wilson and Berne, 1999). (Contains 1 table.)

Drefs, S. (2013). "University development of interdisciplinary online continuing professional education

programs for health professionals." Archives of Physical Medicine and Rehabilitation 94(10): e54-e55.
Objective: To recognize the importance of an interdisciplinary approach in providing inter-D
continuing professional education. To describe the learning needs of adult learners seeking
professional development opportunities. To report on the development process of a University
continuing professional education program including facilitators and barriers. To identify online
technologies that can be successfully incorporated into CPE initiatives Data Sources: Contributing
factors to the development of the graduate Certificate in Stroke Rehabilitation: The Center for
Disease Control and Prevention (2012) reports that: • In the United States the fourth leading
cause of death is attributed to stroke (Miniño, Murphy, et al., 2008) as well as the leading cause
of long-term severe disability. • Almost 50% of older stroke survivors will experience moderate
to severe disability (Kelly-Hayes M, Beiser A, et al., 2003). • Caring for survivors of stroke cost the
United States an estimated $18.8 billion in 2008 with lost productivity and premature mortality
an additional $15.5 billion (Roger, V.L., Go, A.S., et al., 2012). • In Canada, Stroke is the number
one cause of acquired long-term disability in the adult population as well as being the most
common neurological disease requiring admission to hospital. • The incidence of stroke in North
America averages 150 cases per 100,000 population per year and will increase by 1%-2% per
year for the next decade as the population ages. This makes it imperative that health
professionals are equipped with the necessary knowledge and skill to meet projected demands
for stroke treatment. Stroke rehabilitation helps to reduce the costs associated with stroke and
improves the quality of life of stroke survivors. Health care providers in rehabilitation and other
professions require education on best-practices and evidence-based guidelines in stroke
rehabilitation in order to increase their effectiveness and efficiency in helping stroke survivors to
regain function and re-integrate into their home and community lives. Contributing factors to
the development of the graduate Certificate in Pain Management: • The Institute of Medicine
(Consensus Report, 2011) reports that in the United States the annual cost of chronic pain is as
high as $635 billion a year in medical treatment and lost productivity exceeding annual costs for
cancer, heart disease and diabetes. • Chronic pain is the most common cause of long-term
disability and pain is the most common reason people seek health care. In Alberta Canada alone,
the number of individuals suffering with chronic pain is projected to increase dramaticallye by
about 70%-over the coming decades due to increases in the population and the age factors
(Alberta Health and Wellness, 2003). • In Canada, the Institute of Health Economics
(Schopflocher, 2007) estimates that each individual suffering severe chronic pain adds an
additional $3500 per year in direct health care. Combining prevalence estimates and population
growth predictions, this translates to an annual burden of $400 million to the Canadian
healthcare system, assuming an “absence of effective intervention for individuals with moderate
or severe chronic pain.” The impacts on the individual and on the health care system described
by these papers do not include the impact on the family, the workplace and the community that
are experienced in the presence of chronic pain. These impacts and projections make it
imperative that health professionals are educated in effective, evidence-based assessment and
treatment of pain conditions. Unfortunately, this is a significant gap in healthcare professional
training programs. A recent survey of Canadian health professional faculties (Watt-Watson, et al.,
2008) revealed that only one-third of their sample could identify specific time dedicated to
formal pain content in their curricula. Surprisingly, the study also found that veterinary students
received roughly five times more hours on pain related content than medical students and three
times as many hours than nursing students in their undergraduate training. Study Selection:
Participants in faculty CPE program offerings are working professionals from the following
disciplines; Physical Therapy, Occupational Therapy, Speech Language Pathology and Audiology,
Nursing, Medicine, Psychology, Social Work, Pharmacy and other related health professions.
Both rural and urban clinicians nationally and internationally can participate in the programs as
they are fully distance based. Graduate certificate courses utilize adult learning principles where
participants are expected to come prepared to engage and contribute toward learning. Online
content is focused on self-directed knowledge building strategies using a combination of online
lectures, self-directed study assignments, case studies, and question-and-answer sessions. In
addition, students are expected to utilize the online strategies such as: 1) discussion boards 2)
chat forums and 3) inter-active webinars. Online webinars are open to all rehabiliation
professionals. The distance based format allows clinicians from accross the country and beyond
to participate. Webinars are scheduled for one hour and participants view the live presentation
after which have the opportunity to interact with the presenter for a live Q&A session.
Additionally, the events are recorded and posted to the faculty website for up to one year to
allow clincians to review the presentation or register to view at any time. The current focus of
the online graduate radiology course is physical therapists. Since inception in Winter 2011 well
over 100 clincians have participated. Expansion to a three course certificate program open to all
rehabiliation and other health professionals is in progress. Data Extraction: To date post-course
evaluation has consisted of course registrant evaluations which are administered within 5 days of
completion of each course. The survey contains 52 items of which the majority are 5 point likert
type scales. Mean responses to each item and category are analyzed. Both qualitative and
quantitative data are collected. Broad categories of evaluation focus on: • Course Objectives •
Online Activities • Instructor Evaluation • Effectiveness • Grading Evaluation • Workload •
Suggestions for Improvement Data on participant discipline and geographic location are also
collected. The first cohort of 11 students recently completed and graduated from the Certificate
in Pain Management program. One year post course evaluation of graduates as well as registrant
employers to determine level of knowledge translation is planned for Fall 2013. Data Synthesis:
Student evaluation data is used on an ongoing basis to improve the quality of program delivery.
Curriculum review of certificate programs annually and engagement in consultation to continue
to improve quality. Continued evaluation of the programs including follow up with program
registrants to ensure that knowledge gained through the certificate program courses is
translated into practice resulting in improved client care. Conclusions: The Faculty of
Rehabilitation Medicine at the University of Alberta is taking a forward thinking approach to
continuing professional education through provision of a variety of online educational offerings
to suit the various needs of working clinicians. Faculty CPE offerings take advantage of the latest
in learning technologies such as online meeting rooms where registrants can meet in real time
from any location with one another or with the instructor to recorded video guest lectures
provided by national and international experts who are leaders in research, management and
education from a variety of disciplines. Using the same technologies experts can be recruited to
conduct live webinar events from their location of preference. Providing clincians with learning
development opportunities that are based on adult learning and IPE principles, are available -
when and where- they want in an easily accesible format, are focused on the evidence base in
each respective area and provide gra uate level credit are some of the factors that have
contributed to program success to date.
Driesen, A., et al. (2007). "What if continuing education became mandatory? Opinions of Belgian
community pharmacists." International Journal of Pharmacy Practice 15(1): 61-68.
Objective: In July 2003, a survey (n = 1032) was conducted on issues related to continuing
education for community pharmacists. This study aims to explore specific results of this survey
in-depth. The objectives were to examine how current continuing education courses can be
optimised, how much interest pharmacists have in distance learning, and how pharmacists think
about mandatory continuing education. Setting: Community pharmacy in the Dutch-speaking
part of Belgium. Method: Six focus group discussions were held: two with attenders (n = 14), two
with non-attenders (n = 13), and two with the management of the Institute for Permanent Study
for Pharmacists (n = 12). A theme plan was used to moderate discussions. Framework analysis
was applied to analyse data. Key findings: To optimise live courses, continuing education
providers should select good speakers, provide extensive course notes, and focus on issues that
are relevant to day-to-day pharmacy practice. The interest in distance learning as a continuing
education format was limited. Non-attenders are likely to need a formal obligation to engage in
continuing education, with the preferred format being live courses. By increasing patients'
awareness and appreciation of pharmacists' capabilities, pharmacists could be more motivated
to counsel patients, to engage in continuing education, and to accept a system of mandatory
continuing education. Conclusion: Implementation of mandatory continuing education in
Belgium might encourage more pharmacists to take part in live continuing education courses
than in distance learning. The arguments for and against mandatory continuing education as well
as the suggestions for improvement of live continuing education courses should be taken into
account when implementing a system of mandatory continuing education. © 2007 The Authors.

Drumm, S., et al. (2020). "The development of an accreditation framework for continuing education
activities for pharmacists." Pharmacy 8(2).
Accreditation is the recognition that an educational activity meets certain standards. The
processes for accreditation vary considerably depending on the type of activity, and currently
there are differing accreditation systems in place for pharmacy continuing education (CE) across
different countries. Research was carried out on a selection of these systems with the aim of
developing a catalogue of accreditation approaches, and exploring the possibility of developing a
common framework for the accreditation of pharmacy CE activities. Accreditation processes
from the countries represented by the Global Forum on Quality Assurance of Continuing
Education and Continuing Professional Development (GFQACE) were reviewed to explore the
themes and patterns in them. This informed the development of a proposed accreditation
framework for CE activities for pharmacists. A Delphi method over four rounds involving seven
participants from each GFQACE organisation was used as a consensus building technique.
Agreement was achieved on including 15 items in the framework within four stages (Input,
Process, Output, and Quality Improvement). The GFQACE steering group indicated their
intention to use the resultant framework as the basis for the exploration of mutual recognition
of accreditation between member countries.

du Toit, D. (1995). "A sociological analysis of the extent and influence of professional socialization on the
development of a nursing identity among nursing students at two universities in Brisbane, Australia."
Journal of Advanced Nursing (Wiley-Blackwell) 21(1): 164-171.
Professions make extraordinary demands on its practitioners. Professionals are required to
master substantive theory and technical skills. They also develop their own unique subcultures,
demanding specific normative standards from their members, which are symbolized by
professional ethical codes. In the health professions, ethical codes include strong altruistic
 elements. Professional normative standards are learnt on a formal level (for example, at a
university) and informal level (during the process of professional socialization and contact with
the peer group, as well as informal sanctions). The transformation process of a novice to a
professional is essentially an acculturation process during which the values, norms and symbols
of the profession are internalized. Acculturation can be so strong that it may cause personality
transformation, which the French refer to as 'deformation professionelle,' usually displayed by
stereotypes, which are almost always exemplified by members of professions as ideal
professionals, those who have internalized the profession's culture completely. The question is,
what is the extent of normative standards and professional characteristics that nursing students
are exposed to during professional socialization, and to what extent are these standards and
characteristics internalized so that a nursing 'deformation professionelle' develops? A reliable
Likert-type measurement scale was developed to measure this phenomenon. One of the most
important findings of this study was that students at both universities are highly professionally
socialized.

Duff, B., et al. (2014). "An integrated educational model for continuing nurse education." Nurse
Education Today 34(1): 104-111.
Summary: Aim: This paper reports on the development and evaluation of an integrated clinical
learning model to inform ongoing education for surgical nurses. The research aim was to
evaluate the effectiveness of implementing a Respiratory Skills Update (ReSKU) education
program, in the context of organisational utility, on improving surgical nurses' practice in the
area of respiratory assessment. Background: Continuous development and integration of
technological innovations and research in the healthcare environment mandate the need for
continuing education for nurses. Despite an increased worldwide emphasis on this, there is scant
empirical evidence of program effectiveness. Methods: A quasi experimental pre test, post test
non–equivalent control group design evaluated the impact of the ReSKU program on surgical
nurses' clinical practice. The 2008 study was conducted in a 400 bed regional referral public
hospital and was consistent with contemporary educational approaches using multi-modal,
interactive teaching strategies. Findings: The study demonstrated statistically significant
differences between groups regarding reported use of respiratory skills, three months after
ReSKU program attendance. Between group data analysis indicated that the intervention group's
reported beliefs and attitudes pertaining to subscale descriptors showed statistically significant
differences in three of the six subscales. Conclusion: The construct of critical thinking in the
clinical context, combined with clinical reasoning and purposeful reflection, was a powerful
educational strategy to enhance competency and capability in clinicians.

Duff, E., et al. (2014). "An integrated educational model for continuing nurse education." Nurse
Education Today 34(1): 104.
This paper reports on the development and evaluation of an integrated clinical learning model to
inform ongoing education for surgical nurses. The research aim was to evaluate the effectiveness
of implementing a Respiratory Skills Update (ReSKU) education program, in the context of
organisational utility, on improving surgical nurses' practice in the area of respiratory
assessment. Continuous development and integration of technological innovations and research
in the healthcare environment mandate the need for continuing education for nurses. Despite an
increased worldwide emphasis on this, there is scant empirical evidence of program
effectiveness. A quasi experimental pre test, post test non-equivalent control group design
evaluated the impact of the ReSKU program on surgical nurses' clinical practice. The 2008 study
was conducted in a 400 bed regional referral public hospital and was consistent with
 contemporary educational approaches using multi-modal, interactive teaching strategies. The
study demonstrated statistically significant differences between groups regarding reported use
of respiratory skills, three months after ReSKU program attendance. Between group data analysis
indicated that the intervention group's reported beliefs and attitudes pertaining to subscale
descriptors showed statistically significant differences in three of the six subscales. The construct
of critical thinking in the clinical context, combined with clinical reasoning and purposeful
reflection, was a powerful educational strategy to enhance competency and capability in
clinicians.

Dunker, K. S. and K. Manning (2018). "Live Continuing Education Program for Adjunct Clinical Nursing
Faculty." Nursing Education Perspectives 39(1): 16-18.
The aim of the study was to evaluate a mentorship program for adjunct clinical faculty. The
nursing faculty shortage has been cited as the primary reason for decreased student
enrollments. Clinical adjuncts hired to teach to fill this shortage need a competency-based
orientation and formal mentorship. We piloted a live version of our previously online continuing
education program for adjunct clinical faculty. The live program of eight modules based on three
nursing competencies provided core knowledge and guidance in applying nursing education
principles in clinical settings. A convenience sample of 84 faculty members, including
experienced faculty from three nursing programs, provided feedback on the program. Overall
feedback was positive, but participants indicated a need for more continuing education,
mentorship, and faculty development. The program will continue to be offered to clinical faculty
regionally with additional qualitative and quantitative evaluation.

Dunleavy, K., et al. (2018). "Application of a contextual instructional framework in a continuing

professional development training program for physiotherapists in Rwanda." Disability & Rehabilitation
40(13): 1600-1608.
Background: Continuing professional development is an important component of capacity
building in low resource countries. The purpose of this case study is to describe the use of a
contextual instructional framework to guide the processes and instructional design choices for a
series of continuing professional development courses for physiotherapists in Rwanda. Methods:
Four phases of the project are described: (1) program proposal, needs assessment and planning,
(2) organization of the program and instructional design, (3) instructional delivery and (4)
evaluation. Contextual facilitating factors and needs informed choices in each phase. Outcomes:
The model resulted in delivery of continuing professional development to the majority of
physiotherapists in Rwanda (<italic>n</italic> = 168, 0.48 rural/0.52 urban) with participants
reporting improvement in skills and perceived benefit for their patients. Environmental and
healthcare system factors resulted in offering the courses in rural and urban areas. Content was
developed and delivered in partnership with Rwandan coinstructors. Based on the domestic
needs identified in early courses, the program included advocacy and leadership activities, in
addition to practical and clinical instruction. Conclusions: The contextual factors (environment,
healthcare service organization, need for rehabilitation and status and history of the
physiotherapy profession) were essential for project and instructional choices. Facilitating factors
included the established professional degree and association, continuing professional
development requirements, a core group of active professionals and an existing foundation from
other projects. The processes and contextual considerations may be useful in countries with
established professional-level education but without established postentry-level training.
Implications for Rehabilitation: Organizations planning continuing professional development
programs may benefit from considering the context surrounding training when planning,
 designing and developing instruction. The surrounding context including the environment, the
organization of healthcare services, the population defined need for rehabilitation, and the
domestic status and history of the physiotherapy profession, is important for physiotherapy
projects in countries with lower resources. Facilitating factors in low resource countries such as
an established professional degree and association, continuing professional development
requirements, a core group of active professionals and an existing foundation from other
projects impact the success of projects. Methods that may be useful for relevance, dissemination
and consistency include involvement of in-country leaders and instructors and attendance in
multiple courses with consistent themes. Rehabilitation professionals in low resource countries
may benefit from continuing professional development courses that emphasize practical skills,
and clinical reasoning, accompanied by clinical mentoring and directed coaching that encourages
knowledge transfer to the clinical setting. Active learning approaches and multiple progressive
courses provide opportunities to develop peer support through professional communities of
practice.

Duprez, V., et al. (2021). "Self-Determination Theory to observe healthcare professionals' counselling in
chronic care encounters: Development of the COUNSEL-CCE tool." Patient Education & Counseling
104(7): 1773-1780.
Objective: To develop and psychometrically evaluate an observation tool to rate healthcare
professionals' engagement in need-supportive and need-thwarting counselling in chronic care
encounters.Methods: The observation tool was developed through three stages (January 2018 -
June 2019). First, a set of items was developed according to essential components of need-
supportive and need-thwarting counselling as identified in Self-Determination Theory. Second,
content validation by five experts. Third, ecological validation using video-recorded real-life
consultations. For the psychometric evaluation (June - October 2019), the tool was used by three
observers to code 55 units of real-life encounters.Results: The Coding and Observing Need-
Supportive Counselling in Chronic Care Encounters (COUNSEL-CCE) consists of 44 items clustered
into nine theoretically underpinned behavioural approaches. Psychometric testing indicated
acceptable to good consistency in scoring between observers and strong consistency within
observers.Conclusion: The COUNSEL-CCE captures person-oriented alongside process-oriented
aspects during chronic care encounters. A person-oriented approach expresses counselling that
is responsive to individual preferences and needs, whereas a process-oriented approach
indicates the necessity to support competency building within patients, and is more
instrumental of nature.Practice Implications: COUNSEL-CCE is a valuable observation tool to
assess (graduate) healthcare professionals' counselling style and address if, and how, counselling
evolves as a result of professional training.

Dupuis, F., et al. (2011). "Transitioning Care of an Adolescent With Cystic Fibrosis: Development of
Systemic Hypothesis Between Parents, Adolescents, and Health Care Professionals." Journal of Family
Nursing 17(3): 291-311.
This qualitative study explored the experience of parents and adolescents living with cystic
fibrosis prior to the transfer of the adolescent's care from a pediatric to an adult health care
facility. Semistructured interviews were conducted with seven families receiving care from a
specialized cystic fibrosis clinic; parents and adolescents were interviewed separately, followed
by a group interview with members of a health care team comprising eight professionals from
the clinic. Interviews were analyzed through a systemic lens which accounts for interaction and
reciprocity in relationships. The parents' experience was marked by suffering and uncertainty
that remained unexpressed to the health care team, even though team members had known the
 family since the child was first diagnosed. Findings led to identifying a systemic hypothesis that
accounted for the interactions and relational processes between parents and the health care
team. This hypothesis may guide the development of systemic family nursing interventions that
target this complex, relational, transition process.

Durden-Myers, E. J. and S. Keegan (2019). "Physical Literacy and Teacher Professional Development."
Journal of Physical Education, Recreation & Dance 90(5): 30-35.
Spanning different countries and research groups, physical literacy has been recognized as a
valuable approach for aligning and optimizing physical education, physical activity and sports
promotion. Physical literacy refers to an individual's capacity for sustaining a physically active
lifestyle. Applying physical literacy as a concept to elementary physical education proposes a
new, more inclusive, and potentially more effective approach to promoting lifelong engagement
in physical activity. This article explores the role of professional development for generalist
classroom teachers and specialist physical education teachers in nurturing physical literacy
within physical education teaching practice, by identifying the desired characteristics of effective
physical literacy professional development. The professionals at the forefront of delivering
physical education, the teachers, need support in understanding the complexity of the concept
of physical literacy and how it can be nurtured within their practice. Providing effective and
responsive professional development for teachers is essential if children are to become more
physically active over their lifetime.

Dussault, G. and A. Sheiham (1982). "Medical theories and professional development. The theory of
focal sepsis and dentistry in early twentieth century Britain." Social science & medicine (1982) 16(15):
1405-1412.
This paper traces the history of the theory of focal infection--which related a number of general
conditions to septic foci from which toxic products spread to different parts of the body--and its
application to dental diseases in early 20th century Britain. Bad teeth were said to be one of the
major sources of infection and a cause of many diseases. The paper focuses on the social and
professional context in which the theory emerged and flourished. It shows that in spite of its lack
of scientific foundation, the theory of focal sepsis was readily accepted by the dental profession
and used to advance its claims for professional recognition. Thus the paper attempts to illustrate
the point that the acceptance of a medical theory by health practitioners is as much determined
by social and economic factors as by its therapeutic potential or its scientific validity.

Dyrkorn, R., et al. (2019). "Academic detailing as a method of continuing medical education." Advances
in Medical Education and Practice 10: 717-725.
Introduction: Academic detailing is an interactive educational outreach to prescribers to present
unbiased, non-commercial, evidence-based information, mostly about medications, with the
goal of improving patient care. Academic detailing in Norway is an approach for providing
continuing medical education to general practitioners (GPs). The basis of academic detailing is a
one-to-one discussion between a trained health professional (the academic detailer) and the GP
at the GP’s workplace. Method: Our first campaign was named “Better use of non-steroidal anti-
inflammatory drugs (NSAIDs)”, which aim was to reduce the use of diclofenac due to the risk of
serious cardiovascular adverse events. At the same time we advised the GPs to use naproxen as
the drug of choice if an NSAID was needed. We did a one-to-one intervention in two cities,
where a trained academic detailer met the GP during office hours. A total of 247 GPs were
invited to participate and 213 visits (86%) were completed. This article reviews the theoretical
framework underlying the method and describes the development and implementation of
 academic detailing to GPs in Norway. Results: More than 90% the participating GPs considered
academic detailing a suitable method for providing up-to-date evidence-based, manufacturer-
independent information, and nearly all would most likely or probably welcome another visit.
After the intervention there was a reduction of diclofenac prescribing of 16% and 18%,
respectively, in the two cities. Conclusion: We consider that academic detailing is a suitable
method to bring the best available evidence to the point at which care is delivered, to achieve
the best for the patients. According to the Norwegian GPs’ evaluation, it is a key supplement to
other methods of continuing medical education. To have maximum impact, it is important that
academic detailing is practiced according to the consensus that has evolved in the USA and
Australia.

Ebell, M. H. and A. Shaughnessy (2003). "Information mastery: integrating continuing medical education
with the information needs of clinicians." Journal of Continuing Education in the Health Professions 23:
S53-62.
Traditional continuing medical education (CME) has been disconnected from the actual practice
of medicine and has not focused on providing the most useful information in the most efficient
way. Physicians have different information needs at different times. When asked at the end of a
day of patient care, physicians will typically report having had one question for every four or five
patients. However, direct observation during patient care reveals many more questions. In the
outpatient primary care setting, most studies have found, on average, that about two clinical
questions are generated during every three patient encounters, with even higher numbers
reported in the inpatient teaching setting. Thus, a physician seeing 25 patients in a typical day of
outpatient care may have 75 clinical questions. Because clinical questions are the result of
critical reflection by a clinician on his or her practice, they are central to physician learning. This
connection between 'need' and learning is consistent with generally accepted theories of adult
learning. When applied to continuing education, this connection suggests that physicians will
learn best when learning is in the context of patient care, answers their questions, does not take
too much time, and is directly applicable to their work. Pursuing answers to these questions and
answering them with the best available evidence, at the time the answer is needed, may well
change the physician's general approach to patient care.

Eckermann, E., et al. (2018). "Keeping It Real: What Do Clinicians Working in a Residential Treatment
Center for Youth Want From Continuing Education Workshops?" Journal of the American Academy of
Child and Adolescent Psychiatry 57(10): S193.
Objectives: Residential treatment centers are neglected service delivery alternatives. Clinicians
care for vulnerable and seriously disturbed young people. The work is difficult and calls for
much-needed continuing education and child mental health consultation. In general, the extant
literature suggests that practitioners want training and consultation to be relevant to their
clinical caseload. Moreover, most learning in workshop and consultation sessions occurs as a
function of experiential teaching or enactive supervision. First, it was predicted that the
experiential parts of the workshop would be valued more than the handouts and slides. Second,
self-reports of greater skills acquisition would be significantly positively correlated with
preferences for demonstrations and role plays. It was hypothesized that clinical relevance would
be a major strength of the workshop. Methods: A total of 50 staff clinicians at a large Western
residential treatment center for youth participated in a 1-day intensive CBT training workshop.
After the course, they completed a written survey evaluating the instructional methods. The
workshop evaluation form consisted of 8 items rated on a 5-point Likert scale measuring
attendees’ opinions on the depth of coverage, usefulness of topics, acquisition of clinical skills,
 grasp of theoretical material, organization of the workshop, clarity of presentation, helpfulness
of role plays, and effectiveness of written materials. Additionally, the survey included an open-
ended question asking about the strengths of the workshop. Results: An unpaired t-test revealed
no significant difference between preference for experiential activities versus handouts and
slides (t = 0.80, df = 98, p = NS). Preferences for both handouts (r = 0.46, p < 0.01) and
demonstrations (r = 0.46, p < 0.01) were significantly and positively correlated with self-reported
learning of new skills. Qualitative analysis revealed that attendees viewed applicability and
practicality as major strengths of the training. Conclusions: Child psychiatrists consulting with
residential treatment centers should combine both experiential and didactic training methods.
Clinically relevant training and consultation for residential treatment center staff are essential.
RTX, CON, ADMIN

Edgington, L., et al. (2020). "Evaluation of a pharmacy department continuing education framework
(EDGE)." Canadian Journal of Hospital Pharmacy 73(1): 71.
Background: Provision of quality, professional education is complex. Modern and interactive
educational practices improve effectiveness of adult learning. Competence in the successful
delivery of continuing education may be facilitated with a standardized framework. Objectives:
Develop and pilot a continuing education framework for clinical pharmacists in Saskatchewan
Health Authority (SHA) Regina; evaluate learning objectives for alignment with SHA Clinical
Practice Standards; evaluate impact of a framework on knowledge transfer and retention in
pharmacists with varying experience; and evaluate pharmacist satisfaction with the education
framework, as both learners and facilitators. Methods: This prospective pilot project included
development, implementation, and evaluation of an education framework for provision of
pharmacist-led education sessions. Development was informed by literature regarding adult
learning principles, MainPro+® , CCCEP®Accreditation Standards, and focus group feedback. Pre-
and post-session questionnaires based on session-specific learning objectives were completed to
determine level of knowledge transfer, and repeated 2 weeks post-session to determine level of
knowledge retention. Pre-and postintervention satisfaction surveys were distributed. Results: Of
53 eligible pharmacists, 27 (50%) consented to participate. Four education sessions were
completed utilizing the framework and 19 participants completed both pre-and post-session
questionnaires; the mean knowledge score increased from 57.7% to 84.1% (p<0.01), indicating
successful knowledge transfer. Of these 19, 16 participants completed both post-session and
retention questionnaires with no significant change in mean knowledge score (86.4% to 86.7%,
p=0.96), suggesting knowledge was maintained 2 weeks post-session. Twenty-six and 17
pharmacists completed the pre-and post-intervention satisfaction surveys respectively. With use
of the framework learner satisfaction significantly improved, facilitator confidence increased,
and 94% (16/17) agreed that session learning objectives aligned with SHA Regina Clinical
Practice Standards. Conclusion: Implementation of a continuing education framework based on
best practices in adult education achieved knowledge transfer and retention, and improved
facilitator and learner satisfaction with continuing education.

Edwards, C., et al. (2016). "Impact of continuing education on provider intent to refer patients to
medication therapy management services." Journal of the American Pharmacists Association 56(3): e72.
Objective: Pharmacist-provided medication therapy management (MTM) has shown to be cost
effective and to improve patient outcomes. Still, MTM utilization is low (<25% of eligible
patients). Patient barriers to participation include a lack of awareness of MTM and lack of
primary care provider (PCP) support for MTM services. Previous studies have established lack of
awareness of MTM among PCPs as a barrier to referral. The aim of this study is to examine the
 impact of an educational presentation about MTM on intention of PCPs to refer their patients to
pharmacist-directed MTM services. Methods: This prospective pre- and post-observational study
will draw a sample of PCPs from Southern California listed in the Los Angeles Department of
Public Health directory who would like to participate in a continuing education presentation
about MTM. A paper-based survey will be used for the live presentations and an electronic
survey will be used if the presentation is expanded to a webinar format. A pharmacy resident
will provide the presentation, which will outline MTM services, benefits of MTM, and how to
refer patients for MTM performed in a community setting. A survey built using the theory of
planned behavior will be given before and after the presentation to measure changes in the
domains of attitude, subjective norms, perceived behavior control, and behavioral intention. The
survey is composed of questions with answers on a 5-point Likert scale (the pre-survey also will
ask for demographic data). Data from completed preand post-surveys will be matched via
anonymous identifier and analyzed as interval data using paired t test to examine change in the
outcome variables based on the information session. Significant results will imply improved
intent to refer, but further research will be required to measure the actual increase in referrals
and the impact PCP referral has on patient participation. Expected limitations include selection
bias and time for data collection.

Efthymiou, A., et al. (2022). "Health literacy continuing education courses and tools for healthcare
professionals: a scoping review." Gerontology & Geriatrics Education: 1-36.
Strengthening the health literacy (HL) skills of the healthcare users is a multicomponent process
involving the users, the healthcare professionals, the stakeholders, and the environment. Health
organizations, universities, private initiatives, and funded projects focused on developing and
implementing continuing education courses target at increasing healthcare professionals' HL.
This scoping review aimed at reporting the HL continuing education courses for healthcare
professionals to enhance their knowledge and skills in identifying and supporting healthcare
users with limited HL, and particularly, older people. This review followed the five stages by
Arksey and O'Malley framework and the guidelines by Joanna Briggs Institute for scoping
reviews. Peer-reviewed papers and gray literature published between years 2000 to 2020 were
included in this bibliometric search utilizing four electronic databases (PUBMED, MEDLINE,
CINAHL, PSYCHINFO, and Opengrey). Twenty-seven (27) papers met the criteria, including
twenty-one (21) full-texts and six (6) other records (website contents, eLearning, and funded
projects). There is a lack of HL tools that address the training needs of healthcare professionals
working with older adults. Tailored HL tools could benefit healthcare professionals' clinical work
by improving their communication with older adults.

Ehnfors, M. and S. J. Grobe (2004). "Nursing curriculum and continuing education: Future directions."
International Journal of Medical Informatics 73(7-8): 591-598.
Redefinition of roles and functions in the healthcare systems of the future requires embracing to
the value of continuing education. Within this framework healthcare professional education and
continuing education, there are several core competencies described by Institute of Medicine
(IOM) [A.C. Greiner, E. Knebel (Eds.), Health Professionals Education: Bridge to Quality, IOM,
available at http://www.nap.edu/catalog/10681.html, May 2003] that form the foundation for
practice for nurses and other healthcare professionals. An overarching sentence in the document
says "All health professionals should be educated to deliver patient-centered care as members of
an interdisciplinary team, emphasizing evidence-based practice, quality improvement
approaches, and informatics" (p. 45). These IOM core competencies are:(1) Common value for
respecting patients' differences, values, preferences and expressed needs.(2) Ability to
 cooperate, collaborate, communicate and integrate care using interdisciplinary teams.(3)
Knowledge of and willingness to employ evidence-based practice principles.(4) Capability to
apply quality and safety improvement approaches in care.(5) Understand, value and use
informatics to all areas of health care, to reduce errors, manage knowledge and information, and
make decisions and communicate. In enveloping these core competencies in basic and
continuing education, it is necessary to build an evidence base for education itself, demand that
faculty are prepared for the future. A crucial need is for healthcare professional students
(including nursing students) learn interdisciplinary collaboration in the education of patients. A
global strategy, using these competencies for preparing faculty is necessary; and some models
already exist that can be further developed to meet future needs that are informatics driven in
our increasingly technological future care systems. © 2004 Elsevier Ireland Ltd. All rights
reserved.

Eisele, M., et al. (2018). "Success criteria for evaluating the mentoring program within the competence
center for continuing education in family medicine: Considerations based on Hamburg." Zeitschrift fur
Allgemeinmedizin 94(10).
The aims of the nationwide supported Competence Centers for Continuing Education in Family
Medicine (CC) are to promote young family physicians and to reduce the imminent shortage of
family physicians. The standardized concept consists of three pillars: Seminar, train-the-trainer
and mentoring programs. Currently, the mentoring programs of the CCs are in different stages of
implementation. A nationwide evaluation across all CCs is planned. When considering aspects of
process and results evaluation, success criteria for the mentoring programs were formulated at
the CC Hamburg and implemented into questionnaires. Besides quality assurance, success
criteria of the mentoring program include motivation of family physicians in postgraduate
training, their personal/professional development, forming networks within the peer group,
targeted planning of postgraduate training and successful completion of the board examination
in family medicine. Suitable criteria for success and its translation into questionnaires developed
for Hamburg are presented and discussed in this work. We propose to use these considerations
when preparing nationwide evaluation for the mentoring programs of the CCs.

Eisen, M. J. (2001). "Peer-based professional development viewed through the lens of transformative
learning." Holistic nursing practice 16(1): 30-42.
The goal of professional development is improved practice through change-changes in ways of
doing or thinking about one's work. Traditional approaches, including group instruction and
individualized coaching, emphasize the unidirectional flow of information from expert to novice.
This article foregrounds a nontraditional peer-based modality, the peer learning partnership,
which promotes joint reflection and reciprocal learning between professionals. A qualitative case
study of a peer-based community college faculty development initiative reveals participants'
perceptions of the role peer partnering played in their learning. Findings are discussed relative
to selected theories, specifically transformative learning. Recommendations are offered on using
peer-based approaches for professional development and transformation.

El Tantawi, M., et al. (2019). "Dentists' intentions to manage drug users: Role of theory of planned
behaviour and continuing education." European journal of dental education : official journal of the
Association for Dental Education in Europe 23(3): 364-372.
OBJECTIVES: To assess dentists' intention to manage drug users (DUs) and to evaluate the role of
the theory of planned behavior (TPB) and continuing education (CE) in explaining this intention.
MATERIALS AND METHODS: A cross-sectional study was conducted in 2017, including dentists
 from three major Saudi cities. A questionnaire assessed personal and professional background
and components of TPB: attitude, perceived social norms, perceived control and intention to
manage DUs. Respondents expressed their agreement on a scale from 1 (disagree) to 7 (agree).
Receiving CE to manage DUs was also assessed. Adjusted linear regression was used to assess
the impact of the TPB constructs and receiving CE on dentists' intention. RESULTS: Response rate
= 72% (255/354), mean (SD) age = 35.2 (11.9). The mean (SD) for positive intention to manage
DUs = 5.34 (1.37), negative attitude = 4.03 (1.10), positively perceived norms = 5.78 (1.06) and
perception of no control = 4.45 (1.08). Only 9% received CE to manage DUs. Positive intention
was associated with perception of positive norms (B = 0.73, 95% CI = 0.59, 0.87) and perception
of no control (B = -0.47, 95% CI = -0.63, -0.32) but not with receiving CE (P = 0.58). CONCLUSION:
In major Saudi cities, dentists' intention to manage DUs was positive and was explained by TPB
components: perception of norms and perception of control. Modified and targeted CE is
needed to address this problem.

Elfer, P. and K. Dearnley (2007). "Nurseries and Emotional Well-Being: Evaluating an Emotionally
Containing Model of Professional Development." Early Years: An International Journal of Research and
Development 27(3): 267-279.
Despite official endorsement of attachment principles in nursery work, these are often not
translated into nursery practice. One possible reason for this is that staff training does not
sufficiently address the personal implications and anxieties that children's attachments may
entail for practitioners. Working from a psychoanalytic perspective on organizational functioning
and group learning, this paper describes action research with a group of nursery heads who
participated in a professional development program designed specifically to explore emotional
experience in professional work. The positive evaluations of the program by heads and their staff
are described including examples of experiential learning and of increased staff awareness
about, and responsiveness to, the emotional experience of children. However, the research also
concluded that sustained effectiveness of the model is likely to be dependent on an ongoing
culture of attention to the emotional experience of nursery staff within nursery umbrella
organizations.

Eliana Borges Silva, P., et al. (2022). "Measuring the Self-Efficacy of Health Professionals for Practicing
Hand Hygiene and Using Gloves: Development and Validation of an Instrument." Sustainability 14(15):
9486.
Adherence to hand hygiene procedures and the use of gloves is a problem that deserves to be
analyzed from an individual and organizational point of view. For this, we aim to develop and
validate an instrument for measuring the self-efficacy of health professionals for practicing hand
hygiene and using gloves. We evaluated the metric properties of validity and reliability for
measuring the self-efficacy of health professionals for practicing hand hygiene and using gloves.
Fifteen health and education professionals formed the judges committee to construct the
instrument for measuring the self-efficacy of health professionals for practicing hand hygiene
and using gloves. Moreover, 362 nursing professionals participated in this study that was carried
out from 2017 to 2020. The construct validity by known groups was confirmed by comparing the
means of self-efficacy of the self-efficacy of health professionals for practicing hand hygiene and
using gloves with the variables sex and unit of activity. The convergent construct validity showed
a weak correlation between the scores of the self-efficacy of health professionals for practicing
hand hygiene and using gloves instrument, and the perceived general self-efficacy scale. This
instrument is easy to apply and can be used in the assessment of behavioral determinants,
regarding hand hygiene and the use of gloves, in other health professionals, considering the
 generalization and scope of the items.

Elliot, D. L. and T. Campbell (2015). ""Really on the Ball": Exploring the Implications of Teachers' PE-CPD
Experience." Sport, Education and Society 20(3): 381-397.
Continuing professional development (CPD) is currently high on the Scottish Education agenda.
Recent curriculum reform in Scotland, with the introduction of Curriculum for Excellence, places
physical education (PE) at the forefront for its role in directly supporting learners' mental,
emotional, social and physical well-being. This emphasis on PE, along with concerns about the
health of the nation, has resulted in a nationwide initiative providing non-specialist teachers of
primary PE with the opportunity to develop a specialism in the subject through government-
funded CPD programmes at postgraduate level. Using Knowles' andragogical model as a
framework, this paper reports data from a larger research study that evaluated a Scottish PE-CPD
initiative. This paper comprises a single case holistic study investigating the impact and
implications of a PE-CPD programme through the professional learning journeys, from the outset
until completion, of four teachers: a nursery teacher, a class teacher, a cluster cover teacher and
a PE specialist who participated in the programme. Data were collected over one academic year
using two-stage questionnaire interviews and were analysed thematically with special attention
given to the emerging general themes to achieve a holistic understanding of the case. Study
findings endorse the positive impact of using the andragogical model of adult learning combined
with the literature-supported characteristics of effective PE-CPD programmes. Teachers'
perspectives on their CPD experiences, integration of acquired learning into working contexts
and teaching post-PE-CPD were then examined to determine the next steps. This led to critical
reflection on the implications of the findings for the teachers' ongoing professional
development. We then challenged the role that university providers play in supporting teachers'
lifelong learning. Instead, we suggest new school-university partnerships and alternative ways to
support capacity building and lifelong learning towards a sustainable transformational change in
Scotland's primary PE.

Elliott, E. C. and M. Walden (2015). "Development of the transformational advanced professional

practice model." Journal of the American Association of Nurse Practitioners 27(9): 479-487.
Purpose The purpose of this article is to describe the development of a professional practice
model (PPM) for advanced practice registered nurses (APRNs). Data sources A literature review
was conducted on PPMs. Simultaneous review of authoritative resources, including The National
Organization of Nurse Practitioner Faculties (NONPF) and the Licensure, Accreditation,
Certification and Education (LACE) Consensus Model, was performed. An expert panel was
established to validate the transformational advanced professional practice (TAPP) model.
Conclusion APRNs are relied upon by organizations to provide leadership in the delivery of high-
quality, cost-effective health care while improving access and eliminating preventable
morbidities. Existing models fail to fully capture the professional scope of practice for APRNs.
The TAPP model serves as a framework to guide professional development and mentorship of
APRNs in seven domains of professional practice (DOPP). Implications for practice To meet the
Institute of Medicine's recommendations for the future of nursing, APRNs should practice to the
fullest extent of their education and training. Providing clarification regarding the DOPP of the
APRN role is needed to standardized professional practice. The TAPP model is an inspiring
blueprint that allows APRNs to model the way by delivering comprehensive health care in seven
DOPP.

Elliott, S., et al. (2011). "A comprehensive systematic review of the use of simulation in the continuing
education and training of qualified medical, nursing and midwifery staff." JBI Libr Syst Rev 9(17): 538-
587.
BACKGROUND: Simulation can be defined as a person, device or set of conditions made to
resemble a real life situation. It is used in many high-risk industries particularly when reality is
dangerous, critical events are rare and errors are costly in human and/or financial terms. The use
of simulation in the UK is now considered an essential component of education programmes
designed for healthcare practitioners. However the use of simulation in undergraduate
education has been studied in depth but little is known about its use in postgraduate education.
OBJECTIVE: The aim of this systematic review was to establish: where and in which context is
simulation an effective educational medium in post qualifying/continuing education; what is the
benefit to learners of using simulation in respect of their knowledge, skills and confidence and
what are the implications for future research in this area? INCLUSION CRITERIA: This review
looked for both quantitative and qualitative evidence in the form of primary research.The review
focused on post qualification medical, nursing and midwifery staff undertaking educational
development programmes utilising simulation. Types of interventions: the intervention explored
in this review is simulation in the form of the re-creation of a patient centred scenario / event in
a realistic context. The review explicitly excluded simulation designed to specifically to improve
motor skills in isolation from context, such as part task trainers. TYPES OF OUTCOME MEASURES:
The outcome measures to be explored in this review were: demonstration of the application of
knowledge to the simulated clinical situation; demonstrable improvement in knowledge of the
environment and equipment; demonstration of risk assessment; safe working practice in relation
to the clinical environment; recognition of own limitations and knowing when to call for help;
effective communication; team working and leadership skills; evidence from learners in relation
to the educational experience; evidence of increased learner confidence following simulated
practice; evidence of improved patient outcome being assessed in relation to training SEARCH
STRATEGY: The search strategy aimed to find both published and unpublished English language
studies from 1998-2009. Databases systematically searched included: Medline, CINAHL,
EMBASE, ERIC and the Dissertation Abstracts International Proceedings. METHODOLOGICAL
QUALITY: Papers were assessed for methodological quality independently by two of the review
team. Critical appraisal of methodological quality of papers was undertaken using the Joanna
Briggs Institute modules, Meta Analysis of Statistics Assessment and Review Instrument (JBI-
MAStARI) and Qualitative Assessment and Review Instrument (JBI-QARI). Differences in
judgment were resolved through discussion between the two reviewers of their differences and
through the inclusion of a third reviewer if necessary in order to reach consensus. A fifth
member of the team independently reviewed all included and excluded studies as a quality
control mechanism. DATA COLLECTION: The process of data extraction was undertaken
independently by two reviewers using the JBI data extraction tools. DATA SYNTHESIS: A statistical
meta-analysis of the data was not possible due to the variation in outcome measures used in the
papers. The findings are therefore presented descriptively using the specified outcome measures
as a reporting framework. RESULTS: The initial search identified 1522 papers. Thirty eight papers
were considered to have met the inclusion criteria and were subsequently critically appraised for
methodological quality. Thirty papers were considered to be of appropriate quality for inclusion
in the review. These were predominantly experimental pre post test studies but they covered a
wide range of healthcare workers and situations. CONCLUSION: There is considerable evidence
that suggests that simulation based educational programmes are consistently effective in
improving the performance of doctors, nurses and midwives in educational contexts particularly
in teamwork and communication. There is also evidence that practitioners value simulation as a
learning and teaching strategy. There is however very little evidence to support the assumption
 that improvements in performance are translated into "real life" clinical settings and ultimately
outcomes for service users. IMPLICATIONS FOR PRACTICE: Although the evidence base provided
by this review is relatively weak in terms of educational practice it would seem to have high face
validity. The evidence has added coherence when seen in the context of educational theory and
those planning educational programmes for healthcare practitioners should be cognizant of the
potential benefits offered by simulation as part of a blended approach to learning.
IMPLICATIONS FOR RESEARCH: This review has identified a clear need to establish causative links
between simulation based educational programmes and improvements in healthcare practice,
by using experimental designs where simulation is compared with other educational
interventions.

Ellis, J. I., et al. (2007). "Human Caring in the Social Work Context: Continued Development and
Validation of a Complex Measure." Research on Social Work Practice 17(1): 66-76.
Objectives: (a) to continue the development of a measure of human caring in the context of
social work practice and (b) to expand a line of inquiry exploring the relationship between
human caring characteristics and the retention of public child welfare workers. Methodology:
Surveys were received from a sample (n = 786) child welfare workers in Georgia engaged in the
delivery of direct services. Results: Principal components and alpha reliability analyses
supported the multidimensionality of the human caring construct and measurement reliability
for the sample. Additional validity evidence documented positive relationships between human
caring and child welfare staffs' intentions to remain employed in child welfare. Conclusions: The
quantitative measure of human caring can be used in a variety of ways in social work practice
(e.g., employee selection) and in future research that extends the human caring line of inquiry.
(Contains 3 tables.)

Eltzeroth, P. (1976). "Obstacles to Regional Continuing Education in Nursing." The Journal of Continuing
Education in Nursing 7(3): 46-48.
Signe Cooper defines continuing education, in its broad sense, to include "all educational
activities beyond the basic nursing program"; therefore, it can be assumed that all learning
experiences, with or without academic credit, can be considered continuing education.1
Nevertheless, the most widely accepted concept of continuing education includes descriptive
terms such as planned, systematized, active participation, and evaluative tools. [...] this system
was accomplished through a pathophysiology course conducted with other health professionals
in the region, taking one body system at a time, providing a review of the anatomy and
physiology, and then proceeding with the agenda of specific patient needs and aspects of
implementation.

Emily, O. D., et al. (2020). "The development of a framework of entrustable professional activities for the
intern year in Ireland." BMC Medical Education 20: 1-10.
Background Entrustable Professional Activities (EPAs) are units of professional practice that
capture essential competencies in which trainees must become proficient before undertaking
them independently. EPAs provide supervisors with a solid justification for delegating an activity
to trainees. This study aimed to develop and ensure face validity of a set of EPAs for junior
doctors in the first year of clinical practice in the Republic of Ireland. Methods An iterative eight
stage consensus building process was used to develop the set of EPAs. This process was based on
international best practice recommendations for EPA development. A series of surveys and
workshops with stakeholders was used to develop a framework of EPAs and associated
competencies. An external stakeholder consultation survey was then conducted by the Irish
 Medical Council. The framework of EPAs was then benchmarked against the 13 core EPAs
developed by the Association of American Medical Colleges (AAMC). Results A framework of
seven EPAs, and associated competencies resulted from this study. These EPAs address all core
activities that junior doctors should be readily entrusted with at the end of the intern year, which
is the first year of clinical practice in the Republic of Ireland. Each EPA contains a series of
defined competencies. The final EPAs were found to be comparable to the AAMC core EPAs for
entering residency. Conclusions A framework of EPAs for interns in Ireland that are appropriate
for the intern year has been developed by key stakeholders. The implementation of the EPAs in
practice is the next step, and is likely to result in an improved intern training process and
increased patient safety.

Ennis, G., et al. (2015). "Enabling professional development in mental health nursing: the role of clinical
leadership." Journal of Psychiatric and Mental Health Nursing 22(8): 616-622.
Accessible summary Clinical leadership is important for the strength of mental health nursing as
a profession, particularly in utilizing clinical-based opportunities for the professional
development of new graduates and nursing students. To date, there has been limited research
examining the attributes of nurses considered by their colleagues to be clinical leaders. This
study presents the views and experiences of mental health nurses who deliver care, about what
they identify as important for effective clinical leadership. Clinical teaching and role modelling
are two fundamental roles of effective clinical leaders; they are underpinned by the attributes of
professionalism, honesty, willingness to share knowledge and approachability. Additional
research is needed to consider the applicability of these roles and attributes across larger
samples of nurses in mental health settings. Clinical leadership is acknowledged as important to
the nursing profession. While studies continue to identify its significance in contributing to
positive outcomes for consumers, the role that clinical leadership has in enabling and supporting
professional development in mental health nursing is poorly understood. This study utilized a
grounded theory methodology to explore the characteristics clinicians consider important for
clinical leadership and its significance for mental health nursing in day-to-day clinical practice.
Individual face-to-face, semi-structured interviews were conducted with nurses working in
mental health settings. Participants described the important role that clinical leaders play in
enabling professional development of others through role modelling and clinical teaching. They
describe how nurses, whom they perceive as clinical leaders, use role modelling and clinical
teaching to influence the professional development of nursing staff and undergraduate nursing
students. Attributes such as professionalism and honesty were seen, by participants, as enablers
for clinical leaders in effectively and positively supporting the professional development of junior
staff and undergraduate nurses in mental health nursing. This paper examines clinical leadership
from the perspective of mental health nurses delivering care, and highlights the important role
of clinical leaders in supporting professional development in mental health nursing.

Ennis, G., et al. (2015). "Enabling professional development in mental health nursing: the role of clinical
leadership." Journal of Psychiatric & Mental Health Nursing (John Wiley & Sons, Inc.) 22(8): 616-622.
Clinical leadership is acknowledged as important to the nursing profession. While studies
continue to identify its significance in contributing to positive outcomes for consumers, the role
that clinical leadership has in enabling and supporting professional development in mental
health nursing is poorly understood. This study utilized a grounded theory methodology to
explore the characteristics clinicians consider important for clinical leadership and its significance
for mental health nursing in day-to-day clinical practice. Individual face-to-face, semi-structured
interviews were conducted with nurses working in mental health settings. Participants described
 the important role that clinical leaders play in enabling professional development of others
through role modelling and clinical teaching. They describe how nurses, whom they perceive as
clinical leaders, use role modelling and clinical teaching to influence the professional
development of nursing staff and undergraduate nursing students. Attributes such as
professionalism and honesty were seen, by participants, as enablers for clinical leaders in
effectively and positively supporting the professional development of junior staff and
undergraduate nurses in mental health nursing. This paper examines clinical leadership from the
perspective of mental health nurses delivering care, and highlights the important role of clinical
leaders in supporting professional development in mental health nursing.

Erickson, J. I., et al. (2004). "Development and psychometric evaluation of the Professional Practice
Environment (PPE) Scale." Journal of Nursing Scholarship 36(3): 279-285.
Purpose: To describe the Professional Practice Environment (PPE) scale, its conceptual
development and psychometric evaluation, and its uses in measuring eight characteristics of the
professional practice environment in an acute care setting.Design and Methods: The 38-item PPE
Scale was validated on a sample of 849 professional practice staff at the Massachusetts General
Hospital in Boston. Psychometric analysis included: item analysis, principal components analysis
(PCA) with varimax rotation and Kaiser normalization, and internal consistency reliability using
Cronbach's alpha coefficient.Findings: Eight components were shown, confirming the original
conceptually derived model's structure and accounting for 61% of explained variance.
Cronbach's alpha coefficients for the eight PPE subscales ranged from .78 to .88.Conclusions:
Findings showed the 38-item PPE Scale was reliable and valid for use in health outcomes
research to examine the professional practice environment of staff working in acute care
settings.

Erol, R., et al. (2016). "Supporting completion of an online continuing professional development
programme for newly qualified practitioners: A qualitative evaluation." Nurse Education Today 42: 62.
Development programmes to support newly qualified practitioners gain confidence in their first
professional role often show varied levels of engagement, due to competing priorities and
demands. In Scotland, the Flying Start NHS® programme uses a structured programme of online
and work-based learning with associated mentoring, to support individuals through an often
difficult transition to become capable, confident practitioners. Whilst the programme was
generally well received, the factors leading to widely varying completion rates between
professions and organisations were not well understood. Aim: The aim of this study was to
identify the factors leading to successful completion of Flying Start, a transition programme for
newly qualified practitioners. A qualitative approach was adopted to gather data from two
groups of participants. Semi-structured telephone interviews were conducted with strategic and
management level participants (n = 23), from five health boards in Scotland. Semi-structured
interviews (n = 22) and focus groups (n = 11) were conducted with practitioners within 6 months
either side of completing the programme. The interviews were transcribed and analysed using
framework analysis. Three key themes relating to successful completion emerged from the
analysis: Management and Delivery; Content and Material; Participation and Completion.
Factors leading to successful completion were identified at programme, organisational and
individual levels. These included clear communication and signposting, up-to-date and relevant
content, links with continuing professional development frameworks, effective leadership,
mentor and peer support, setting clear standards for assessment, and facilitating appropriate IT
access. A strong strategic commitment to embedding a development programme for newly
qualified practitioners can ensure that the necessary support is available to encourage timely
 completion. The mentor's role -- to provide face-to-face support -- is identified as a key factor in
completion and is achieved through setting attainable targets, monitoring progress, and
providing motivation. However organisational structures that facilitate the mentoring
relationship are also necessary.

Escriva-Boulley, G., et al. (2018). "Need-supportive professional development in elementary school

physical education: Effects of a cluster-randomized control trial on teachers’ motivating style and student
physical activity." Sport, Exercise, and Performance Psychology 7(2): 218-234.
This cluster-randomized controlled trial investigated the efficacy of a teacher professional
development (TPD) program, grounded on self-determination theory, to increase elementary
school teachers’ need-supportive motivating style and consequently their students’ physical
activity (PA) during physical education (PE) lessons. Participants were 15 elementary school
teachers and their 293 students. Teachers in the treatment condition received a sports-related
notebook and attended four 3-hr workshops over 1 school year; teachers in the control
condition received only the notebook. Students’ PA and teachers’ motivating style were assessed
on four occasions via accelerometers and observations, respectively. Results showed that
teachers in the treatment condition increased support of their students’ psychological needs for
the majority of the school year, but there was a slight decrease in the fourth wave of
measurement. Students in the treatment condition increased their time spent in moderate-to-
vigorous PA (MVPA), independently of the sport taught, whereas their counterparts from the
control condition decreased their MVPA. This is the first study to provide elementary school
teachers with a PE teacher professional development program grounded in self-determination
theory and demonstrate the potential of such a program to improve teachers’ motivating style
and student MVPA in PE. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source:
journal abstract)

Eskin, F. (1979). "Continuing education in community medicine." Health and Hygiene 3(2): 75-78.
This article is concerned with exploring the concept of continuing education in relation to
community medicine and to the role of the community physician. It identifies continuing
education as an integral part of the working programme of community physicians and elucidates
the function of the Unit for Continuing Education based on the philosophy expressed. A model
for identifying educational needs in relation to the work of the community physician is outlined,
and two examples of activities provided by the Unit, within the framework of the model, are
outlined.

Esteve, N. and J. Lluís Piqué (1992). "Continuing education. 71. Concepts of administration." Revista de
enfermería (Barcelona, Spain) 15(169): 81, 83-84.

Etheridge, T., et al. (2022). "Barriers to Physiotherapists' Use of Professional Development Tools for
Chronic Pain: A Knowledge Translation Study." Physiotherapy Canada 74(4): 355-362.
Purpose: The Pain Science Division (PSD) is a special interest group of the Canadian
Physiotherapy Association that serves physiotherapists who have an interest in better
understanding and managing patients' pain. The PSD developed evidence-based resources for its
members with the goal of improving patient care by supporting professional development.
However, online metrics tracking access to these resources indicated that access was low. The
purpose of this study was to identify the barriers PSD members encountered to the use of PSD
resources and to recommend interventions to address these barriers guided by the Theory and
Techniques Tool (TTT). Method: We distributed an online survey to PSD members across Canada.
 We used the TTT, a knowledge translation tool, to guide the design of the questionnaire and
identify actionable findings. Results: Response rates from 621 non-student members and 1,470
student members were 26.9% and 1.4%, respectively. Based on the frequency of practising
physiotherapists' (n = 167) agreement with items in the TTT, the primary barriers to use of the
PSD resources were forgetting that the resources were available and forgetting to use them.
Conclusions: The TTT can be used to identify barriers to use of professional development tools.
Objectif : la division science de la douleur (DSD) est un groupe d'intérêt de l'Association canadienne de
physiothérapie destiné aux physiothérapeutes qui souhaitent mieux comprendre et gérer la
douleur des patients. La DSD a préparé des ressources fondées sur des données probantes pour
ses membres afin d'améliorer les soins aux patients grâce au perfectionnement professionnel.
Cependant, les mesures virtuelles qui surveillent l'accès à ces ressources ont révélé que cet
accès était limité. La présente étude visait à établir les obstacles auxquels se sont heurtés les
membres de la DSD pour utiliser les ressources de la DSD et à recommander des interventions
afin d'écarter ces obstacles en fonction de l'outil Theory and Techniques (TTT). Méthodologie :
les chercheurs ont distribué un sondage en ligne aux membres de la DSD du Canada. Ils ont
utilisé le TTT, un outil d'application des connaissances, pour orienter la conception du
questionnaire et déterminer les résultats réalisables. Résultats : le taux de réponse des
621 membres non étudiants et des 1 470 membres étudiants s'établissait à 26,9 % et à 1,4 %,
respectivement. D'après la fréquence d'accord des physiothérapeutes en exercice (n = 167) avec
les points du TTT, l'oubli de l'existence des ressources ou l'oubli de les utiliser étaient les
principaux obstacles à l'utilisation des ressources de la DSD. Conclusions : le TTT peut être utilisé
pour déterminer les obstacles à l'utilisation d'outils de perfectionnement professionnel.

Eubank, M. and M. Forshaw (2019). "Professional doctorates for practitioner psychologists:

understanding the territory and its impact on programme development." Studies in Continuing
Education 41(2): 141-156.
This paper aims to articulate the multi-regulatory and complex territory that programme
developers of professional doctorates are required to navigate, and, using examples from Health
Psychology and Sport and Exercise Psychology, discusses the impact of this territory on
programme development. 'Practitioner Psychologist' is a legally protected title for use by those
listed on the UK's Health and Care Professions Council (HCPC) register of practitioner
psychologists. Achieving registration involves undergoing training to meet the HCPC prescribed
standards, with the professional practitioner doctorate representing a viable training vehicle.
The paper makes critical comparison between the HCPC standard-driven research and practice
competences required of psychology professionals in a professional doctorate framework, versus
traditional professional doctorates that provide a platform for qualified 'in situ' professionals to
undertake research that problem solves and generates real-world application. For programme
developers, the paper outlines a number of key considerations, including the importance of
considering the territorial compatibility between the professional body requirements and the
associated university framework to develop a viable product. The paper also provides some
useful and informative suggestions for programme developers who may encounter similar
territorial challenges, and is of relevance to an international audience interested in programme
design for certified professional practitioners.

Eva, K. W. (2003). "Stemming the tide: cognitive aging theories and their implications for continuing
education in the health professions." Journal of Continuing Education in the Health Professions 23(3):
133-140.
As demographic drift among health care providers mimics that of the larger population, it
 becomes increasingly clear that theory pertaining to the impact of aging on cognitive processing
should inform the continuing education efforts designed for health care professionals. The
purpose of this article is to offer a critical review of the major theories in this area and outline a
sample of the implications that can be derived from these views. Research articles examining the
relationship between age and physician performance were identified using MEDLINE, PsychLit,
and ERIC. In addition, the psychology literature on age-related changes in cognitive processing
was reviewed. Evidence from the medical education literature and psychological theory suggest
the importance of increased environmental supports, decreased time demands, and peer review
programs as barriers against the impact of aging. The implications of these findings include the
potential to tailor continuing education (and physician remediation) efforts toward the age-
related abilities/deficiencies of individual physicians.

Evans, C., et al. (2011). "Spanning boundaries in an online continuing education course to support
evidence based physiotherapy practice in manual therapy across social networks." Physiotherapy (United
Kingdom) 97: eS1479-eS1480.
Purpose: The purpose of this project was to develop, implement and evaluate an evidence based
practice (EBP) online course founded on principles of constructivism and social networking
theories that would encourage physiotherapists (PT) to act 'boundary spanners' and engage in
social discourse about new EBP knowledge and skills with clinical colleagues. Relevance:
Clinicians often rely on colleagues or traditional practices to answer questions about their
patients. In particular, PTs with expertise in manual therapy who work in busy community
settings may face special challenges in acquiring the skills and knowledge inherent in EBP.
Recognizing this, the Orthopaedic Division of the Canadian Physiotherapy Association partnered
with the University of Toronto, Department of Physical Therapy to develop an online continuing
education course for its members across Canada. The designers identified an opportunity to
have participants act as boundary spanners and engage in social discourse in their clinical
environments. This thereby promoting a phenomenon known as 'stickiness' or 'embodied
knowledge' meaning that the knowledge is shared socially and integrated into authentic
situational. This would potentially support the diffusion of knowledge and advancement of
practice in a broader community of manual therapists. Description: The EBP learning
intervention is a web based course consisting of ten weekly modules which were developed by a
team of educators, manual therapists and epidemiologists based on principles of constructivism
and social network theory. The content embodies principles of EBP such as development
questions, search strategies, research designs, critical appraisal and knowledge translation.
Innovative tasks and weekly guiding questions were developed to require participants to engage
their clinical colleagues in ongoing discussion and learning. For example, a final assignment
required that participants organize a lunch and learn session with colleagues to present a
component of their work (a critical appraisal of an article relevant to their clinical environment).
Weekly asynchronous and synchronous sessions were facilitated by an epidemiologist and
manual therapist. Evaluation: A social network survey was administered at baseline and
following completion of the course to identify how often and to whom do participants give and
receive advice regarding EBP. For every individual identified in a participant's network,
demographic information was gathered. Participants were also asked to identify which individual
is most influential regarding their EBP knowledge and behaviours. Impact on EBP knowledge and
self-efficacy intervention was determined by computing the change in total scores from baseline
to post-intervention using t tests and non-parametric tests. Conclusions: EBP is essential to the
advancement of physiotherapy. This web based course provides an opportunity for PTs to
enhance their own EBP knowledge and skills and their colleagues. Pedagogical strategies can be
 designed and adopted to move new knowledge and skills outside the principal (core) learning
community to individuals in participants' social networks thereby promoting knowledge transfer
and exchange within the profession. Implications: Participation in a web based course has the
potential to enhance individual PTs EBP knowledge and skills to address clinical questions in
manual therapy. The design of key course elements based on social learning and constructivism
can support the building of EBP in the learners' social networks.

Evans, E., et al. (2019). "OUTCOMES OF THE INAUGURAL GASTROENTEROLOGY AND HEPATOLOGY
ADVANCED PRACTITIONER PROVIDER NATIONAL CONFERENCE, AN UNPARALLELED OPPORTUNITY FOR
TAILORED EDUCATION, PROFESSIONAL DEVELOPMENT AND NETWORKING." Gastroenterology 156(6): S-
1300-S-1301.
Introduction: With an aging US population and the growing shortage of physicians, nurse
practitioners (NPs) and physician assistants (PAs), known collectively as advanced practice
providers (APPs), have become important members of chronic liver disease (CLD) and
gastrointestinal (GI) disorder healthcare teams. APP education is consistently needed in these
areas, but no educational conferences are specifically designed to meet the needs of this
audience. Recognizing this unmet need, an executive committee of leading APPs developed an
annual GI and Hepatology Advanced Practice Provider (GHAPP) National Conference. Here we
describe the design and results of the inaugural GHAPP. Methods: The executive committee first
held a faculty meeting of approximately 70 GI and liver leading APPs to assist in the development
of curriculum and content for a national meeting of 400+ APPs at GHAPP. The goals of the
GHAPP multi-day conference were to provide APPs with professional development
opportunities, access to the latest research and a venue to network with colleagues. The
educational program was designed for APPs by APPs. Plenary lectures and interactive workshops
provided in-depth, clinically relevant reviews and discussions on the latest developments and
important current concepts in the multidisciplinary management of GI and hepatology disorders.
Participants completed an evaluation survey at the conclusion of GHAPP. Results: The inaugural
GHAPP was held September 7 – 9, 2018 in Las Vegas, Nevada. Eighty APP faculty members,
affiliated with leading GI and hepatology US centers, gathered from 45 states to design and
execute GHAPP. Attendees (n=392) included APPs specializing in gastroenterology (n=239),
hepatology (n=71) and primary care (n=58) as well as APP students in training (n=24). A total of
180 attendees completed the evaluation survey; some results are presented in the figure.
Attendees indicated that new information was provided on several diseases (Table). Evaluation
forms included accolades such as, “I learned so much [I] could not list it all” and “GHAPP
reinforced what [I] am currently doing and strengthened [my] knowledge base”. Figure:
Evaluation Statements and Percentages Of Participants in Agreement Table. GHAPP Provided
New Information on the Following Diseases, as Highlighted by Attendees Conclusions: The goal
of GHAPP was to meet the specific educational needs of APPs and the outstanding outcomes
demonstrate this goal was realized. Never before has there been a program that met these
needs and did so with the audience's own key opinion leaders. Future programs with a similar
format are warranted. The role of the APP is expanding beyond that of a physician colleague;
platforms like GHAPP can help to facilitate this growth. [Figure Presented] [Table Presented]

Evans, W., et al. (2007). "The impact of ongoing continuing professional development for nurses in the
Republic of Ireland." Journal of Nursing Management 15(6): 614-625.
Aim The aim of this study was to explore and describe the stressors experienced by a group of 70
students who were undertaking a part-time degree in an Irish University. Background Within the
literature on stress, part-time nursing students, who are undertaking continuing education
 programmes, appear to have received little attention. Stress amongst nurses is evident within
the nursing literature but little information is available on the specific stressors that affect
Registered Nurses who attend further academic study. Furthermore, there is little attention
given to comparisons across faculty or between different institutions. Method The authors used
quantitative methods to gather a large amount of data on the topic. Data were collected using
questionnaires distributed to two groups of students in a classroom setting. Results The top
ranking stressor was ‘preparing an assignment for submission’. Nursing students were
predominantly exposed to stressors associated with assignment completion/submission and
balancing work and family commitments. Differences emerged between the groups with regard
to the intensity of perceived stressors in relation to academic portions of the programme and
also finance. Nine major factors emerged from factor analysis that may form the basis for future
studies in this area. Areas related to lectures, relationships with lecturers and the course process
were not identified as stressors. Conclusion The results of this study identified common student
stressors across two universities, and confirmed the findings of an initial small exploratory study.
The intensity of perceived stress is such that both educators and nurse managers need to be
informed of both its magnitude and its possible impact upon clinical practice. In addition,
additional student support structures are clearly required within the university setting
particularly with regards to writing skills and assignment construction.

Faessler, E. (1985). "Everybody knows something which another person does not know. Introductory
observations to a discussion with colleagues in nursing service in the framework of inservice continuing
education." Krankenpflege Journal 23(4): 7.

Faherty, V. (1979). "Continuing Social Work Education: Results of a Delphi Survey." Journal of Education
for Social Work 15(1): 12-19.
The need for social work professionals to remain current is addressed. The study, using a panel
of 121 social workers and others, achieved a level of consensus relative to theories,
methodologies, and content areas and then projected a functional model useful for intermediate
and long-range program planning. (Author/MLW)

Fairchild, R. M., et al. (2013). "A qualitative study of continuing education needs of rural nursing unit
staff: The nurse administrator's perspective." Nurse Education Today 33(4): 364-369.
Summary: Background: This study reports perceptions of the continuing education (CE) needs of
nursing unit staff in 40 rural healthcare facilities (10 hospitals and 30 long-term care facilities) in
a rural Midwestern U.S. region from the perspective of nurse administrators in an effort to
promote a community-based academic-practice CE partnership. Methods: Qualitative data
collection involving naturalistic inquiry methodology was based on key informant interviews with
nurse administrators (n=40) working and leading in the participating health care facilities.
Results: Major themes based on nurse administrators' perceptions of CE needs of nursing unit
staff were in four broad conceptual areas: “Cultural issues”, “clinical nursing skills”, “patient
care”, and “patient safety”. Major sub-themes for each conceptual area are highlighted and
discussed with narrative content as expressed by the participants. Related cultural sub-themes
expressed by the nurse administrators included “horizontal violence” (workplace–hospital and
LTC nursing unit staff) and “domestic violence” (home–LTC nursing unit staff). Conclusions: The
uniqueness of nurses' developmental learning needs from a situational point of view can be
equally as important as knowledge-based and/or skill-based learning needs. Psychological self-
reflection is discussed and recommended as a guiding concept to promote the development and
delivery of relevant, empowering and evidence-based CE offerings for rural nursing unit staff.
Fareen, Z., et al. (2021). "Professional development during a pandemic: a live virtual conference for
emergency medicine chief residents." CJEM : Journal of the Canadian Association of Emergency
Physicians 23(5): 696-699.
Limited professional development training exists for chief residents. The available training uses
in-person lectures and workshops at annual national conferences. The COVID-19 pandemic
prevented most in-person gatherings in 2020, including pivotal onboarding and training events
for new chief residents. However, for the last five years, Academic Life in Emergency Medicine’s
Chief Resident Incubator conducted year-long remote training programs, creating virtual
communities of practice for chief residents in emergency medicine (EM). As prior leaders and
alumni from the Incubator, we sought to respond to the limitations presented by the pandemic
and create an onboarding event to provide foundational knowledge for incoming chief residents.
We developed a half-day virtual conference, whereupon 219 EM chief residents enrolled. An
effective professional development experience is feasible and scalable using online
videoconferencing technologies, especially if constructed with content expertise, psychological
safety, and production design in mind.

Fasola, L., et al. (2022). "Educational Effectiveness of Social Media as a Continuing Professional
Development Intervention for Practicing Surgeons: A Systematic Review." Surgical Endoscopy 36(1
SUPPL): S161.
Background: Social media is gaining popularity as an educational tool for practicing surgeons.
The use of social media has been shown to increase surgeon's knowledge; however,
improvements in other educational outcomes are not well documented. We performed a
systematic review of the literature to determine the educational effectiveness of various social
media interventions for practicing surgeons and categorized the educational outcomes using
Moore's expanded Outcomes Framework for Assessing Learners and Evaluating Instructional
Activities. Methods: We performed a comprehensive search of electronic databases (Ovid
MEDLINE, Ovid MEDLINE Daily and Epub ahead of print) using broad search terms from 1994 to
present. Language limits were set to English and Spanish. We included studies assessing the
educational effectiveness of social media interventions for practicing surgeons. We excluded
studies involving surgical trainees and those not evaluating the educational effectiveness. Two
independent reviewers assessed the studies for relevance and inclusion. We assessed the quality
of evidence using CASP tools. Two independent reviewers performed data abstraction and
categorized educational outcomes using Moore's framework. Results: We retrieved a total of 352
studies. After screening, abstracts, titles and full-texts, 11 duplicates were removed, and 336
studies were excluded. Five studies were selected for inclusion in our review. We rated 3 studies
as moderate and 2 studies as strong in study quality. One Study demonstrated an improvement
in surgeon's knowledge (Moore's Level 3), 2 studies demonstrated improvement in surgeon's
skills (Moore's level 4) and 1 study demonstrated a change in surgeon's practice (Moore's level
5). Conclusion: There is limited evidence for use of social media to improve surgeon's
knowledge, skills and change surgeon's practice; however, it's impact on higher level education
outcomes is still unknown.

Feeley, N. and T. Gerez-Lirette (1992). "Development of professional practice based on the McGill model
of nursing in an ambulatory care setting." Journal of Advanced Nursing (Wiley-Blackwell) 17(7): 801-808.
This paper describes the efforts of nurses to explore, develop and implement professional
nursing practice, based on the McGill model of nursing, within an existing ambulatory paediatric
setting. The model facilitated the development of a unique role for nurses in a multidisciplinary
 team, as it served as the framework for the conceptualization of the nursing role, assessment of
families' needs, and the development of a nursing knowledge base. Strategies utilized to develop
a 'complemental role' and its inherent professional practice are described. The issues and
obstacles which arose as nurses developed their practice are discussed and the outcomes of this
development for clients, nurses and the profession are highlighted.

Fegly, B. J., et al. (1993). "Clinical continuing education for school nurses." The Journal of school nursing :
the official publication of the National Association of School Nurses 9(3): 13-14, 16.
Because of the increased presence of medically complex students in schools, school nurses need
to maintain a high level of clinical expertise and continuing education must now include the
technical and clinical aspects of care. The authors describe a unique continuing education
program designed to update the theoretical knowledge and clinical skills of school nurses caring
for students with respiratory disabilities. This report focuses on the development,
implementation, and evaluation of a continuing education program with a specific clinical
component.

Fehrenbach, M. J., et al. (2001). "Online continuing education for dental hygienists: DH forum." Journal
of dental hygiene : JDH / American Dental Hygienists' Association 75(1): 45-49.
There is a concern that excellent continuing education is difficult for many employed dental
hygienists to obtain at locations distant from major metropolitan centers. This difficulty can
change the practice mechanisms of these dental hygienists, and possibly affect patient care. The
Dental Hygiene Program at Marquette University, Milwaukee, Wisconsin, began an innovative
online program, "DH Forum," to address this concern. The program follows a case-based
educational method of integration of theory into practice, so that learning is easily adapted to
practice situations. The program also includes the latest in dental theory and practice, and links
to many other informative Internet sites. Objectives of the online program were to meet the
continuing education needs of dental hygienists in areas distant to metropolitan areas and
pursue a high level of excellence in the areas of organization, material presented,
appropriateness of material, and satisfaction of individual course objectives. An online feedback
form using a simple survey method was used to obtain results. More than 86% of the initial 71
participants who filled out the form are employed as dental hygienists in a variety of settings.
More than 86% of these participants reside in areas distant from major metropolitan centers. In
addition, more than 77% of these participants felt that overall, the program met its objectives on
an excellent to near excellent level. Within its initial months of operation, the online feedback
shows that the program has more than succeeded in meetings its objectives. Online continuing
education for dental hygienists is a worthwhile addition to onsite continuing education programs
for the advancement of high standards of care for all concerned, as long as certain
considerations are followed. Further methods to evaluate online programs should be considered
in the future.

Feijt, M. A., et al. (2021). "Assessing Professionals' Adoption Readiness for eMental Health: Development
and Validation of the eMental Health Adoption Readiness Scale." Journal of Medical Internet Research
23(9): N.PAG-N.PAG.
Background: The last few decades have witnessed significant advances in the development of
digital tools and applications for mental health care. Despite growing evidence for their
effectiveness, acceptance and use of these tools in clinical practice remain low. Hence, a
validated and easy-to-use instrument for assessing professionals' readiness to adopt eMental
health (EMH) is necessary to gain further insights into the process of EMH adoption and facilitate
 future research on this topic.Objective: The aim of this study is to develop and validate an
instrument for assessing mental health care professionals' readiness to adopt EMH.Methods:
Item generation was guided by literature and inputs from mental health care professionals and
experts in survey development. Exploratory factor analyses were conducted on an initial set of
29 items completed by a sample of mental health care professionals (N=432); thereafter, the
scale was reduced to 15 items in an iterative process. The factor structure thus obtained was
subsequently tested using a confirmatory factor analysis with a second sample of mental health
care professionals (N=363). The internal consistency, convergent validity, and predictive validity
of the eMental Health Adoption Readiness (eMHAR) Scale were assessed.Results: Exploratory
factor analysis resulted in a 3-factor solution with 15 items. The factors were analyzed and
labeled as perceived benefits and applicability of EMH, EMH proactive innovation, and EMH self-
efficacy. These factors were confirmed through a confirmatory factor analysis. The total scale
and subscales showed a good internal consistency (Cronbach α=.73-.88) along with acceptable
convergent and predictive relationships with related constructs.Conclusions: The constructed
eMHAR Scale showed a conceptually interpretable 3-factor structure having satisfactory
characteristics and relationships with relevant concepts. Its ease of use allows for quick
acquisition of data that can contribute to understanding and facilitating the process of adoption
of EMH by clinical professionals.

Feijt, M. A., et al. (2021). "Assessing Professionals’ Adoption Readiness for eMental Health: Development
and Validation of the eMental Health Adoption Readiness Scale." Journal of Medical Internet Research.
Background: The last few decades have witnessed significant advances in the development of
digital tools and applications for mental health care. Despite growing evidence for their
effectiveness, acceptance and use of these tools in clinical practice remain low. Hence, a
validated and easy-to-use instrument for assessing professionals’ readiness to adopt eMental
health (EMH) is necessary to gain further insights into the process of EMH adoption and facilitate
future research on this topic. Objective: The aim of this study is to develop and validate an
instrument for assessing mental health care professionals’ readiness to adopt EMH. Methods:
Item generation was guided by literature and inputs from mental health care professionals and
experts in survey development. Exploratory factor analyses were conducted on an initial set of
29 items completed by a sample of mental health care professionals (N=432); thereafter, the
scale was reduced to 15 items in an iterative process. The factor structure thus obtained was
subsequently tested using a confirmatory factor analysis with a second sample of mental health
care professionals (N=363). The internal consistency, convergent validity, and predictive validity
of the eMental Health Adoption Readiness (eMHAR) Scale were assessed. Results: Exploratory
factor analysis resulted in a 3-factor solution with 15 items. The factors were analyzed and
labeled as perceived benefits and applicability of EMH, EMH proactive innovation, and EMH self-
efficacy. These factors were confirmed through a confirmatory factor analysis. The total scale
and subscales showed a good internal consistency (Cronbach α=.73-.88) along with acceptable
convergent and predictive relationships with related constructs. Conclusions: The constructed
eMHAR Scale showed a conceptually interpretable 3-factor structure having satisfactory
characteristics and relationships with relevant concepts. Its ease of use allows for quick
acquisition of data that can contribute to understanding and facilitating the process of adoption
of EMH by clinical professionals.

Feldacker, C., et al. (2017). "Experiences and perceptions of online continuing professional development
among clinicians in sub-Saharan Africa." Human Resources for Health 15: 1-8.
Background: Limitations in healthcare worker (HCW) capacity compound the burden of dual TB
 and HIV epidemics in sub-Saharan Africa. To fill gaps in knowledge and skills, effective continuing
profession development (CPD) initiatives are needed to support practicing HCWs reach high
standards of care. e-learning opportunities can bring expert knowledge to HCWs in the field and
provide a flexible learning option adaptable to local settings. Few studies provide insight into
HCW experiences with online CPD in the developing country context.Methods: An online survey
using both close-ended and free response was conducted to HCWs in sub-Saharan Africa who
completed the University of Washington (UW) School of Medicine online graduate course,
"Clinical Management of HIV." Associations between respondent characteristics (age, gender,
rural/urban, job title) and learning preferences, course barriers, and facilitators with an emphasis
on online courses were examined using chi-square. Covariates significant at the p < 0.05 were
analyzed using multivariable logistic regression. Responses to open-ended comments were
analyzed using simplified grounded theory.Results: Of 2,299 former students, 464 (20%) HCWs
completed surveys from 13 countries: about half were women. Physicians (33%), nurses (27%),
and clinical officers (30%) responded mostly from urban areas (67%) and public institutions
(69%). Sixty-two percent accessed the online course from work, noting that slow (55%) or
limited (41%) internet as well as lack of time (53%) were barriers to course completion. Women
(p < 0.001) and HCWs under age 40 (p = 0.007) were more likely to prefer learning through
mentorship than men or older HCWs. Respondents favored group discussion (46%), case studies
(42%), and self-paced Internet/computer-based learning (39%) and clinical mentorship (37%)
when asked to choose 3 preferred learning modalities. Free-response comments offered
additional positive insights into the appeal of online courses by noting the knowledge gains, the
flexibility of format, a desire for recognition of course completion, and a request for additional
online coursework.Conclusions: Online CPD opportunities were accepted across a diverse group
of HCWs from sub-Saharan Africa and should be expanded to provide more flexible
opportunities for self-initiated learning; however, these need to be responsive to the limited
resources of those who seek these courses.

Feldacker, C., et al. (2017). "Continuing professional development for medical, nursing, and midwifery
cadres in Malawi, Tanzania and South Africa: A qualitative evaluation." PLoS One 12(10).
Background As innovations in the prevention and treatment of HIV and TB advance, continuing
professional development (CPD) of health care workers (HCWs) remains a high priority,
particularly in sub-Saharan Africa where dual TB/HIV epidemics are compounded by severe HCW
shortages. There is further need to examine CPD programs to identify challenges and effective
solutions to strengthen HIV/TB-related CPD. Methods Qualitative evaluations in Malawi,
Tanzania and South Africa (RSA) were conducted using key informant interviews (KIIs) and focus
group discussions (FGDs) in each country to identify barriers and enablers of effective HIV/TB-
related CPD. Key stakeholders represented CPD implementers, regulators, and developers. HCWs
were purposively sampled from high disease burden districts; each HCW completed brief, semi-
structured questionnaires and participated in a FGD. KII and FGD results were combined into key
themes spanning across countries using a grounded theory approach. Results Fifty-two KIIs were
conducted: 17 in Malawi, 19 in Tanzania and 16 in RSA. Eighty-nine HCWs (24 from Malawi, 38
from Tanzania and 27 from RSA) completed questionnaires and participated in FGDs. Primarily,
lack of sustainable financial resources and limitations in coordination of CPD result in poor
accountability for CPD oversight and reduce CPD quality assurance. Healthcare worker shortages
limit CPD opportunities, creating disparities in CPD access. CPD irrelevance and imbalance
between HCW-identified CPD needs and current programs reduce enthusiasm for CPD. Facility-
level constraints, including poor infrastructure and weak supply chains, restrict implementation
of CPD skills and knowledge. Challenges are more severe in rural settings. Conclusion To address
 identified gaps, sustainable funding, strong leadership and collaboration at every level are
needed to strengthen CPD regulation and accreditation systems; increase CPD accessibility in the
workplace; and create enabling environments for CPD implementation. Together, these
improvements may improve TB/HIV CPD quality and patient outcomes.

Felder, E. (1992). "Meeting the challenge of mentoring African American nursing faculty: a strategy for
professional development." Abnf j 3(4): 86-88.
Is mentoring just another bandwagon for African American and minorities to jump on? My
personal perspective is that we should examine in more detail and dialogue the notions of self-
actualization and affirmation that several authors identified as the essence of mentoring
minorities. Then, particular distinctions among concepts such as mentor, master role model,
preceptor, "buddy," or whatever might be seen as variations on the main theme of personal and
professional self-actualization. Given what it may accomplish, appropriate mentoring for the
African American nursing faculty neophyte is a challenge for the nursing profession and a
strategy for institutional advancement in the twenty first century.

Fender, D. (2018). "The Experience of Continuing Professional Development and Its Impact on Clinical
Practice." British Journal of Guidance & Counselling 46(6): 658-668.
This article reports on three key findings of pluralistic research into psychotherapists' experience
of continuing professional development (CPD). A qualitative enquiry with five therapists utilising
Interpretative Phenomenological Analysis, was supplemented with a questionnaire completed
by an additional 41 therapists and a review of the CPD requirements of the leading professional
bodies. This research indicates that therapists are dedicated to self-development but the nature
of their development is emergent rather than planned; and life experiences, learning from
clients and acceptance in the professional community are valued above more traditional
concepts of CPD.

Fennell, K. M., et al. (2017). "The consumer-driven development and acceptability testing of a website
designed to connect rural cancer patients and their families, carers and health professionals with
appropriate information and psychosocial support." European Journal of Cancer Care 26(5).
Websites offer new opportunities to provide health-related information to rural communities.
However, how acceptable they are to this population is unknown. This paper describes the
consumer-led development of a website that provides rural-specific information on psychosocial
care for rural South Australians affected by cancer, and examines its acceptability to users. The
Country Cancer Support website was developed with people affected by cancer living in rural
South Australia (N = 11), using a Participatory Action Research Framework and evidence-based
behaviour change strategies. There were 32,389 visits in the first 3 years. An online survey
(N = 111) revealed that users found the website easy to use, helpful and relevant. Most rural
cancer patients and supporters (98.11%) believed it had been written by people who understood
what they were going through. Patients and supporters for whom it was relevant, reported
feeling more motivated and confident in accessing psychosocial support services in their rural
area (66.67%) and/or capital city (67.65%) and/or in travelling for medical treatment (75.86%).
Many also felt less isolated (73.33%) and/or distressed (53.57%). All health professionals
reported gaining new knowledge. This study shows that carefully designed websites can
successfully address rural populations' health information needs and increase intentions to
access psychosocial support.

Fennig, T., et al. (2005). "Genesis of a Professional Development Tool for Ambulatory Pediatric Nursing
Practice." The Health Care Manager 24(4): 369-373.
The purpose of this project was to develop a system that would allow ambulatory pediatric
nurses to describe their practice and to develop in their role as nurses. Patricia Benner's novice
to expert philosophy has been used to describe the practice of nurses in many specialties;
however, it has not been applied to ambulatory pediatric practice. A group of nurses at
Children's Hospital of Wisconsin used Benner's philosophy to generate behaviors that evolved
from the novice to the expert within the domains of nursing practice outlined in the ambulatory
nurse job description. This tool has been implemented as part of the performance review
process and is given to new nurses on orientation as a framework for nurses' professional
development. [PUBLICATION ABSTRACT]

Fennig, T., et al. (2005). "Genesis of a professional development tool for ambulatory pediatric nursing
practice." Health Care Manager 24(4): 369-373.
The purpose of this project was to develop a system that would allow ambulatory pediatric
nurses to describe their practice and to develop in their role as nurses. Patricia Benner's novice
to expert philosophy has been used to describe the practice of nurses in many specialties;
however, it has not been applied to ambulatory pediatric practice. A group of nurses at
Children's Hospital of Wisconsin used Benner's philosophy to generate behaviors that evolved
from the novice to the expert within the domains of nursing practice outlined in the ambulatory
nurse job description. This tool has been implemented as part of the performance review
process and is given to new nurses on orientation as a framework for nurses' professional
development.

Fenwick, T. (2009). "Making to Measure? Reconsidering Assessment in Professional Continuing

Education." Studies in Continuing Education 31(3): 229-244.
Drawing on studies of teachers, accountants and pharmacists conducted in Canada, this essay
examines models for assessing professional learning that currently enjoy widespread use in
continuing education. These models include professional growth plans, self-administered tests
and learning logs, and they are often used for regulatory as well as developmental purposes by
professional associations. The essay argues what others have critiqued about such self-
assessment models: that their assumptions about learning are problematic and limiting in a
number of respects, privileging human consciousness and intention, and literally "making" a
particular professional subject that is atomised and conservative. The essay goes on to suggest
alternative perspectives that are receiving increasing attention in theorising work-related
learning and that may offer fruitful questions for re-considering the nature of professional
learning and its assessment. Three perspectives in particular are outlined, all of which shift the
focus from the learning "subject" to "practice" as material, emergent and systemic: complexity
theory, actor-network theory and cultural-historical activity theory. The discussion concludes
with possible approaches to assessment of professional practice suggested by these
perspectives.

Ferguson, I., et al. (2017). "Continuing Medical Education Speakers with High Evaluation Scores Use more
Image-based Slides." Western Journal of Emergency Medicine: Integrating Emergency Care with
Population Health 18(1): 152-158.
Introduction: Although continuing medical education (CME) presentations are common across
health professions, it is unknown whether slide design is independently associated with
audience evaluations of the speaker. Based on the conceptual framework of Mayer's theory of
multimedia learning, this study aimed to determine whether image use and text density in
 presentation slides are associated with overall speaker evaluations. Methods: This retrospective
analysis of six sequential CME conferences (two annual emergency medicine conferences over a
three-year period) used a mixed linear regression model to assess whether post conference
speaker evaluations were associated with image fraction (percentage of image-based slides per
presentation) and text density (number of words per slide). Results: A total of 105 unique
lectures were given by 49 faculty members, and 1,222 evaluations (70.1% response rate) were
available for analysis. On average, 47.4% (SD=25.36) of slides had at least one educationally-
relevant image (image fraction). Image fraction significantly predicted overall higher evaluation
scores [F(1, 100.676)=6.158, p=0.015] in the mixed linear regression model. The mean (SD) text
density was 25.61 (8.14) words/slide but was not a significant predictor [F(1, 86.293)=0.55,
p=0.815]. Of note, the individual speaker [χ2(1)=2.952, p=0.003] and speaker seniority [F(3,
59.713)=4.083, p=0.011] significantly predicted higher scores. Conclusion: This is the first
published study to date assessing the linkage between slide design and CME speaker evaluations
by an audience of practicing clinicians. The incorporation of images was associated with higher
evaluation scores, in alignment with Mayer's theory of multimedia learning. Contrary to this
theory, however, text density showed no significant association, suggesting that these scores
may be multifactorial. Professional development efforts should focus on teaching best practices
in both slide design and presentation skills.

Fernandes, F. C., et al. (2017). "Continuing education in health from the perspective of Augustine of
Hippo." Revista Brasileira de Enfermagem 70(3): 656-661,684-689.
Submission: 08-25-2016 Approval: 01-18-2017 ABSTRACT Objective: To reflect about continuing
education from the perspective of Augustine of Hippo and his theories based on the
construction of knowledge and the learning process. INTRODUCTION Considering that every era
develops different forms of education that result from its social needs, the present article
discusses the convergence of Augustinian thought, which dates back to the 5th century, with
Brazil's national policy for continuing health education, a very current theme. [...]this study
contributes to the health area by discussing other pedagogical approaches that are in
consonance with current and pertinent themes. Based on the understanding that education
always aims to correspond to cultural, religious, economic, and political values of a given period,
this reflection article uses excerpts from the life of Augustine of Hippo and his historical context
to establish a parallel with the pedagogical aspects of Brazil's national continuing education
policy in health professions, seeking points of convergence. The aim of this article is to reflect
about continuing education from the perspective of Augustine and his theories based on the
construction of knowledge in the teaching-learning process. [...]the guiding question was: What
aspects of Augustine's philosophy, which dates back to the 5th century, are in agreement with
the current national policy for continuing health education? METHOD This is a reflection paper
based on the theoretical framework of Augustine of Hippo and Brazil's national policy for
continuing health education, constituting two categories of analysis: "The historical aspect of
education in Augustine of Hippo" and the...

Ferreira Pacheco, K. C. and M. S. de Azambuja (2016). "Design and Development of Learning Objects for
Health Professionals." Studies in Health Technology & Informatics 225: 991-992.
Infectious diseases have been re-emerging in developed and underdeveloped countries. In
Brazil, the increasing incidence of communicable diseases is ongoing. This new reality generates
the need to update the professionals of the sector, in order to make them capable of dealing
with such important problem of public health. Educational actions through the usage of the
learning objects can contribute to a review and an adoption of effective and safer public health
 practices. Thus, this scenario leads to the proposal to disseminate knowledge based on the
development of learning objects concerning surveillance and prevention of communicable
diseases to primary care providers, specifically community health agents. Learning Objects are
interactive tools based on web which support specific learning conceptions enhancing,
expanding and guiding the learners cognitive process, and when they are combined with other
objects may create an efficient and flexible learning environment.

Field, N. (2004). "Mandatory Continuing Professional Education: Do we need it?" Journal of Medical
Radiation Sciences 51(1): 5-9.
In view of the recommendations made in the “Report of the Radiation Oncology Inquiry — A
Vision for Radiotherapy” that radiation therapists should prove their competence through
continuing professional education (CPE) and the decision by the Council of the Australian
Institute of Radiography to mandate continuing professional development for members from
January 2005, it seems timely to address the CPE voluntary versus mandatory debate for medical
radiation scientists. This paper explores the nature of CPE and presents an argument for CPE to
remain voluntary. The two main reasons for this stance are the lack of evidence that CPE
improves professional practice and the violation of adult learning principles inherent in
mandatory education. Due to the paucity of information about this issue in medical radiation
science professions arguments are drawn from across the health sciences professions. Needs
assessment and evaluation of CPE programs will also be examined.

Field, T. (2002). "Critical care nurses: professional development in the private sector." Australian Critical
Care 15(2): 71-76.
The purpose of this study was to gain a greater understanding of the experiences and
perceptions of private hospital critical care nurses regarding critical care education delivery. It
addressed the question of whether rural private hospital critical care nurses have different
experiences and perceptions of critical care education delivery than metropolitan private
hospital critical care nurses, and the implication these differences may have for the providers of
continuing professional education for critical care nurses. The study used a phenomenographic
approach to identify participants' common sense conceptions of their experiences and
perceptions of critical care education delivery. A focus group session was held at a rural private
hospital and a metropolitan private hospital, where interviewees were encouraged to reflect on
previously unthematised aspects of the phenomenon in question. In addition, questionnaires
were distributed to critical care staff in each unit and interviews were held with key
stakeholders. Nineteen nurses participated in the study, providing a cross section of the
experiences and qualifications present within these units. A number of issues were identified
from the data, namely the need for clinical educators within critical care units to support
students undertaking critical care courses and the desire for a move back to hospital based
courses supported by the tertiary system. Education providers need to look closely at the issues
of access, cost and organisation of courses to make them more appealing and relevant for both
rural and metropolitan critical care nurses.

Fikar, C. R., et al. (2002). "Continuing Professional Development in the Health Professions: Role of the
Hospital Librarian." Journal of Hospital Librarianship 2(3): 11-28.
This paper discusses the concept of continuing professional development (CPD) within the
health sciences and provides an overview of its definition, delivery, necessity to the health
professions, accreditation methods and the credentialing of providers. An attempt was made to
examine as many fields as possible within the health professions. Selected Internet resources of
 potential benefit to the hospital librarian in the role of either a provider of reference help in this
area or as a provider of an accredited course are listed and briefly discussed. Criteria to help in
site evaluation are outlined. A brief listing of materials that provide opportunities for CPD to
which a hospital library may subscribe is also provided.

Fikar, C. R., et al. (2002). "Continuing professional development in the health professions: the role of the
hospital librarian." Journal of Hospital Librarianship 2(3): 11-28.
This paper discusses the concept of continuing professional development (CPD) within the
health sciences and provides an overview of its definition, delivery, necessity to the health
professions, accreditation methods and the credentialing of providers. An attempt was made to
examine as many fields as possible within the health professions. Selected Internet resources of
potential benefit to the hospital librarian in the role of either a provider of reference help in this
area or as a provider of an accredited course are listed and briefly discussed. Criteria to help in
site evaluation are outlined. A brief listing of materials that provide opportunities for CPD to
which a hospital library may subscribe is also provided.

Filipe, H., et al. (2014). "Continuing professional development: Best practices." Middle East African
Journal of Ophthalmology 21(2): 134-141.
Continuing professional development (CPD) involves not only educational activities to enhance
medical competence in medical knowledge and skills, but also in management, team building,
professionalism, interpersonal communication, technology, teaching, and accountability. This
paper aims at reviewing best practices to promote effective CPD. Principles and guidelines, as
already defined by some professional societies and world organizations, are emphasized as core
actions to best enhance an effective lifelong learning after residency. The personal learning plan
(PLP) is discussed as the core of a well-structured CPD and we describe how it should be created.
Fundamental CPD principles and how they are integrated in the framework of every physician's
professional life will be described. The value of systematic and comprehensive CPD
documentation and assessment is emphasized. Accreditation requirements and professional
relationships with commercial sponsors are discussed.

Filipe, H. P., et al. (2014). "Continuing professional development: Best practices." Middle East African
Journal of Ophthalmology 21(2): 134-141.
Continuing professional development (CPD) involves not only educational activities to enhance
medical competence in medical knowledge and skills, but also in management, team building,
professionalism, interpersonal communication, technology, teaching, and accountability. This
paper aims at reviewing best practices to promote effective CPD. Principles and guidelines, as
already defined by some professional societies and world organizations, are emphasized as core
actions to best enhance an effective lifelong learning after residency. The personal learning plan
(PLP) is discussed as the core of a well-structured CPD and we describe how it should be created.
Fundamental CPD principles and how they are integrated in the framework of every physician′s
professional life will be described. The value of systematic and comprehensive CPD
documentation and assessment is emphasized. Accreditation requirements and professional
relationships with commercial sponsors are discussed.

Finnie, A. and A. Wilson (2003). "Professional issues. Development of a tissue viability nursing
competency framework." British Journal of Nursing 12: S38-34.
In 1999, a sub group of the National Association for Tissue Viability Nurse Specialists (Scotland)
agreed to lead the production of a competency framework. The aims were to define tissue
 viability specialist nursing, to provide a framework for tissue viability nurse specialists (TVNSs)
that would form a basis for clinical supervision and mentorship, and to inform curricula for tissue
viability education. Using a combination of models, a framework evolved which defines the
multifaceted nature of the role. The framework lists competencies, which are further broken
down into specific role elements, matched with measurable performance criteria for the TVNS.
The competency statements that are provided within the publication describe the attitude,
knowledge and skills required to fulfil the TVNS role. The document, 'A Route to Enhanced
Competence for Tissue Viability Nurse Specialists', was published in June 2002. This initiative
meets the national need for definition of specialist practice and provides a standard by which
the public can be assured of quality care from TVNSs in Scotland.

Fischer, E. H. and J. L. Turner (1970). ""Orientations to Seeking Professional Help: Development and
Research Utility of an Attitude Scale": Erratum." Journal of Consulting and Clinical Psychology 35(3): 375.
Reports an error in the original article by Edward H. Fischer and John LeB. Turner ( Journal of
Consulting & Clinical Psychology, 1970, 35[1, Pt.1], 79-90). In Table 1, column 3, the t for Item 7
should be -2.70**; for Item 8, 2.94**; and for Item 9, 2.47*. (The following abstract of this article
originally appeared in record 1970-21088-001.) Developed and standardized a measure of
attitudes toward seeking professional help for psychological disturbances. The scale reliably
distinguished persons who had experienced psychotherapeutic help from those without such
professional contact (p < .0001). Women's help-seeking attitudes were consistently more
positive than men's (p < .0001). Factor analyses were conducted on 3 independent samples and
revealed 4 dimensions of the attitude: recognition of need for psychological help, stigma
tolerance, interpersonal openness, and confidence in mental health professionals.
Authoritarianism and internal vs. external locus of control variables correlated predictably to
attitude scores for both sexes. Need for approval and interpersonal trust measures correlated
significantly with males' attitudes. A masculinity test had no correspondence to attitude scores
within either female or male samples. (PsycINFO Database Record (c) 2016 APA, all rights
reserved)

Fitzgerald, C., et al. (2015). "Supporting new graduate professional development: A clinical learning
framework." Australian Occupational Therapy Journal 62(1): 13-20.
Background/aims New graduate occupational therapists are required to competently deliver
health-care practices within complex care environments. An occupational therapy clinical
education programme within a large public sector health service sought to investigate methods
to support new graduates in their clinical learning and professional development. Methods
Three cycles of an insider action research approach each using the steps of planning, action,
critical observation and reflection were undertaken to investigate new graduate learning
strategies, develop a learning framework and pilot its utility. Qualitative research methods were
used to analyse data gathered during the action research cycles. Results Action research
identified variations in current practices to support new graduate learning and to the
development of the Occupational Therapy Clinical Learning Framework ( OTCLF). Investigation
into the utility of the OTCLF revealed two themes associated with its implementation namely (i)
contribution to learning goal development and (ii) compatibility with existing learning supports.
Conclusions and significance of the study The action research cycles aimed to review current
practices to support new graduate learning. The learning framework developed encourages
reflection to identify learning needs and the review, discussion of, and engagement in, goal
setting and learning strategies. Preliminary evidence indicates that the OTCLF has potential as an
approach to guide new graduate goal development supported by supervision. Future
 opportunity to implement a similar learning framework in other allied health professions was
identified, enabling a continuation of the cyclical nature of enquiry, integral to this research
approach within the workplace.

Fitzgerald, S., et al. (2014). "Responsive BScN Programming at Nipissing University: The Continuing
Education of Ontario Nurses." Canadian Journal of University Continuing Education 40(1).
Nipissing University in North Bay, Ontario, is currently the only post-secondary institution in that
province to offer a part-time Baccalaureate of Science in Nursing (BScN) program for Registered
Practical Nurses (RPNs) through a blended learning model. This program represents a "bridge"
from the nurse's college diploma and offers a curriculum that enables students to continue to
practice nursing as they study. Since the program's inception in 2010, over 500 students have
been admitted, attesting to its need. Flexibility, access, partnership, and excellence in teaching
and learning comprise the heart of this complex, innovative, and student-centred program. As a
blended learning program, it uses synchronous and asynchronous online technologies to deliver
theoretical content; these experiences are balanced with face-to-face learning in the clinical
setting. Clinical learning is facilitated through partnership agreements with the students'
employers. This paper describes how this RPN to BScN blended learning program has brought
Nipissing to a leading edge in continuing education for RPNs. It also demonstrates Nipissing
University's commitment to drive change in the world of professional and adult education.

Fitzpatrick, J. M., et al. (2023). "Professional development and career planning for nurses working in care
homes for older people: A scoping review." International Journal of Older People Nursing 18(1): 1-13.
Background: A skilled, knowledgeable, and compassionate nurse workforce is pivotal to caring
well for older people living in care homes. This requires the provision of continuing professional
development and career planning for nurses, which are key also for nurse recruitment and
retention. Continuing professional development and career planning strategies and interventions
should be evidence‐driven. Objective: To identify the extent, range and nature of contemporary
evidence regarding professional development and career planning for nurses caring for older
people living in care homes. Methods: The methodological framework used was the Joanna
Briggs Institute guidance for scoping reviews. The PRISMA extension for scoping reviews was
used as the reporting framework. Four databases were searched from January 2010 to July 2021.
Results were screened independently by two reviewers using eligibility criteria. Full texts and the
reference lists of eligible articles were reviewed. Data were extracted for key elements from the
25 articles included. Results: Of the 25 articles, the majority were authored in the United States
(n = 10) and UK (n = 8) with the remaining from Australia (n = 3), Canada (n = 3) and the
Netherlands (n = 1). Four articles reported on professional development programmes. Three
literature reviews addressed challenges for nurse participation in professional development,
experiences of care home nurses as clinical leaders and managers, and leadership. Two expert
commentaries reported on the challenges related to professional development and career
planning for care home nurses. Sixteen empirical studies investigated a range of topics including:
competencies, roles, intention to stay and leave, continuing professional development, and
leadership. Key emergent factors that support professional development and career planning
were as follows: access to structured learning opportunities addressing knowledge and skills
specific to nursing frail older adults, a supportive working environment including adequate
staffing, study time and flexible working, and integration of leadership development.
Conclusions and implications for practice: This scoping review has highlighted factors that
support and challenge professional development and career planning for nurses working in the
care home sector. There remain important gaps in the opportunities for professional
 development and career planning for care home nurses that warrant attention.

Flanagan, T. and K. Burbridge (2022). "DEVELOPING A CONTINUING PROFESSIONAL DEVELOPMENT

MODEL TO SUPPORT NON-MEDICAL PRESCRIBING IN PALLIATIVE CARE." BMJ Supportive and Palliative
Care 12: A88.
Non-medical prescribing was introduced in 1992 and has developed over the last 30 years (Cope,
Abuzour & Tully, 2016. Ther Adv Drug Saf. 7:165). It was originally introduced to improve patient
care, choice and access to medicines whilst developing the workforce (Graham-Clarke, Rushton,
Noblet et al., 2019. PLoS One. 14: e0214630). Osborne and Kerr (2021. Int J Palliat Nurs. 27: 205)
identify how the role of non-medical prescribers has evolved within the specialism of palliative
care, having a positive impact on the patient journey and end of life experience. The hospice
identified a need to support the non-medical prescribers across the organisation in developing
their prescribing practice once they had successfully registered as an independent prescriber. A
competency framework for all prescribers was developed by the Royal Pharmaceutical Society
(2021) to support professionals to prescribe safely and effectively through expanding their
knowledge and skills. The hospice used this framework as the basis for a model, which would
support the non-medical prescribers in developing their role, skills and knowledge. The model
facilitates good prescribing practice across services and ensures patients receive the same high
quality care irrespective of the prescriber's background. The model includes the following
aspects: • Self-assessment competencies as part of appraisal process. • Completion of an opioid
workbook. • Annual completion of Observed Structured Clinical Examinations (OSCE). •
Observation in practice. • Case presentation at the prescribing forum. Alongside the model, a
prescribing forum was set up for all prescribers across the organisation to come together and
learn as a team creating a community of practice. Initial feedback from non-medical prescribers
is that the model and the forum support them in their role and ensures their practice remains
current through peer reflection and education. Further evaluation is to be undertaken to identify
the benefits and areas for improvement of the model.

Flanagan, T. and K. Burbridge (2022). "P-210 Developing a continuing professional development model to
support non-medical prescribing in palliative care." BMJ Supportive & Palliative Care 12(Suppl 3): A88.
Non-medical prescribing was introduced in 1992 and has developed over the last 30 years (Cope,
Abuzour & Tully, 2016. Ther Adv Drug Saf. 7:165). It was originally introduced to improve patient
care, choice and access to medicines whilst developing the workforce (Graham-Clarke, Rushton,
Noblet et al., 2019. PLoS One. 14: e0214630). Osborne and Kerr (2021. Int J Palliat Nurs. 27: 205)
identify how the role of non-medical prescribers has evolved within the specialism of palliative
care, having a positive impact on the patient journey and end of life experience. The hospice
identified a need to support the non-medical prescribers across the organisation in developing
their prescribing practice once they had successfully registered as an independent prescriber.A
competency framework for all prescribers was developed by the Royal Pharmaceutical Society
(2021) to support professionals to prescribe safely and effectively through expanding their
knowledge and skills. The hospice used this framework as the basis for a model, which would
support the non-medical prescribers in developing their role, skills and knowledge. The model
facilitates good prescribing practice across services and ensures patients receive the same high
quality care irrespective of the prescriber’s background. The model includes the following
aspects:Self–assessment competencies as part of appraisal process.Completion of an opioid
workbook.Annual completion of Observed Structured Clinical Examinations (OSCE).Observation
in practice.Case presentation at the prescribing forum.Alongside the model, a prescribing forum
was set up for all prescribers across the organisation to come together and learn as a team
 creating a community of practice. Initial feedback from non-medical prescribers is that the
model and the forum support them in their role and ensures their practice remains current
through peer reflection and education. Further evaluation is to be undertaken to identify the
benefits and areas for improvement of the model.

Fleet, L. J., et al. (2008). "Continuing professional development and social accountability: a review of the
literature." Journal of Interprofessional Care 22: 15-29.
The idea that health professionals should be accountable to the society they serve is not a new
conceptand by the 1990s, the continuing professional development (CPD) of health professionals
was beingseen as one way in which Canadians' level of health could be improved. The public
was, and is stilltoday, increasingly demanding a system that is more responsive to regional and
community needs. As aresult, there is a need for more health professional education at all stages
of the education continuum DSundergraduate, postgraduate, and continuing professional
development DS that meets the health andsocial needs of the populations being served. The
trend is now towards 'socially accountable' healthcare, meaning that the broader context of CPD
must also include the personal, social, and politicalaspects of health care and as such, involve a
widening of accountability to patients, the community,managers and policymakers. CPD planning
must take into account local and national priorities as wellas personal learning needs. However,
the definition of social accountability and the stages at which it isaddressed is sometimes vague
and this added to the difficulty of identifying relevant studies in theliterature. Nonetheless, there
were some ''best practices'' evident via Canadian and American studieswhich focused on models
of socially accountable CPD, as well as examples of interdisciplinarycollaboration in Canada, the
United States, Australia, Great Britain, and the United Arab Emirates.However, there is a definite
need for increased research and publication of such 'best practice'initiatives. There is also a need
for Canadian health professional schools to facilitate this process bysharing their experiences
and resources if possible. An extensive literature review was conductedbetween January and
March 2004. Due to time constraints, it was limited to articles written in theEnglish language.
The databases/sources utilized included: Medline (now known as Pubmed),CINAHL, ERIC,
PsychInfo, Canadian Business & Current Affairs (CBCA) Full-text Education (nowknown as CBCA
Education), Research and Development Resource Base in Continuing MedicalEducation
(RDRB/CME) at the University of Toronto, EMBASE (Excerpta Medica). This literaturereview was
one of the first activities conducted under the auspices of 'Issues of Quality andContinuing
Professional Development: Maintenance of Competence', a national project funded bythe
Primary Health Care Transition Fund, Health Canada. The purposes of this review were toidentify
literature which focuses on aspects of continuing professional development, socialaccountability,
and determinants of health; 'best practices' of socially accountable CPD and inter/intra-
disciplinary collaboration, and the critical success factors and challenges to implementing
CPD,especially CPD that meets the needs of both health professionals and the populations they
serve.

Fleming, T., et al. (2019). "Cultural safety continuing professional development for midwifery academics:
An integrative literature review." Women & Birth 32(4): 318-326.
Awareness of cultural safety by midwifery academics is integral to the provision of a safe
learning and teaching environments, use of effective pedagogies, and academic success of
Indigenous midwifery students. However, little is known about the scope and efficacy of
continuing professional development activities that aim to develop awareness of cultural safety
by midwifery academics. To conduct an integrative review of the literature with respect to the
scope and efficacy of professional development interventions that aim to increase awareness of
 cultural safety by midwifery academics. An integrative review of peer-reviewed literature from
2005 -2017 was undertaken. Documents were assessed using the Critical Appraisals Skills
Program (CASP) guidelines. Concepts were mapped thematically. Results are reported and
discussed using key themes identified in the analysis. Five broad themes emerged from the
analysis of studies. The themes were named: Cultural Terms, Knowledge of Culture, Cultural
Education, Cultural Aspirations and Culture in Curricula. Midwifery academics
requireprofessional development to raise their awareness of cultural safety in order to adopt
effective learning and teaching practices. There is currently no agreed best practice framework
to support awareness of cultural safety for midwifery academics. The philosophy of midwifery
practice has many synergies with the principles of cultural safety. Cultural safety needs to be
embedded into professional development plans for midwifery academics.

Fleming, T., et al. (2020). "The influence of yarning circles: A cultural safety professional development
program for midwives." Women & Birth 33(2): 175-185.
A university educated, First Peoples health workforce is paramount to improving health
outcomes for Australia's First Peoples. However, a significant gap exists between the academic
success of First Peoples and non-Indigenous students. The facilitation of culturally safe learning
and teaching environments by academics is essential to closing this gap. There is little research
on midwifery academics' understanding of Cultural Safety and the translation of this
understanding in learning and teaching. To explore the influence of yarning circles within a
professional development program to enhance midwifery academics' awareness of Cultural
Safety. A six-month staff development program which consisted of two workshops and a series of
yarning circles was offered to all midwifery academics. Eight participants agreed to be
interviewed after completion of the program. Interviews were transcribed verbatim, read and re-
read, and analysed using a six staged thematic analysis process. Six key themes centred on
participants' Sense of Belonging, Sense of Safety, Sense Knowing, Sense of Support, Sense of
Difference, and Sense of Challenge were identified. These concepts were supportive of
participants' developing awareness of Cultural Safety. Yarning circles can encourage midwifery
academics' awareness of Cultural Safety. Awareness is the first step towards becoming culturally
safe. Yarning provided a safe and supportive space for challenging discussions and reflective
learning about racism, white privilege, and difference. Midwifery academics described steps they
could take to promote Cultural Safety in the classroom.

Fletcher, K. A. P., et al. (2020). "PERSONALITY ASSESSMENT AND PHYSICIAN LEADERSHIP: USING DATA-
DRIVEN SELF-REFLECTION FOR PROFESSIONAL DEVELOPMENT." Physician Leadership Journal 7(1): 45-52.
Leadership is a complex process informed not only by the knowledge, skills, and abilities of the
leader, but also the qualities of the situation and the followers. Modern leadership theories
outline the complex role of the leader, highlighting how leaders can capitalize on their own
strengths to improve follower and organizational outcomes. Personality traits are relatively
stable tendencies that can help or hinder leader performance across situations. By
understanding these personality traits, physician leaders can become more intentional about
their own leadership process, thereby becoming more effective leaders. This article provides
insight into the role personality traits play in the leadership process and the value of data-driven
self-reflection as a tool for professional development. Specifically, it reviews modern leadership
theories as well as the science of personality, focusing on the five-factor (Big 5) model, and then
provides a method of data-driven self-reflection accompanied by hypothetical examples of how
leaders at different levels of healthcare organizations can enact these suggestions.
Flory, S. B., et al. (2014). "US Urban Teachers' Perspectives of Culturally Competent Professional
Development." Professional Development in Education 40(2): 282-294.
Health disparities related to food choices, nutrition behaviours and smoking habits in urban
communities in the United States signal the importance of health education (HE) in schools, yet
educators in urban communities face unique cultural challenges often unaddressed in
professional development (PD). The purpose of this study was to use a cultural competence
framework to examine urban HE teachers' perspectives of culturally competent PD. Ethnographic
fieldwork was conducted at PD planning and training sessions, and 23 HE teachers were
observed teaching and interviewed over two school years as they experienced PD and
implemented revised curriculum with their middle-school students. Four themes regarding
issues of cultural competence in PD interventions emerged during the study. These included: the
need for diverse and credible PD staff; culturally competent curricula; flexible implementation
expectations; and follow-up support beyond PD workshops. The findings of this study highlight
the teachers' perceptions of PD efforts that would align best with the complex teaching
situations of urban schools, demonstrating a rich understanding of and participation in urban
school communities.

Forbes, A., et al. (2006). "Learning needs analysis: the development of a tool to support the on-going
professional development of multiple sclerosis specialist nurses." Nurse Education Today 26(1): 78-86.
Continuous professional development (CPD) is essential in modern day nursing. Learning needs
analysis (LNA) is an important element of CPD. This paper describes the development of a LNA
tool for multiple sclerosis specialist nurses. The tool contains an empirically developed LNA
schedule and uses a blend of both subjective and objective exercises to help the nurse formulate
a comprehensive learning plan. The tool is organised into four phases: phase 1, focuses on the
knowledge and skills necessary to the fulfilment of work-based objectives; phase 2, involves a
more in-depth assessment of particular areas of professional knowledge; phase 3, examines
learning strategies; and phase 4, involves the development of a learning plan. The tool has been
implemented throughout the UK via local trainers. While the tool was developed for a specialist
nurse population the principles upon which it is based are likely to be transferable to other
nursing contexts.

Forsetlund, L., et al. (2021). "Continuing education meetings and workshops: effects on professional
practice and healthcare outcomes." Cochrane Database Syst Rev 9(9): Cd003030.
BACKGROUND: Educational meetings are used widely by health personnel to provide continuing
medical education and to promote implementation of innovations or translate new knowledge
to change practice within healthcare systems. Previous reviews have concluded that educational
meetings can result in small changes in behaviour, but that effects vary considerably.
Investigations into which characteristics of educational meetings might lead to greater impact
have yielded varying results, and factors that might explain heterogeneity in effects remain
unclear. This is the second update of this Cochrane Review. OBJECTIVES: • To assess the effects
of educational meetings on professional practice and healthcare outcomes • To investigate
factors that might explain the heterogeneity of these effects SEARCH METHODS: We searched
CENTRAL, MEDLINE, Embase, ERIC, Science Citation Index Expanded (ISI Web of Knowledge), and
Social Sciences Citation Index (last search in November 2016). SELECTION CRITERIA: We sought
randomised trials examining the effects of educational meetings on professional practice and
patient outcomes. DATA COLLECTION AND ANALYSIS: Two review authors independently
extracted data and assessed risk of bias. One review author assessed the certainty of evidence
(GRADE) and discussed with a second review author. We included studies in the primary analysis
that reported baseline data and that we judged to be at low or unclear risk of bias. For each
comparison of dichotomous outcomes, we measured treatment effect as risk difference adjusted
for baseline compliance. We expressed adjusted risk difference values as percentages, and we
noted that values greater than zero favour educational meetings. For continuous outcomes, we
measured treatment effect as per cent change relative to the control group mean post test,
adjusted for baseline performance; we expressed values as percentages and noted that values
greater than zero favour educational meetings. We report means and 95% confidence intervals
(CIs) and, when appropriate, medians and interquartile ranges to facilitate comparisons to
previous versions of this review. We analysed professional and patient outcomes separately
and analysed 22 variables that were hypothesised a priori to explain heterogeneity. We explored
heterogeneity by using univariate meta-regression and by inspecting violin plots. MAIN RESULTS:
We included 215 studies involving more than 28,167 health professionals, including 142 new
studies for this update. Educational meetings as the single intervention or the main component
of a multi-faceted intervention compared with no intervention • Probably slightly improve
compliance with desired practice when compared with no intervention (65 comparisons, 7868
health professionals for dichotomous outcomes (adjusted risk difference 6.79%, 95% CI 6.62% to
6.97%; median 4.00%; interquartile range 0.29% to 13.00%); 28 comparisons, 2577 health
professionals for continuous outcomes (adjusted relative percentage change 44.36%, 95% CI
41.98% to 46.75%; median 20.00%; interquartile range 6.00% to 65.00%)) • Probably slightly
improve patient outcomes compared with no intervention (15 comparisons, 2530 health
professionals for dichotomous outcomes (adjusted risk difference 3.30%, 95% CI 3.10% to 3.51%;
median 0.10%; interquartile range 0.00% to 4.00%); 28 comparisons, 2294 health professionals
for continuous outcomes (adjusted relative percentage change 8.35%, 95% CI 7.46% to 9.24%;
median 2.00%; interquartile range -1.00% to 21.00%)) The certainty of evidence for this
comparison is moderate. Educational meetings alone compared with other interventions • May
improve compliance with desired practice when compared with other interventions (6 studies,
1402 health professionals for dichotomous outcomes (adjusted risk difference 9.99%, 95% CI
9.47% to 10.52%; median 16.5%; interquartile range 0.80% to 16.50%); 2 studies, 72 health
professionals for continuous outcomes (adjusted relative percentage change 12.00%, 95% CI
9.16% to 14.84%; median 12.00%; interquartile range 0.00% to 24.00%)) No studies met the
inclusion criteria for patient outcome measurements. The certainty of evidence for this
comparison is low. Interactive educational meetings compared with didactic (lecture-based)
educational meetings • We are uncertain of effects on compliance with desired practice (3
studies, 370 health professionals for dichotomous outcomes; 1 study, 192 health professionals
for continuous outcomes) or on patient outcomes (1 study, 54 health professionals for
continuous outcomes), as the certainty of evidence is very low Any other comparison of different
formats and durations of educational meetings • We are uncertain of effects on compliance with
desired practice (1 study, 19 health professionals for dichotomous outcomes; 1 study, 20 health
professionals for continuous outcomes) or on patient outcomes (1 study, 113 health
professionals for continuous outcomes), as the certainty of evidence is very low. Factors that
might explain heterogeneity of effects Meta-regression suggests that larger estimates of effect
are associated with studies judged to be at high risk of bias, with studies that had unit of analysis
errors, and with studies in which the unit of analysis was the provider rather than the patient.
Improved compliance with desired practice may be associated with: shorter meetings; poor
baseline compliance; better attendance; shorter follow-up; professionals provided with
additional take-home material; explicit building of educational meetings on theory; targeting of
low- versus high-complexity behaviours; targeting of outcomes with high versus low importance;
goal of increasing rather than decreasing behaviour; teaching by opinion leaders; and use of
 didactic versus interactive teaching methods. Pre-specified exploratory analyses of behaviour
change techniques suggest that improved compliance with desired practice may be associated
with use of a greater number of behaviour change techniques; goal-setting; provision of
feedback; provision for social comparison; and provision for social support. Compliance may be
decreased by the use of follow-up prompts, skills training, and barrier identification techniques.
AUTHORS' CONCLUSIONS: Compared with no intervention, educational meetings as the main
component of an intervention probably slightly improve professional practice and, to a lesser
extent, patient outcomes. Educational meetings may improve compliance with desired practice
to a greater extent than other kinds of behaviour change interventions, such as text messages,
fees, or office systems. Our findings suggest that multi-strategy approaches might positively
influence the effects of educational meetings. Additional trials of educational meetings
compared with no intervention are unlikely to change the review findings; therefore we will not
further update this review comparison in the future. However, we note that randomised trials
comparing different types of education are needed.

Fowler, J. (2012). "Professional development: from staff nurse to nurse consultant. Part 6: importance of
role models." British Journal of Nursing 21(5): 311.
In sixth part of series of articles about professional development, Fowler examines the
importance of role models. Nursing is a practice-based profession and the Nursing and
Midwifery Council insists that all of its courses are 50% theory and 50% practice. There is
considerable emphasis placed on the role of the 'mentor' for students. One aspect of mentoring
involves having a role model; this is a person who demonstrates the standards and attitudes of a
qualified nurse. He stresses that role models are good at their job. They appear to carry out their
role with natural talent, ability and consummate ease.

Fox, R. D. (1984). "Learning Styles and Instructional Preferences in Continuing Education for Health
Professionals: A Validity Study of the LSI." Adult Education Quarterly 35(2): 72-85.
This study evaluated the construct validity of the Learning Styles Inventory. Learning styles of
participants in a continuing professional education program were associated with both the
evaluative statements learners make about the design of the program and their attitudes toward
lecture and small group sections of the program. (CT)

Fox, R. D. (2000). "Using theory and research to shape the practice of continuing professional
development." Journal of Continuing Education in the Health Professions 20(4): 238-246.
As research has expanded in scope and diversity, application of new ideas to the programs that
facilitate learning and change should have grown accordingly. However, the gap between the
theories of how and why physicians learn and change their practices and the practical
application of these theories appears to be wider. The research component of research and
development in continuing professional development appears to be strong, but the
development function appears to be weak. This presentation will describe some of the factors
that have led to this gap between theory and practice and suggest some actions that may be
taken to reduce this gap. Among the factors leading to the gap are the different perspectives of
practitioners and scholars as to the purposes of research, the appropriate foci of studies, and the
attributes of quality of studies related to continuing professional development. A traditional
model of research is discussed and analyzed for its strengths and weaknesses as they relate to
writing research that is relevant to practitioners. The role and function of the research problem
and the conclusions of studies are described in terms of how these two parts of a research
report can assist in the translation of theory and evidence into the practice. In order to illustrate
 how theory may be translated into practical tools and procedures, the application of the theory
of change and learning to the assessment of readiness to change is reviewed briefly. Implications
of this experience are described and steps that may be helpful in bridging the gap between
theory and practice will be proposed. Finally, a system of research and development that can
ensure a tighter link between research and practice is proposed. The next steps to achieve this
kind of system are suggested in the conclusions.

Fox, R. D. (2011). "Revisiting "Discrepancy Analysis in Continuing Medical Education: A Conceptual

Model"." Journal of Continuing Education in the Health Professions 31(1): 71-76.
Based upon a review and analysis of selected literature, the author presents a conceptual model
of discrepancy analysis evaluation for planning, implementing, and assessing the impact of
continuing medical education (CME). The model is described in terms of its value as a means of
diagnosing errors in the development and implementation of CME. The role of explanation and
prediction within the design and implementation of CME is discussed, and implications for the
development of practical theories of CME are examined. Finally, the model is used as a vehicle
for articulating areas of responsibility and accountability of continuing medical educators in the
patient health status/physician performance/physician competence relationship. This article
introduces the notion of a discrepancy between what is and what ought to be--a gap analysis--as
a means to assess needs and outcomes. Needs and outcomes were related to gaps in
competencies, clinical performance, and patient health. The article proposes that gaps in patient
health before and after programs can be explained as either due to clinical performance or the
effects of other factors (systems). It proposes that gaps in clinical performance can be attributed
to gaps in competence or to other factors, such as barriers to change. This inductive and
deductive reasoning and the formal explanations associated with gaps uncovered in assessments
were viewed as essential elements in explaining success and failure. In theory, the formal
explanation of gaps in competency, performance, and patient health status was key to
attributing change to CME performance. For three decades these themes have provided a
framework for building CPD that integrates assessment, theory, and program design. (Contains 2
figures.)

Fox, S. D. and S. Stone (2022). "#ACCPANdev: Identifying the continuing professional development (CPD)
needs of Advanced Practitioners (APs) within the UK - a national evaluation." Journal of the Intensive
Care Society 23(1): 86-88.
Introduction: The NHS Long-Term Plan1 acknowledges that Advanced Clinical Practitioners
(ACPs), which includes the Advanced Critical Care Practitioner (ACCP) role, are central to
transforming service delivery to meet dynamic local healthcare needs, and as such there has
been a large investment in the training and development of said roles. Recent literature has
highlighted that a lack of CPD opportunities and unclear career pathways exist for advanced
practitioners.2-4 In light of this, a new academic network is in development - Advanced
Critical/Clinical Care Practitioners Academic Network (ACCPAN). The aim is to promote
collaborative working in a safe and supportive environment and to ensure high quality
education, mentorship, networking and research opportunities. To our knowledge, there is no
data that currently exists to evaluate the national perspectives of the CPD needs of advanced
practitioners. Objectives: The study has multiple objectives: 1. Complete thematic review of the
relevant literature 2. Determine the perceived CPD needs of ACPs and ACCPs utilising a validated
tool (Hennessy-Hicks Training Needs Analysis (HHTNA) manual and questionnaire5) 3. Utilise the
above data to prioritise the training needs and aid in the creation of a rolling annual timetable of
CPD events co-ordinated by ACCPAN to address said training needs. Methods: A three-stage,
 mixed-methods design has been utilised. • Stage 1 - Exploratory consultation and validation of
an adaptation of the HHTNA questionnaire5 with consenting, practising ACP and ACCPs via an
online platform (Microsoft Teams and Zeetings). Advertisement of the event was via various
social media platforms, utilising the hashtag #ACCPANdev. • Stage 2 -A national service
evaluation utilising a crosssectional, mixed-methods, (single) survey-based design within which
the adapted HHTNA questionnaire5 is embedded. This stage of the study is due to commence
September 2021. • Stage 3 - The development and evaluation of various CPD activities aimed at
ACPs and ACCPs. Results: We report here the findings of stage 1 of the study. A total of 31
eligible participants, from a range of clinical backgrounds (critical and acute care, paediatrics,
mental health, and general practice), took part in 1 of 4 semistructured consultation meetings in
May 2021. An anonymised, interactive questionnaire was completed by participants during the
meeting which generated a variety of quantitative and qualitative data, some of which is
summarised in Figures 1 and 2. Participants were then presented with the proposed adaptation
of the HHTNA questionnaire5 and encouraged to consult on its content. Suggestions for further
adaptations were then collated and arranged into themes which reflect the four pillars of
advanced practice (clinical; education; leadership and management; research). Conclusions:
Stage 1 of our study reflects the findings of national data that the CPD needs of ACP and ACCPs
are not being met across all four pillars of advanced practice roles. Thematic analysis of the
available literature, together with data obtained from stage 1 of the study has ensured construct
validity to our proposed adaptation of the HHTNA questionnaire5 for stage 2 of the study. This
study is the first of its kind to address the important subject of ongoing education and
development of advanced practitioners.

Fraguas, L., et al. (2020). "Adaptation and validation of the Argentine version of an instrument to assess
continuing professional development activities." Archivos Argentinos de Pediatria 118: 125-129.
Introduction. Canadian researchers developed a self-administered questionnaire to ask
participants of continuing professional development (CPD) activities about their intention to
translate the knowledge acquired in the classroom into clinical practice. The
questionnairemayfacilitatequalityimprovement processes in such CPD activities. Objective. To
translate, cross-culturally adapt and validate the original English REACTION questionnaire (A
theoRy-basEd instrument to assess the impACT of continuing professional
developmentactivitiesonprofessionalbehavIOr chaNge) for its use in Argentina. Population and
methods. The 12 questionnaire items were translated and cross-culturally adapted using a five-
step process. The construct validitywasassessedusinganexploratoryfactor analysis, whereas
reliability, with Cronbach’s coefficient and the G coefficient. Results. The final questionnaire
version was administered to a sample of 133 physicians who attended 9 CPD activities at a
teaching hospitalintheAutonomousCityofBuenosAires (average age: 38 years; 23.3 %, men; 76 %,
family physicians). The exploratory factor analysis showed 3 factors (social influence, confidence
in one’sabilities,andethicaljudgment).Cronbach’s coefficient was 0.82 and the G coefficient, 0.72.
Conclusions. The Argentine version of the REACTION questionnaire was adapted and validated to
assess the impact of CPD centered onclinicalskillstrainingonphysicians’intention to implement it
in their practice.

Fraguas, L., et al. (2020). "Adaptation and validation of the Argentine version of an instrument to assess
continuing professional development activities." Arch Argent Pediatr 118(2): 125-129.
INTRODUCTION: Canadian researchers developed a self-administered questionnaire to ask
participants of continuing professional development (CPD) activities about their intention to
translate the knowledge acquired in the classroom into clinical practice. The questionnaire may
 facilitate quality improvement processes in such CPD activities. OBJECTIVE: To translate, cross-
culturally adapt and validate the original English REACTION questionnaire (A theoRy-basEd
instrument to assess the impACT of continuing professional development activities on
professional behavIOr chaNge) for its use in Argentina. POPULATION AND METHODS: The 12
questionnaire items were translated and cross-culturally adapted using a five-step process. The
construct validity was assessed using an exploratory factor analysis, whereas reliability, with
Cronbach's coefficient and the G coefficient. RESULTS: The final questionnaire version was
administered to a sample of 133 physicians who attended 9 CPD activities at a teaching hospital
in the Autonomous City of Buenos Aires (average age: 38 years; 23.3 %, men; 76 %, family
physicians). The exploratory factor analysis showed 3 factors (social influence, confidence in
one's abilities, and ethical judgment). Cronbach's coefficient was 0.82 and the G coefficient,
0.72. CONCLUSIONS: The Argentine version of the REACTION questionnaire was adapted and
validated to assess the impact of CPD centered on clinical skills training on physicians' intention
to implement it in their practice.

Franklin, D. and M. K. Marks (2022). "The professional practice of forensic anthropology: Contemporary
developments and cross‐disciplinary applications." Wiley Interdisciplinary Reviews. Forensic Science 4(2).
The modern practice of forensic anthropology is focused on the quantification of skeletal
variation based upon a qualitative prowess developed according to theory and method in the
parent discipline of biological anthropology. Such morphological variances allow estimates of
biological attributes, for example, age, sex, population affinity, stature, pathology of disease
processes—among others, that collectively may resolve the identification of unknown forensic
human remains. The latter is a basic human right under International Humanitarian Law (IHL),
and International Human Rights Law (IHRL) afforded to descendants who go missing in armed
conflicts and other violence‐base situations. The specific traditional methods applied by the
forensic anthropologist are well established in the published literature and routinely supported
by global research that guides graduate programs designed to train the next generation of
practitioners. Important in that cornerstone literature and graduate training regimen are aspects
of our practice that are increasingly cross‐disciplinary, especially those grounded in the
molecular, chemical, and histological sciences. These upper‐tier endeavors supplement and
many times, validate, the traditional approaches as dictated by case context. This review focuses
on evolving cross‐disciplinary developments and novel research trends in the analysis of human
remains that involve the specific expertise of the forensic anthropologist.This article is
categorized under:Forensic Anthropology > Age AssessmentForensic Anthropology >
Anthropology in Mass Disaster & War Crime Contexts

Fraser, C. (1996). "Graduate professional development programme dentistry." The New Zealand dental
journal 92(408): 40-45.
This paper describes the development and structure of a pilot programme of professional
development for new graduates initiated by the New Zealand Dental Association, the Dental
Council of New Zealand, and the Faculty of Dentistry of the University of Otago. The programme
consisted of a series of monthly evening seminars, co-ordinated by a facilitator, and led by
experienced practitioners. Initially provided in Auckland, the programme subsequently extended
to Wellington, Christchurch, and Waikato-Bay of Plenty. The award of a New Zealand Dental
Association Travelling Fellowship enabled the author to observe the United Kingdom Vocational
Training Scheme, and attendance at the 1994 meeting of the Fédération Dentaire Internationale
provided opportunity to study systems used in other countries. The pilot programme has now
been replaced by the ongoing Graduate Professional Development Programme Dentistry, a
 programme which extends beyond the recent graduate, but remaining based on the concepts
developed in the pilot programme.

French, H. P. (2006). "Continuing professional development: a survey of Irish staff grade

physiotherapists." International Journal of Therapy & Rehabilitation 13(10): 470-476.
Continuing professional development (CPD) in physiotherapy incorporates a broad range of
activities that provides personal and professional development. There is a responsibility on both
the individual and workplace to ensure that the employee is up to date and competent. A
questionnaire survey of staff grade physiotherapists in five acute hospitals was conducted to
determine the current CPD activities they were undertaking and their perceived CPD needs.
Seventy one physiotherapists completed the questionnaire. Respondents were asked to
prioritize CPD activities and the top five activities identified were: clinical supervision, intensive
clinical training, in-service education, short courses and performance appraisal. The effective
components and perceived benefit of these activities are presented and discussed. The results of
this survey can be used to develop a CPD framework in the workplace.

Frenette, J., et al. (1998). "Expecting understanding, understanding expectations: continuing medical
education and the doctor-patient relationship." Journal of Continuing Education in the Health
Professions 18(1): 20-28.
This paper describes the development and evaluation of a continuing medical education
program on the doctor-patient relationship. The College des Medecins du Quebec and the
Quebec chapter of the College of Family Physicians of Canada joined forces to meet the needs
expressed by physicians in prior research. The course content focused on the structure of the
encounter, the concepts of 'offer and demand,' and 'the patient-centered interview.' The format
was adapted to the audience: a 90-minute workshop using two videotape vignettes, small group
discussions, and a 15-minute didactic presentation. The evaluations consisted of a self-
administered questionnaire at the end of the workshop and a mailed questionnaire 6 to 15
months later. The workshops were so popular that the total number of workshops (30) planned
for over a 2-year period were completed in less than 9 months. The great majority of the
participants indicated in the immediate evaluations that the workshop had met their
expectations, that they felt that they had met the objectives, and that they could see practical
applications. The second evaluation corroborated the findings obtained in the initial evaluation
and the opinion of the respondents continued to be positive in regard to the relevance and
quality of the workshops. The authors are very pleased by the success of the workshops, which
were conducted 74 times until December 1995. Two other workshops have been designed and
are in the process of implementation. One workshop addresses issues of intimacy in the
doctorpatient relationship and the other focuses on difficult doctor-patient relationships.

Frerejean, J., et al. (2021). "Ten steps to 4C/ID: training differentiation skills in a professional
development program for teachers." Instructional Science 49(3): 395-418.
This paper describes how an interdisciplinary design team used the Four-Component
Instructional Design (4C/ID) model and its accompanying Ten Steps design approach to
systematically design a professional development program for teaching differentiation skills to
primary school teachers. This description illustrates how insights from a cognitive task analysis
into classroom differentiation skills were combined with literature-based instructional design
principles to arrive at the training blueprint for workplace-based learning. It demonstrates the
decision-making processes involved in the systematic design of each of the four components:
learning tasks, supportive information, procedural information, and part-task practice. While the
 design process was time and resource-intensive, it resulted in a detailed blueprint of a five-
month professional development program that strategically combines learning activities to
stimulate learning processes that are essential for developing the complex skill providing
differentiated instruction in a mathematics lesson.

Frey, J. J., et al. (2015). "Evaluation of a Continuing Education Training on Client Financial Capability."
Journal of Social Work Education 51(3): 439-456.
The researchers conducted an evaluation study assessing outcomes among 37 social workers
who completed a continuing education course on financial capability and working with clients.
Key constructs assessed included participants' attitudes about financial capability, self-efficacy to
provide services, organizational barriers, and basic financial knowledge. Social work participants
reported that financial problems among their clients were almost unanimous as a reason for
seeking services. Organizational barriers, such as lack of time and access to staff with financial
knowledge, prevented social workers from providing client financial services. At follow-up, social
workers reported improved personal financial knowledge and behaviors. Suggestions for future
research and improving social work continuing education and integrating financial capability into
the social work curriculum in academic settings are suggested.

Friedman, L., et al. (2009). "The EDUCATE Study: a continuing education exemplar for Clinical Practice
Guideline Implementation." Clinical Journal of Oncology Nursing 13(2): 219-230.
Cancer care is evolving from a solo practitioner care delivery system based on tradition and
anecdotal experience to a multidisciplinary, collaborative, science-driven paradigm. Evidence-
based practice facilitates optimal care quality for patients with cancer and is effected for medical
and nursing practitioners through clinical practice guideline implementation. Clinician education
based on principles of adult learning is one method of implementing clinical practice guidelines
in clinical practice. However, research demonstrates that conventional static methods of
education do little to change behavior; instead, effective education incorporates interactive
formats, provides feedback, and includes reminder and reinforcement strategies. The EDUCATE
(Educating Clinicians to Achieve Treatment Guideline Effectiveness) Study offers one model for
clinical practice guideline implementation using educational methods. A faculty of nurse
educators, together with practice champions, carried out an intensive educational intervention
comprised of multiple teaching/learning activities during a 12-month period in community
oncology practices throughout the United States. In addition to an overview of clinical practice
guidelines and educational methods that can be used for implementation of clinical practice
guidelines, the obstacles faced and lessons learned through the EDUCATE Study are presented,
along with recommendations for implementation in the practice setting.

Friedman, L. R. N. M. P. A. O. C. N., et al. (2009). "The EDUCATE Study: A Continuing Education Exemplar
for Clinical Practice Guideline Implementation." Clinical Journal of Oncology Nursing 13(2): 219-230.
Cancer care is evolving from a solo practitioner care delivery system based on tradition and
anecdotal experience to a multidisciplinary, collaborative, science-driven paradigm. Evidence-
based practice facilitates optimal care quality for patients with cancer and is effected for medical
and nursing practitioners through clinical practice guideline implementation. Clinician education
based on principles of adult learning is one method of implementing clinical practice guidelines
in clinical practice. However, research demonstrates that conventional static methods of
education do little to change behavior; instead, effective education incorporates interactive
formats, provides feedback, and includes reminder and reinforcement strategies. The EDUCATE
(Educating Clinicians to Achieve Treatment Guideline Effectiveness) Study offers one model for
 clinical practice guideline implementation using educational methods. A faculty of nurse
educators, together with practice champions, carried out an intensive educational intervention
comprised of multiple teaching/learning activities during a 12-month period in community
oncology practices throughout the United States. In addition to an overview of clinical practice
guidelines and educational methods that can be used for implementation of clinical practice
guidelines, the obstacles faced and lessons learned through the EDUCATE Study are presented,
along with recommendations for implementation in the practice setting.

Friedrich, P., et al. (2014). "The DF/BC-HITO observership program-an example of how academic centers
in resource-rich settings can help boost professional development." Pediatric Blood and Cancer 61: S158.
Objectives: The DF/BC-HITO Observership Program was a professional training project developed
by DF/BC, HITO, Fundación Teletón México, and the Children's Trust. The goal was to ensure
HITO's faculty and nurses were expertly prepared to begin treating patients when the hospital
opened in November 2013. HITO is a free-standing pediatric oncology hospital and aims to
become a Center of Excellence in pediatric oncology care. The medical curriculum aimed to (a)
familiarize and acculturate HITO clinicians to the practice of oncology at a Center for Excellence,
(b) provide assistance in the creation of multidisciplinary clinical programs, clinical protocols, and
policies and procedures and (c) expose providers to a rich clinical research environment and
motivate incorporation of research into clinical practice. Methods: The Program was grounded
on adult learning principles. It (a) assumed learners were independent, intrinsically motivated,
and self-directed, (b) combined formal with informal and practical experiences, and (c)
encouraged participation, ongoing peer-support, and one-on-one coaching. Results: The
Program ran for 18 months. A total of 14 physicians, 5 nurses, 1 pharmacist, and 2 administrators
visited DF/BC between February-November 2013; 1-6 months each. Nursing and pharmacy
experience is reported separately. Physicians included oncologists, intensivists, pathologists,
infectious disease specialists, radiologists, radiation oncologists, pain and palliative care
specialists, and surgeons. Observers developed their goals based on interests, roles, and
responsibilities, observed direct patient care, attended clinical and educational conferences,
national conferences, and formal course work in quality and research methods, improved their
English skills, had one-to-one meetings with disease-specific attendings to review protocols, met
regularly with organizers to monitor progress, and presented a summary of their experience at
the conclusion of their stay. Conclusions: Academic institutions and Centers of Excellence can
meaningfully contribute to boosting the professional development of providers from low-and-
middle-income countries. Support from leadership and foundations is essential for success.

Fryman, J. E. (1974). "THE APACHE PROJECT: CURTAIN UP FOR CONTINUING HEALTH SCIENCE
EDUCATION." The Journal of Continuing Education in Nursing 5(1): 45-50.
Paul Cutler's untiring efforts as Co-Principal Investigator in APACHE are steadily moving the
Project toward realization. [...] the conversion of the telephone seminar activity to satellite
television wasn't a great conceptual step, although logistically something akin to opening up the
west! [...] in the evaluation phase of the project, we will use a number of different approaches:
1. courses given for nurses who wish to obtain degrees or tor nurses who wish to upgrade their
professional status can be assessed by examinations given on a specific date at specified regional
centers throughout the various states in the footprint; 2. members of various academies of
family practice or equivalent organizations needing postgraduate educational credit for
maintenance of their membership will take similar examinations on specifically prepared telecast
materials forwhich they claim credit; 3. for other persons or groups desiring or needing credit for
maintenance of membership in parent organizations or even for relicensure, similar procedures
 can be followed; 4. proof of attendance at remote receiver sites will be rendered by on-site
monitors; 5. evidence that the consumer has benefited from the particular program or series can
be elicited by a tailormade examination given at a similarly selected center as mentioned above.

Fu, Y., et al. (2018). "The Management of Chronic Back Pain in Primary Care Settings: Exploring Perceived
Facilitators and Barriers to the Development of Patient–Professional Partnerships." Qualitative Health
Research 28(9): 1462-1473.
Supporting patients in forming partnerships with health professionals is the key of effective self-
management. This study aimed to explore the nature of patient–professional partnerships and
its related factors that create facilitators and barriers to patients’ self-management ability. A
constructivist grounded theory approach was undertaken. Three main themes emerged:
interaction and communication, integrated care, and service and system. A theoretical model
was generated that posits effective communication, individualized integrated care, and high-
quality service as key influences on the successful development of patient–professional
partnerships and patients’ ability to self-manage. Giving attention to these factors helps
understand the development, implementation, mechanisms, and evaluation of building a
patient–professional partnership and maximizes the opportunities for patient self-management
of chronic pain. Future research and practice are needed to move beyond a simplistic focus on
health outcomes to address the complex links between partnerships and treatment delivery
processes, and interventions, effects, and patients’ context.

Fu, Y., et al. (2018). "The Management of Chronic Back Pain in Primary Care Settings: Exploring Perceived
Facilitators and Barriers to the Development of Patient–Professional Partnerships." Qualitative Health
Research 28(9): 1462-1473.
Supporting patients in forming partnerships with health professionals is the key of effective self-
management. This study aimed to explore the nature of patient–professional partnerships and
its related factors that create facilitators and barriers to patients’ self-management ability. A
constructivist grounded theory approach was undertaken. Three main themes emerged:
interaction and communication, integrated care, and service and system. A theoretical model
was generated that posits effective communication, individualized integrated care, and high-
quality service as key influences on the successful development of patient–professional
partnerships and patients’ ability to self-manage. Giving attention to these factors helps
understand the development, implementation, mechanisms, and evaluation of building a
patient–professional partnership and maximizes the opportunities for patient self-management
of chronic pain. Future research and practice are needed to move beyond a simplistic focus on
health outcomes to address the complex links between partnerships and treatment delivery
processes, and interventions, effects, and patients’ context.

Fulbrook, P. and J. Cockerell (2005). "Education for outreach: development of an inter-professional MSC
in critical care." Nursing in Critical Care 10(5): 255-262.
This article describes the development of a new multi-professional Master's degree programme,
which is aimed at supporting the education of practitioners in meeting the needs of Level 1
critically ill patients. The main drivers that influenced its development were Comprehensive
Critical Care (Department of Health, 2000a) and the National Health Service Modernisation
Agency for Critical Care. The programme was aimed primarily at junior doctors, senior ward
nurses, senior physiotherapists and members of Outreach teams. The programme was designed
to maximize work-based learning and is framed around two clinically focused units. The
programme is informed by principles of quality improvement and aims to prepare practitioners
 to meet the needs of Level 1 patients 'at the point of need'.

Füllhase, C., et al. (2008). "Das gemeinsame Logbuch "Urologische Weiterbildung" von GeSRU, DGU und
BDU: Ein Meilenstein für die urologische Weiterbildung in Deutschland." Der Urologe. Ausg. A. 47(3):
348-356.
Die Dokumentation der Weiterbildung ist seit Inkrafttreten der neuen Weiterbildungsordnung
(WBO) obligat. Anfang 2007 initiierte die GeSRU gemeinsam mit der DGU, repräsentiert durch
Prof. J. Fichtner, eine Projektgruppe mit dem Ziel, die urologische Weiterbildung transparenter
und moderner zu gestalten sowie neue Möglichkeiten, gegeben durch die neue WBO,
flächendeckend zu implementieren. Zur Umsetzung dieses Projekts, welchem sich BDU und AK
Ltd. Krhs-Ärzte anschlossen, wurde ein gemeinsames Logbuch entworfen. Im Gegensatz zu
bisher erhältlichen Logbüchern bietet das gemeinsame Logbuch neben der reinen
Dokumentation der Weiterbildung einen dezidierten, übersichtlichen Gesprächsleitfaden,
welcher auf objektiver Datenanalyse basiert. Es lehrt, sinnvolle Zielvereinbarungen zu treffen,
und enthält ein Mustercurriculum, wonach die Weiterbildung systematisch und dennoch flexibel
strukturiert werden kann, und des Weiteren die über den Erwerb des Facharzttitels
hinausgehenden Anforderungen zur Abrechnungsfähigkeit urologischer Tätigkeiten im Rahmen
eines KV-Niederlassungssitzes. Das gemeinsame Logbuch wird als All-in-one-
Ausbildungsnachweis von Ärztekammern, KV und EBU akzeptiert werden. Es präsentiert sich als
duales Konzept in Form eines Ringbuchordners als Hardcopy sowie als stets aktualisierte Online-
Version (http://www.germanresidents-urolog.de). Since the new Regulation on Continuing
Education took effect, documentation of continuing education is obligatory. At the beginning of
2007, the German Society of Residents in Urology (GeSRU) together with the German Society of
Urology (DGU) represented by Professor J. Fichtner initiated a project group with the goal of
enhancing the transparency of urological continuing education, modernizing it, and
implementing the new possibilities afforded by the new regulation on a nationwide level.
Towards realizing this project, which was joined by the Federation of German Urologists (BDU)
and the Working Group of Hospital Chiefs of Staff, a joint logbook was designed. In contrast to
previously obtainable logbooks, the joint logbook offers, in addition to straightforward
documentation of continuing education, a definitive, clear interview guide based on objective
data analysis. It provides training in agreeing on sensible objectives, it contains a model
curriculum in which continuing education can be systematically yet flexibly structured, and
beyond the requirements needed for obtaining qualification as a specialist includes those
entitling the physician to bill health insurance providers for urological services rendered as a
private practitioner. The joint logbook is accepted as an all-in-one continuing education unit
record by the medical associations, health insurance providers, and the European Board of
Urology. It takes the form of a dual concept and is available in hard copy as a loose-leaf binder
and in a constantly updated online version (http://www.germanresidents-urolog.de).
[PUBLICATION ABSTRACT]

Füllhase, C., et al. (2008). "Joint logbook of the GeSRU, DGU, and BDU for "urological continuinge
ducation": A milestone for urological continuing education in Germany." Urologe - Ausgabe A 47(3): 348-
356.
Since the new Regulation on Continuing Education took effect, documentation of continuing
education is obligatory. At the beginning of 2007, the German Society of Residents in Urology
(GeSRU) together with the German Society of Urology (DGU) represented by Professor J.
Fichtner initiated a project group with the goal of enhancing the transparency of urological
continuing education, modernizing it, and implementing the new possibilities afforded by the
 new regulation on a nationwide level. Towards realizing this project, which was joined by the
Federation of German Urologists (BDU) and the Working Group of Hospital Chiefs of Staff, a joint
logbook was designed. In contrast to previously obtainable logbooks, the joint logbook offers, in
addition to straightforward documentation of continuing education, a definitive, clear interview
guide based on objective data analysis. It provides training in agreeing on sensible objectives, it
contains a model curriculum in which continuing education can be systematically yet flexibly
structured, and beyond the requirements needed for obtaining qualification as a specialist
includes those entitling the physician to bill health insurance providers for urological services
rendered as a private practitioner. The joint logbook is accepted as an all-in-one continuing
education unit record by the medical associations, health insurance providers, and the European
Board of Urology. It takes the form of a dual concept and is available in hard copy as a loose-leaf
binder and in a constantly updated online version (http://www.germanresidents-urolog.de). ©
2008 Springer Medizin Verlag.

Fustukian, S. and J. Macdonald (1994). "Health action is: continuing education for PHC." HealthAction(8):
2.
Training health workers on the job allows new concepts and practices to be introduced and
reorients the workers to the major goals of primary health care (PHC). Therefore, appropriate
continuing training is needed to successfully implement PHC. The learning process needs to
proceed so health workers can gain technical information as well as support and motivation.
Continuing education should improve skills and promote the best use of limited resources to
bring about an improved quality of health care. Continuing education should take place within a
national framework and incorporate training from vertical programs to be effective. Community
health workers as well as physicians need continuing education for PHC. Workers from each level
must work with trainers to develop a relevant program. For example, in India and Nigeria,
domestic responsibilities limit the time available for traditional birth attendants to participate in
training, so trainers need to address their needs (e.g., training during work hours or child care).
Continuing education should use a variety of learning methods to promote and stimulate
learning. These methods can include refresher courses, workshops, distance learning, group
problem solving, and supportive supervision. Resource centers can provide trainers access to
relevant learning materials.
eng

Gabel, S. (2013). "Demoralization in Health Professional Practice: Development, Amelioration, and

Implications for Continuing Education." Journal of Continuing Education in the Health Professions 33(2):
118-126.
Demoralization is a feeling state of dejection, hopelessness, and a sense of personal
'incompetence' that may be tied to a loss of or threat to one's own goals or values. It has an
existential dimension when beliefs and values about oneself are disconfirmed. Numerous
sources describe high rates of dissatisfaction and burnout in physicians and other health
professionals. This article reviews historical and empirical findings that describe the professional
and personal value orientations of physicians and other health professionals. It reviews empirical
and theoretical findings to consider the implications of conflict between these values and
negatively perceived ethical and values orientations of health care organizations and commercial
health care entities. Conflicts between personal and professional values of health professionals
and larger health care related organizations and commercial entities with which they are
associated may contribute to the development of demoralization and burnout. Physicians and
other health professionals frequently experience values related conflicts with larger social,
 organizational or bureaucratic systems. These conflicts place health professionals at risk for
demoralization and burnout. 'Remoralization,' or renewal of morale, depends on the
reestablishment of the potential for fulfillment of one's values in the work environment. This
depends on organizational, group, and personal efforts. Continuing education and continuing
professional development programs should have a programmatic focus on the importance of a
values orientation in health care and support program development aimed at recognizing,
addressing, and reducing demoralization and its potential for negative health care consequences
for health professionals and patients.

Gabriela Martins, S., et al. (2018). "Continuing Education in Mental Health: Critical Moments to Analyze
Group Process." Paideía 28.
In Brazilian context, literature points to Continuing Education in Health (CEH) policy as a means
to actualize the Psychiatric Reform. Although it is also a challenge considering its proposal of
close connectedness with each context in which it occurs. This study aimed to understand how
mental health professionals learn together in CEH-processes, identifying and understanding
conversational transformations that occurred in the interactional process. An educational
process inspired by the CEH policy was then carried out with a group of eight professionals from
a Psychosocial Care Center. This process was analyzed from the notion of critical moments, with
a social constructionist stance. In doing so, the critical moment “Sharing the Feeling of Standstill”
was delimited considering its effects on the conversational process. With this, it is argued that,
even in conversations that seem saturated by problems, it is possible to identify generative
moments, as a relational achievement, through dialogue.

Gagné, M., et al. (2018). "Comparative impact of two continuing education activities targeted at COPD
educators on educational outcomes: protocol for a non-randomized controlled study using mixed
methods." BMC Health Serv Res 18(1): 460.
BACKGROUND: Therapeutic patient education (TPE) improves quality of life and reduces health
care utilization among patients with chronic obstructive pulmonary disease (COPD). However,
benefits from TPE might depend on the performance of the educators and training is needed to
ensure the effective delivery of TPE interventions. Based on the framework by Moore et al. (J
Contin Educ Health Prof 29:1-15, 2009), we will compare the impact of two continuing education
(CE) activities on TPE in regard to the following educational outcomes: (1) learning, (2) self-
report of competence, (3) performance of the educators, and (4) outcomes of COPD patients
who will meet the newly trained educators for TPE. METHODS: We will conduct a non-
randomized controlled study using mixed methods. Educators will first participate in a CE activity
on TPE that will include a role-playing simulation (experimental group) or in a lecture on TPE
(comparison group) and then will perform TPE in COPD patients. Among educators, we will
assess: (1) learning, by measuring knowledge about TPE, and (2) self-report of competence using
self-administered questionnaires before and after the activity. Then, after the CE activity, we will
assess (3) educators' performance levels in delivering TPE by rating a videotaped TPE
intervention. In COPD patients who will meet the newly trained educators for TPE after either CE
activity, we will assess (4) quality of life and resource utilization using interviewer-administered
questionnaires, before and after TPE. Statistical analyses will compare the experimental group
against the comparison group using multivariate models. Using a semi-structured interview
guide, we will conduct interviews with educators and perform content analysis. Results will be
integrated in order that qualitative results further explain the quantitative ones. DISCUSSION: To
the best of our knowledge, this is the first controlled mixed methods study to compare the
impact of two CE activities on TPE in regard to four educational outcomes. We believe this study
 will serve as a model for evaluating CE activities on TPE. Results from this study could increase
educators' performance levels in delivering effective TPE interventions, and, in turn, COPD
patient outcomes. TRIAL REGISTRATION: The study was registered on https://clinicaltrials.gov/
( NCT02870998 ) on March 15, 2016.

Gagné, M., et al. (2018). "Comparative impact of two continuing education activities targeted at COPD
educators on educational outcomes: protocol for a non-randomized controlled study using mixed
methods." BMC Health Services Research 18.
Background Therapeutic patient education (TPE) improves quality of life and reduces health care
utilization among patients with chronic obstructive pulmonary disease (COPD). However,
benefits from TPE might depend on the performance of the educators and training is needed to
ensure the effective delivery of TPE interventions. Based on the framework by Moore et al. (J
Contin Educ Health Prof 29:1-15, 2009), we will compare the impact of two continuing education
(CE) activities on TPE in regard to the following educational outcomes: (1) learning, (2) self-
report of competence, (3) performance of the educators, and (4) outcomes of COPD patients
who will meet the newly trained educators for TPE. Methods We will conduct a non-randomized
controlled study using mixed methods. Educators will first participate in a CE activity on TPE that
will include a role-playing simulation (experimental group) or in a lecture on TPE (comparison
group) and then will perform TPE in COPD patients. Among educators, we will assess: (1)
learning, by measuring knowledge about TPE, and (2) self-report of competence using self-
administered questionnaires before and after the activity. Then, after the CE activity, we will
assess (3) educators’ performance levels in delivering TPE by rating a videotaped TPE
intervention. In COPD patients who will meet the newly trained educators for TPE after either CE
activity, we will assess (4) quality of life and resource utilization using interviewer-administered
questionnaires, before and after TPE. Statistical analyses will compare the experimental group
against the comparison group using multivariate models. Using a semi-structured interview
guide, we will conduct interviews with educators and perform content analysis. Results will be
integrated in order that qualitative results further explain the quantitative ones. Discussion To
the best of our knowledge, this is the first controlled mixed methods study to compare the
impact of two CE activities on TPE in regard to four educational outcomes. We believe this study
will serve as a model for evaluating CE activities on TPE. Results from this study could increase
educators’ performance levels in delivering effective TPE interventions, and, in turn, COPD
patient outcomes. Trial registration The study was registered on https://clinicaltrials.gov/
(NCT02870998) on March 15, 2016.

Gagnon, J. P. (1978). Budgeting and Control of Pharmacy Continuing Education Programs, American
Journal of Pharmaceutical Education. 42: 418-421.
Cash budgeting concepts employed in businesses are discussed, the results of a survey of
pharmacy school continuing education directors regarding their budgeting procedures are
described, and suggestions on how a pharmacy school's continuing education program could be
budgeted are offered. A control form for program revenues is appended. (JMD)

Gallagher, L. (2007). "Continuing education in nursing: a concept analysis." Nurse Education Today 27(5):
466-473.
The importance of continuing education for nurses has been increasingly emphasized in the
nursing literature since the beginning of the profession. The concept of continuing education is
often used as a substitute for associated terms such as continuing professional development and
lifelong learning, thus highlighting a need for its clarification. The purpose of this article is to
 explain and describe continuing education, in order to encourage a broader understanding of the
concept among nurses. The concept analysis is directed by Rodgers' [Rodgers, B.L., 1989.
Concept analysis and the development of nursing knowledge: the evolutionary cycle. Journal of
Advanced Nursing 14, 330-335] 'evolutionary approach' which is viewed as an ongoing dynamic
process, and one that identifies the shared meaning of concepts. Examining everyday discourse
used in the nursing literature identified the critical attributes, antecedents and consequence of
continuing education in nursing. As a result, the emerging attributes of the concept are
synthesised into a conceptual model. The article concludes with an exploration of the application
of the concept of continuing education within nursing and its implications for professional
development.

Garattini, L., et al. (2010). "Continuing Medical Education in six European countries: a comparative
analysis." Health Policy 94(3): 246-254.
Objective: We examined Continuing Medical Education (CME) systems in a sample of six EU
countries: Austria, Belgium, France, Italy, Norway, and the UK. The aim of this comparative study
was to assess the main country-specific institutional settings applied by governments. Methods:
A common scheme of analysis was applied to investigate the following variables: (i) CME
institutional framework; (ii) benefits and/or penalties to participants; (iii) types of CME activities
and system of credits; (iv) accreditation of CME providers and events; (v) CME funding and
sponsorship. The analysis involved reviewing the literature on CME policy and interviewing a
selected panel of local experts in each country (at least one public manager, one representative
of medical associations and one pharmaceutical manager). Results: CME is formally compulsory
in Austria, France, Italy and the UK, although no sanctions are enforced against non-compliant
physicians in practice. The only two countries that offer financial incentives to enhance CME
participation are Belgium and Norway, although limited to specific categories of physicians.
Formal accreditation of CME providers is required in Austria, France and Italy, while in the other
three countries accreditation is focused on activities. Private sponsorship is allowed in all
countries but Norway, although within certain limits. Conclusions: This comparative exercise
provides an overview of the CME policies adopted by six EU countries to regulate both demand
and supply. The substantial variability in the organization and accreditation of schemes indicates
that much could be done to improve effectiveness. Although further analysis is needed to assess
the results of these policies in practice, lessons drawn from this study may help clarify the
weaknesses and strengths of single domestic policies in the perspective of pan-European CME
harmonization.

Garner, A. and L. Bedford (2021). "Reflecting on educational preparedness and professional development
for early-career nurse faculty: A phenomenological study." Nurse Education in Practice 53: N.PAG-N.PAG.
Bedside nurses are assuming the faculty role without the necessary skill set to meet their role's
rigorous expectations. The researchers sought to explore the lived experiences of early-career
nursing faculty and what it feels to be unprepared to teach. A qualitative research design using
semi-structured interviews served as the primary data collection method. The purposive sample
consisted of nine graduate-prepared early-career nursing faculty with less than five years'
experience teaching who felt unprepared for the faculty role. Four themes emerged from the
data: (1) balance between theory and practice; (2) socialization to the role; (3) real-world
experience; and (4) ownership for ongoing learning. The findings bring transparency for nurse
faculty to assess the educational and transitional process outcomes from early-career nursing
faculties' perspectives. • New faculty often face challenges in meeting the expectations of their
new role. • New faculty often lack the necessary pedagogical preparation to teach. • There is a
 lack of adequate support systems for new faculty. • Nursing administrators need to rethink and
revise pedagogical preparation. • Rigorous preparation and institutional support are vital to
meet new faculty needs.

Gates, M. C., et al. (2021). "Building Veterinarians beyond Veterinary School: Challenges and
Opportunities for Continuing Professional Development in Veterinary Medicine." J Vet Med Educ 48(4):
383-400.
Continuing professional development (CPD) is an important mechanism for veterinarians to
acquire, maintain, and enhance their capability to perform competently in their chosen practice
area over their career. Although most licensing bodies require veterinarians to complete a
minimum number of CPD hours each registration cycle, there are known issues with verifying
that these activities are having the desired effects of ensuring professional competence and
improving outcomes for patients, owners, and veterinarians. In this review, we summarize the
literature across different health care professions to highlight three key challenges for veterinary
CPD programs. These are (a) defining what it means to be professionally competent across
different career stages from graduation to retirement, (b) delivering CPD activities that are
effective in promoting evidence-based medicine and behavioral change in practice, and (c)
developing reliable and sustainable systems to formally assess the continued professional
competence of veterinarians. A common theme across all challenges was the importance of
interacting with colleagues as an opportunity to receive external feedback on their professional
strengths and weaknesses and to develop stronger support networks for managing common
stressors in clinical practice. There was also a recognized need to develop more transparent
outlines of the available and acceptable options for managing different animal health concerns
as a first step toward identifying new opportunities for the veterinary profession to elevate the
level of care provided. Based on these findings, we propose a new framework for defining,
delivering, and evaluating CPD that promotes stronger collaboration between veterinarians to
improve professional and personal well-being.

Gates, M. C., et al. (2021). "Practices, preferences, and opinions of New Zealand veterinarians towards
continuing professional development." New Zealand Veterinary Journal 69(1): 27-37.
Aims: To describe the current practices and preferences of New Zealand veterinarians towards
continuing professional development (CPD), explore factors acting as perceived barriers to CPD
engagement, and identify opportunities for reforming the current CPD regulations. Methods: A
cross-sectional survey of all veterinarians registered with the Veterinary Council of New Zealand
(VCNZ) was conducted in October 2019. Descriptive statistics were provided for all quantitative
study variables and thematic analysis was performed on the free-text survey comments to
identify key issues regarding the current CPD regulations in New Zealand. Results: Complete
survey responses were provided by 222/3,484 (6.4%) registered veterinarians. Most respondents
(153/222; 68.9%) were satisfied with the amount of CPD completed and spent a mean of $2,511
(median $2,000; min $0; max $20,000) on CPD activities each year. The most popular CPD
formats were those involving collegial interaction including conference and skills training
workshops. The choice of CPD activities was most commonly influenced by interest in the topics
and the desire to become more competent in their work while the main barriers were difficulties
fitting CPD around work and family commitments. There were 164 (73.9%) respondents who
cited at least one occasion in the previous 12 months where participating in CPD caused them to
modify their existing practices. Thematic analysis of the free-text comments revealed several
major themes related to the administrative burden of recording CPD activities under the current
regulatory framework, and the need to develop CPD plans tailored towards the unique
 circumstances and goals of individual veterinarians. Respondents also expressed concerns over
the reliability of using CPD record audits for evaluating professional competency. Factors
identified as being the most helpful for improving the current CPD framework were simplifying
the CPD points categories and developing a mechanism to record and share CPD activities in
real-time. Conclusions: While most respondents felt there was significant value in completing
CPD, the current regulatory framework was perceived to be administratively burdensome and
inflexible in allowing them to tailor CPD activities to match their unique employment situation,
learning style and professional goals. Clinical relevance: Providing resources that could assist
veterinarians to design and implement tailored CPD programmes may improve professional and
personal outcomes. However, further research is needed to develop more effective mechanisms
for identifying veterinarians who are not performing competently without placing excessive
administrative burdens on those who are.

Gauld, R. and S. Horsburgh (2016). "Are some health professionals more cognizant of clinical governance
development concepts than others? Findings from a New Zealand study." Journal of Public Health 38(2):
363-370.
Background Clinical governance has been promoted in recent years as core to improving patient
safety. Effective clinical governance requires partnerships between 'management' and health
professionals as well as equal involvement of all professional groups. Professionals must also be
willing to engage in clinical governance activities such as working to improve care systems and
patient safety. There is limited research into the relative understanding of core clinical
governance concepts amongst different professional groups or the extent to which professionals
are prepared to take up opportunities to 'change the system'. Methods A 2012 national survey
study of health professionals employed in New Zealand health boards sought to probe
understanding of and commitment to clinical governance following introduction of a 2009 policy.
Results Respondent data showed only limited policy implementation had occurred. Regression
analyses revealed statistically significant differences in perceptions of knowledge of clinical
governance concepts and structures by gender, age, experience and profession, as well as in
seeking opportunities to change the system. Conclusions These findings have implications for
policy makers in terms of ensuring that clinical governance implementation provides equal
opportunity for engendering involvement of different health professionals.

Gauld, R. and S. Horsburgh (2020). "Has the clinical governance development agenda stalled?
Perceptions of New Zealand medical professionals in 2012 and 2017." Health Policy 124(2): 183.
Clinical governance is a key policy and organisational foundation for health care quality
improvement. This study sought to measure progress with clinical governance development
from the perspective of practicing medical professionals in the New Zealand public health
system. A short fixed-response survey, with questions derived from a government policy
statement, was sent in 2012 and 2017 to all registered medical professionals in ongoing
employment in New Zealand's public health system. Respondents, therefore, worked across New
Zealand's 20 District Health Boards (DHBs), which own and manage public hospital and health
care services. The survey sought to gauge medical professionals' perspectives around
performance on, and implementation of, key clinical governance components. The overall
performance in clinical governance development declined or stalled between the two survey
periods across eight out of 10 key survey questions. There were improvements on two questions
relating to respondent familiarity with clinical governance concepts, and to management
support for clinical leadership development, but no change in areas such as having a structure to
support clinical governance, or working in partnership with management. Limited government
 and DHB policy attention to clinical governance may well have contributed to stalled
development across the New Zealand health system. If so, this finding has lessons for other
countries and health systems in which there has been varying government support for the
clinical governance agenda with ramifications around expectations for clinical leadership on, and
involvement in, quality improvement.

Gawugah, J. N. K., et al. (2011). "The uptake of Continuing Professional Development (CPD) by Ghanaian
radiographers." Radiography 17(4): 332-344.
Continuing professional development (CPD) currently gains a priority within healthcare
professions all over the globe. It is playing important roles in achieving improved quality care
delivery. Healthcare practitioners are expected to continuously undertake CPD to maintain,
enhance and improve quality of service delivery to meet the consumers' expectations. CPD
offers practitioners the opportunity to retain and enhance the basic knowledge and skills
through their working life; thus enhancing competency within one's professional range of
practice.In Ghana, awareness of CPD participation has not been created among healthcare
practitioners to enable them engage in effective CPD activities in order to improve their
knowledge and skills. Purpose: To examine the level of radiographers' participation in CPD
activities in Ghana. Method: A 21-item questionnaire was constructed to collect data from 80
participants drawn from among radiographers currently practising in the radiology/X-ray
departments of the ten regional hospitals in Ghana. The questionnaire comprised of 3 sections:
demographics, CPD and education specific sections. Out of 80 questionnaires administered, 42
were completed and returned representing 52.5%. Out of the percentage, 74% were males and
26% females.The findings highlight that majority (44%) of the participants are currently within
the age group of 31-40 years, while 2% is/are 60 or more years. The article also reveals that the
radiographers have access to few peer review journals which serve as sources of information on
contemporary issues in radiography and CPD learning activities. Again, a generally poor level of
CPD awareness among the Ghanaian radiographers has been established. Lack of effective
recording of learning and CPD activities have also been revealed. Conclusion: The article
concludes by recommending CPD policy guidelines; a regulatory body to register all healthcare
professionals under one body to ensure effective CPD participation by the registrants; and CPD
promotional education activities for Ghanaian healthcare practitioners. Evidence-based practice
has also been recommended for Ghanaian healthcare professionals. © 2011 The College of
Radiographers.

Gebbie, K. M., et al. (2009). "Building a system for preparedness: the NYCEPCE NEST experience...New
York Consortium for Emergency Preparedness Continuing Education...National Education Strategy Team."
Journal of Public Health Management & Practice 15: S3-7.
The New York Consortium for Emergency Preparedness Continuing Education grew from
clinician-oriented, Web-based continuing education developed with and primarily for clinicians
associated with the New York Presbyterian Healthcare System. As the consortium expanded to
reach all of New York State (and beyond, via the Web), courses originally developed at Columbia
were transferred to a widely advertised Web site, and the content expanded. The National
Education Strategy Team supplemental funds allowed New York Consortium for Emergency
Preparedness Continuing Education to consider how to overcome one of the major challenges in
emergency preparation, connectivity across all sectors, and levels of the public health
community. We chose to use community health centers as paradigmatic of the challenge: the
clinician needs emergency preparedness competencies, but if the site at which practice takes
place has no plan, those skills will not be best used; if the practice site is not connected to the
 community-wide plan, capacity may be duplicated or unused. If clinician, practice and
community all plan, train, and practice in a common framework, the community should be much
more resilient in the face of emergencies of any dimension.

Gehrs, M., et al. (2016). "Capacity Building through a Professional Development Framework for Clinical
Nurse Specialist Roles: Addressing Addiction Population Needs in the Healthcare System." Nursing
Leadership (1910-622X) 29(3): 23-36.

Gehrs, M., et al. (2017). "Addressing Gaps in Mental Health and Addictions Nursing Leadership: An
Innovative Professional Development Initiative." Nursing Leadership (1910-622X) 30(3): 23-42.
Mental health and addictions services are integral to Canada's healthcare system, and yet it is
difficult to recruit experienced nurse leaders with advanced practice, management or clinical
informatics expertise in this field. Master's-level graduates, aspiring to be mental health nurse
leaders, often lack the confidence and experience required to lead quality improvement,
advancements in clinical care, service design and technology innovations for improved patient
care. This paper describes an initiative that develops nursing leaders through a unique
scholarship, internship and mentorship model, which aims to foster confidence, critical thinking
and leadership competency development in the mental health and addictions context. The
"Mutual Benefits Model" framework was applied in the design and evaluation of the initiative. It
outlines how mentee, mentor and organizational needs can drive strategic planning of resource
investment, mentorship networks and relevant leadership competency-based learning plans to
optimize outcomes. Five-year individual and organizational outcomes are described.

Gelayee, D. A., et al. (2018). "Involvement of community pharmacists in continuing professional

development (CPD): a baseline survey in Gondar, Northwest Ethiopia." Globalization & Health 14: 1-
N.PAG.
Background: Health care professionals have been striving to maintain their competence to
deliver the best quality of service. This study intended to determine involvement in continuing
professional development of community pharmacists in Gondar, Northwest Ethiopia.Methods:
About 46 community pharmacists, each from a different setting, were interviewed using
structured questionnaire. Data were analyzed using Pearson's Chi-square test of independence
and Mann-Whitney U test with p < 0.05 taken as statistically significant.Results: The majority (n
= 26, 56.5%) reported of being unaware of the CPD concept. The mean hour spent per week on
CPD is 4.1 ± 4.0. Most (n = 34, 73.9%) were engaged in self directed learning and expressed an
interest to be more involved in CPD activities (N = 39, 84.8%). Interactive workshops were the
most preferred modality. However they seek further support in the process of identifying
learning needs (N = 34, 73.9%). The main barriers for CPD engagement include lack of (N = 36,
78.3%) and inaccessibility (N = 34, 73.9%) of CPD opportunities as well as time shortage (N = 33,
71.7%).Conclusions: The community pharmacists in Gondar, Northwest Ethiopia lack awareness
of CPD concept but engaged in various types of CPD activities. They demonstrated good attitude
and seek more support. The main barrier was lack of opportunities related to CPD.

George, A. and M. Sanders (2017). "Evaluating the potential of teacher-designed technology-based tasks
for meaningful learning: Identifying needs for professional development." Education and Information
Technologies 22(6): 2871-2895.
With technology increasingly being introduced into classrooms worldwide, stakeholders are
asking whether ICT provides educational value. It is not simply having access to technology but
how teachers use it that will determine its worth to education. Thirty-three teacher-designed
 technology-based tasks from eight subject areas were analysed for their effective use of ICT, and
their potential to involve students in constructivist learning. Few of the tasks made effective use
of ICT for meaningful learning, for reasons associated with teachers’ beliefs, attitudes, and
missing TPACK components or competencies. These factors provide the basis for a model of
areas to target when structuring professional development courses to help teachers better
utilize educational ICT to design meaningful learning tasks.

Gessner, B. A. R. N. M. S. (1979). "Notes on Continuing Education." The Journal of Continuing Education

in Nursing 10(2): 39-42.
Concrete information '.- about course content, length, time, location, and teaching-learning
methods and their relationship' to participants ana 'nonpar ticipant s in continuing nursing
education -is' needed. [...] nursing continuing education specialists define the, s role of the field,
seek new knowledge ,, and develop, frameworks; that- organize the component parts of
continuing nursing education in a meaningful way.

Gessner, B. A. R. N. P. (1982). "Notes on Continuing Education." The Journal of Continuing Education in

Nursing 13(3): 46-49.
Cost is a factor, too, considering staff time devoted to the project and funds used to reach the
potential audience. Because of the time and effort expended, the educator may be tempted to
seek more information than needed to meet the original purpose of the assessment. [...] the
principles of adult education support involvement of the learner and state his goal directedness.

Geyman, J. P. (1975). "A new look at continuing education in family practice." The Journal of family
practice 2(2): 119-122.
The rapid increase of medical knowledge in recent years, together with continuously changing
methods and patterns of practice, have made continuing medical education today a critical and
challenging problem. It is now recognized that the large majority of a physician's medical
knowledge over a practice career is derived from postgraduate learning after his initial formal
undergraduate and graduate medical education. Despite the present importance of continuing
medical education, we still have a relatively ineffective system which is not easily accessible to
the practicing physician and which often fails to meet his individual learning needs. This paper
critiques our past efforts in this area, describes some principles of learning, and suggests some
new approaches to make continuing education in family practice more accessible and effective.

Ghaderi, I., et al. (2017). "SAGES framework for Continuing Professional Development (CPD) courses for
practicing surgeons: the new SAGES course endorsement system." Surgical Endoscopy 31(10): 3827-
3835.

Gharabaghi, K. (2008). "Professional Development and Career Building in Child and Youth Care." Child &
Youth Services 30(3/4): 301-326.
This article explores the current status of professional development within the child and youth
care field. Pre-service, in-service and professional development activities and systems are
critically examined in residential and nonresidential contexts, and barriers to more effective
training within the field are identified. While there has been considerable effort both in terms of
research and practice with respect to pre-service curriculum development, it is argued that in-
service training for practitioners is sparse, often random and rarely coordinated to meet the
knowledge and skill needs of practitioners relative to their specific employment context.
Foundational elements for career building in child and youth care are also explored, and it is
 argued that notwithstanding virtually unlimited opportunities for career building and the
expansion of the field, there are some areas of practice that are beyond the scope of the child
and youth care profession. Particular emphasis is placed on some of the contradictions between
child and youth care theory and practice fields such as child protection, therapy and diagnostic
work.

Girade Mda, G., et al. (2006). "[Continuing education in psychiatric nursing: a reflection on concepts]."
Rev Esc Enferm USP 40(1): 105-110.
The concern with continuing education programs that prepare nurses to work in psychiatric
nursing led us to conduct this study, the first one on the "development of psychiatric and mental
health nursing personnel" research line. Its objective is to make a reflection on the concepts of
continuing education, in-service and permanent, found in recent nursing education literature. To
carry out the literature review of the concepts we reviewed the MEDLINE and LILACS data bases,
theses and dissertations and a number of classical titles on the theme. After the analysis of the
concepts and discussions with experts, we concluded that the continuing in-service education
denomination is the one that presents more consonance with the authors and experts that were
consulted, as well as the one that better meets the demands of knowledge in the area of
psychiatric nursing towards the quality of assistance.

Girade, M. G., et al. (2006). "Continuing education in psychiatric nursing: a reflection on concepts."
Revista da Escola de Enfermagem da U S P 40(1): 105-110.
The concern with continuing education programs that prepare nurses to work in psychiatric
nursing led us to conduct this study, the first one on the "development of psychiatric and mental
health nursing personnel" research line. Its objective is to make a reflection on the concepts of
continuing education, in-service and permanent, found in recent nursing education literature. To
carry out the literature review of the concepts we reviewed the MEDLINE and LILACS data bases,
theses and dissertations and a number of classical titles on the theme. After the analysis of the
concepts and discussions with experts, we concluded that the continuing in-service education
denomination is the one that presents more consonance with the authors and experts that were
consulted, as well as the one that better meets the demands of knowledge in the area of
psychiatric nursing towards the quality of assistance.

Girade, M. G., et al. (2006). "Continuing education in psychiatric nursing: a reflection on concepts."
Revista da Escola de Enfermagem da USP 40(1): 105-110.
The concern with continuing education programs that prepare nurses to work in psychiatric
nursing led us to conduct this study, the first one on the 'development of psychiatric and mental
health nursing personnel' research line. Its objective is to make a reflection on the concepts of
continuing education, in-service and permanent, found in recent nursing education literature. To
carry out the literature review of the concepts we reviewed the MEDLINE and LILACS data bases,
theses and dissertations and a number of classical titles on the theme. After the analysis of the
concepts and discussions with experts, we concluded that the continuing in-service education
denomination is the one that presents more consonance with the authors and experts that were
consulted, as well as the one that better meets the demands of knowledge in the area of
psychiatric nursing towards the quality of assistance. This abstract was translated into English by
the publisher or author.

Glen, S. (1998). "The Key to Quality Nursing Care: towards a model of personal and professional
development." Nursing Ethics 5(2): 95-102.
 Quality of nursing cannot be assessed in terms of performance referenced criteria, but only in
terms of the personal qualities displayed in the performance. The key to improvement in
practice may be the improvement of emotional and motivational tendencies. In essence,
professional development implies personal development. Harré makes a distinction between
'powers to do' and 'powers to be' (a state of being). The former are the capacities that
individuals acquire to perform their tasks and roles. Professional development therefore
involves, first, the acquisition of the capacities necessary for the successful completion of a set of
professional tasks (the powers to do). Secondly, it involves the acquisition of the appropriate
emotions and motivations, and the theories about human nature and the conduct that
underpins them (the powers to be). Therefore, these capacities cannot be derived from analysis
of tasks, since what are defined as tasks in the first place are determined by the exercise of such
powers. The acquisition of attitudes constitutes a source of competent practice. Harré's model of
'personal identity' provides a conceptual framework for thinking about the process of the
acquisition of nursing competence and its relationship to differing views of nursing.
Considerations relating to different priorities within Harré's model make it possible to raise
questions about the objectives of competence at different stages.

Glidewell, L., et al. (2013). "Using behavioural theories to optimise shared haemodialysis care: a
qualitative intervention development study of patient and professional experience." Implementation
Science 8(1): 118-118.
Background: Patients in control of their own haemodialysis report better outcomes than those
receiving professional controlled care in a hospital setting, even though home and hospital
haemodialysis are largely equivalent from mechanical and physiological perspectives. Shared
Haemodialysis Care (SHC) describes an initiative in which hospital haemodialysis patients are
supported by dialysis staff to become as involved as they wish in their own care; and can
improve patient safety, satisfaction and may reduce costs. We do not understand why
interventions to support self-management in other conditions have variable effects or how to
optimise the delivery of SHC. The purpose of this study was to identify perceived patient and
professional (nurses and healthcare assistants) barriers to the uptake of SHC, and to use these
data to identify intervention components to optimise care.Methods: Individual semi-structured
interviews with patients and professionals were conducted to identify barriers and facilitators.
Data were coded to behavioural theory to identify solutions. A national UK learning event with
multiple stakeholders (patients, carers, commissioners and professionals) explored the salience
of these barriers and the acceptability of solutions.Results: A complex intervention strategy was
designed to optimise SHC for patients and professionals. Interviews were conducted with
patients (n = 15) and professionals (n = 7) in two hospitals and three satellite units piloting SHC.
Data from patient and professional interviews could be coded to behavioural theory. Analyses
identified key barriers (knowledge, beliefs about capabilities, skills and environmental context
and resources). An intervention strategy that focuses on providing, first, patients with
information about the shared nature of care, how to read prescriptions and use machines, and
second, providing professionals with skills and protected time to teach both
professionals/patients, as well as providing continual review, may improve the implementation
of SHC and be acceptable to stakeholders.Conclusions: We have developed an intervention
strategy to improve the implementation of SHC for patients and professionals. While this
intervention strategy has been systematically developed using behavioural theory, it should be
rigorously tested in a subsequent effectiveness evaluation study prior to implementation to
ensure that shared haemodialysis care can be delivered equitably, efficiently and safely for all
patients.
Goff, J. H. (1976). "Continuing education: a concept for acceptance." Journal of the American Association
of Nurse Anesthetists 44(6): 573-575.
The primary objective of this article has been to state the importance of the concept of attitude
as it relates to continuing education for nurse anesthetists. If we can just get through the barrier
of a negative attitude, then we can advance to more meaningful insights as to how continuing
education may be advantageous to all of us by effecting an improved health care delivery
system. It is to our advantage to accept the requirement of continuing education in order to
maximize our personal and professional growth. We do need to change, our attitude is merely
part of that change. The educative experience is a growth process which can be as involved or as
superficial as we so desire. If we accept our ultimate responsibility (rather than have others
dictate it to us), then we are able to implement a practical system to the benefit of all. While the
opening comment used the term 'fashionable', it should be recognized that continuing education
is no mere 'passing fad'. Rather, it is here to stay; we see it now only in its infant form. In this
regard, I leave with you a thought expressed in the poem Wishing by John Saxe, 'I wish that
practicing was not so different from preaching'. Let us practice before others preach to us.
Finally, we should be reminded also of the American Nurses' Association (ANA) position on this
matter, which states: 'The responsibility for maintenance of safe and competent practice rests
with the individual practitioner. That responsibility includes participation in effective continuing
education'. We have the challenge before us; as professionals let us make our own decisions, we
owe that much to ourselves.

Gold, B., et al. (2016). "Integrating Quality Improvement and Continuing Professional Development at an
Academic Medical Center: A Partnership Between Practice Plan, Hospital, and Medical School." Journal
of Continuing Education in the Health Professions 36(4): 307-315.
Introduction: While quality improvement (QI) initiatives can be a highly effective means for
improving health care delivery in academic medical centers (AMCs), many health care
professionals are not formally trained in basic QI methodology, engaging clinicians in QI activities
can be challenging, and there is often a lack of integration and coordination among QI functions
(eg, Departments of Quality and Safety, Continuing Professional Development). In our AMC, we
undertook a collaborative approach to achieve better vertical and horizontal integration of our
QI education efforts. This article provides a case example describing our organizational context,
what was done, and with what effect and makes our example and lessons learned available to
others. Methods: We developed a new educational QI program that was jointly planned and
implemented by a group comprising major QI stakeholders. This project was intended to create
horizontal organizational linkages between continuing professional development, clinicians, the
hospital, and QI department and produce QI activities that aligned with the strategic objectives
of senior management. Results: The group developed and implemented a curriculum based on
Lean methodology and concepts from the Institute for Health Care Improvement Model for
Improvement. Two cohorts (27 teams) completed the training and planned and implemented QI
projects. All projects were aligned with organizational quality, safety, and patient experience
goals. The majority of projects met their aim statements. Discussion: This case description
provides an example of successful horizontal integration of an AMCs' QI functions to disseminate
knowledge and implement meaningful QI aligned with strategic objectives (vertical integration).

Goldman, J., et al. (2009). "Improving the Clarity of the Interprofessional Field: Implications for Research
and Continuing Interprofessional Education." Journal of Continuing Education in the Health Professions
29(3): 151-156.
 Significant investments are being made around the world to improve interprofessional
collaboration, yet limits in our knowledge of this field restrict the ability of decision makers to
base their decisions upon evidence. Clarity of the interprofessional field is blurred by a
conceptual and semantic confusion that affects our understanding of key elements of education
and practice activities, their interlinked relationship, and their effects on health or system
outcomes. Systematic reviews of interprofessional education (IPE) and interprofessional
collaboration (IPC) have provided some insight into the nature and effectiveness of this field, but
a lack of clarity remains. In this article we report on a scoping review currently being undertaken
to analyze the interprofessional field, improve its conceptual clarity, and identify elements
needed to enhance its development. Emerging review findings regarding participants and
settings, interventions, and outcomes are reported. The article provides implications from this
review and discusses them in relation to continuing IPE and future research. (Contains 1 figure.)

Goodwin, B., et al. (2021). "Increase your Confidence in Opioid Prescribing: Marketing Messages in
Continuing Medical Education Activities on ER/LA Opioids." Pain Physician 24(5): E529-E538.
BACKGROUND: Overprescription of opioids has fueled an epidemic of addiction and overdose
deaths. The FDA required manufacturers of extended-release/long-acting (ER/LA) opioids to
fund continuing medical education (CME) on opioids as part of a Risk Evaluation and Mitigation
Strategy (REMS). OBJECTIVES: We sought to determine whether industry-funded REMS on long-
acting opioids were consistent with the FDA’s goal to reduce serious, adverse outcomes resulting
from inappropriate prescribing, misuse, and abuse. STUDY DESIGN: In 2018, we analyzed all
internet-based REMS CME activities funded by the REMS Program Companies (RPC), a
consortium of ER/LA opioid manufacturers. METHODS: We utilized systematic narrative thematic
analysis, an inductive approach that allows for mapping of concepts and meanings across a body
of data by identifying, recording, analyzing, and refining key narrative points, called “themes”.
Authors viewed all REMS activities multiple times. RESULTS: Ten themes were identified, all of
which were at least somewhat incongruent with federal guidelines and their goals: 1. Chronic
pain is a common, under-treated problem. 2. Chronic pain is a chronic disease. 3. Opioids are an
appropriate treatment for chronic pain. 4. ER/LAs are more appropriate than immediate-release
(IR) opioids for chronic pain. 5. Tolerance is normal, expected, and beneficial. 6. “Opioid
rotation” can maximize analgesia and minimize adverse effects. 7. There is no population for
whom opioids are absolutely contraindicated or inappropriate. 8. Screening and monitoring tools
are effective for preventing opioid-related problems. 9. Opioid related adverse effects, such as
respiratory depression and addiction, are due only to misuse and abuse. 10. Addiction, overdose,
and death are due to street drugs such as heroin and fentanyl, not prescription opioids. Themes
and statements repeated in these activities were inconsistent with current medical knowledge,
evidence-based federal guidelines, and FDA goals. LIMITATIONS: We evaluated only online, not
live, CME. We also did not evaluate individual conflicts of interest of faculty. CONCLUSIONS:
Industry-funded REMS-compliant CME on opioids contain messages that misrepresent scientific
evidence and may foster overprescribing of opioids.

Goodyear-Smith, F., et al. (2003). "General Practitioners′ Perceptions of Continuing Medical Education′s
Role in Changing Behaviour." Education for Health 16(3): 328-338.
Context: The effectiveness of moving to compulsory, prescriptive continuing medical education
(CME) for New Zealand general practitioners (GPs) is questioned. Motivational interviewing
theory suggests that a series of interventions gradually increase awareness of the need to
change until change is finally actioned. This study aimed to explore GPs′ views on their need for
CME, experiences regarding its provision and perceptions on the effect of CME in changing their
 clinical behaviour. Method: Qualitative study using semi-structured interviews of 24 GPs from
Auckland and North Island rural areas assessing their CME experiences and preferences.
Findings: All participants acknowledged that CME is a life-long process essential for GPs.
Changing behaviour is generally seen as an incremental, evolutionary process with
reinforcement of knowledge from different sources. Single events were perceived to effect
change rarely. These were often high-impact, either punitive or incentive-based. GPs have a
myriad of CME sources including reading, the internet, specialist letters, conversations with
colleagues, quality assurance feedback, as well as traditional meetings. Credit-based quota
requirements received mixed opinions but mostly were perceived negatively, discouraging
needs-based approaches to learning. GPs′ greatest barrier to obtaining CME is time. Discussion:
GPs perform poorly in assessing their specific learning needs. Their behaviour change is likely to
be incremental. Therefore multi-faceted interventions and reinforcement from different sources
are likely to be most effective in changing clinical practice. Understanding this is important for
CME providers, GP Colleges and funders. Narrow, credit-based approaches to CME may
discourage time-strapped GPs obtaining motivation to change from exposure to a wide variety of
CME sources.

Gopee, N. (2002). "Impact of continuing professional education: Analysis of a management course."

Nursing Management (through 2013) 8(9): 21.

Gopee, N. (2005). "Professional development. Facilitating the implementation of lifelong learning in

nursing." British Journal of Nursing 14(14): 761-767.
Lifelong learning in nursing comprises an essential conceptual shift from the notion of the
registered nurse (RN) being merely a competent health service incumbent to one who engages
in professional learning continuously throughout their career in order to keep their knowledge
and skills up to date. Since the 1990s, lifelong learning has appeared as a rhetoric within nursing
literature in the UK, with a seemingly general assumption that there is a shared understanding
and acceptance of the concept among all nurses.A literature review on lifelong learning shows
that the concept comprises a number of components. However, because the literature does not
seem to address the application of the concept to nursing, a study that aimed to ascertain RNs'
perceptions of lifelong learning, and their views on the mechanisms that would enable effective
implementation of the concept, was conducted. This qualitative study entailed individual
interviews with 26 RNs and two focus groups with another 12 RNs. The findings suggest that
there are positive perceptions as well as certain reservations about lifelong learning among RNs,
and that structural mechanisms could be more firmly and equitably anchored. Additionally,
profession-based and informal personal networks tend to play a key role in encouraging and
supporting learning. The results of the study are configured into a conceptual framework for the
implementation of lifelong learning in nursing and possibly in other health professions.

Gordon, J. A. and C. M. Campbell (2013). "The role of ePortfolios in supporting continuing professional
development in practice." Medical Teacher 35(4): 287-294.
ePortfolios, based on models of reflective practice, are viewed as important tools in facilitating
and supporting lifelong learning across the medical education continuum. MAINPORT, the
ePortfolio designed by the Royal College of Physicians and Surgeons of Canada, supports the
continuing professional development (CPD) and lifelong learning of specialist physicians
practicing in Canada by providing tools to develop CPD plans, set and track progress of
established learning goals, document and reflect on learning activities, and create the
foundation for physicians to manage their learning. In this article, the authors summarize the key
 design principles of the Royal College's ePortfolio: learner-centered; interoperable; ease of
access. The current core functionality as well as future planned functionality for MAINPORT are
described under three domains: recording and reflecting on completed CPD activities; managing
learning in practice; accessing learning resources and programs. The future MAINPORT will
evolve to become a foundational tool to support the shift towards competency-based medical
education across the continuum of medical education; from residency to retirement. MAINPORT
will facilitate the ability of physicians to demonstrate their expertise over time and how their
learning has enabled improvements to their practice in contributing to improved health
outcomes for patients.

Gordon, P., et al. (2021). "Exploring Barriers and Opportunities to Black Nurses' Professional
Development." Work Based Learning e-Journal International 10(1): 35-67.
This paper presents the findings of the lived experience of black and minority ethnic (BME)
nurses when applying to access training and development programmes in the National Health
Service (NHS). Research has shown that black nurses in particular, are less likely to be selected
for training and development programmes when compared to their white counterparts which
can impact on the quality of care given to patients. Despite interventions in place to promote
equal opportunities, oppressive practices persist. A conceptual model of issues to be considered
in the development of an equality framework has been proposed to help facilitate improvement
in training opportunities for black nurses. The framework has been proposed on the basis that
taking a collective approach to a longstanding problem to include stakeholders such as black
nurses, NHS Trusts and the Government, may help towards improving training opportunities for
black and minority ethnic nurses.

Gori, A., et al. (2022). "Assessment of professional self‐efficacy in psychological interventions and
psychotherapy sessions: Development of the Therapist Self‐Efficacy Scale (T‐SES) and its application for
eTherapy." Journal of Clinical Psychology 78(11): 2122-2144.
ObjectiveThis study aimed to develop the Therapist Self‐Efficacy Scale (T‐SES), and test its validity
in a sample of Italian mental health therapists, to assess their professional self‐efficacy
concerning their practice of eTherapy in a synchronous video‐based setting.MethodsA sample of
322 Italian mental health professionals (37.6% psychologists, 62.4% psychotherapists; Mage =
38.48, SD = 8.509) completed an online survey.ResultsThe T‐SES showed a clear, one‐factor
structure with good psychometric properties. Significant associations were found with insight
orientation, general self‐efficacy, self‐esteem, and personality traits of openness,
conscientiousness, and agreeableness. The results showed no differences between psychologists
and psychotherapists, or differences based on years of experience.ConclusionThe T‐SES is an
agile and versatile self‐report measure for mental health professionals to assess their self‐
efficacy concerning their therapeutic activity, which can provide information for tailoring training
for eTherapy.

Gosnell, D. J. R. N. P. (1984). "Evaluating Continuing Nursing Education." The Journal of Continuing

Education in Nursing 15(1): 9-11.
Evaluation studies which have specifically addressed Stages III and IV, the Behavioral
Performance and Outcome Results Evaluation, include the works of Alfonso,14 Aydelotte,15
Blume,16 Boyle (Boyle BAJ, unpublished Master's thesis, 1976), Buskowitz (Buskowitz E,
unpublished Master's thesis, 1976), Campbell and Gammache,17 Condon,18 Cox and Baker,1
Deets,2o DelBueno (DelBueno D, unpublished doctoral dissertation, 1976), Gosnell (Gosnell D,
unpublished doctoral dissertation, 1979), Heick,21 Oliver (Oliver S, unpublished doctoral
 dissertation, 1979), Puetz and Rytting,22 Scheuer,23 and Valencius.24,25 The findings of these
studies are less consistent and more inconclusive as to the effect of continuing education on
particular behavioral changes or ultimate outcomes. [...] it appears that reasonably comparable
amounts of evaluation are occurring at all levels.

Gotea, M. and D. C. Bódi (2017). "Development of Professional Skills in Social Work through Programs of
Educational and Support Supervision Case Study - Hospice "House of Hope" Brasov." Revista de Asistenta
Sociala(2): 41-52.
This paper presents theoretical aspects concerning principles, functions, types, models, phases
of supervision in social work, as well as practical dimensions, based on a program of educational
and support group supervision conducted for social workers from Social Service of Hospice
"House of Hope" Brasov, organization that provides palliative care for terminally ill patients in
advanced stages. Following the initial assessment made through specific tools (sociogram,
burnout questionnaire, the questionnaire to identify the coping mechanisms for negative states
and the sources of support, appreciative questionnaire, open discussion), the design of the
supervision program started with the establishment of the following general objectives :
providing understanding and support in order to increase professional and personal
performance, team building, organizational development of the Social Service from Hospice. To
achieve these objectives, we have conducted workshops with different themes which we have
identified, analyzed and ranked along with the social workers from the organization: intra and
inter organizational communication, communication with difficult clients, decision-making
process, stress management, time management, crisis management (ethical dilemmas, ways of
solving, communication of the unfortunate news), research design in social sciences, methods of
dissemination of the research results.

Gottschlich, M. M., et al. (2012). "Journal club promotes clinical research, continuing education and
evidence-based practice." Journal of Burn Care and Research 33(2): S131.
Introduction: While the journal club (JC) is a common part of physician training, there is a
paucity of information within burn literature regarding the significant role JC can play in bridging
the gap between research and clinical practice. The purpose of this study was to characterize
outcome measures of a burn team JC in order to assess its effectiveness in promoting
multidisciplinary education relative to research competencies, clinical knowledge and evidence-
based practice. Methods: In partial response to findings from a 2009 burn team research needs
assessment whereby 24% indicated a knowledge deficit precluding participation in research, the
longstanding JC for residents was redesigned into a monthly JC for clinicians and researchers.
Following 2 years of the new multidisciplinary format, a survey was distributed to evaluate the
impact of JC on clinical and research indicators. Opportunities for improvement represented a
secondary aim. Results: The 24 JC meetings studied included a variety of topics (wound healing,
infection, nutrition, metabolism, sleep, medications, alternative medicine, research compliance,
child abuse) and speakers (26% researchers, 23% MD, 20% RN, 31% other disciplines) with a
mean of 29 participants/session (range 17 to 50). Clinical topics compared to research topics
generated no difference in attendance (29.4 vs 24.4 participants, respectively). Survey results
from 30 respondents indicated that 100% judged JC to be valuable to personal educational
needs and 83% indicated that format did not warrant change. According to self-report data, JC
enhanced medical knowledge (90%), patient care (73%), research competency (70%), critical
thinking (63%) and evidence-based practice (63%). Three new studies were initiated and several
novice clinical researchers evolved into active co-investigators as a direct result of the JC
experience. Content analysis of data revealed that article accessibility and meeting
 advertisement represented two opportunities for process improvement. Conclusions: This
investigation provides much evidence to justify the JC. Results indicate the program was well
received by participants and it promoted enhanced knowledge and improved patient care.
Journal club participation also facilitated research participation. In the future, barriers to
research initiatives and also integration of research findings into practice warrant follow-up
study. Applicability of Research to Practice: The modern concept of multidisciplinary JC can
address many educational needs. JC also represents a performance improvement strategy.
Therefore, JC should be incorporated into the learning curriculum of burn practitioners to
promote critical thinking, clinical/research competencies and evidence-based practice.

Goudeaux, A. (1998). "The initial and continuing education of hospital nursing personnel: alternating
practical work with education." Recherche en soins infirmiers(54): 17-70.
Who, as a trainer, has never heard this irritating leitmotiv on the lips of those who work in the
area? Therefore, each of them is convinced that the other is wrong or does not do what he
should. Beyond the anecdote, the problem of the difficult conjunction between school and the
real world is posed. Two places and two logics: the first one is concerned with learning, the
second one considers production as its daily objective. But the words of our imaginary
interlocutor also remind us of the confrontation between two fields: theory and practice and
their apparently irrecondilable nature. Two disconnected worlds in which the students come and
go with the frequent impression that they live two lives. There is a lot of professional literature
on the subject of the "hands on" theory of education. The pedagogical device to which we refer
enables the trainee to eventually make a link between what he learns at school and what he
does during his training period. Once this has been asserted, it seems to us that the problem still
remains unresolved. How can you create links between theory and practice? Which skills are
required for the trainers? Which training device is necessary? The hypothesis of the paper we
are presenting is that the question of work is at the centre of the problematics of "hands on"
education. Work appears as the interface between the world of school and the one of field work.
This assertion means that the practive produces knowledge just as research does and we must
therefore accept that the practitioners carry on their work thanks to the accumulation, the
construction and the transmission of this practical knowledge. Assuming that the question of
work serves as a link between theory and practive means reconciling the vision of the teacher
and the one of the practitioner. It implies that the trainer must make the effort of going on the
field to observe, to understand and formalize what this knowledge coming from the daily
experience is made of. This know-how is the result of the mobilization of the intelligence of the
operators who are faced all the time with the hazards of real life. In the following work, we
intend to put a pedagogical practice to the test of reality, according to the above mentioned
hypothesis, to test its effectivity, to sort out the possibilities of change it enables it imposes and
to mark its limits. Our wish is not to make the absolute proof of the validity of a point of view.
We know by experience that the reality often escapes its observer and that trying to get in
contact with it to possibly change it, means that you must be faced with it through action, and
you must admit that success will not always be the result of your attempts.

Gough, N. and S. Bagnall (2012). "Summary of: The impact of General Dental Council registration and
continuing professional development on UK dental care professionals: (1) dental nurses." British Dental
Journal 213(2): 70-71.
Objective To investigate the impact of GDC registration and mandatory CPD on dental nurses'
views, job satisfaction and intention to leave.Design Postal/online survey, conducted in parallel
with a survey of dental technicians.Setting UK private and NHS practices, community services,
 dental hospitals.Subjects and methods Representative sample of General Dental Council
registrants.Main outcome measures Job satisfaction; intention to leave profession (dependent
variable in regression analysis).Results Eleven were ineligible (left profession, moved abroad);
267 (44% of those eligible) responded, all female. Respondents' mean age was 38.2 years (sd
10.74). The general principle of registration was endorsed by 67%, and compulsory registration
by 51%, but the fee level by only 6%. Most nurses did not feel that registration had affected their
view of dental nursing as a career (56%), their role (74%) or status (86%) within the dental team,
or that CPD helped them to do their job better (76%). Fiftly-six percent were not satisfied with
their job, and 22% intended to leave the profession. Intention to leave was predicted by younger
age and greater dissatisfaction with physical working conditions and opportunities to
progress.Conclusions Widely held criticisms regarding the costs and relevance of registration and
CPD coupled with a potentially high level of attrition from the profession suggest a review of the
fee and salary structure and greater financial support for CPD is warranted.

Gough, S. and C. Hamshire (2011). "Enhancing reflection and continuous professional development (CPD)
using ePortfolios to scaffold blended learning and simulation resources." Physiotherapy (United
Kingdom) 97: eS1495.
Purpose: This presentation will demonstrate how the physiotherapy programme at Manchester
Metropolitan University has engaged students to enhance reflective practice and continuous
professional development (CPD). We have primarily blended learning resources, simulation
videos and reflective blogs within individual electronic portfolios. Relevance: Pebblepad e-
portfolio is recommended by the Chartered Society of Physiotherapy as a method of storing,
completing and evaluating current CPD activities. CPD documentation (in either paper or
electronic) is mandatory in the United Kingdom and is a pre-requisite for Health Professions
Council (HPC) re-registration, post-graduation. Description: This project was designed to enhance
reflective practice and facilitate CPD by blending a range of learning activities including cardio-
respiratory physiotherapy simulation videos, reflective debrief accounts and peer review
evidence within the framework of an e-Portfolio. All 45 MSc pre-registration physiotherapy
students were invited to participate. The project mapped key cardio-respiratory simulation
activities in years 1 & 2 of 2. Activities were carefully scaffolded using the virtual learning
environment (WebCT) and blended with learning activities including simulation (scenarios and
clinical skills), reflection and peer review. Additionally, learning outcomes were mapped
alongside the National Health Service (NHS) Knowledge and Skills Framework (KSF). Students
were filmed within the Simulated Learning Environment undertaking the aforementioned
simulation activities. The project provided video/podcasts of these activities for each student,
which could be uploaded to their personal Pebblepad accounts. The Pebblepad tagging function
enabled simulation media to be presented alongside the related electronic documents
(reflective debrief, peer review evidence and/or learning outcomes). Evaluation: Intra-method
mixing was achieved by the concurrent use of open and closed items on the purposely designed
17 item questionnaire and unit evaluations. The inter-method mixing involved sequentially
mixing qualitative questionnaire items and unit evaluations. Four key themes emerged from the
overall analysis: facilitating personal development, digital media value, supporting learning
styles, and positive experiences. Students perceived that simulation activities contributed most
to their personal development, followed by reflection activities. Sharing an asset (file, reflective
debrief, and webfolio) with a peer/tutor was perceived by students to contribute least to their
development. Conclusions: This project demonstrates how carefully scaffolded learning activities
can be used to enhance reflection and CPD. Implications: Supporting the development of
preregistration ePortfolios allows students to select a wide range of university, clinical practice
 activities and life skills to demonstrate achievement of programme learning outcomes and a
range of core dimensions within the NHS KSF. In addition, the e-portfolio may be used as
preparation for employment, professional CPD and/or evidence for HPC re-registration.

Gould, D., et al. (2007). "The National Health Service Knowledge and Skills Framework and its
implications for continuing professional development in nursing." Nurse Education Today 27(1): 26-34.
The National Health Service Knowledge and Skills Framework has been introduced as part of the
Agenda for Change Reforms in the United Kingdom to link pay and career progression to
competency. The purpose of this paper is to consider the implications for nurses, their managers
and the impact on university departments delivering continuing professional development for
nurses. The new system has the potential to increase the human resources management aspect
of the clinical nurse managers' role and could have legal implications, for example if practitioners
perceive that their needs for continuing professional development have been overlooked to the
detriment of their pay and career aspirations. The new system also has implications for providers
of continuing professional development in the universities and is likely to demand closer liaison
between education providers and trust staff who commission education and training. The
Knowledge and Skills Framework is of interest to nurses and nurse educators internationally
because the system, if effective, could be introduced elsewhere.

Gould, D., et al. (2007). "The National Health Service Knowledge and Skills Framework and its
implications for continuing professional development in nursing." Nurse Education Today 27(1): 26-34.
The National Health Service Knowledge and Skills Framework has been introduced as part of the
Agenda for Change Reforms in the United Kingdom to link pay and career progression to
competency. The purpose of this paper is to consider the implications for nurses, their managers
and the impact on university departments delivering continuing professional development for
nurses. The new system has the potential to increase the human resources management aspect
of the clinical nurse managers' role and could have legal implications, for example if practitioners
perceive that their needs for continuing professional development have been overlooked to the
detriment of their pay and career aspirations. The new system also has implications for providers
of continuing professional development in the universities and is likely to demand closer liaison
between education providers and trust staff who commission education and training. The
Knowledge and Skills Framework is of interest to nurses and nurse educators internationally
because the system, if effective, could be introduced elsewhere. © 2006 Elsevier Ltd. All rights
reserved.

Gould, D., et al. (2007). "The National Health Service Knowledge and Skills Framework and its
implications for continuing professional development in nursing." Nurse Education Today 27(1): 26.
The National Health Service Knowledge and Skills Framework has been introduced as part of the
Agenda for Change Reforms in the United Kingdom to link pay and career progression to
competency. The purpose of this paper is to consider the implications for nurses, their managers
and the impact on university departments delivering continuing professional development for
nurses. The new system has the potential to increase the human resources management aspect
of the clinical nurse managers' role and could have legal implications, for example if practitioners
perceive that their needs for continuing professional development have been overlooked to the
detriment of their pay and career aspirations. The new system also has implications for providers
of continuing professional development in the universities and is likely to demand closer liaison
between education providers and trust staff who commission education and training. The
Knowledge and Skills Framework is of interest to nurses and nurse educators internationally
 because the system, if effective, could be introduced elsewhere. [PUBLICATION ABSTRACT]

Gould, D., et al. (2021). "Survey with content analysis to explore nurses' satisfaction with opportunities
to undertake continuing professional education in relation to aseptic technique." Nurse Education Today
98: N.PAG-N.PAG.
Aseptic technique is a key skill undertaken every day by large numbers of nurses. However, there
is relatively little empirical evidence to underpin practice. Furthermore, it is not clear to what
extent it should be considered a single task or a set of principles to be applied differentially
depending upon the situation and how individual nurses make this decision. This study explored
nurses' experiences of continuing professional education (CPE) in relation to aseptic technique. A
national survey was undertaken throughout the United Kingdom. Responses were subjected to
inductive quantitative content analysis. Participants were recruited via an electronic link placed
on the website of a major nursing organisation. 941 nurses responded. 253 (26.9%) were
satisfied with arrangements for continuing professional education. Satisfaction was associated
with a perception of good support from employers, sound preparation before qualifying and
practising aseptic technique regularly. 311 (33%) were dissatisfied. Reasons included witnessing
unwarranted variations in practice (n = 55, 5.8%), witnessing suboptimal practice requiring
correction (65, 6.9%), a perception that standards had fallen through a decline in pre-registration
preparation (n = 109, 11.6%) and opportunities for updating (n = 124, 13.2%). Some employers
had introduced training in conjunction with organisation-wide change in practice. In other cases
participants reported receiving updates when required to perform a new procedure, when
moving between clinical specialities or changing employer. Train-the-trainer (cascade) teaching
was used in formal and informal arrangements for updating. This study provides a springboard
for exploring arrangements for updating and assessing nurses' competence to undertake aseptic
technique. Health providers need to evaluate what is currently provided and address gaps in
provision. There is clear evidence that the current system does not meet the needs of many
nurses.

Graber, M. and V. Haberey-Knuessi (2017). "Student pursuing a Bachelor of Science in Nursing: between
process of professionalization and professional development in Swiss and Belgien." Recherche en soins
infirmiers(128): 66-78.
The predictable shortage of nursing staff, in Switzerland as in the rest of Europe, continues to
highlight a recurring problem for public health policy. The issue here is not just questions about
the care and treatment of patients or the quality of such care, but also about the conditions
necessary for adequate staff recruitment and the long-term professional engagement of health
care personnel. Training in nursing care at the Universities of Applied Science of Western
Switzerland is also indirectly concerned by rationalisation measures currently in force in the
public Activé par Editorial Manager® et Preprint Manager® appartenant à Aries Systems
Corporation health sector. The training context affords a valuable opportunity for assessing the
tensions between two types of logic : that of professionalisation based on the rationality of
economics, and that of professionality, understood as the construction of the subject in his/her
professional activity. The results of our research demonstrate the existence of fields of tension,
encountered by students, between their process of professionalisation and their emerging
professionality, tensions that also impact on the other pillars of professionalisation that are
engagement, motivation and recognition. This qualitative study was based on biographical
interviews, analysis of portfolios, professional projects and internship reports (evaluation of skills
and competences by professionals), with an original cohort of 43 bachelor of nursing students in
their third year of training in Switzerland and Belgium.
Graebe, J. (2019). "Continuing Professional Development: Utilizing Competency-Based Education and the
American Nurses Credentialing Center Outcome-Based Continuing Education Model©." Journal of
Continuing Education in Nursing 50(3): 100-102.
This article addresses how nurse planners, nursing professional development practitioners, and
any individual who is responsible for the facilitation of learning and professional development in
health care can use a competencybased education framework as a methodology to design and
evaluate outcome-based continuing education.

Gratzer, D., et al. (2022). "Reading of the Week: a continuing professional development program for
psychiatrists and residents that Osler would have liked." Can Med Educ J 13(1): 81-85.
INTRODUCTION: William Osler started the first journal club more than a century ago. As in
Osler's time, continuing professional development (CPD) is challenging to deliver in our day. This
paper discusses the CPD outcomes of Reading of the Week (ROTW), an innovative online
education resource aimed at Canadian psychiatrists and psychiatry residents. METHODS: ROTW
consists of a weekly email sent to these physicians through formal partnerships, including 13
residency training programs, and summarizes the latest literature in psychiatric care. An online
survey using Moore's continued medical education evaluation framework was conducted to
determine the outcomes of ROTW and how to improve it. RESULTS: One-third of ROTW
subscribers (n = 332) responded to the survey. Respondents reported a very high rate of
satisfaction (97%). The most significant findings: ROTW improved participants' understanding of
psychiatry (93%) and informed their practice (83%). CONCLUSIONS: ROTW is a program that
addresses challenges related to remaining "up-to-date" amidst the vast amount of resources
available. Survey data suggests that ROTW has a high satisfaction rate and achieves practice
change, perhaps because it provides a boundless learning option for trainees and providers.
Further research is needed better to understand the reasons for the success of this program.

Gray, C. M., et al. (2013). "Football Fans in Training: the development and optimization of an intervention
delivered through professional sports clubs to help men lose weight, become more active and adopt
healthier eating habits." BMC Public Health 13: 232.
Background: The prevalence of obesity in men is rising, but they are less likely than women to
engage in existing weight management programmes. The potential of professional sports club
settings to engage men in health promotion activities is being increasingly recognised. This paper
describes the development and optimization of the Football Fans in Training (FFIT) programme,
which aims to help overweight men (many of them football supporters) lose weight through
becoming more active and adopting healthier eating habits. Methods: The MRC Framework for
the design and evaluation of complex interventions was used to guide programme development
in two phases. In Phase 1, a multidisciplinary working group developed the pilot programme (p-
FFIT) and used a scoping review to summarize previous research and identify the target
population. Phase 2 involved a process evaluation of p-FFIT in 11 Scottish Premier League (SPL)
clubs. Participant and coach feedback, focus group discussions and interviews explored the
utility/acceptability of programme components and suggestions for changes. Programme session
observations identified examples of good practice and problems/issues with delivery. Together,
these findings informed redevelopment of the optimized programme (FFIT), whose components
were mapped onto specific behaviour change techniques using an evidence-based taxonomy.
Results: p-FFIT comprised 12, weekly, gender-sensitised, group-based weight management
classroom and 'pitch-side' physical activity sessions. These in-stadia sessions were
complemented by an incremental, pedometer-based walking programme. p-FFIT was targeted at
 men aged 35-65 years with body mass index ≥ 27 kg/m 2 . Phase 2 demonstrated that
participants in p-FFIT were enthusiastic about both the classroom and physical activity
components, and valued the camaraderie and peer-support offered by the programme. Coaches
appreciated the simplicity of the key healthy eating and physical activity messages. Suggestions
for improvements that were incorporated into the optimized FFIT programme included: more
varied in-stadia physical activity with football-related components; post-programme weight
management support (emails and a reunion session); and additional training for coaches in
SMART goal setting and the pedometer-based walking programme. Conclusions: The Football
Fans in Training programme is highly acceptable to participants and SPL coaches, and is
appropriate for evaluation in a randomised controlled trial.

Gray, M., et al. (2014). "Continuing professional development and changed re-registration requirements:
Midwives' reflections." Nurse Education Today 34(5): 860-865.
Summary: Background: In 2010 new legislation in Australia led to the establishment of the
Australian Health Practitioner Regulatory Authority standards, now used to manage nursing and
midwifery registration and the annual re-registration requirements for midwives and nurses.
These clearly articulate the continuing professional development (CPD) requirements together
with a guiding framework. Individuals need to engage in adult pedagogy which makes explicit
the need for self-examination to identify and prioritise their learning needs. Objectives: This
study aimed to investigate how existing registered midwives approach and are challenged by
these changed statutory requirements in Australia, particularly completion of CPD activity.
Design: This paper reports the findings from phase one of a two phase, longitudinal, case study
in which midwives describe their experience during in-depth qualitative interviews. Setting:
Australia Participants: A sample of 20 female participants was recruited nationally from four
states using a purposive sampling approach to provide maximum variation to explore the issue.
Methods: Each participant took part in an in-depth interview. In order to facilitate reflection on
experiences each participant was asked to discuss an object that held professional value or
meaning to them. Results: A key theme in the findings is the relationship between motivation
which influences the decisions that midwives are making about CPD, their ongoing registration
and practice context. The findings reveal implicit values and beliefs about practice relationships
and how these function as motivational factors that influence midwives' decisions about CPD
and practice options. Conclusions: The findings provide insight into the need for system wide
dialogue to devise ways to support midwives to maintain as well as to continue to develop their
practice, through CPD and to acknowledge the challenges faced by those midwives who
currently hold dual registration as a registered nurse in the context of the changed
requirements.

Gray, P. A. (2020). "Continuing Education: A Place Where Micro and Macro Social Work Practice Reside."
Reflections : Narratives of Professional Helping 26(4): 52-59.
Leading the Continuing Education (CE) Department situated within a method-based public social
work school required that I align the values, vision, and mission of the school and the
department. The school's mission speaks to the notion of providing social work education of the
highest quality at the lowest possible cost while preparing its graduates to become social
workers committed to lifelong learning. In this narrative, I reflect on the offerings of workshops
that created spaces for micro and macro practitioners using program funds to offset the cost for
participants and infused continuing education contact hours in faculty-championed end-of-year
workshops which included field instructors. I also explore the benefits of using different
organization lenses to assess, develop, and expand the CE program.
Greben'kov, S. V., et al. (2007). "Physician continuing education on occupational diseases as an integral
part of the national project "Health Promotion"." Meditsina truda i promyshlennaia ekologiia(10): 23-26.
The author's concepts are evaluated positively and additional organizational and practical
recommendations are suggested to increase quality of doctors' postgraduate training in
occupational therapy.

Greben'kov, S. V., et al. (2007). "[Physician continuing education on occupational diseases as an integral
part of the national project "Health Promotion"]." Med Tr Prom Ekol(10): 23-26.
The author's concepts are evaluated positively and additional organizational and practical
recommendations are suggested to increase quality of doctors' postgraduate training in
occupational therapy.

Greenbaum, L. (2003). "Continuing medical education." The Lancet 362(9383): 586.

After a few minutes of frustration, I rolled my eyes and glanced at the nurse, wondering how to
restore my patient's mental status. At just the same time the nurse rolled her eyes at me.
Although you might not subscribe to theories of extrasensory perception, the effect the nurse
and I had by simultaneously rolling our eyes seemed to magically cause the patient to open her
eyes. Her mood then changed from flat and somnolent to a level of bellicose irritability that I
would have judged impossible just seconds earlier. To my consternation, she also found her
voice, and her first words were, "do you always make faces at your patients?" My status also
changed abruptly. My role was suddenly transformed from noble, attending doctor to grovelling
servant singing choruses of "excuse me".

Greenberg, C. C., et al. (2018). "A Statewide Surgical Coaching Program Provides Opportunity for
Continuous Professional Development." Ann Surg 267(5): 868-873.
OBJECTIVE: We sought to develop and evaluate a video-based coaching program for board-
eligible/certified surgeons. SUMMARY BACKGROUND DATA: Multiple disciplines utilize coaching
for continuous professional development; however, coaching is not routinely employed for
practicing surgeons. METHODS: Peer-nominated surgeons were trained as coaches then paired
with participant surgeons. After setting goals, each coaching pair reviewed video-recorded
operations performed by the participating surgeon. Coaching sessions were audio-recorded,
transcribed, and coded to identify topics discussed. The effectiveness with which our coaches
were able to utilize the core principles and activities of coaching was evaluated using 3 different
approaches: self-evaluation; evaluation by the participants; and assessment by the study team.
Surveys of participating surgeons and coach-targeted interviews provided general feedback on
the program. All measures utilized a 5-point Likert scale format ranging from 1 (low) to 5 (high).
RESULTS: Coach-participant surgeon pairs targeted technical, cognitive, and interpersonal
aspects of performance. Other topics included managing intraoperative stress. Mean objective
ratings of coach effectiveness was 3.1 ± 0.7, ranging from 2.0 to 5.0 on specific activities of
coaching. Subjective ratings by coaches and participants were consistently higher. Coaches
reported that the training provided effectively prepared them to facilitate coaching sessions.
Participants were similarly positive about interactions with their coaches. Identified barriers
were related to audio-video technology and scheduling of sessions. Overall, participants were
satisfied with their experience (mean 4.4 ± 0.7) and found the coaching program valuable (mean
4.7 ± 0.7). CONCLUSIONS: This is the first report of cross-institutional surgical coaching for the
continuous professional development of practicing surgeons, demonstrating perceived value
among participants, as well as logistical challenges for implementing this evidence-based
 program. Future research is necessary to evaluate the impact of coaching on practice change
and patient outcomes.

Greenspan, S. B., et al. (2019). "Promoting Affirming School Athletics for LGBTQ Youth through
Professional Development." Journal of Educational and Psychological Consultation 29(1): 68-88.
While physical activity provides ample social-emotional, behavioral, and academic benefits,
many lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth experience bullying,
discomfort, and feelings of exclusion in school athletic settings. Authors conceptualize a
professional development model entitled School Athletics for Everyone (SAFE). Within this
model, physical education teachers are supported in gaining a more comprehensive
understanding about the struggles experienced by LGBTQ youth in athletic settings and,
subsequently, the ways in which they can be supported through data-based consultative and
professional development efforts to promote more affirming and inclusive practices. The role of
the school mental health professional is crucial in facilitating content delivery and consultation.
Authors review the empirical foundations for this model, provide a case example, and
disseminate relevant resources for practitioners. Future directions for research are also
discussed.

Greller, M. M. (2006). "Hours Invested in Professional Development during Late Career as a Function of
Career Motivation and Satisfaction." Career Development International 11(6): 544-559.
Purpose: The study was undertaken to determine and understand the career investment
behavior of workers in late career (ages 50-70). Design/methodology/approach: The common
wisdom, supported by economic theory, is that human capital investments in late career workers
are of negligible value. Yet, recent evidence suggests that older workers do invest in their own
careers, despite barriers. Questionnaires, collected from 450 college-educated men from age 23
to 70, measured hours invested in professional development and in maintaining work-relevant
social networks, age, job satisfaction, and career motivation. Findings: The study found that age
was not a factor in the hours spent on professional development and business networking.
Career motivation was associated with the hours invested. The association was as strong for
people in late career as for younger workers. Research limitations/implications: As the factors
influencing investment during late career appear to be similar to those operating at other ages,
further research is needed on the job and personal circumstances that stimulate career
motivation in late career workers. Practical implications: Those who counsel older workers
should help them assess and communicate the value of their human capital investments.
Originality/value: The paper identifies key variables for career continuity applying practical
outcome measures not previously used. (Contains 1 table and 1 note.)

Greller, M. M. and S. B. Richtermeyer (2006). "Changes in social support for professional development
and retirement preparation as a function of age." Human Relations 59(9): 1213-1234.
Social factors, particularly age norms, are cited as a major influence on retirement and late
career decisions; yet research has focused primarily on one feature of norms: shared beliefs. A
sample of finance and accounting professionals between the ages of 22 and 70 is used to
examine whether support for career development differs as a function of age. The levels of
support for professional development, retirement preparation, and personal growth from five
sources (family, co-workers, colleagues in other organizations, supervisor, and friends) are
examined. Age is not a major factor in the amount of support reported. Support is associated
with career-related intentions and beliefs (maintaining professional contacts, hours spent in
training, career insight, expected development, and perceived organization support). Family
 support influences career development. These effects hold regardless of age. The results suggest
emphasizing the informational role of social networks rather than the normative rale with
respect to age. [PUBLICATION ABSTRACT]

Griesbacher, T. and F. Drago (2014). "The EPHAR certificate European registered pharmacologist (ERP): A
project to support postgraduate professional development in pharmacology in Europe." Basic and
Clinical Pharmacology and Toxicology 115: 332.
Background: In many countries world-wide, pharmacologists have raised concerns that
pharmacology as a discipline is under threats of disappearing. Departments of pharmacology
have been abolished or merged with other units to form larger entities and in many cases not
even the former laboratories have retained their distinction as pharmacological units. The new
European Registered Pharmacologist (ERP) scheme of EPHAR, the Federation of European
Pharmacological Societies, is intended to provide a distinctly visible documentation which
certifies that bearers excel in standards of education, skills, experience and professional standing
in pharmacology. Methods: The ERP project is based on the European Registered Toxicologist
program of EUROTOX. The guidelines describe formal requirements and procedures for
registration and re-registration as well as fields of theoretical and practical knowledge and
experience that are relevant for eligibility for registration. The certification process shall be
based on national certificates, existing or newly set-up, which, when meeting the criteria
established by the EPHAR guidelines and a multinational working group, will be the basis for
inclusion of individual applicants in the European register. Results: The current project has
already gained recognition by EMTRAIN and LifeTrain, subprojects of the European Union's
Innovative Medicines Initiative (IMI), Europe's largest public-private initiative which aims at
improving the research environment in all sciences involved in medicines research and
supporting European science in this broad field in the context of world-wide competition.
Conclusions: The ERP project also shall assist European pharmacological societies in setting up
appropriate training opportunities for potential ERP candidates and implementing or providing
opportunities for continuing professional development.

Griffis, S., et al. (2007). "Identifying the continuing diabetes education needs of acute care nurses in
Northern Ontario." Canadian Journal of Diabetes 31(4): 371-377.
OBJECTIVETo identify the continuing diabetes education needs and preferences of acute care
nurses in Northern Ontario.METHODA needs assessment was conducted with acute care nurses
(N=152) from 2 urban and 6 rural hospitals across Northern Ontario to determine: 1) their
knowledge about current key concepts in diabetes care and 2) their preferred mode of receiving
continuing education.RESULTSOf 6 themes, the 3 with the largest knowledge gap (i.e. lowest
score) were therapeutic goals (32.8%), medications (38.5%) and types of diabetes/therapies
(39.9%). Nutrition had the most correct responses, although the mean score was only 59.2%.
Nurses' comments pointed to 'medications' as a key area of need for continuing education.
Inservices (82%) were the preferred form of continuing education, followed by workshops (62%),
1-page fact sheets (47.3%), videos (40%) and online courses (30%) (n=150).CONCLUSIONSIn
collaboration with acute care nurses, diabetes educator specialists in Northern Ontario can use
the information from this study to develop continuing diabetes education tools tailored to the
learning needs and preferences of acute care nurses.

Griffiths, M. A., et al. (2018). "'Trying to get our message across': successes and challenges in an
evidence-based professional development programme for sport coaches." Sport, Education and Society
23(3): 283-295.
 This paper reports data from the evaluation of a coach education programme provided by a
major national governing body of sport (NGB) in the UK. The programme was designed for youth
sport coaches based on research evidence that suggests that CPD is most effective in supporting
practitioner learning when it is interactive, collaborative and located in practice. At the same
time, the NGB was keen to ensure that in order to meet the objectives of the organisation, there
was some consistency in delivery across the various practice sites. The research aimed to
investigate how the original CPD programme was enacted across eight professional sports clubs,
and to understand how professional knowledge was interpreted and negotiated between
participants at the NGB and sports club levels. Over a 2-year period, data were collected from a
series of focus groups and extended individual semi-structured interviews. Participants were 7
senior managers, 8 coach educators, 8 Academy club directors and 12 sports club coaches. Data
were initially analysed inductively and, drawing on the theoretical work of Bernstein [(1999).
Vertical and horizontal discourse: An essay. British Journal of Sociology of Education, 20(2), 157-
173, (2000). Pedagogy, symbolic control and identity: Theory, research, critique (Rev. ed.).
Lanham, MD: Rowman & Littlefield], illustrate the numerous ways in which programme
knowledge was interpreted, facilitated and blocked at different levels of the organisation. The
paper adds new insights into the complexities of coach education settings and the inherent
challenges faced when attempting to 'roll out' a coach education intervention - even when it is
'evidence-based'.

Gross, D. (1998). "De-professionalization or 'para-professionalization'?. The professional development of

the midwife and her place in the obstetrics of the 19th century." Sudhoffs Archiv 82(2): 219-238.
The present article deals with the standing and the tasks of midwives in 19th century
Württemberg. After outlining the legal framework of obstetrics, special emphasis was given to
the education and activities of contemporary midwives, and to their numbers. At the beginning
of the 18th century, obstetrics was almost exclusively in the hands of women. After 1800, a
growing number of barber-surgeons and physicians began to practise obstetrics. At the same
time, vocational training and qualification of women-obstetricians increased considerably.
Schools for midwives and lying-in hospitals were founded. In these schools a limited number of
midwives were trained by physicians. Finally a hierarchy of different groups of obstetricians
developed: first physicians, then barber-surgeons, midwives and folk healers. Although midwives
were more or less excluded from operative obstetrics and high-risk-pregnancies, care and
supervision of uncomplicated pregnancies, and of women in childbed remained their
responsibility. It could be shown that in 19th century Württemberg more than 90 percent of
pregnancies ran a safe course, and neither physicians nor barber-surgeons took a special interest
in the care of normal births. Thus there was no dramatic transfer of obstetric care from the
hands of the midwives to those of academically trained men. The high social status of the
university-bred physicians separated them from most of the patients, as did the doctors' high
fees. A certain indolence, and a remarkable sense of shame on the part of the pregnant women
prevented much demand for academic obstetricians.

Grzeskowiak, L. E., et al. (2015). "Enhancing continuing education activities using audience response
systems: a single-blind controlled trial." J Contin Educ Health Prof 35(1): 38-45.
INTRODUCTION: We investigated whether using an audience response system (ARS) as part of
continuing education (CE) activities enhances immediate and long-term knowledge acquisition
or learner reactions. METHOD: A multicenter single-blinded controlled trial involving
pharmacists at 2 metropolitan teaching hospitals was used for this investigation. Pharmacists
were allocated to either (a) an interactive presentation incorporating multiple-choice questions
 (MCQs) answered using an ARS, or (b) the same, but noninteractive, presentation using
summary points instead of MCQs. Baseline knowledge was evaluated using a 10-item
questionnaire, which was also used to evaluate immediate and long-term (6 weeks later)
knowledge acquisition. Learner reactions were evaluated through feedback questionnaires.
RESULTS: The control and ARS intervention presentations were attended by 44 and 35
pharmacists, respectively. The 6-week follow-up questionnaire was completed by 35 control
(80%) and 27 (77%) ARS group participants. Baseline knowledge was similar across groups (5.0 ±
1.6 SD vs 5.2 ± 1.6; p = .44) with no differences in immediate (8.3 ± 1.5 vs 7.9 ± 1.5; p = 0.30) or
long-term (7.0 ± 1.6 vs 7.0 ± 1.5; p = 0.93) knowledge acquisition. Feedback regarding the use of
an ARS was overwhelmingly positive, with participants feeling more strongly that the ARS
enabled them to compare knowledge to that of their peers (p < .001). DISCUSSION: There was
no observed benefit of an ARS in relation to immediate or long-term knowledge acquisition. The
use of an ARS, however, appeared to facilitate enhanced interactivity and participant self-
reflection of knowledge, with strong participant desire to continue their use in future CE
activities.

Guenova, M., et al. (2019). "Independent Continuing Medical Education (CME)/Continuing Professional
Development (CPD) Must Deliver Unbiased Information." J Eur CME 8(1): 1690321.
Physicians commit themselves always to act in the best interests of their patients, and this
includes their approach to continuing medical education (CME) as well as continuing
professional development (CPD). For many years professional codes, and in some countries also
the civil law, have defined that CME/CPD must be independent of commercial interests. Over the
last few decades, numerous bodies have introduced CME/CPD accreditation to ensure that the
planning and conduct of CME/CPD follows a set of defined standards, with independence of
commercial interests as one of the leading principles. Recently industry has proposed that it be
accepted by accrediting bodies as a direct provider of accredited CME-CPD. Such a move would
not only open the door to the introduction of an inevitable bias in CME/CPD but would
jeopardise the professional standing of physicians. Accreditation of CME/CPD currently serves
several different purposes, but its credibility depends on whether it can retain its ability to
differentiate independent CME/CPD from the provision of commercially framed information.

Guerra, P. and I. Figueroa (2018). "Action-Research and Early Childhood Teachers in Chile: Analysis of a
Teacher Professional Development Experience." Early Years: An International Journal of Research and
Development 38(4): 396-410.
In early childhood education, teacher professional development is crucial due to the impact of
teachers on children's learning. This study presents the experience of action-research included in
a teacher professional development program focused on improving pedagogical interaction from
a sociocultural perspective. From 2012 to 2015, three cohorts of early childhood teachers from
nursery schools located in vulnerable contexts participated in this program. These teachers
developed intervention plans according to the action-research framework. In this report, these
plans are analysed through a qualitative content analysis. Reports made by the participants and
interviews with three tutors are also analysed. The results of the intervention plans show that
most of them are focused on teacher professional development using video supported reflection
to enhance the quality of interaction with children. In the reports, teachers identified important
improvements in their skills, knowledge, beliefs and practices, and developed critical reflection
on the process. Tutors found some problems during the program, which took them into a
reflection process that led to transformations in their practice. These results are discussed in the
context of a neoliberal society that might interfere with the development of alternative
 programs.

Gültig, O. (2009). "Role of lymphological continuing professional development for physicians in private
practice." Lymphologie in Forschung und Praxis 13(2): 111-113.
With the participation of almost 200 physicians in German-speaking countries in a lymphological
continuing professional development course (three weekends), the quality of out-patient care
for patients with lymphatic disorders has improved significantly. In over 24 networks in Germany,
those involved along the entire care pathway (physician, lymphedema therapist and
compression garment expert) work closely together as a lymphedema management team. The
documentation of results, particularly in the decongestion phase, is the primary consideration.
The patient is actively involved in the treatment concept. Here, the referral of manual lymph
drainage in isolated form is a thing of the past. In the future, the focus of the collaborative work
will shift even more to diagnostics and therapy in mixed forms of primary edema, malignant
lymphedema, internal edema and medication-induced edema through publications, additional
training courses and an intensive focus on the topic at specialist congresses. The credibility of
the conservative treatment of patients with lymphatic disorders among experts will stand or fall
with the effectiveness in out-patient care.

Gunn, H. and L. Goding (2009). "Continuing Professional Development of physiotherapists based in

community primary care trusts: a qualitative study investigating perceptions, experiences and
outcomes." Physiotherapy 95(3): 209-214.
OBJECTIVE: To provide an insight into individual physiotherapists' experiences of Continuing
Professional Development (CPD), and to gain an understanding of the challenges of undertaking
CPD in a geographically dispersed primary healthcare setting. DESIGN: A qualitative
phenomenological methodology using a one-to-one semi-structured interview technique to
achieve an in-depth exploration of this complex area of study. Data analysis was conducted by
data transcription, immersion, coding and generation of themes using a pragmatic five-step
process. PARTICIPANTS: Eleven participants were identified from a study population of
physiotherapists working in two local primary care trusts following the principle of maximum
variation sampling. RESULTS: Four main themes emerged: CPD processes; motivation for
undertaking CPD; enabling CPD; and outcomes of CPD. Participants felt that CPD should include
a range of activities and learning behaviours. However, there was a preference for active learning
styles and formal course-based learning. Engagement in reflective practice and portfolio keeping
was generally poor, with participants identifying lack of skills in these areas. Factors motivating
CPD engagement included a strong sense of professional obligation and wishing to provide the
best possible service to patients. There was frustration over the impact of external issues
including political and organisational change on CPD, and anxiety over forthcoming regulatory
changes affecting physiotherapy. The study also identified issues around CPD planning and needs
identification. There was evidence of change in individuals' practice and internal perceptions as
outcomes of CPD, although issues around the application and maintenance of change were
identified. CONCLUSIONS: There is evidence that CPD has an effect on clinical practice in this
small group of physiotherapists working in community National Health Service settings.
Significantly, undertaking CPD improves confidence as well as competence, enabling individuals
to form effective therapeutic relationships with patients and other members of their teams.

Gupta, N., et al. (2015). "Discovering Sexual Health Conversations between Adolescents and Youth
Development Professionals." American Journal of Sexuality Education 10(1): 21-39.
Youth development professionals (YDPs) working at community-based organizations are in a
 unique position to interact with the adolescents because they are neither parents/guardians nor
teachers. The objectives of this study were to explore qualitatively what sexual health issues
adolescents discuss with YDPs and to describe those issues using the framework of the Sexuality
Information and Education Council of the United States (SIECUS) comprehensive sexuality
education guidelines. YDPs reported conversations with adolescents that included topics related
to the SIECUS key concepts of human development, relationships, personal skills, sexual
behavior, and sexual health.

Gupta, N. M. D. M. P. H., et al. (2015). "Discovering Sexual Health Conversations Between Adolescents
and Youth Development Professionals." American Journal of Sexuality Education 10(1): 21.
Youth development professionals (YDPs) working at community-based organizations are in a
unique position to interact with the adolescents because they are neither parents/guardians nor
teachers. The objectives of this study were to explore qualitatively what sexual health issues
adolescents discuss with YDPs and to describe those issues using the framework of the Sexuality
Information and Education Council of the United States (SIECUS) comprehensive sexuality
education guidelines. YDPs reported conversations with adolescents that included topics related
to the SIECUS key concepts of human development, relationships, personal skills, sexual
behavior, and sexual health.

Gustafsson, C. and I. Fagerberg (2004). "Reflection, the way to professional development?" Journal of
Clinical Nursing (Wiley-Blackwell) 13(3): 271-280.
BACKGROUND: Many studies have focused on reflection and the advantages that can be gained
from the practice of reflection among Registered Nurses (RNs) but, what are the implications of
the nurses' reflections, what do they reflect about, and how do they deal with their reflections?
AIMS AND OBJECTIVES: The aim of this study was to describe the RNs' experiences of reflection
in relation to nursing care situations, and to understand how RNs use reflection in their daily
work. What are the implications of the nursing care situations that the RNs' reflect upon? What
consequences did the practice of reflection have in nursing care situations in relation to the RNs
professional development? DESIGN AND METHOD: The study was carried out with interviews
and the phenomenographic method. Interviews were carried out with four RNs. The choice of
informants was made with purposive sampling with the aim of finding informants who could
bring the kind of knowledge that was necessary for the study. RESULTS: The qualitative
differences regarding the RNs' experiences of reflection were categorized as follows: to reflect
(to think back--consider, mirroring, to reflect before and reflect after, to use experiences),
nursing care situations (ethical considerations, to have courage, to use one's imagination,
empathy) and consequences (to meet the unique, empathy, development). Finally, the findings
were implicated in the model of professional development. CONCLUSION: By using reflection as
a tool, many advantages can be gained in the development of nursing care. Encouraging RNs to
reflect upon nursing situations, in order to promote the nurse's professional development, will
imply better nursing care for the patients. The model for professional development implies a
simplified representation of the thoughts pertaining to professional nursing development.
RELEVANCE TO CLINICAL PRACTICE: The relevance for clinical practice will be to understand the
contents of the RNs reflections, to recognize the advantages of reflective practice and how and
when to use such measures. Furthermore, to show how the model for professional development
can be used in order to create a framework for evaluating these observations and consequently,
for expressing tacit knowledge.

Hackett, S., et al. (2003). "The motivation, professional development and identity of social work students
in four European countries." European Journal of Social Work 6(2): 163-178.
Four European Universities have been collaborating on an Erasmus Curriculum Development
Project in order to enhance the European dimension in their programs of social work education.
As part of this co-operation, a comparative study of the student groups in each country has been
undertaken. The aim of the study is to examine and analyze students' beliefs about social work
as a profession, as well as their personal motivations for training as social workers and their
aspirations for their subsequent careers upon completion of their studies. A questionnaire was
developed in order to gather data from all students at the outset of their university-based social
work education in each of the four countries. In this article, authors present and analyze findings
from this questionnaire. In identifying and comparing the concerns of social work students from
diverse cultural contexts at the beginning of their professional education, it is possible to identify
some key themes within, and test the concept of, European social work. The data from each
group can help put into context some of the specific challenges faced in other countries in both
education and practice of social work.

Hadfield, I., et al. (2007). "Is a professional portfolio, as a record of continued professional development,
the most effective method to assess a physiotherapist's competence?" New Zealand Journal of
Physiotherapy 35(2): 72-83.
Introduction: With the implementation of the HPCA Act 2003, The Physiotherapy Board of New
Zealand has introduced a portfolio documentation requirement which is linked to recertification.
The aim of this literature review is to determine whether a professional portfolio is the most
effective method to assess a physiotherapist's competence when compared with peer review,
direct observation, and clinical record audit. Method: A literature search was conducted via
databases and web search engines to identify research regarding competence assessment
utilised by four related health professions. Relevant articles were critiqued using the 'Rating
Scale 6 for Overview Article' appraisal tool to provide an article quality rating. The strengths and
weaknesses of each form of assessment measure were identified for comparison. Results:
Twenty-four articles were found to be relevant to the study. The literature frequently mentioned
the professional portfolio to be a broader measure of competence, and to better encourage
reflection and bridge the practice-theory gap than the three other forms of assessment
reviewed. However the professional portfolio may be more time consuming for the individual
health professional. Conclusion: The professional portfolio represents a suitable and feasible
style of competence assessment for the physiotherapy profession. As the first three year cycle of
using the professional portfolio has yet to be completed, there has not been an opportunity to
conduct a formal review of the efficacy of the portfolio for competency assessment as yet. The
authors recommend ongoing review of the efficacy and acceptability of the professional
portfolio amongst New Zealand physiotherapists following its instigation in 2005.

Haenel, J., et al. (2022). "Development of a Multidimensional Pain Questionnaire in Professional Dance
(MPQDA): a pilot study." BMC Sports Science, Medicine & Rehabilitation 14: 1-13.
Background Pain is part of the everyday life of professional dancers. It can indicate health risks
and impair the ability to work. Suitable screening tools can be used to identify pain and its risk
potential. A comprehensive, multidimensional, differentiated assessment tool for pain in
professional dance does not currently exist. Methods An initial questionnaire was developed in
German and English and was assessed in a qualitative pretest. In a field study with a cross-
sectional design including n = 72 dancers from Germany (n = 36 responses each in the English
and German language versions), the questionnaire was optimized by item analysis, its
psychometric properties (dimensionality, construct validity, reliability) were examined and the
 ability of the pain dimensions to classify the subjective ability to work in training was analyzed
(ROC analysis). Results The developed Multidimensional Pain Questionnaire in Professional
Dance (MPQDA) was reduced and optimized in its psychometric properties. Following questions
were reduced in their items or answer categories: pain localizations (from 20 to 15 regions),
accompanying symptoms (from 6 to 3 items), sensory and affective pain quality (from 20 to 10
items), pain frequency (from 4 to 3 answer categories), and the motives of working with pain
(from 14 to 12 items). Regarding the subjective ability to work in training, the variables of the
ability to work in rehearsals and in performances, as well as the accompanying symptoms of
tension and mobility restrictions, showed a relatively good classification ability (Area under the
Curve (AUC) ≥ 0.7 in the 95% confidence interval) and significant, moderate to strong
correlations (Somers' D > 0.25, p < 0.05). The classification ability of the other pain dimensions
was largely absent or poor. Conclusion The MPQDA differentiates various pain dimensions in
professional dancers and is available in a compatible manner in German and English. The clinical
relevance needs to be explored further in the future.

Hagenbruch, J. F. D. M. D. (2013). "WHAT ARE THE ETHICAL IMPLICATIONS OF HELPING A COLLEAGUE

OBTAIN UNEARNED CONTINUING EDUCATION CREDT?" American Dental Association. The Journal of the
American Dental Association 144(4): 432.
A question and answer advisory on the ethical implications of helping a colleague obtain
unearned continuing education is presented. The Introduction to the American Dental
Association Principles of Ethics and Code of Professional Conduct states that the dental
profession holds a special position of trust within society. The profession makes a commitment
to society that its members will adhere to high ethical standards of conduct. The Preamble states
that qualities of honesty, compassion, kindness, integrity, fairness and charity are part of the
ethical education of a dentist and practice of dentistry and help to define the true professional.
Not only is this an issue of integrity, but it also may be an issue of patient safety.

Hager, D., et al. (2017). "Interprofessional development and implementation of a pharmacist professional
advancement and recognition program." American Journal of Health-System Pharmacy 74(22): 1895-
1902.
Purpose. The interprofessional development, implementation, and outcomes of a pharmacist
professional advancement and recognition program (PARP) at an academic medical center are
described. Summary. Limitations of the legacy advancement program, in combination with low
rates of employee engagement in peer recognition and professional development, at the UW
Health department of pharmacy led to the creation of a task force comprising pharmacists from
all practice areas to develop a new pharmacist PARP. Senior leadership within the organization
expanded the scope of the project to include an interprofessional work group tasked to develop
guidelines and core principles that other professional staff could use to reduce variation across
advancement and recognition programs. Key program design elements included a triennial
review of performance against advancement standards and the use of peer review to
supplement advancement decisions. The primary objective was to meaningfully improve
pharmacists' engagement as measured through employee engagement surveys. Secondary
outcomes of interest included the results of pharmacist and management satisfaction surveys
and the program's impact on the volume and mix of pharmacist professional development
activities. Of the 126 eligible pharmacists, 93 participated in the new program. The majority of
pharmacists was satisfied with the program. For pharmacists who were advanced as part of the
program, meaningful increases in employee engagement scores were observed, and a mean of
95 hours of professional development and quality-improvement activities was documented.
 Conclusion. Implementation of a PARP helped increase pharmacist engagement through
participation in quality-improvement and professional development activities. The program also
led to the creation of organizationwide interprofessional guidelines for advancement programs
within various healthcare disciplines.

Haji Mustapa, M. B., et al. (2021). "Enablers and Barriers of Continuous Professional Development (CPD)
Participation among Nurses and Midwives." International Journal of Nursing Education 13(3): 75-84.
Continuous Professional Development (CPD) is crucial in healthcare professions that facilitate
and embrace life-long learning, ensuring knowledge and skills to be constantly progressive and
responsive to dynamic health care demand. This study investigate the enablers and barriers of
Continuing Professional Development participations among nurses and midwives in Brunei
Darussalam. A cross-sectional study using self-administered online survey through Qualtrics
software were conducted on all eligible nurses and midwives (N=604) working at all public
hospitals and Health Centers in Brunei Darussalam. Availability of CPD sessions with attractive
topics (90.6%); support from the nurse/midwife managers (87.9%) and ease of CPD registration
(83.9%) was highly identified as enablers. Female and younger participants reported significantly
higher support to undertake CPD. Barriers to CPD participation included last minutes changes to
work schedules (89.4%); understaffing (83.1%); role as carer at home (78%); shift work (74.8%)
and CPD affect time outside work (70%). The study results can be used for developing strategies
and framework to improve CPD participation. Specific CPD hours was required for maintenance
of registration as nurse, hence future study may consider the relationship of CPD and
competency skills.

Hakulinen-Viitanen, T., et al. (2010). "The views of students completing continuing education of family
health nursing." Nordic Journal of Nursing Research & Clinical Studies / Vård i Norden 30(3): 20-24.
Aim: The purpose of the study was to describe the views of post-basic students participating in
the continuing education of family health nursing. Background: The research was a part of
WHO's family health nursing project, which aimed at deepening the family health nursing skills
of registered nurses. In Finland, these studies were realised at two Universities of Applied
Sciences in three study groups. Methods: The data was comprised of students' written
documents prepared at different stages of the studies. The data was analysed by using content
analysis. Findings: Family health nursing was seen as the responsibility of the individual in
nursing, the participation of family members in the care, interaction and cooperation with the
family and empowering the family. These subcategories were categorised and reviewed in the
light of the levels of family health nursing. They were family as a context, as a sum of its parts, as
a subsystem and as a client. Students' views changed during the education from one of
emphasising the individual to a more expansive view of the family. Conclusion: The continuing
education of family health nursing increased students' theoretical knowledge and readiness to
encounter the family.

Haldi, N. (1985). "Evaluation of the Swiss Nurses' Association's continuing education concept. Something
has been accomplished--much remains to be done." Krankenpflege. Soins infirmiers 78(5): 40-41, 74-75.

Hale, A. and R. Booth (2019). "The safety professional in the UK: Development of a key player in
occupational health and safety." Safety Science 118: 76.
The appointment of people working full time as advisers or enforcers for the prevention of work
accidents and occupational diseases can be traced back in the UK (United Kingdom) to the
factory inspectors in the early 19th Century. From the early 20th Century companies started to
 employ their own occupational safety and health (OSH) staff to undertake preventive tasks and
to monitor compliance with legislation and company rules and procedures. Both the
inspectorate and the companies faced comparable policy decisions about the role, selection,
education and training of these OSH staff, who, by the 1940s, were taking the first steps to
becoming a profession in the field of working conditions. This paper presents a historical
summary of the developments in the UK which determined the role and requirements for
appointment, education, training and work of both these groups of budding professionals
(inspectors and company OSH staff). It traces the steps which have characterised this process of
professionalisation, summarising them using as framework the criteria for becoming a
recognised profession as set out in the introduction to this special issue (Hale et al., this issue).

Hall, A. S. (2002). "Theory, practice, and professional development: Best practices, hearing all voices."
Journal of Mental Health Counseling 24(3): 199.

Hamid, Y. and S. Mahmood (2010). "Understanding constructive feedback: a commitment between

teachers and students for academic and professional development." J Pak Med Assoc 60(3): 224-227.
This review highlights the need in the Pakistani medical education system for teachers and
students to be able to: define constructive feedback; provide constructive feedback; identify
standards for constructive feedback; identify a suitable model for the provision of constructive
feedback and evaluate the use of constructive feedback. For the purpose of literature review we
had defined the key word glossary as: feedback, constructive feedback, teaching constructive
feedback, models for feedback, models for constructive feedback and giving and receiving
feedback. The data bases for the search include: Medline (EBSCO), Web of Knowledge, SCOPUS,
TRIP, ScienceDirect, Pubmed, U.K. Pubmed Central, ZETOC, University of Dundee Library
catalogue, SCIRUS (Elsevier) and Google Scholar. This article states that the Pakistani medical
schools do not reflect on or use the benefits of the constructive feedback process. The
discussion about constructive feedback suggests that in the context of Pakistan, constructive
feedback will facilitate the teaching and learning activities.

Hamilton, L., et al. (1990). "Organizational support of the clinical nurse specialist role: a nursing research
and professional development directorate." Canadian Journal of Nursing Administration 3(3): 9-13.
Administrative support is essential for optimal utilization of the Clinical Nurse Specialist (CNS)
resource. It has been linked to successful role implementation, role efficacy and job satisfaction.
The article addresses how a Nursing Research and Professional Development Directorate (NRPD)
provides administrative support of the CNS role. The impact of the directorate on the role
functions of practitioner, consultant, educator and researcher is delineated. Specific challenges
to the CNS role and organizational benefits are described. A model of organizational support of
the CNS, based on the concepts of collaboration and peer mentorship, is proposed. The model
emphasizes mutual goal setting to achieve both organizational and professional objectives.

Hamzehgardeshi, Z. and Z. Shahhosseini (2014). "Psychometric properties of an instrument to measure

facilitators and barriers to nurses' participation in continuing education programs." Global journal of
health science 6(5): 219-225.
BACKGROUND: Continuing education programs are one of the professional principles in health-
related disciplines, including nursing. The aim of this study was to develop an instrument
measuring facilitators and barriers to nurses' participation in continuing education programs.
METHODS: In the first phase, the items generated for the instrument were drawn from a
comprehensive literature review along with a polling of experts. Then the psychometric
 properties were measured. RESULTS: A Scale-Level Content Validity Index of 0.90 for the primary
instrument with 36 items was obtained. The factor structure of inventory was identified by
undertaking a Principal Component Analysis in a sample of 361 nurses. Three factors were
extracted with a total variance account of 62.67%. Reliability was demonstrated with Cronbach's
alpha coefficient = 0.92. Consistency of instrument was established with test-retest reliability
(Intra Cluster Correlation = 0.93, P<0.001). CONCLUSIONS: The major focus of this study was to
develop a locally sensitive instrument to assess the facilitators and barriers to Iranian nurses'
participation in continuing education programs.

Hansen, D. G., et al. (1999). "General practitioners want continuing education. Audit registrations among
369 physicians in Copenhagen." Ugeskrift for laeger 161(2): 154-157.
The purpose of the study was to evaluate general practitioners' (GPs') interest in CME. A medical
audit comprising 369 GPs in three counties was conducted in 1996. During 28,550 consultations
the participating GPs recorded clinical subject, handling of the consultation, problems in the
consultation and perceived need for training in relation to the consultation. The interest in CME
varied from GP to GP and from one clinical subject to another. Desire for CME was expressed in
relation to 16% of the consultations, most frequently in relation to psychiatry, community
medicine and musculoskeletal diseases. Theoretical courses were the learning style most often
preferred, especially for subjects requiring biomedical knowledge. Newer educational methods
were also listed. Organisers of CME for general practitioners should be aware of the wide range
of needs and wishes for CME among general practitioners.

Hanson, A. L. and A. K. Banerjee (1988). "Construction of a Standardized Scale for Measuring Overall
Attitude toward Continuing Education in Pharmacy." American Journal of Pharmaceutical Education
52(3): 238-243.
Data generated from the administration of an attitude instrument developed by the Research
Committee of the American Association of Colleges of Pharmacy Section of Teachers of
Continuing Education were utilized to construct a standardized attitude scale for ease in
interpretation of attitude scores. The technique of multidimensional scaling was applied.
(Author/MLW)

Hanson, A. L. and D. Fielding (1988). "Attitudes of Pharmacy Students in the United States and Canada
toward Pharmacy Continuing Education." Journal of Continuing Education in the Health Professions 8(4):
277-295.
In contrast to their U.S. counterparts, Canadian students exhibited greater exposure to
continuing education (CE) concepts and a more positive attitude as they progressed through the
pharmacy curriculum. Journals and schools were perceived by U.S. students as top providers of
CE, whereas Canadians ranked associations and schools as the two top sources. (Includes the
attitude survey instrument.) (JOW)

Harden, R. M. (2005). "A new vision for distance learning and continuing medical education." Journal of
Continuing Education in the Health Professions 25(1): 43-51.
Increasing demands on continuing medical education (CME) are taking place at a time of
significant developments in educational thinking and new learning technologies. Such
developments allow today's CME providers to better meet the CRISIS criteria for effective
continuing education: convenience, relevance, individualization, self-assessment, independent
learning, and a systematic approach. The International Virtual Medical School (IVIMEDS)
provides a case study that illustrates how rapid growth of the Internet and e-learning can alter
 undergraduate education and has the potential to alter the nature of CME. Key components are
a bank of reusable learning objects, a virtual practice with virtual patients, a learning-outcomes
framework, and self-assessment instruments. Learning is facilitated by a curriculum map,
guided-learning resources, 'ask-the-expert' opportunities, and collaborative or peer-to-peer
learning. The educational philosophy is 'just-for-you' learning (learning customized to the
content, educational strategy, and distribution needs of the individual physician) and 'just-in-
time' learning (learning resources available to physicians when they are required). Implications
of the new learning technologies are profound. E-learning provides a bridge between the cutting
edge of education and training and outdated procedures embedded in institutions and
professional organizations. There are important implications, too, for globalization in medical
education, for multiprofessional education, and for the continuum of education from
undergraduate to postgraduate and continuing education.

Harden, R. M. and et al. (1996). "AMEE Medical Education Guide No. 7. Task-Based Learning: An
Educational Strategy for Undergraduate, Postgraduate and Continuing Medical Education, Part 1."
Medical Teacher 18(1): 7-13.
Task-based learning (TBL) is an educationally sound, effective, and efficient strategy for delivering
relevant education. In TBL, the tasks of the health care professional provide the context and the
focus for learning, but are not the objective of the student's learning. Students gain a basic
understanding of the principles of health and disease in real or simulated clinical settings.
(Author/MVL)

Hardy, G. M. L. T. B. B. M. (2019). "What do we want? When do we want it? Continuing professional

education in the Newfoundland and Labrador Medical Laboratory Community." Canadian Journal of
Medical Laboratory Science 81(1): 27-32.
[...]a strong demand to maintain competencies has been a priority in the health professional
fields and in many ways can be considered an aspect that which serves to characterizes what it
means to be a health professional.2,3,4 While it has been argued that CPE in the health
professions must be mandatory5 given the role and accountability of health professions to
providing quality and safe patient care,6 others, including myself, have argued that mandating
CPE may not serve to encourage learning7,8 and the effective measurement of MCE and
whether or not learning has occurred has been called into question.2 Despite ongoing concerns
surrounding the validity of MCE, the acceptance of MCE and CPE practices within professional
cultures in Canada is difficult to refute, and it becomes important to explore the concept of CPE,
in particular, as it relates to our own profession. In 2012, following the events of the Commission
of Inquiry into Hormone Receptor Testing (CIHRT) the Government of NL implemented
legislation which brought several allied health professionals, including laboratory medicine,
under a system of umbrella legislation to regulate said professions in NL.9 In cooperation with a
number of vested groups, the Newfoundland and Labrador College of Medical Laboratory
Science (NLCMLS), helped structure a system which evaluates and documents the continuing
education credits that technologists obtain which continues to this day.10 This of course
mirrored what other regulated provinces had undertaken and within the approved CPE criteria,
and included a number of formal and informal learning activities credited towards the minimum
mandated CPE. Staff shortages in rural areas of the province combined with significant travel
limitations and the natural geographic isolation of the province have fostered environments
poorly suited to many traditional CPE options. [...]the expansion of formal CPE options in online
format through post-secondary institutions, combined with increased non-formal workplace-
based CPE should be a priority in the development of effective MLT CPE. Notably, MLTs appear to
 place significant value surrounding formal education and online learning in addition to non-
formal and informal education. [...]the development of additional credential programs including
baccalaureate degree, diploma, or other certificate level programs specifically structured to
meet the needs of the MLT community should become a priority.

Harper, M. G. and P. Maloney (2018). "Relationship Between Nursing Professional Development and the
American Nurses Credentialing Center's Primary Accreditation Framework." Journal of Continuing
Education in Nursing 49(9): 390-393.
This article is the final one in the series addressing how nursing professional development
practitioners operationalize the education design process criteria as delineated in the American
Nurses Credentialing Center (ANCC) Primary Accreditation Provider Application Manual to
ensure high-quality continuing education activities. Specifically, this article explores the
relationship between the ANCC primary accreditation framework's educational design process
criteria and the Nursing Professional Development: Scope and Standards of Practice.

Harris, S. B., et al. (2022). "The Educational Impact of Web-Based, Faculty-Led Continuing Medical
Education Programs in Type 2 Diabetes: A Survey Study to Analyze Changes in Knowledge, Competence,
and Performance of Health Care Professionals." JMIR Medical Education 8(4).
Background: The treatment landscape for type 2 diabetes (T2D) is continually evolving;
therefore, ongoing education of health care professionals (HCPs) is essential. There is growing
interest in measuring the impact of educational activities, such as through use of the Moore
framework; however, data on the benefits of continuing medical education (CME) in the
management of T2D remain limited. Objective: This study aimed to evaluate HCP satisfaction;
measure improvements in knowledge, competence, and performance following short, case-
based, multidisciplinary web-based CME activities; and identify the remaining educational gaps.
Methods: Two faculty-led, CME-accredited, web-based educational activities on T2D and obesity,
touchIN CONVERSATION and touch MultiDisciplinary Team, were developed and made available
on a free-to-access medical education website. Each activity comprised 3 videos lasting 10 to 15
minutes, which addressed learning objectives developed based on a review of published
literature and faculty feedback. Participant satisfaction (Moore level 2) was evaluated using a
postactivity questionnaire. For both activities, changes in knowledge and competence (Moore
levels 3 and 4) were assessed using questionnaires completed by representative HCPs before or
after participation in the activities. A second set of HCPs completed a questionnaire before and
after engaging in activities that assessed changes in self-reported performance (Moore level 5).
Results: Each activity was viewed by approximately 6000 participants within 6 months. The
participants expressed high levels of satisfaction (>80%) with both activities. Statistically
significant improvements from baseline in knowledge and competence were reported following
participation in touchIN CONVERSATION (mean score, SD before vs after activity: 4.36, 1.40 vs
5.42, 1.37; P<.001), with the proportion of learners answering at least six of 7 questions
correctly, increasing from 22% (11/50) to 60% (30/50). A nonsignificant improvement in
knowledge and competence was observed following participation in touch MultiDisciplinary
Team (mean score, SD 4.36, 1.24 vs 4.58, 1.07; P=.35); however, baseline knowledge and
competence were relatively high, where 80% of the respondents (40/50) answered at least four
of 6 questions correctly. A significant improvement in HCP self-reported performance was
observed in a combined analysis of both activities (mean score, SD 2.65, 1.32 vs 3.15, 1.26;
P=.03), with the proportion of learners selecting the answer representing the best clinical option
for all 4 questions increasing from 32% (11/34) to 59% (20/34) after the activity. Several unmet
educational needs were self-reported or identified from the analysis of incorrectly answered
 questions, including setting individualized glycemic targets and the potential benefits of sodium-
glucose cotransporter 2 inhibitor therapies. Conclusions: Short, case-based, web-based CME
activities designed for HCPs to fit their clinical schedules achieved improvements in knowledge,
competence, and self-reported performance in T2D management. Ongoing educational needs
identified included setting individualized glycemic targets and the potential benefits of sodium-
glucose cotransporter 2 inhibitor therapies.

Harrison, R. V. (2004). "Systems-based framework for continuing medical education and improvement in
translating new knowledge into physicians' practices...CME Congress 2004." Journal of Continuing
Education in the Health Professions 24: S50-62.
Concerns about health care costs and quality are focusing increasing attention on physicians and
their continuing medical education (CME). These concerns have produced several calls for 'a new
definition,' 'a new vision,' 'repositioning,' 'reinventing,' and 'transforming' CME. However,
differences in conceptualizations and vocabularies have introduced appreciable confusion in
recommending changes. This article uses a systems-based approach to describe and analyze the
processes involved in translating new information into physicians' practices. The article (1)
introduces a conceptual framework that links physician learning and performance to systems for
information, education, implementation, and regulation in the con-text of the larger health care
system; (2) uses the framework to identify concerns and opportunities for the major types of
systems immediately relevant to CME; and (3) uses the framework to suggest broader
implications for CME, including the nature of process for changing physicians' practices, needed
improvements, priorities in performing research, and implications for CME professionals.

Hart, G. and A. Rotem (1995). "The clinical learning environment: nurses' perceptions of professional
development in clinical settings." Nurse Education Today 15(1): 3-10.
Although the complexity of the working environment of Registered Nurses has been
acknowledged, the relationship between the social context of work and perceptions of
professional development have not been systematically studied. This research was designed to
identify and explore the attributes of effective learning environments in clinical settings.
Following an initial exploratory study of perceptions and experiences of registered and student
nurses, a conceptual framework was developed and tested. The findings of the study were based
on responses to a questionnaire (n = 516) which was developed as a tool for assessing
organisational and social factors associated with perceived professional development in clinical
settings. There was a significant and positive correlation between professional development and
six independent variables: Autonomy and Recognition, Role Clarity, Job Satisfaction, Quality of
Supervision, Peer Support and Opportunities for Learning. These variables accounted for almost
40% of the variance in perceived professional development. There were differences between
hospitals and wards on most the independent variables suggesting that some wards and
institutions are more conducive to learning than others. The implications of the findings in terms
of further research and practice are discussed.

Härter, M., et al. (2003). "Continuing Education and Quality Management Measures for the
Implementation of Clinical Practice Guidelines." Zeitschrift fur Arztliche Fortbildung und
Qualitatssicherung 97(SUPPL. 4): 67-73.
In the past years it could be shown that evidence-based guideline-oriented treatment of
depressive patients leads to better diagnosis, to more adequate therapy and to better
networking of the different levels of care. And yet, guidelines have been rarely used. On the
other hand, better short-dated support of depressive patients is achievable by medical
 education. But to ensure the application of guidelines in the long term, it is necessary to
consider individual practice and local/regional conditions, There is a need for interactive and
experience-oriented educational concepts. The present educational concept of "Out-patient
Depression Management" has been developed as part of the "Comprehensive Quality
Management in Out-patient Care" project and implemented in two study regions of Southern
Baden and North Rhine. The depression management concept was designed as a combination of
interactive, guideline-oriented continuous medical education with interdisciplinary quality
circles. The evaluation of the depression management concept shows very positive ratings from
both primary care physicians and psychiatrists: 70% of the primary care physicians and 83% of
the psychiatrists were satisfied or much satisfied with the program. 70% of the primary care
physicians and 50% of the psychiatrists evaluated the usefulness for practice as good or very
good.

Hatefi, K., et al. (2018). "Distraction Osteogenesis in Oral and Maxillofacial Reconstruction Applications:
Feasibility Study of Design and Development of an Automatic Continuous Distractor." Majlesi Journal of
Electrical Engineering 12(3): 67-73.
Distraction Osteogenesis (DO) is one of the novel techniques widely used in bone Reconstruction
Applications (RA). Recently, DO method has got an important role in oral and maxillofacial RA; by
using DO bone defects and skeletal deformities in different cranio-maxillofacial areas can be
reconstructed, with better results and reduced effects in comparison to conventional methods.
In DO by using a tension-stress principle, mechanical stimulations induce bone generation and
biological responses of the tissue. A DO procedure starts with bone osteotomy and
implementation of the distractor, before proceeding with distraction, there is a latency period
which allows the callus to form initially. In the distraction phase, the generated external force
goes through the moving bone segment and gradually distracts the callus. After the distraction
phase, there is a consolidation phase and then the device is removed. Most of current DO
methods are applied by manual devices; low accuracy and reliability, discontinuous force,
manually-operated, and associated problems for the patient are major disadvantages of manual
devices. Recent studies have revealed using an automatic continuous distractor could
significantly improve the DO results while decreasing the existing problems. The purpose of this
study is to design and simulate a novel automatic continuous distractor to be used in DO
applications. The device contains a mini stepper motor and gearbox, controller, mechatronic
system, LCD, and keypad. Design's specification and simulation results revealed the designed
device has the capability to generate a continuous distraction force for a successful automatic
DO.

Hauf, B. J. (1981). "Nurse Response to Continuing Education: Relevant Factors in Marketing Success." The
Journal of Continuing Education in Nursing 12(5): 10-16.
Some other factors related to success in marketing continuing nursing education include, but are
not limited to, the degree of support for education in the nurses' work setting - in principle,
structure, and funding; organizational and legal requirements; identifying and meeting individual
and agency learning needs; incentive factors such as material rewards and promotions; access to
a variety of learning modes; and continuing education that is available, accessible, and
affordable. In her study designed to identify motivational orientations underlying reasons nurses
participate in continuing education programs, O'Connor found the mean scores of nurse
respondents were highest in the orientations of professional knowledge, professional
advancement, and improvement of social welfare skills (refers to desire for increasing ability to
serve mankind).
Haughey, S., et al. (2009). "A qualitative study of the views and experiences of pharmacists selected for
portfolio evaluation in a continuing professional development assessment system." International Journal
of Pharmacy Practice 17(S2): B1.
Introduction and Objectives: Studies have shown that pharmacists support the concept of
Continuing Professional Development (CPD)[1]; however, there are concerns that pharmacists
are failing to engage fully in the CPD process.[2] In 2005, a CPD portfolio system was
implemented by the Pharmaceutical Society of Northern Ireland following a pilot period. Each
pharmacist is informed of their allocation to a local facilitator who is trained to facilitate
pharmacists in the recording of their CPD. Each year pharmacists are randomly selected by the
regulator for portfolio evaluation. The aim of this study was to explore the views and
experiences of those pharmacists whose portfolios had been selected, focussing on the CPD
system and the evaluation and feedback process. Method: A qualitative approach was employed
using focus groups and semi-structured interviews. Two cohorts of pharmacists (192) selected
for portfolio evaluation in 2006 and 2007 were invited to take part in the study. Previous
quantitative work had shown significant differences between males and females in relation to
attitudes towards CPD and therefore separate groups were established.[3] The focus groups and
interviews were recorded and transcribed verbatim. Data were entered into NVivo 7.0 and
analysed for emergent themes using constant comparative analysis. Ethical approval was
obtained for this study. Results and Discussion: Four focus groups were completed with 18
pharmacists between 2006 and 2008 (8 males in two groups and 10 females in two groups).
Semi-structured interviews were completed with two female pharmacists who were unable to
attend a focus group but wanted to contribute to the study. Participants worked in a variety of
pharmacy settings and ranged in years of qualification from 3 to 44 years. Four key themes
emerged from the study: lack of understanding, the devaluing of learning, difficulty with
documentation and lack of awareness of support mechanisms. The first key theme related to the
concept and process of CPD which was still not fully understood by participants. Participants
admitted to not understanding the reflective process within the portfolio and in some cases their
understanding was not improved after reading their individual portfolio feedback. Those
pharmacists who failed to reach the minimum standard in their portfolio assessment felt that
their learning had been devalued by the CPD system. Female participants, in particular, claimed
to feel demoralised by poor results. Male participants highlighted concerns about the method of
documenting CPD. The move from continuing education to CPD was questioned by some
negative cases within the male groups, and these participants directly referred to the possibility
that the system was subject to fabrication. In addition, the facilitation network that was put in
place by the regulator was not used by participants in this study. Many participants were
unaware that they were assigned to a local facilitator despite the fact that this information was
given to all pharmacists during the implementation of the system. Conclusion: These findings
suggest that pharmacists continue to require support to fully understand the process and
concept of CPD. Facilitation networks could be used by regulators to provide this support, but
the availability of the service must be highlighted to encourage pharmacists to use it in advance
of portfolio submission.

Haughey, S. L., et al. (2007). "Introducing a mandatory continuing professional development system: An
evaluation of pharmacists' attitudes and experiences in Northern Ireland." International Journal of
Pharmacy Practice 15(3): 243-249.
Objective To determine the extent of pharmacists' understanding of continuing professional
development (CPD) prior to the implementation of a mandatory CPD system and the level of
 implementation of CPD, and to gain insight into pharmacists' attitudes towards the concept and
the introduction of a mandatory CPD system. Setting Northern Ireland. Method A pre-piloted,
self-administered, postal questionnaire was distributed to all registered pharmacists in Northern
Ireland (n = 1821) in September 2004. A second mailing was carried out four weeks after the
initial mailing, The questionnaire was divided into three sections to determine pharmacists'
attitudes towards CPD, their understanding and experience of CPD and their attitudes towards
sanctions and portfolio review. Key findings A response rate of 41 % was achieved after two
mailings, The majority of respondents supported the concept of CPD, with over 84% of
respondents agreeing that it was essential for all practising pharmacists to engage in CPD. Over
half of respondents (56%) reported regularly identifying their learning needs, but only a quarter
(25%) maintained a CPD portfolio. Female pharmacists were more likely to maintain a CPD
portfolio. Less than half of respondents (42%) indicated that sanctions should be in place for
pharmacists who do not engage in CPD. Conclusion Overall, there was support for the concept of
CPD but considerable variation was observed in the level of participation, A support system to
encourage participation was favoured over sanctions for those pharmacists who did not engage
in CPD. © 2007 The Authors.

Hawkins, V. E. and G. D. Sherwood (1999). "The Pyramid Model: an integrated approach for evaluating
continuing education programs and outcomes." Journal of Continuing Education in Nursing 30(5): 203-
212.
Recent mergers and downsizing of health care agencies have made resources for continuing
education (CE) increasingly scarce. Nurse educators must demonstrate the effectiveness and
sustainability of CE programs and establish the link between nursing professionalism and
positive patient outcomes. The Pyramid Evaluation Model expands and enhances previous
evaluation frameworks. Simple steps are outlined to evaluate CE programs and outcomes
systematically and comprehensively through an impact model that examines goals, reviews
program design, monitors program implementation, assesses outcomes and impact, and
analyzes efficiency.

Hayes, C. (2016). "Approaches to continuing professional development: putting theory into practice."
British Journal of Nursing 25(15): 860-864.
This article provides an overview of approaches to and models of education to assist nurses
involved in the delivery of education and continuing professional development. A number of
models will be summarised to look at how learning, teaching and assessment can be integrated
to benefit the learner, and the benefits this may have in nursing education and continuing
professional development courses. The author also considers different domains of learning:
cognitive, psychomotor and affective.This article presents the case for considering the
constructive alignment of educational content as one means of increasing the likelihood of it
being translated into practice.

Hayes, C., et al. (2009). "A regional continuing professional development program for hospital pharmacy
technicians." Canadian Journal of Hospital Pharmacy 62(4): 342.
Description of Concept: Learning needs assessment (LNA) of learning preferences and continuing
professional development (CPD) among approximately 120 pharmacy technicians (PT) in the
Winnipeg Regional Health Authority (WRHA) was conducted in 2005. It revealed limited quantity
and perceived limited quality of CPD programming related to PT practice. Description: We
developed a PT CPD program with regularly occurring presentations that was presented and
attended by PT at six WRHA hospital pharmacies. Project Development] A Practice Development
 Team (PDT) PT centrally coordinated a CPD program consisting of face-to-face 30-minute
presentations. The CPD program encouraged PT presenters and had regularly scheduled
presentation times. Topics were selected by presenters with input from the PDT PT. Presenters
were permitted up to 6 paid hours to prepare plus up to 3 paid hours to deliver the presentation
at each facility (n=6). Presentations were conducted on unpaid time (lunch hour). Evaluation:
Twenty nine presentations were delivered (48% by PT) at six facilities from May to October 2008.
On average, 51% of available PT attended, but attendance varied from 14% to 90% at individual
facilities. Attendees, presenters and managers were supportive of PT CPD. PT presenter's
experienced increased confidence in their ability to deliver a presentation. Challenges to
continuing PT CPD include the ongoing development of PT presenters and securing release time
for presenters. Limited numbers of PT presenters and intercurrent regional projects have
necessitated a reduced frequency of PT CPD events per site since October 2008. Usefulness to
Practice: PT attendees, presenters and managers were satisfied wirh the PT CPD program.
Ongoing encouragement of PT presenters is required to ensure a sustained PT CPD program.

Hayes, K., et al. (2000). "Developing interactive continuing education on the web." Journal of Continuing
Education in Nursing 31(5): 199-203.
Background: To meet the continuing education needs of advanced practice nurses, on-line
continuing education modules were designed as part of a grant-funded nurse practitioner
learning project.Method: Three modules were planned from the results of a nurse practitioner
(n=187) survey of computer availability and skills, topic preference, and their potential for taking
on-line continuing education.Results: The development and implementation of two of the three
modules demonstrates the interactive framework, extensive use of links, pre- and posttesting,
and on-line registration. The two modules were designed to be interactive, realistic self-studies
that closely resemble clinical practice.Conclusions: Outcome data are currently being collected
on-line and will be analyzed for efficacy of this delivery system for continuing education.

Hayes, K. P. A. C. S. F. N. P., et al. (2000). "Developing interactive continuing education on the Web." The
Journal of Continuing Education in Nursing 31(5): 199-203.
DESIGN CONSIDERATIONS In designing Internet learning programs, considerations include: (1)
establishing a user friendly web site; (2) developing educationally sound learning materials; (3)
providing electronic communication with the learners; and (4) critically appraising the program.
[...] the faculty will be available to communicate with learners via e-mail. Because on-line CE
offerings are relatively new, the amount of faculty time needed for maintenance of sites is yet
undetermined.

Hayward, L. M., et al. (2013). "The First Two Years of Practice: A Longitudinal Perspective on the Learning
and Professional Development of Promising Novice Physical Therapists." Physical Therapy 93(3): 369-
383.
Physical therapists work in complex health care systems requiring professional competence in
clinical reasoning and confidence in decision-making skills. For novice physical therapists, the
initial practice years are a time for developing professional identity and practical knowledge. The
study purpose was to extend previous research describing the experiences, learning, and
professional development of 11 promising novice therapists during their first year of practice.
The present study examined the continued development of the same therapists during their
second year of clinical practice. Seven researchers from 4 physical therapist educational
programs in the eastern and midwestern United States used a longitudinal, qualitative, multiple
case study approach. Eleven physical therapist graduates identified as "promising novices" were
 recruited using purposive sampling. Participants ranged in age from 24 to 29 years and entered
varied practice settings. Data were collected for 2 years using semistructured interviews,
reflective journals, and participant observation. A conceptual model describing the participants'
ongoing development during the second year of practice emerged. The 3 themes were formal
and informal learning, increasing confidence and expansion of skills, and engagement in an
environment characterized by collaborative exchange and opportunities for teaching. The second
year represented consolidation and elaboration of practice-based learning and skills. The
expansion of confidence, skills, and responsibilities and the externalization of learning the
participants experienced promoted professional role formation. Learning previously directed
inward and self-focused turned outward, fueled by growing self-confidence. Research
illuminating the professional role formation experienced during early clinical practice is not
widely available. The current study and further research into the learning and development of
novice practitioners may assist educators in the design of pedagogical strategies and learning
environments that enhance the professional development of physical therapists.

Haywood, H., et al. (2012). "Engagement with Continuing Professional Development." Journal of Allied
Health 41(2): 83-89.
An increasing number of extended-scope practitioner roles for nurses and allied health
professionals can be found within the national health services in the UK. There has been little
specific research into the facilitators and barriers for engagement with continuing professional
development (CPD) of this group of health care professionals. This paper presents a review of
the issues surrounding participation in, and influencing factors of, continuing professional
development for nurses and allied health professionals. These findings are summarised in a
conceptual model relevant to service planning and delivery for health care professionals and
their managers. Method: Literature databases were searched using the key term "continu*
professional development," "clinical competence," and "professional competence" for relevant
papers published in English from 2006 to 2010. Findings: From over 900 papers that were
identified, 133 were selected and are presented in a narrative synthesis describing the supra-
organisational, organisational, and personal factors identified in the literature and how the
support of managers and colleagues is critical. Conclusion: A model that illustrates the multi-
faceted nature of CPD is constructed from the review's findings, which could assist clinicians at
all levels of seniority and their managers in optimising CPD in their workplaces and when seeking
to identify and address hindrances to CPD. J Allied Health 2012; 41 (2):83-89.

Haywood, H., et al. (2012). "Engagement with continuing professional development: Development of a
service model." Journal of Allied Health 41(2): 83-89.
An increasing number of extended-scope practitioner roles for nurses and allied health
professionals can be found within the national health services in the UK. There has been little
specific research into the facilitators and barriers for engagement with continuing professional
development (CPD) of this group of health care professionals. This paper presents a review of
the issues surrounding participation in, and influencing factors of, continuing professional
development for nurses and allied health professionals. These findings are summarised in a
conceptual model relevant to service planning and delivery for health care professionals and
their managers. Method: Literature databases were searched using the key term "continu*
professional development," "clinical competence," and "professional competence" for relevant
papers published in English from 2006 to 2010. Findings: From over 900 papers that were
identified, 133 were selected and are presented in a narrative synthesis describing the supra-
organisational, organisational, and personal factors identified in the literature and how the
 support of managers and colleagues is critical. Conclusion: A model that illustrates the multi-
faceted nature of CPD is constructed from the review's findings, which could assist clinicians at
all levels of seniority and their managers in optimising CPD in their workplaces and when seeking
to identify and address hindrances to CPD. © 2012 Association of Schools of Allied Health
Professions, Wash. DC.

Haywood, H. M., et al. (2012). "Engagement with Continuing Professional Development: Development of
a Service Model." Journal of Allied Health 41(2): 83-89.
An increasing number of extended-scope practitioner roles for nurses and allied health
professionals can be found within the national health services in the UK. There has been little
specific research into the facilitators and barriers for engagement with continuing professional
development (CPD) of this group of health care professionals. This paper presents a review of
the issues surrounding participation in, and influencing factors of, continuing professional
development for nurses and allied health professionals. These findings are summarised in a
conceptual model relevant to service planning and delivery for health care professionals and
their managers. Literature databases were searched using the key term "continu* professional
development," "clinical competence," and "professional competence" for relevant papers
published in English from 2006 to 2010. From over 900 papers that were identified, 133 were
selected and are presented in a narrative synthesis describing the supra-organisational,
organisational, and personal factors identified in the literature and how the support of managers
and colleagues is critical. A model that illustrates the multi-faceted nature of CPD is constructed
from the review's findings, which could assist clinicians at all levels of seniority and their
managers in optimising CPD in their workplaces and when seeking to identify and address
hindrances to CPD.

Hearle, D. and S. Lawson (2016). "Are you and your team really engaging in continuing professional
development (CPD)?" British Journal of Occupational Therapy 79: 122-122.
Professional standards of regulation developed by the Health and Care Professions Council
(HCPC, 2012) emphasize the importance of 'engagement' in Continuing Professional
Development (CPD) as part of the audit process. Occupational Therapists now need to
demonstrate how CPD has impacted on their practice and benefited service users, rather than
just to undertake and record their activities (HCPC, 2012). Previously this concept of engagement
in CPD has not been clearly defined which has made measurement of success challenging
(Lawson et al, 2015). The TRAMm (Tell, Record, Activity, Monitor, measure) Model has been
designed to provide a framework for facilitating engagement in CPD and as part of the design it
was necessary to explore this concept of engagement in greater depth (Hearle et al, 2015). A
concept analysis using Walker and Avant (1995 in Walker and Avant, 2010) as a framework was
undertaken. Literature was accessed via OVID, CINAHL, ERIC, ABI INFO and PsychINFO using
search terms engagement, work/employee, user, consumer, scholarly engagement, CPD and life-
long learning. The results of this concept analysis will be presented as a poster which will outline
the defining attributes of CPD engagement by providing an overview of the criteria which have
been developed. Ways in which engagement can be embraced, both by the individual
professional and managers wishing to create conditions conducive for CPD, will be presented.
Signposting to encourage and enable further exploration of these ideas for future development
will be included.

Hearle, D. and S. Lawson (2019). "Continuing Professional Development Engagement-A UK-based

Concept Analysis." The Journal of continuing education in the health professions 39(4): 260-268.
 INTRODUCTION: Although much literature exists regarding the operationalization of the term
engagement, this relates specifically to work/employee engagement and user, consumer, and
scholarly engagement. There is no clear understanding of the term Continuing Professional
Development (CPD) engagement for allied health professionals and Nurses and Midwives in the
UK, although it is becoming a frequently used term. This raises the challenge of creating
measures of the impact of CPD engagement. This concept analysis therefore sought to
operationalize the term CPD engagement. METHODS: A theoretical concept analysis was
undertaken, as part of a Professional Doctorate, using Walker and Avant's Concept Analysis
Framework. Literature was accessed via OVID, PubMed, CINAHL, ERIC, ABI INFO, and PsychINFO
using search terms engagement, work/employee, user, consumer, scholarly engagement, CPD,
and life-long learning. RESULTS: Defining attributes for CPD engagement included criteria based
around the terms such as self-initiated, voluntary, applied, recorded, evaluated and shared, and
continuation of learning beyond the initial activity. Antecedents focused around drive and
availability of resources including time, money, and support. DISCUSSION: There are potentially
many positive consequences of CPD engagement, such as job satisfaction, employee retention,
and quality of service provision, that may be more easily investigated and measured against the
attributes defined from this study, which indicates that CPD engagement is characterized by the
following five criteria: (1) self-initiated; (2) rewarded (either intrinsically or extrinsically); (3)
applied in practice; (4) recorded, evaluated, and shared with others; and finally (5) continues
beyond the initial learning activity.

Hechinger, M. and A. Fringer (2021). "Professional Care Experiences of Persons With Suicidal Ideation
and Behavior: Model Development Based on a Qualitative Meta-Synthesis." JMIR Formative Research
5(10).
Background: Health care professionals (HCPs) are challenged in caring for persons with suicidal
ideation or behavior. For affected persons, professional care is essential, and being interviewed
about their experiences can be stressful. The experiences of persons ideating or attempting
suicide are essential to designing eHealth products to support them in crises and provide
continuous care. Objective: This study aimed to synthesize published qualitative research about
how persons with suicidal thoughts or behavior experience inpatient or outpatient care. A model
will be derived from the meta-synthesis to guide HCPs in their work with affected persons and
provide a thorough needs assessment for eHealth development. Methods: A qualitative meta-
synthesis was conducted using an inductive approach, as proposed by Sandelowski and Barroso.
The inclusion criteria were studies in English and German that dealt with persons who ideated or
attempted suicide. Relevant articles were identified by searching the PubMed and Cinahl
databases and by hand searching relevant journals and reference lists. The findings of each study
were analyzed using initial and axial coding, followed by selective coding. Finally, a conceptual
model was derived. Results: In total, 3170 articles were identified in the systematic literature
search. Articles were screened independently by 2 researchers based on the eligibility criteria.
Finally, 12 studies were included. The central phenomenon observed among persons ideating or
attempting suicide is their process from feeling unanchored to feeling anchored in life again.
During inpatient and outpatient care, they experience being dependent on the skills and
attitudes of HCPs. While helpful skills and attitudes support persons ideating or attempting
suicide to reach their feeling of being anchored in life again, adverse interactions are
experienced negatively and might lead to prolonging or maintaining the feeling of being
unanchored in life. Conclusions: The study promotes a differentiated view of the experiences of
persons ideating or attempting suicide. The derived conceptual model can guide HCPs in their
work with affected persons to support affected persons during their recovery. Moreover, the
 conceptual model is useable as a springboard to develop eHealth solutions for crisis situations
and long-term care.

Hedges, C. and B. Wee (2014). "EVALUATING A PROFESSIONAL DEVELOPMENT PROGRAMME." BMJ

Supportive & Palliative Care, suppl. 1 4.
Background & Aims This project used the Kirkpatrick(TM) model of learning to help evaluate a
Senior Nurses' Professional Development Programme (PDP). It acknowledges that the
educational impact on practice, both directly and indirectly, is difficult to measure and is in need
of development. In light of this, we aimed to use the Kirkpatrick learning framework to consider
a more comprehensive evaluation. Evaluation tools Kirkpatrick's model identifies 4 levels/stages
of learning which assist an evaluation. We concentrated on levels 2 and 3. Level 2 - Evaluation of
trainee learning : Likert scales quantified increases in topic understanding and confidence levels.
Level 3 - Evaluation of trainee Behaviour : A focus group gained feedback on changes in practice.
Results Level 2 - Evaluating evidence of learning - We were able to present increases in topic
related learning and confidence, identifying differences. Level 3 - Evaluating changes in practice -
Changes in practice emerged in two separate ways. Firstly, changes resulted from the
programme's topics of education, critical appraisal and research design, pain management and
leadership/time management. Secondly, benefits emerged from having attended the
programme itself. There were increases in; commitment to practice development, group
cohesion, positive working practices between teams, a valuing of and commitment to the ethos
and style of the PDP itself as a model for education and training. Conclusions The Kirkpatrick
model provides a sound structure for training evaluation. Using quantitative and qualitative
methods, were able to: quantify positive increases in understanding and confidence in the
session topics, undertake a focus group which identified positive changes in practice and
commitment to professional development recognise the need to extend the programme's
evaluation to stakeholders (Kirkpatrick's level 4)

Hefel, A. and M. Bauer (2022). "Allergy and Immunology Advanced Practice Provider Continuing
Education Curriculum." Journal of Allergy and Clinical Immunology 149(2): AB122.
Rationale: To provide advanced practice providers (APPs) within allergy & immunology the
knowledge and skills to continue to provide outstanding clinical care to patients by remaining up
to date on current best practices within the field. Methods: Seven APPs currently practicing
pediatric allergy were asked to complete a needs assessment on their comfort levels with the
diagnosis and management of a variety of allergic conditions as well as their general comfort in
managing allergic patients independently. Responses were obtained using a 5-point Likert scale
with responses ranging from extremely comfortable to extremely uncomfortable. Results: The
needs assessment demonstrated that the majority of APPs feel somewhat comfortable in the
management of allergic patients, highlighting an overall educational need. Specific topics
identified where there was less comfort included: chronic urticaria, angioedema, insect allergy,
idiopathic anaphylaxis, FPIES, EOE, and severe asthma. Conclusions: Based on deficiencies
identified in the needs assessment, we implemented formal monthly didactics and case-based
learning discussions for the APPs. Utilizing adult learning theory, sessions will be led by an allergy
APP with a physician faculty mentor. We hypothesize that the APP continuing education
curriculum will lead to improved comfort levels and competency in the management of routine
patients. We also hypothesize that APPs will become more skillful and competent in the initial
diagnostic evaluation and basic management of complex patients and non-routine diagnoses
until they can be transitioned to the care of a physician.
Heier, L., et al. (2022). "Development and testing of the situational judgement test to measure safety
performance of healthcare professionals: An explorative cross‐sectional study." Nursing Open 9(1): 684-
691.
AimTo measure safety performance, situational judgement test, which is a method composed of
job‐related situations, can be used. This study aimed to develop and test its psychometric
properties by measuring the safety performance of healthcare professionals in German
hospitals.DesignAn explorative cross‐sectional study.MethodsA team of researchers, nurses and
physicians developed seven items, which focus on different safety areas. Descriptive statistics
were calculated for each item. Cronbach's alpha was calculated as an indication of internal
consistency. Spearman's correlation between the items was evaluated as analysis of construct
validity. A cross‐sectional survey with healthcare professionals in three German hospitals was
conducted to test the developed instrument.ResultsA total of 168 healthcare professionals
participated (response rate: 39.1%). 70.2% were women, and 38.7%, 33.9%, 15.5% and 11.3%
were registered nurses, nurses in training, physicians and other healthcare professionals
respectively. The situational judgement test demonstrated an acceptable psychometric
performance.

Helmich, E., et al. (2010). "Medical students' professional identity development in an early nursing
attachment." Medical Education 44(7): 674-682.
Medical Education 2010: 44: 674-682 Objectives The importance of early clinical experience for
medical training is well documented. However, to our knowledge there are no studies that
assess the influence of very early nursing attachments on the professional development and
identity construction of medical students. Working as an assistant nurse while training to be a
doctor may offer valuable learning experiences, but may also present the student with
difficulties with respect to identity and identification issues. The aim of the present study was to
describe first-year medical students' perceptions of nurses, doctors and their own future roles as
doctors before and after a nursing attachment. Methods A questionnaire containing open
questions concerning students' perceptions of nurses, doctors and their own future roles as
doctors was administered to all Year 1 medical students ( n = 347) before and directly after a 4-
week nursing attachment in hospitals and nursing homes. We carried out two confirmatory focus
group interviews. We analysed the data using qualitative and quantitative content analyses.
Results The questionnaire was completed by 316 students (response rate 91%). Before starting
the attachment students regarded nurses as empathic, communicative and responsible. After
the attachment students reported nurses had more competencies and responsibilities than they
had expected. Students' views of doctors were ambivalent. Before and after the attachment,
doctors were seen as interested and reliable, but also as arrogant, detached and insensible.
However, students maintained positive views of their own future roles as doctors. Students'
perceptions were influenced by age, gender and place of attachment. Conclusions An early
nursing attachment engenders more respect for the nursing profession. The ambivalent view of
doctors needs to be explored further in relation to students' professional development. It would
seem relevant to attune supervision to the age and gender differences revealed in this study.

Henderson, A., et al. (2006). "Partner, learn, progress: a conceptual model for continuous clinical
education." Nurse Education Today 26(2): 104-109.
In practice disciplines, such as nursing, learning can be maximised through experience located in
the clinical setting. However, placement in the clinical setting does not automatically mean that
the learner's professional practice will improve. Experiences in 'real-life' settings need to be
effectively facilitated to obtain the desired outcomes. This paper through the discussion of
 'Partner, Learn, Progress' details a conceptual model for promoting learning in the clinical
context. 'Partner' refers to the positive association between the learner and the experienced
clinician that engenders trust. It occurs on a personal level in the context of a broader social and
political environment. 'Learn' refers to the process whereby the experienced clinician is able to
assist the learner make sense of theoretical knowledge or knowledge that has previously been
'distal' to their practice to be integrated into their immediate practice. The clinician requires to
be cognisant of the learner's existing knowledge level so that the activities and accompanying
discussion assist in making connections between theory and practice. Learning incorporates
mutual collaboration whereby the learner is able to practise the application of knowledge in a
safe context and make their own connections. The further exploration of meanings through
experiences, feelings, attitudes leads the learner to 'progress': the development of knowledge.
Such a conceptual model provides a framework for educators and supervisors of clinical learning
to educate and learn from the next generation of nurses that will lead the nursing profession
into the future.

Henderson, S., et al. (2016). "Using Interprofessional Learning for Continuing Education: Development
and Evaluation of the Graduate Certificate Program in Health Professional Education for Clinicians."
Journal of Continuing Education in the Health Professions 36(3): 211-217.
Introduction: Health professionals may be expert clinicians but do not automatically make
effective teachers and need educational development. In response, a team of health academics
at an Australian university developed and evaluated the continuing education Graduate
Certificate in Health Professional Education Program using an interprofessional learning model.
Methods: The model was informed by Collins interactional expertise and Knowles adult learning
theories. The team collaboratively developed and taught four courses in the program. Blended
learning methods such as web-based learning, face-to-face workshops, and online discussion
forums were used. Twenty-seven multidisciplinary participants enrolled in the inaugural
program. Focus group interview, self-report questionnaires, and teacher observations were used
to evaluate the program. Results: Online learning motivated participants to learn in a
collaborative virtual environment. The workshops conducted in an interprofessional
environment promoted knowledge sharing and helped participants to better understand other
discipline roles, so they could conduct clinical education within a broader health care team
context. Work-integrated assessments supported learning relevance. The teachers, however,
observed that some participants struggled because of lack of computer skills. Discussion:
Although the interprofessional learning model promoted collaboration and flexibility, it is
important to note that consideration be given to participants who are not computer literate. We
therefore conducted a library and computer literacy workshop in orientation week which helped.
An interprofessional learning environment can assist health professionals to operate outside
their "traditional silos" leading to a more collaborative approach to the provision of care. Our
experience may assist other organizations in developing similar programs.

Hendricks, S. M., et al. (2016). "Triangulating Competencies, Concepts, and Professional Development in
Curriculum Revisions." Nurse Educ 41(1): 33-36.
Curricular reform, as reported in the literature, has been described as a tortuous change
process. This article demonstrates how a series of retreats using consensus building
methodologies facilitated efficient change among a large faculty body. Nimble work groups
completed discrete aspects of the project and promoted engagement. The curriculum is
described, including assimilation of concepts, competencies, and professional development.
Lessons learned for creating a positive and timely curricular change are presented.
Hendricks, S. M. E. R. N. C. N. E., et al. (2016). "Triangulating Competencies, Concepts, and Professional
Development in Curriculum Revisions." Nurse Educator 41(1): 33.
Curricular reform, as reported in the literature, has been described as a tortuous change
process. This article demonstrates how a series of retreats using consensus building
methodologies facilitated efficient change among a large faculty body. Nimble work groups
completed discrete aspects of the project and promoted engagement. The curriculum is
described, including assimilation of concepts, competencies, and professional development.
Lessons learned for creating a positive and timely curricular change are presented.

Hendrix, J. D., et al. (2021). "Delivery and evaluation of a food science professional development training
for Mississippi career technical education teachers." Journal of Food Science Education 20(4): 197-207.
Professional development for Career Technical Education (CTE) is needed to effectively
implement food science curricula in secondary education courses. Providing CTE teachers with
professional development training supports increased awareness of food science academic and
career pathways among students. The goal of this study was to assess a food science
professional development training for Mississippi CTE teachers that would increase their self‐
perceived knowledge, self‐perceived ability to conduct specific food science skills, and self‐
efficacy to implement food science‐based instruction.Thirty‐one teachers participated in the 2‐h
professional development training that provided teachers an experiential learning opportunity to
learn and apply food science concepts. Results indicated that the food science professional
development training was effective at increasing teachers’ self‐perceived knowledge and ability
to conduct food science skills since the average scores (five‐point Likert‐type scale, n = 28) in all
statements increased (p < 0.001) post training. For example, teachers self‐perceived knowledge
of the five D's of food product development at pre‐survey (M = 2.00 ± 0.94) increased (p < 0.001)
after the training (M = 4.29 ± 0.60). In addition, teachers’ self‐perceived ability to employ the five
D's of food product development before the training (M = 0.31 ± 0.54, three‐point scale)
significantly increased (p < 0.05) post training (M = 1.72 ± 0.53). Post training, more than 77% of
the teachers “agreed” or “strongly agreed” to six out of nine self‐efficacy statements which
affirmed their belief to teach food science concepts. Overall, teachers were satisfied with the
food science professional development training.

Hennessy, D., et al. (2006). "A methodology for assessing the professional development needs of nurses
and midwives in Indonesia: Paper 1 of 3." Human Resources for Health 4.
Background: Despite recent developments, health care provision in Indonesia remains
suboptimal. Difficult terrain, economic crises, endemic diseases and high population numbers,
coupled with limited availability of qualified health care professionals, all contribute to poor
health status. In a country with a population of 220 million, there are currently an estimated 50
nurses and 26 midwives per 100 000 people. In line with government initiatives, this series of
studies was undertaken to establish the training and development needs of nurses and midwives
working within a variety of contexts in Indonesia, with the ultimate aim of enhancing care
provision within these domains. Methods: An established, psychometrically valid and reliable
training needs instrument was modified for use within the Indonesian context. While this
technique has had widespread international use in the developed world, its application for
developing countries has not yet been established. The standard form consists of a biographical
cover sheet and a core set of 30 items (all health-related tasks), which have to be rated along
two seven-point scales. The first of these scales asks respondents to assess how important the
task is to their job and the second scale is a self-assessment of respondents' current
 performance level of the task. By comparing the importance rating with the performance rating,
an index of training need can be obtained (high importance and low performance indicating a
significant training need). The modifications incorporated for use in this series of studies were a
further 10 items, which were constructed following expert group and focus group discussions
and a review of the relevant literature. Pilot trials with 109 respondents confirmed its feasibility
and acceptability. The instrument was then administered to 524 nurses and 332 midwives across
Indonesia. Results: The data were subjected to a retrospective factor analysis, using a Varimax
rotation and Cronbach's α to check the instrument's validity and reliability following
modification. The results yielded six factors, which accounted for >53% of the variance, each of
which had a Cronbach's α score of between 0.8644 and 0.7068. Conclusion: The results suggest
that the modified instrument remained valid and reliable for use in the Indonesian nursing and
midwifery context. © 2006 Hennessy Access et al; licensee Biomed Central Ltd.

Henn-Ménétré, S., et al. (2003). "Continuous education programme in hospital pharmacies for managing
cytotoxic drug preparation: The Oncolor's network experience." Bulletin du Cancer 90(10): 910-916.
The network of cancer care units in Lorraine area (Oncolor) developed management training for
people working in chemotherapy units, and cytotoxic drug preparation. The programme was
framed both for staff of executives (pharmacists), and technicians. Firstly, comparison between
practices and theoretical recommendations lead to the elaboration of standardized operating
procedures. Secondly, we elaborated a specific handbook for this education programme. A series
of four-days independent sessions were organized for pharmacists and technicians. Each session
combined theoretical and technical teaching for preparing antineoplasic drugs. Participants
passing a successful final examination received a certificate from the Oncolor's network attesting
their capacity to manage a chemotherapy unit, Pour sessions were performed, with 35
participants. Only 31 passed at final examination. This preliminary experience will be enlarged to
all members of the network and regularly brought up to date.

Henoch, I., et al. (2015). "Development of an existential support training program for healthcare
professionals." Palliative & Supportive Care 13(6): 1701-1709.
Objective: Our aim was to describe the developmental process of a training program for nurses
to communicate existential issues with severely ill patients. Method: The Medical Research
Council (MRC) framework for the development and evaluation of complex interventions was
used to develop a training program for nurses to communicate about existential issues with their
patients. The steps in the framework were employed to describe the development of the
training intervention, and the development, feasibility and piloting, evaluation, and
implementation phases. The development and feasibility phases are described in the Methods
section. The evaluation and implementation phases are described in the Results section. Results:
In the evaluation phase, the effectiveness of the intervention was shown as nurses' confidence in
communication increased after training. The understanding of the change process was
considered to be that the nurses could describe their way of communicating in terms of
prerequisites, process, and content. Some efforts have been made to implement the training
intervention, but these require further elaboration. Significance of results: Existential and
spiritual issues are very important to severely ill patients, and healthcare professionals need to
be attentive to such questions. It is important that professionals be properly prepared when
patients need this communication. An evidence-based training intervention could provide such
preparation. Healthcare staff were able to identify situations where existential issues were
apparent, and they reported that their confidence in communication about existential issues
increased after attending a short-term training program that included reflection. In order to
 design a program that should be permanently implemented, more knowledge is needed of
patients' perceptions of the quality of the healthcare staff's existential support.

Henry, D., et al. (2020). "79. DEMYSTIFYING COMPLEX CARE: DEVELOPMENT OF ENTRUSTABLE
PROFESSIONAL ACTIVITIES IN PEDIATRIC COMPLEX CARE...Association of Pediatric Program Directors,
Virtual Fall Annual Meeting, 2020, 14-16 October, 2020." Academic Pediatrics 20(7): e37-e38.
Care of medically complex children, commonly managed by general pediatricians in hospital and
community settings, involves unique knowledge, skills and attitudes. Currently, there are no
established competency frameworks for training physicians in these specific elements of care.
Previous work identified curricular priorities in complex care for pediatricians. Applying the
framework of Entrustable Professional Activities (EPAs) to provide rich description for concrete
clinical activities and practical skills in complex care can help guide educators and trainees. To
develop EPAs focused on the care of children with medical complexity. Utilizing an established
approach for developing EPAs, we created a template with guidelines for elaborating EPA
elements and mapping to the pediatric competencies/milestones framework. We recruited small
teams of complex care clinicians with content expertise via an international listserv and complex
care special interest groups to further develop these EPAs and map to existing pediatric
competency frameworks. Drafts were reviewed and refined by key stakeholders including
medical educators, complex care clinicians, trainees, and patient families. Content experts
developed five complex care EPAs with an additional six in progress (Table 1). Each EPA includes
rich description and explicit delineation of activity-specific knowledge, skills, and attitudes
required for attaining competency. In addition, we mapped completed EPAs to 15 of the 21
(71%) core pediatric milestones that are reported to the Accreditation Council for Graduate
Medical Education. Each completed complex care EPA aligned with 1-2 of the General Pediatric
EPAs (Table 2). Development of EPAs in the care of children with medical complexity expands
upon existing pediatric competency frameworks. This work can guide educators and trainees in
curriculum development and training activities essential to attaining competence to care for this
growing population.

Herrmann, M. and I. Veit (2013). "Specialty-related psychotherapy in primary care: Background, specific
issues, concepts and professional development." Zeitschrift fur Allgemeinmedizin 89(1): 33-38.
The so-called "specialty-related psychotherapy" was introduced in 2007 by the German Medical
Council as a new form of qualification in psychotherapy. It was located between basic somatic
care and specialist psychotherapy. Along with psychosomatic basic care, "specialty-related
psychotherapy" opens the possibility to abolish the separation between somatic and
psychological care. It provides space for a more integrated and comprehensive care, which has
always been the goal of family medicine. So far, no concepts exist how to integrate "specialty-
related psychotherapy" into primary care. In this paper, the context of family medicine is
formulated as the basis of a relationship-oriented psychotherapy. Through further development
of psychodynamic theory, the integrated activity of family doctors, with its orientation towards a
doctor-patient relationship and the specific methodological approach will be positively
reevaluated as an "enactment" in the sense of a hermeneutic understanding of cases. The
required contents and a possible structure of a "specialty-related psychotherapy" in primary care
will be presented. The consequences for a structured vocational training are discussed. The
Medical Council's reconceptualization of professional development in this field can serve as a
milestone for the implementation of these ideas and forms of practice. © Deutscher Ärzte-
Verlag 2013.
Hespenheide, M., et al. (2011). "Portfolio use as a tool to demonstrate professional development in
advanced nursing practice." Clinical Nurse Specialist: The Journal for Advanced Nursing Practice 25(6):
312-320.
A concrete way of recognizing and rewarding clinical leadership, excellence in practice, and
personal and professional development of the advanced practice registered nurse (APRN) is
lacking in the literature and healthcare institutions in the United States. This article presents the
process of developing and evaluating a professional development program designed to address
this gap. The program uses APRN Professional Performance Standards, Relationship-Based Care,
and the Magnet Forces as a guide and theoretical base. A key tenet of the program is the
creation of a professional portfolio. Narrative reflections are included that illustrate the
convergence of theories. A crosswalk supports this structure, guides portfolio development, and
operationalizes the convergence of theories as they specifically relate to professional
development in advanced practice. Implementation of the program has proven to be challenging
and rewarding. Feedback from APRNs involved in the program supports program participation as
a meaningful method to recognize excellence in advanced practice and a clear means to foster
ongoing professional growth and development.

Hespenheide, M. M. S. N. R. N. P. M. H. C. N. S. B. C., et al. (2011). "Portfolio Use as a Tool to

Demonstrate Professional Development in Advanced Nursing Practice: CNS." Clinical Nurse Specialist
25(6): 312.
A concrete way of recognizing and rewarding clinical leadership, excellence in practice, and
personal and professional development of the advanced practice registered nurse (APRN) is
lacking in the literature and healthcare institutions in the United States. This article presents the
process of developing and evaluating a professional development program designed to address
this gap. The program uses APRN Professional Performance Standards, Relationship-Based Care,
and the Magnet Forces as a guide and theoretical base. A key tenet of the program is the
creation of a professional portfolio. Narrative reflections are included that illustrate the
convergence of theories. A crosswalk supports this structure, guides portfolio development, and
operationalizes the convergence of theories as they specifically relate to professional
development in advanced practice. Implementation of the program has proven to be challenging
and rewarding. Feedback from APRNs involved in the program supports program participation as
a meaningful method to recognize excellence in advanced practice and a clear means to foster
ongoing professional growth and development. [PUBLICATION ABSTRACT]

Hewitt-Taylor, J. (2012). "Innovation in education for health care assistants: a case study of a programme
related to children with complex and continuing health needs: Journal of the Association for
Programmed Learning." Innovations in Education and Teaching International 49(2): 99.
This paper describes the development of a programme of learning aimed at meeting the needs
of health care assistants (HCAs) who provide support for children with complex and continuing
health needs and their families. Following a pilot study of the principles of course provision, a
Certificate in Higher Education in care of the child with complex needs was developed. The
programme used a distance learning approach and provided a part-time, flexible, modularised
study pathway. This case study describes the rationale for the development of learning
opportunities in this area, and how the pilot study informed programme development. Despite
the increasing number of children who have complex and continuing health needs, these needs
are often mainly provided for by family members. One of the problems which has been reported
in obtaining support for families is recruiting and retaining staff. Providing this type of input for
HCAs may assist in their recruitment and retention and thus be instrumental in increasing the
 number of people who are available to take on such roles. This has the potential to assist in
reducing the amount of unpaid care work which becomes the remit of families because of the
absence of other options. Although this innovation was specific to the care of children with
complex and continuing health needs, the principles may be useful in other areas of practice.
[PUBLICATION ABSTRACT]

Hewson, M. G., et al. (2006). "Integrative medicine: implementation and evaluation of a professional
development program using experiential learning and conceptual change teaching approaches." Patient
Educ Couns 62(1): 5-12.
OBJECTIVE: To meet the increasing patient interest in complementary and alternative medicine
(CAM), conventional physicians need to understand CAM, be willing to talk with their patients
about CAM, and be open to recommending selected patients to appropriate CAM modalities.
We aimed to raise physicians' awareness of, and initiate attitudinal changes towards CAM in the
context of integrative medical practice. We developed and implemented a professional
development program involving experiential learning and conceptual change teaching
approaches. METHODS: A randomized controlled study with a pre-post design in a large
academic medical center. The 8-hour intervention used experiential and conceptual change
educational approaches. Forty-eight cardiologists were randomized to participant and control
groups. A questionnaire measured physicians' conceptions of, and attitudes to CAM, the
likelihood of changing practice patterns, and the factors most important in influencing such
changes. The questionnaire included an embedded control question on a topic that was not the
focus of this program. We administered the questionnaire before (pretest) and after (posttest)
the intervention. We compared differences in pre- and post-intervention scores between the
participant (N = 20) and control (N = 16) groups. We used both groups to identify factors that
influenced their practice patterns. The study was NIH-funded and IRB-exempt. RESULTS: Both
groups initially had little knowledge about, and negative attitudes to CAM. The participant group
had significant positive changes in their conceptions about, and attitudes to CAM after the
program, and significant improvements when compared with the control group. Participant
physicians significantly increased in their willingness to integrate CAM in their practices.
Physicians (combined groups) rated research evidence as the most important factor influencing
their willingness to integrate CAM. They requested more research evidence for CAM efficacy,
and more information on non-conventional pharmacology. Participants reflected enthusiasm for
the experiential program. CONCLUSIONS: The participants were able to experience the positive
effects of selected CAM modalities. It is possible to increase physician knowledge and change
attitudes towards integrative medicine with an eight-hour intervention using experiential and
conceptual change teaching approaches. PRACTICE IMPLICATIONS: Professional development on
integrative medicine can be offered to medical practitioners using experiential learning and
conceptual change teaching approaches, with the help of local CAM practitioners.

Hewson, M. G., et al. (2006). "Integrative medicine: implementation and evaluation of a professional
development program using experiential learning and conceptual change teaching approaches." Patient
Education & Counseling 62(1): 5-12.
OBJECTIVE: To meet the increasing patient interest in complementary and alternative medicine
(CAM), conventional physicians need to understand CAM, be willing to talk with their patients
about CAM, and be open to recommending selected patients to appropriate CAM modalities.
We aimed to raise physicians' awareness of, and initiate attitudinal changes towards CAM in the
context of integrative medical practice. We developed and implemented a professional
development program involving experiential learning and conceptual change teaching
 approaches. METHODS: A randomized controlled study with a pre-post design in a large
academic medical center. The 8-hour intervention used experiential and conceptual change
educational approaches. Forty-eight cardiologists were randomized to participant and control
groups. A questionnaire measured physicians' conceptions of, and attitudes to CAM, the
likelihood of changing practice patterns, and the factors most important in influencing such
changes. The questionnaire included an embedded control question on a topic that was not the
focus of this program. We administered the questionnaire before (pretest) and after (posttest)
the intervention. We compared differences in pre- and post-intervention scores between the
participant (N = 20) and control (N = 16) groups. We used both groups to identify factors that
influenced their practice patterns. The study was NIH-funded and IRB-exempt. RESULTS: Both
groups initially had little knowledge about, and negative attitudes to CAM. The participant group
had significant positive changes in their conceptions about, and attitudes to CAM after the
program, and significant improvements when compared with the control group. Participant
physicians significantly increased in their willingness to integrate CAM in their practices.
Physicians (combined groups) rated research evidence as the most important factor influencing
their willingness to integrate CAM. They requested more research evidence for CAM efficacy,
and more information on non-conventional pharmacology. Participants reflected enthusiasm for
the experiential program. CONCLUSIONS: The participants were able to experience the positive
effects of selected CAM modalities. It is possible to increase physician knowledge and change
attitudes towards integrative medicine with an eight-hour intervention using experiential and
conceptual change teaching approaches. PRACTICE IMPLICATIONS: Professional development on
integrative medicine can be offered to medical practitioners using experiential learning and
conceptual change teaching approaches, with the help of local CAM practitioners.

Heyman, B. and P. Cronin (2005). "Professional development. Writing for publication: adapting academic
work into articles." British Journal of Nursing 14(7): 400-404.
This article discusses how to transform material worthy of dissemination into a form that leads
to successful publication. It focuses on publication of systematic and literature reviews, empirical
studies and conceptual analyses undertaken as part of a course of academic study. An increasing
number of nurses and midwives are undertaking healthcare-related courses at BSc, MSc, MPhil
and PhD level. Many of their theses are ultimately left to gather dust on library shelves, and are
only read by examiners. The authors have worked with many novice writers whose attempts to
write up their theses have been unsuccessful for a number of reasons. These are explored in this
article. Suggestions for avoiding the many pitfalls that can prevent publication are offered.

Hicks, K. K. and P. S. Murano (2017). "Online nutrition and T2DM continuing medical education course
launched on state-level medical association." Advances in Medical Education and Practice 8: 413-418.
Objective: The purpose of this research study was to determine whether a 1-hour online
continuing medical education (CME) course focused on nutrition for type 2 diabetes would result
in a gain in nutrition knowledge by practicing physicians. Methods: A practicing physician and
dietitian collaborated to develop an online CME course (both webinar and self-study versions) on
type 2 diabetes. This 1-hour accredited course was launched through the state-level medical
association’s education library, available to all physicians. Results: Physicians (n=43) registered
for the course, and of those, 31 completed the course in its entirety. A gain in knowledge was
found when comparing pre- versus post-test scores related to the online nutrition CME
(P<0.0001). Conclusions: Online CME courses launched via state-level medical associations offer
convenient continuing education to assist practicing physicians in addressing patient nutrition
and lifestyle concerns related to chronic disease. The present diabetes CME one-credit course
 allowed physicians to develop basic nutrition care concepts on this topic to assist patients in a
better way.

Hill, K. S. and C. P. Lewis (2016). "Nurse Executive Mentorship Supporting Professional Development
Through Publication Success." Nurse Leader 14(4): 249-252.
Nursing is a unique profession in its universal support and recognition of the value of
professional development. Offering diverse opportunities for professional development has been
cited as important in sustaining nurse engagement and retention. 1,2 Professional development
is actualized in multiple pathways, varying by the individual interest of the nurse, the value of
specific accomplishments by employers, and the benefits to patient care. Establishing mentoring
relationships with nurses at all levels with a primary goal of developing a peer-reviewed
publication is one way a nurse executive can support professional development for nurses within
their organization. This article presents an overview of a framework for nurse executives with
the primary goal of supporting publication success in national and international peer-reviewed
journals through mentorship.

Hiss, R. G. and W. K. Davis (1994). "Intensified glycemic control and changes in training and continuing
education of physicians." Diabetes Reviews 2(3): 310-321.
The Diabetes Control and Complications Trial (DCCT) has provided firm evidence that metabolic
control does matter in the overall management of the individual with diabetes. This new science
must now be translated so that all patients who might benefit from it are cared for in a system
that has adopted this science into its basic practice. Part of this translation process must involve
changes in the basic and continuing phases of physician education. A majority of physician
training at all three levels - undergraduate, graduate, and continuing education - currently
involves hospitalized, acutely ill patients. Diabetes, however, is a chronic illness with a very long
maintenance (preventive) phase. Like many chronic illnesses, diabetes is an outpatient illness;
only acute episodes and complications are treated in the hospital. Thus, physicians-in-training do
not get much exerience with chronically ill, ambulatory patients; the patients who will dominate
their practice profile in the future. We are recommending a number of additions or
modifications to the undergraduate, graduate, and continuing phases of physician education to
incorporate the unique principles of management of a chronic illness that requires substantial
patient involvement with a multidisciplinary team and patient participation for self-care. These
educational experiences should demonstrate the many differences in management of a chronic
illness as compared with an acute illness. The full implementation of the powerful findings of the
DCCT cannot be achieved unless the chronic, maintenance, and preventive aspects of diabetes
care receive as much attention as its acute episodes, both in the training of physicians and in
their subsequent practice.

Hitchings, K. M. S. N. R. N. N. E. A. B. C., et al. (2010). "Development of a Reliable and Valid Organization-

Specific Professional Practice Assessment Tool." Nursing Administration Quarterly 34(1): 61.
This article describes a study to devise an organization-specific professional practice model
(PPM) assessment that reflects actual unit involvement. A secondary study goal is the
development of a unit-based index that can be used to conduct comparative analyses in an
efficient way. Each of the 5 elements of the organization's PPM was represented by 1 or more
items on an author-developed instrument. The tool was structured so that item scores could be
summed to achieve a single subscale for each PPM element and further aggregated into a total
score. The instrument was administered to a 40% random sample of all regularly scheduled, full-
and part-time registered nurses in an academic, community Magnet hospital in 2003 and 2005.
 Descriptive statistics were calculated for items, subscales, and summary scores for each patient
care unit and overall. A weighted, unit-based index was developed to reflect each unit's score on
a scale of 100. The 2003 assessment response rate was 51% (n = 200); the 2005 response rate
was 48% (n = 193). Subscale scores and a total PPM score were calculated by summing the
values of each individual item. Submissions enabled calculations of total scores by unit, mean
scores by item, and the development of a unit-specific PPM index of performance. Beyond
shared principles of empowerment, the specifics of each organization's PPM may differ in those
key components of care delivery nurses are empowered to effect. Thus, fidelity to the
organization-specific PPM is not well tested with generic decisional-involvement instruments. An
organization-specific assessment such as this one can provide evidence of not only
organizational PPM fidelity but a quantitative method to ensure that staff nurse decisional
involvement is continuously evolving to an ever higher state.

Hitchings, K. S. and M. T. Kinneman (1994). "A professional development model to foster change."
Seminars for nurse managers 2(4): 229-233.
This article proposes that professional development be a core principle within an organization to
equip staff members with the resources to adapt to change. Multiple examples of professional
development activities are identified. Four absolutes to create an environment to support
professional development are discussed. A successful professional development model at Lehigh
Valley Hospital, Allentown, PA, is detailed, including examples of funding sources. Finally, the
investigators furnish examples of how an environment rich in professional development
activities fosters staff members' abilities to cope with change.

Hobbs, L., et al. (2021). "Facilitators, barriers and motivators of paramedic continuing professional
development." Australasian Journal of Paramedicine 18: 1-7.
Introduction As registered health professionals, Australian paramedics are required to abide by
professional registration standards including the maintenance of continuing professional
development (CPD). The broader health literature identifies facilitators, barriers and motivators
for engaging in CPD, however the body of knowledge specific to paramedicine is weak. This
research seeks to address this gap in the paramedicine body of knowledge. Methods This study
adopts a constructivist grounded theory methodology. Data were collected through semi-
structured interviews, and analysed using first and second cycle coding techniques. Paramedics
from various state-based Australasian ambulance services and private industry (N=10) discussed
their experiences specific to their attitudes, perceptions and engagement about CPD. Results
Paramedic CPD goes beyond the traditional approach to mandatory training. Paramedics are
motivated by factors such as modality of delivery, professional expectations, clinical/professional
improvement and, sometimes, fear. Facilitators included organisational support, improved
clinical knowledge, practitioner confidence, self-directed learning opportunities and perceived
relevance of content. Barriers include cost, workload/fatigue, location, rostering, lack of
incentive to engage, lack of employer support and technological problems. Conclusion By
understanding what facilitates or motivates engagement in CPD activities, paramedics can
navigate their CPD in conjunction with regulatory requirements. Although paramedics report
some similar experiences to other health professionals, there are nuances that appear specific to
the discipline of paramedicine. Of interest, a unique finding related to fear influencing paramedic
CPD engagement. The results of this study informs paramedic employers and paramedic CPD
providers with insights to assist in the development of positive CPD experiences and
interactions.
Hobden, A. (2007). "Continuing professional development for nurse prescribers." Nurse Prescribing 5(4):
153-155.
All registered nurses and midwives are required to take part in continuing professional
development (CPD) in order to maintain their professional registration (NMC, 2004). This is part
of the post-registration education and practice (PREP) requirements (NMC, 2004). In addition to
this, the NMC (2006) stated that nurse and midwife prescribers have to undertake CPD within
their own area of prescribing practice. This article considers the CPD requirements for nurse
prescribers under three sections: personal responsibility; accessing CPD; and employer's
responsibility. Tools to help identify your own learning needs are discussed and some useful
competency frameworks are identified, both of which will assist in identifying and planning your
CPD requirements.

Hodges, M., et al. (2017). "Professional Development and Teacher Perceptions of Experiences Teaching
Health-Related Fitness Knowledge." Journal of Teaching in Physical Education 36(1): 32-39.
Students of all ages have documented a deficiency in health-related fitness knowledge (HRFK).
However, improving students HRFK may require a change in teacher practices and professional
development (PD). Purpose: This study, framed by Guskey's Model of Teacher Change (GMTC;
Guskey, 2002), sought to assist teachers' HRFK instruction as part of their physical education
curriculum and practices. Initially, researchers examined: (a) teachers' perceptions of health-
related fitness knowledge instruction, followed by, (b) selected teachers' perceptions of the
professional development (PD) methods and the approach to teaching HRFK. Method:
Semistructured interviews were conducted among elementary physical education teachers' (N =
9) in one suburban school district. A randomly selected smaller group of teachers (n = 5), had PD
on Knowledge in Action Lesson Segments (KIALS), an approach to teaching HRFK. Teachers were
asked to implement KIALS into their fifth grade physical education classes and interviewed two
additional times. Results: Three themes emerged from the data: (a) HRFK is critical but I can't get
to it; (b) If you show it, they will implement it; and (c) Knowledge in Action gets the job done.
Conclusion: PD procedures in this study and KIALS were seen as favorable. Results paralleled
GMTC principles, as researchers confirmed quality PD, and observations of positive student
outcomes further reinforced teachers' beliefs. Teachers also expressed a willingness to continue
using KIALS after the completion of this study, concluding achievement of the final fourth
principal of the change process. Findings suggested that KIALS, if presented with similar PD will
be well-received by teachers supporting their efforts to improve student HRFK outcomes.

Hoey, H., et al. (2019). "P245 Enhancing CPD, quality improvement and best practice." Archives of
Disease in Childhood 104(Suppl 3).
Since 2011 recording of Continuing Professional Development (CPD) activities is mandatory in
Ireland.Doctors must participate in a range of learning activities reflecting their scope of practice
and include the 8 Domains of Good Professional Practice. Each year they must achieve 50 CPD
credits (20 External, 20 Internal, 5 Personal Learning and 5 flexible) along with conducting a
Clinical Audit. Construction of a Personal Development Plan (PDP) is recommended, but not
mandatory.The Royal College of Physicians of Ireland provides a Professional Competence
Programme in Paediatrics, Medicine, Obstetrics and Gynaecology, Pathology, Public Health and
Occupational Medicine.Purpose of the studyAssess CPD credits achieved and percentage of
participants who performed an audit. Identify areas of good practice and barriers preventing
engagement in order to enhance CPD and engage participants.MethodsData submitted
electronically from 2011 to 2018 were analysed using SPSS. In 2018, participants were requested
to complete a 28 item questionnaire regarding perceived barriers, their recommendations to
 improve engagement and their desired relevant learning activities.ResultsNumber of participants
enrolled increased each year from 2738 in 2012 to 4446 in 2018. Age range in 2018: 25–91 yrs
(49% aged 35–55 yrs; 5% over 65 yrs), 54% male.CPD credits achieved along with completion of
an audit increased each year. In 2017, 88% of RCPI Fellows achieved >50 CPD Credits fulfilling all
categories along with submitting an audit.In 2016, 1381 (40.3%) physicians completed a PDP.
Those who completed a PDP were more likely to achieve ≥50 credits (p ≤ 0.001) and complete an
audit (p ≤ 0.001). Since 2017 early completion of a PDP has been incentivised with 2 Internal
credits and the number completing a PDP increased from 1369 in 2016 to 1824 in
2018.Physicians reported very positive perceptions regarding CPD with only 7% reporting it as a
bad idea. Major barriers included time and finances to engage in CPD activities along with time
required to record learning activities and obtain evidence of participation. Preferred types of
CPD activities included attending conferences (71%) and on line courses (57%).ConclusionsWhilst
the proportion of participants achieving CPD requirements has increased, we must further
promote the need to resource and facilitate engagement with CPD, provide relevant learning
activities along with continuing development of electronic platforms to facilitate recording of
data.Further research and support is required particularly in relation to the vulnerable group of
Non Consultant Hospital Doctors not in training posts.

Hoey, H., et al. (2019). "Enhancing CPD, quality improvement and best practice." Archives of Disease in
Childhood 104: A254-A255.
Since 2011 recording of Continuing Professional Development (CPD) activities is mandatory in
Ireland.Doctors must participate in a range of learning activities reflecting their scope of practice
and include the 8 Domains of Good Professional Practice. Each year they must achieve 50 CPD
credits (20 External, 20 Internal, 5 Personal Learning and 5 flexible) along with conducting a
Clinical Audit. Construction of a Personal Development Plan (PDP) is recommended, but not
mandatory. The Royal College of Physicians of Ireland provides a Professional Competence
Programme in Paediatrics, Medicine, Obstetrics and Gynaecology, Pathology, Public Health and
Occupational Medicine. Purpose of the study Assess CPD credits achieved and percentage of
participants who performed an audit. Identify areas of good practice and barriers preventing
engagement in order to enhance CPD and engage participants. Methods: Data submitted
electronically from 2011 to 2018 were analysed using SPSS. In 2018, participants were requested
to complete a 28 item questionnaire regarding perceived barriers, their recommendations to
improve engagement and their desired relevant learning activities. Results: Number of
participants enrolled increased each year from 2738 in 2012 to 4446 in 2018. Age range in 2018:
25-91 yrs (49% aged 35-55 yrs; 5% over 65 yrs), 54% male. CPD credits achieved along with
completion of an audit increased each year. In 2017, 88% of RCPI Fellows achieved >50 CPD
Credits fulfilling all categories along with submitting an audit. In 2016, 1381 (40.3%) physicians
completed a PDP. Those who completed a PDP were more likely to achieve ≥50 credits (p ≤
0.001) and complete an audit (p ≤ 0.001). Since 2017 early completion of a PDP has been
incentivised with 2 Internal credits and the number completing a PDP increased from 1369 in
2016 to 1824 in 2018. Physicians reported very positive perceptions regarding CPD with only 7%
reporting it as a bad idea. Major barriers included time and finances to engage in CPD activities
along with time required to record learning activities and obtain evidence of participation.
Preferred types of CPD activities included attending conferences (71%) and on line courses
(57%). Conclusions: Whilst the proportion of participants achieving CPD requirements has
increased, we must further promote the need to resource and facilitate engagement with CPD,
provide relevant learning activities along with continuing development of electronic platforms to
facilitate recording of data. Further research and support is required particularly in relation to
 the vulnerable group of Non Consultant Hospital Doctors not in training posts.

Hoffman, A. M. (1979). "Continuing Education: An Answer to Professional Obsolescence." The Canadian

Journal of Occupational Therapy 46(5): 211-213.
As many of you are probably well aware, the concept of mandatory continuing education as a
requirement for practicing health professionals is currently being debated or enacted by many
licensing bodies and professional organizations. This mandatory continuing education debate is
not only a heated issue here in Canada and the United States, but is also an extremely important
issue in many other highly developed industrialized nations of the world. It is quite safe to
assume that by the end of this century most, if not all, licensed health professionals will have a
mandatory continuing education requirement. What the author intends to do in this analysis is
first present a brief definition of continuing education, discuss some salient variables as they
relate to continuing education, and finally discuss professionalism and professional
obsolescence.

Hoffman, J., et al. (2017). "Overview of a co-curricular professional development program in a college of
pharmacy." Currents in Pharmacy Teaching and Learning 9(3): 398-404.
The goal of a professional program at a school or college of pharmacy is to produce competent
and professional pharmacy practitioners. In 2009, The American College of Clinical Pharmacy
published a white paper to assist in the teaching of professionalism in schools/colleges of
pharmacy to include traits such as responsibility, commitment to excellence, respect for others,
honesty and integrity, and care with compassion. In February 2015, the Accreditation Council for
Pharmacy Education released their updated accreditation standards (Standards 2016) which
introduced the concept of co-curricular activities (Standard 12.3): experiences that complement,
augment, and/or advance what is learned in the formal didactic and experiential curriculum. This
article details the Professional Development Curriculum at Western University of Health Sciences
(WesternU) College of Pharmacy as a potential educational model that promotes professionalism
through mandating co-curricular activities for student pharmacists.

Hofstetter, E. (2010). "2-year continuing education programme in cardiac nursing." European Journal of
Cardiovascular Nursing 9: S22.
Background: Nurses working in the area of cardiology will be confronted with increasing
professional challenges. The reasons for this are that cardiovascular diseases have become the
most frequently cited reasons for hospitalization, new technical and medical treatment methods
have been developed for treating cardiovascular diseases, and an increase in the number of
patients between the ages of 60-90 years. Nurses will be required to demonstrate a broader
understanding and have advanced competencies in all specialty areas in cardiology and internal
medicine. They will be performing more diagnostic and therapeutic interventions including
evaluation of the benefit and efficiency of the interventions. First Swiss Continuing Education
Programme for Nurses in Cardiology: The Continuing Education Center of Berne (Berner
Bildungszentrum Pflege Bern) together with the Swiss Cardiovascular Center in Berne (Schweizer
Herz und Gefässzentrum Bern), offer a broad-based education in cardiovascular nursing to
prepare cardiovascular (CV) nurse specialists for these new responsibilities of the future. Specific
to this course is the close ties between theory and practice. This advanced course in
cardiovascular care addresses registered nurses with experience in internal medicine or cardiac
care. The entire course consists of 9 modules and 5 elective modules duration offered over a two
year period, and is structured as a 'work-study' programme. Accreditation as a CV nurse
specialist is dependent on the successful completion of an examination at the end of the course.
 The CV nurse specialist is qualified to care for and consult on, complex, instable and acutely ill
cardiac patients.

Hofstetter, R. (1994). "A theoretical and practical introduction to logopedics. A report on the 2-day
continuing education course for dentists and physicians on 25 and 26 August 1994 at the Logopedics
School St. Gallen." Schweizer Monatsschrift für Zahnmedizin = Revue mensuelle suisse d'odonto-
stomatologie = Rivista mensile svizzera di odontologia e stomatologia / SSO 104(11): 1426-1427.

Hogston, R. (1995). "Nurses' perceptions of the impact of continuing professional education on the
quality of nursing care." Journal of Advanced Nursing (Wiley-Blackwell) 22(3): 586-593.
The purpose of this study was to understand what impact nurses perceived continuing
professional education (CPE) to have on the quality of nursing care. Given that CPE will become
mandatory once the necessary legislation has been implemented, the value and worth of CPE
with regard to the quality of nursing care, in both a consumer-led and financially-driven NHS,
merits serious consideration. Little research has been conducted into the real impact that CPE
has on the quality of nursing care and this paper begins by providing an overview of the current
debate within the profession. The method chosen for the study was qualitative and 18 nurses
from a large hospital in the South of England were interviewed. The data were analysed using
the grounded theory method and three categories emerged. The categories are described in
detail and reveal some of the problems with which the nursing profession is faced. The study
demonstrates how issues of finance were particularly high, with service managers sometimes
negating nurses' CPE needs. However, the study reveals the real importance that nurses
attatched to CPE in supporting their professional status and the real impact that CPE and
knowledge have on professional competence and the quality of patient care.

Hogston, R. (1995). "Nurses’ perceptions of the impact of continuing professional education on the
quality of nursing care*." Journal of Advanced Nursing (Wiley-Blackwell) 22(3): 586-593.
The purpose of this study was to understand what impact nurses perceived continuing
professional education (CPE) to have on the quality of nursing care. Given that CPE will become
mandatory once the necessary legislation has been implemented, the value and worth of CPE
with regard to the quality of nursing care, in both a consumer-led and financially-driven NHS,
merits serious consideration. Little research has been conducted into the real impact that CPE
has on the quality of nursing care and this paper begins by providing an overview of the current
debate within the profession. The method chosen for the study was qualitative and 18 nurses
from a large hospital in the South of England were interviewed. The data were analysed using
the grounded theory method and three categories emerged. The categories are described in
detail and reveal some of the problems with which the nursing profession is faced. The study
demonstrates how issues of finance were particularly high, with service managers sometimes
negating nurses’ CPE needs. However, the study reveals the real importance that nurses
attatched to CPE in supporting their professional status and the real impact that CPE and
knowledge have on professional competence and the quality of patient care.

Holmboe, E. S., et al. (2016). "Co-Creating Quality in Health Care Through Learning and
Dissemination...2016 World Congress on Continuing Professional Development: Advancing Learning and
Care in the Health Professions, San Diego, California, March 17–19, 2016." Journal of Continuing
Education in the Health Professions 36: S16-S18.
For most of the 20th century the predominant focus of medical education across the
professional continuum was the dissemination and acquisition of medical knowledge and
 procedural skills. Today it is now clear that new areas of focus, such as interprofessional
teamwork, care coordination, quality improvement, system science, health information
technology, patient safety, assessment of clinical practice, and effective use of clinical decision
supports are essential to 21st century medical practice. These areas of need helped to spawn an
intense interest in competency-based models of professional education at the turn of this
century. However, many of today's practicing health professionals were never educated in these
newer competencies during their own training. Co-production and co-creation of learning
among interprofessional health care professionals across the continuum can help close the gap
in acquiring needed competencies for health care today and tomorrow. Co-learning may be a
particularly effective strategy to help organizations achieve the triple aim of better population
health, better health care, and lower costs. Structured frameworks, such as the Standards for
Quality Improvement Reporting Excellence (SQUIRE) guidelines, provide guidance in the design,
planning, and dissemination of interventions designed to improve care through co-production
and co-learning strategies.

Holmgren, D., et al. (2021). "Integrating a pedagogic course in a CPD programme for paediatricians at
out-patient clinics." Journal of European CME 10(1).
Equipping paediatricians for the challenges of the explosive development of knowledge and
specialised health care calls for a well-planned continuing professional development (CPD)
strategy which updates paediatric competencies and the pedagogic skills among paediatricians.
The purpose of the study was to evaluate the effects of a pedagogic course, integrated into a
CPD programme for paediatricians at out-patient clinics. The pedagogic course comprised three
learning components, participation in a CPD programme, during two and a half years, a
pedagogic learning module and a pedagogic assignment. The objectives of all the learning
activities, including the pedagogic course, were developed according to adult learning theories.
Evaluations were made using questionnaires. Seventeen paediatricians participated in the CPD
programme; 13 of them completed the pedagogic learning module and six the full pedagogic
course, including the pedagogic assignment – teaching at one’s own clinic. Evaluation of the
pedagogic assignment at the participants’ own clinics by 64 co-workers revealed that the co-
workers appreciated the training activities and would recommend them to a colleague. We
conclude that it is possible to combine medical and pedagogic education in a CPD programme
for paediatricians and that the participants were able to digest and apply the pedagogic
principles used in the course.

Holmgren, D., et al. (2019). "Combining learning for educators and participants in a paediatric CPD
programme." BMC Medical Education 19(1): 28.
BACKGROUND: Most continuing professional development (CPD) programmes do not include an
educational training module. In our country, educational practice in the areas of CPD and
continuing medical education relies traditionally on conventional lectures. This is in sharp
contrast to the educational research that clearly demonstrates that educational programmes
emphasising adult learning methods have greater potential to change physicians' clinical
practice. To investigate whether lecture-oriented educators were prepared to change their
educational practice towards principles of adult learning, we decided to combine learning for
educators and participants in a paediatric CPD programme. The aim of the study was to
investigate educators' reflections on their learning and educational practice after they have
undergone an educational skills component integrated in the implementation of a CPD learning
module for paediatricians and evaluate the results from the participants' perspective. METHODS:
The objectives of the educational skills component of the learning module were developed
 according to adult learning theories. The learning objectives for the CPD learning module were
based on a pre-course needs assessment. Evaluations were made using questionnaires. RESULTS:
Seven of 10 participants in the educational skills component of the learning module and all the
participants, 13 paediatricians and 14 nurses, who participated in the learning module,
answered the questionnaires. The results of this pilot study show that educators whose main
experience of teaching was based on lectures were strengthened in their practice; they defined
their competence and were prepared to move towards adult learning principles. The participants
in the learning module expressed a high degree of satisfaction. CONCLUSIONS: We conclude that
it is feasible to combine learning for educators and participants in a paediatric CPD programme
and that lecture-oriented educators are prepared to change their educational practice towards
principles of adult learning.

Holmqvist, M., et al. (2018). "Teacher researchers creating communities of research practice by the use
of a professional development approach." Teacher Development 22(2): 191-209.
The aim of this article is to elucidate how teacher researchers use a theoretical framework as
mediated tool to create boundaries in communities of research practices (CoRPs) and how this
effects student learning. If, and in what way, knowledge developed in one practice can be used
to inform the next is also examined. Two teacher researchers implemented two CoRPs each, one
as internal participant and one as external participant. In total, 202 students, 22 teachers, 2
teacher researchers, and 1 researcher participated. The qualitative analysis is framed by
Wenger's three boundary dimensions: engagement, imagination, and alignment. The results
show that teachers' actions in the second practice, no matter if they were internal or external
participants, are characterized by a higher degree of security and knowledge and the lessons
implemented are more effective regarding the students' learning outcomes than in the first. The
results show that knowledge develops in an interaction order regardless of the internal or
external community order. The result from the first team informs the starting point for the
second team, and knowledge boundaries are transferred by the teacher researcher from one
CoRP to the other.

Holmström, A. R., et al. (2015). "Introducing basic principles of medication safety: Development of a
three-day continuing education course for health care professionals." Currents in Pharmacy Teaching and
Learning 7(5): 716-723.
Objective: To develop innovative educational approaches for introducing medication safety
principles for health care professionals as a three-day interdisciplinary course. Educational
activity: The data for developing the educational activity were collected at a workshop at the
2009 International Life-Long Learning in Pharmacy Conference. A total of 19 higher education
and adult learning experts in pharmacy brainstormed four syllabi using teaching and assessment
methods. Qualitative content analysis was used to develop a combined syllabus. All four syllabi
involved constructive, problem-based learning with personal learning objectives and reflection,
and methods for facilitating interactive learning and learning at the workplace. This focused on
understanding a systems approach in managing medication safety. The phases of learning
covered pre- and post-course learning and learning during the course. One month's period
between training days was suggested. Conclusions: Our work suggests that constructive
problem-based learning linked to learners' practice through assignments is the key in a
continuing education course on medication safety for health care professionals. A significant
amount of learning occurs outside the training days through assignments.

Holt, V. (2011). "Personal construct psychology: a theory to help understand professional development, a
philosophy to support it." Primary dental care : journal of the Faculty of General Dental Practitioners
(UK) 18(1): 4; author reply 5.

Holzemer, W. L. P. R. N. F. (1988). "Evaluation Methods in Continuing Education." The Journal of

Continuing Education in Nursing 19(4): 148-157.
[...] the product refers primarily to the learner outcomes that are attributed to the CE offering.
"Programs of short-term study offered by higher education institutions, employing agencies, or
professional societies for updating practitioners knowledge of skills" (Schlotfeldt, 1975, p. 770). *
Evaluation: "Evaluation may be defined as a process of description and judgment, conducted for
the purpose of determining program effectiveness and/or improving a program itself"
(Hölzerner, 1980, p. 33). * Competency-based Education: "Competency is the ability to perform
the task with desirable outcomes under the varied circumstances of the real world" (Benner,
1982, p. 304). [...] á common view of competencybased education was related to the framework
for examining evaluation methods in general.

Holzemer, W. L. P. R. N. F. (1992). "Evaluation Methods in Continuing Education." The Journal of

Continuing Education in Nursing 23(4): 174-181.
[...] the product refers primarily to the learner outcomes that are attributed to the CE offering.
Programs of short-term study offered by higher education institutions, employing agencies, or
professional societies for updating practitioners' knowledge of skills (Schlotfeldt, 1975, p. 770). *
Evaluation: Evaluation may be defined as a process of description and judgment, conducted for
the purpose of determining program effectiveness and /or improving a program itself Hölzerner,
1980. [...] a common view of competency-based education was related to the framework for
examining evaluation methods in general.

Honnert, S., et al. (2018). "Habits, Attitudes, and Preferences Toward Evidence-Based Practices With
Youth in Canadian Clinicians Attending a Continuing Education Workshop." Journal of the American
Academy of Child and Adolescent Psychiatry 57(10): S194.
Objectives: This study offers translational implications for child psychiatry. Child psychiatrists are
tasked with training, treatment, service delivery, and administrative duties. As a consequence,
awareness of staff habits, attitudes, and preferences toward evidence-based practices is key. This
study explores the relationship between clinicians’ self-reported attitudes and their habits.
Methods: Data were obtained from 61 clinicians who work with young patients in a variety of
settings. Participants completed a brief measure called Habits, Attitudes, and Preferences
Inventory–Junior (HAPI-Jr), evaluating their professional habits and attitudes toward evidence-
based practices before beginning a 2-day CBT workshop. Data included the participants’ highest
degree obtained, professional discipline, type of license, years in practice, and primary
theoretical orientation. First, it was hypothesized that clinicians who value patient functional
improvement will rate regular outcome monitoring as more important than their counterparts
who view patient and therapist alliance ratings as most essential. Second, it was proposed that
cognitive behaviorally- and behaviorally-oriented clinicians would report using exposure-based
treatments more often than peers who align with other treatment models. Third, it was
predicted that more experienced clinicians would prefer informal peer consultation, whereas
less experienced practitioners would prefer formal clinical supervision as a way to improve their
practice. Results: A total of 62% of clinicians who reported objective measures of patient
functional improvement as most valid, rated regular outcome monitoring as more important
than their counterparts. Less than 20% of clinicians reported that objective measures of
functional improvement were important as a valid measure of regular outcome monitoring. A
 one-way ANOVA showed that exposure is equally used by all clinicians [F(2,47) = 3.18, p = 0.05].
A total of 77% of clinicians who rated formal supervision as the preferred way to improve their
practice was less experienced than their peers. Conclusions: Staff prefer regular outcome
monitoring, and all clinicians value exposure. Child psychiatrists should offer formal supervision
in tracking progress and exposure-based treatments to improve service delivery, training, and
care. ADMIN, CBT, EBP

Hooker, C. and J. Gordon (2010). "Medical education - Lecture: Medical humanities: Their role in
education, training and continuing professional development." Internal Medicine Journal 40: 23.
Background: The role of medical humanities in postgraduate medical education has only been
explored to a limited extent. A formal postgraduate program (a coursework Masters degree in
Medical Humanities) at the University of Sydney has attracted a number of physicians as
students. Our experience with the Masters program provides some ideas about how the medical
humanities, at a less intensive level, might be incorporated into continuing professional
development. The Masters program has provided an opportunity to explore in depth concepts
that are not otherwise accorded formal attention, despite their importance for clinical care. One
example for discussion in this session is a program on dignity in medicine. Format: This session
will begin with a brief discussion on the development of medical humanities in undergraduate
and postgraduate medical education, with attention to the potential benefits of the humanities
for clinical practice. We will also describe a research study in progress at the University of Sydney
to identify values central to medicine, and the ways in which they might be used to guide the
development of a curriculum in values-based medicine. The session will be interactive allowing
time for discussion on participants' own experiences in relation to medical humanities in medical
education and in clinical practice. Objectives: Participants will gain a clear understanding of the
range and content of the medical humanities in medical education; clinical practice; self-care and
continuing medical education. Participants will learn about resources and developments in
various aspects of the medical humanities, including narrative competence; literature and film;
online resources; arts and health and humanities scholarship.

Hopcraft, M. S., et al. (2008). "Participation in continuing professional development by Victorian dental
practitioners in 2004." Australian Dental Journal 53(2): 133-139.
Background: Continuing professional development (CPD) has been long considered an integral
component of professional practice across a range of health professions. It is believed to ensure
the maintenance of practitioner clinical competence and knowledge of current concepts. This
study investigated the participation in and attitudes of Victorian dental personnel to CPD
activities. Methods: A self-administered cross-sectional survey of a random sample of registered
dental care providers (n = 451) was conducted from March to June 2005 using an anonymous,
postal, self-administered questionnaire. Results: The response rate was low (48.1 per cent).
Nearly 90 per cent of respondents attended a CPD course in 2004, with the mean hours of
attendance ranging from 8.3 to 36.9 hours, depending on registration category. Nearly half of the
dentists attended more than 20 hours of CPD courses, while less than 20 per cent of prosthetists
attended more than 15 hours of CPD courses. Three-quarters of respondents supported
mandatory CPD as a condition of registration. Conclusions: There was a high level of
participation in continuing professional development activities by surveyed Victorian dental care
providers in 2004, although more than half of the dentists and specialists, and nearly two-thirds
of therapists, hygienists and prosthetists would fail to meet the new DPBV mandatory
requirements for CPD.
Hopwood, N., et al. (2022). "Double Stimulation in Healthcare Emergencies: Fostering Expansive,
Collective Tool Use through Simulation-Based Continuing Professional Education." Pedagogy, Culture and
Society 30(1): 71-87.
This paper explains how simulation-based continuing professional education can enable
professionals to overcome significant challenges in healthcare practice. It focuses on pedagogies
that address conflicts of motives experienced by teams at work by promoting collective use of
protocols and an auxiliary motive to collaborate in agile, relational practices. Data relating to a
simulation programme (PROBE) associated with reduced injuries in emergency birth situations
are examined. The concept of double stimulation informs analysis of simulated scenarios and
linked debriefs. PROBE transforms a commonly used protocol from a memory tool used by
individuals to an 'in-between' tool used expansively and collectively across the birthing team.
Crucial to this are diverse epistemic levels of mediation that enable teams to resolve conflicted,
high-stakes situations through fluid, responsive interactions. Indications in the data that PROBE
pedagogies foster transformative agency among health professionals are highlighted and
discussed. The paper thus adds to understanding of how double stimulation as a principle of
volitional action can be put to work in continuing professional education.

Hopwood, N., et al. (2022). "Double stimulation in healthcare emergencies: fostering expansive,
collective tool use through simulation-based continuing professional education." Pedagogy, Culture &
Society 30(1): 71-87.
This paper explains how simulation-based continuing professional education can enable
professionals to overcome significant challenges in healthcare practice. It focuses on pedagogies
that address conflicts of motives experienced by teams at work by promoting collective use of
protocols and an auxiliary motive to collaborate in agile, relational practices. Data relating to a
simulation programme (PROBE) associated with reduced injuries in emergency birth situations
are examined. The concept of double stimulation informs analysis of simulated scenarios and
linked debriefs. PROBE transforms a commonly used protocol from a memory tool used by
individuals to an ‘in-between’ tool used expansively and collectively across the birthing team.
Crucial to this are diverse epistemic levels of mediation that enable teams to resolve conflicted,
high-stakes situations through fluid, responsive interactions. Indications in the data that PROBE
pedagogies foster transformative agency among health professionals are highlighted and
discussed. The paper thus adds to understanding of how double stimulation as a principle of
volitional action can be put to work in continuing professional education.

Horn, K., et al. (2019). "Pediatric Staff Nurses' Conceptualizations of Professional Development." Journal
of Pediatric Nursing 45: 51-56.
Purpose Despite professional developments' (PD) multiple benefits, many nurses grapple with its
meaning. The purpose of this study was to comprehensively examine what PD means to nurses
working in a pediatric hospital. Design and methods A correlational study design was used. A 33
item survey was used to collect data. Results A total of 74 pediatric nurses completed the survey.
The average age and years of experience were 33.5 and 8.3 respectively. Continuing nursing
education was the highest ranked component while professional organization membership was
lowest. The top ranked motivator was to increase patient care knowledge base while salary was
lowest. Highest barrier to pursing PD opportunities was family commitments and lowest was PD
knowledge. Younger nurses placed more importance on seeking degrees for their PD compared
with older nurses. Continuing education was more important to nurses with bachelor's and
master's degrees versus those with A.D.N. or diplomas. Younger nurses placed greater
importance on PD to expand job opportunities than their older counterparts. Conclusion Study
 findings suggested that most nurses' main motivation to seek PD opportunities was to provide
safe, quality care. The fact that committee involvement, research, and professional organization
membership were the lowest ranked components suggested that many nurses may need
encouragement and education regarding how these too are important components of PD.
Practice Implications. Findings may help nurses to further embrace this concept and grow
professionally. Approaches for encouraging nurses to seek PD opportunities may need to vary
depending upon the nurse's age and education level. Highlights • Younger versus older nurses
seek professional development to expand career choices. • Professional group involvement was
the lowest rated professional development activity. • Nurses seek professional development to
increase patient care knowledge. • Younger versus older nurses value higher degrees for
professional development. • Lowest nurse-rated professional development motivator was salary.

Hornos, E. H., et al. (2013). "The Practicum Script Concordance Test: An Online Continuing Professional
Development Format to Foster Reflection on Clinical Practice." Journal of Continuing Education in the
Health Professions 33(1): 59-66.
Introduction: Judgment in the face of uncertainty is an important dimension of expertise and
clinical competence. However, it is challenging to conceive continuing professional development
(CPD) initiatives aimed at helping physicians enhance their clinical judgment skills in ill-defined
situations. We present an online script concordance-based CPD program (the Practicum Script
Concordance Test, copyright ©2006 by Practicum Foundation), a tool that can be used to
support health professionals in the development of their reflective clinical reasoning ability. We
describe the rationale and principles and report on the implementation of 2 online programs
based on this new CPD initiative. Method: The Practicum Script Concordance Test program
consists of daily testing and feedback over the course of a year using SCT items. Feedback is both
global (eg, health professionals are told their cumulative mean score) and specific (eg, they can
view the expert panel's responses together with their justifications for their answers).
Participants have the option of contacting a personal tutor, to whom they can send questions.
Data regarding feasibility, participation, and acceptability were collected. Results: Initial
implementation took place in Mexico where 1901 physicians (1349 paediatricians, 552
cardiologists) were enrolled in Practicum programs. Around 70% of those enrolled pursued the
program and were very satisfied with its format and content. The online format was an
important factor in the development and maintenance of the programs. Dropouts had issues
with the SCT concept and the time required to participate. Discussion: The on-line Practicum
Script Concordance Test program was designed to foster expertise development based on
practice, reflection and feedback. Although further research is needed to examine its impact
physicians' practice and ultimately on patient outcomes, it is an original and promising
development in CPD.

Horton, R., et al. (2020). "Old consent and new developments: health professionals should ask and not
presume." Journal of Medical Ethics 46(6): 412-413.
Correspondence to Professor Anneke M Lucassen, Clinical Ethics and Law group (CELS), Faculty
of Medicine, University of Southampton, Southampton SO17 1BJ, UK; a.m.lucassen@soton.ac.uk
We thank Lucy Frith for her thought-provoking response1 to our paper, where we argued that it
would be ethically acceptable to contact an anonymous egg donor to help facilitate diagnostic
genetic testing for a donor-conceived child.2 While we read Frith’s commentary with interest, we
still think that the egg donor should be contacted in the case that we describe. [...]these
qualities may be shared with other areas of medicine and Garrison et al recently proposed a
concept of ‘genomic contextualism’, which encompasses the notion that genomic information
 has some qualities that overlap with other kinds of medical information, and some that are
distinct.3 Insofar as other areas of medicine ‘involve complex medical information, present
uncertainties and could have unforeseen consequences’, we should not automatically subscribe
to the precedent of using narrow consent in such situations either. [...]when individuals have
made previous decisions around theoretical future treatments, for example, an advanced
decision, and circumstances evolve such that the treatment in question would now be actually
indicated, or a new alternative treatment that has never been discussed becomes available,
usual practice would involve checking with a patient that they still wish to refuse treatment,
rather than ignoring that possibility on the basis that they had already made their decision. [...]5
days after our initial article was published online, the Progress Educational Trust held an event
entitled ‘Anonymous no more?’,6 where one of the key questions explored was ‘where there is a
delay between the birth of a donor-conceived child and the donor’s identity having to be made
available, could this arrangement be made impractical by the advent of direct-to-consumer
genetic testing?’ Conclusion We are grateful to Lucy Frith for engaging with our article and giving
us a useful opportunity to reflect on our arguments.

Hosey, K. N., et al. (2014). "Creation of a continuing and professional development (CPD) library for
nurses and midwives in the East, Central, and Southern Africa College of Nursing (ECSACON) region."
Annals of Global Health 80(3): 163-164.
Background: The development of a CPD Library for ECSACON will contribute to the overall
sustainability of newly created nationallevel CPD programs in the region. Many countries have
created national frameworks for CPD over the past 2 years, and this library will help support
them by making high-quality CPD content more accessible. Structure/Method/Design: The CPD
Library will be housed on the ECSACON website. Library content and delivery mechanisms will be
determined based on the results of a survey that was developed and piloted by ECSACON, ARC,
and nursing leaders in the region. It was distributed to nursing and midwifery leaders in 17
countries. A desk review was also conducted of content already available and produced by other
implementing partners in the region. Results (Scientific Abstract)/Collaborative Partners
(Programmatic Abstract): East, Central, and Southern Africa College of Nursing (ECSACON)
African Regulatory Collaborative for Nurses and Midwives (ARC) Afya Bora Consortium in Global
Health Leadership Centers for Disease Control and Prevention (CDC) Emory School of Nursing
Commonwealth Nurses Federation Commonwealth Secretariat Summary/Conclusion: With the
establishment of the ECSACON website and the creation of the CPD Library, the hope is to
provide content-specific modules in areas of nursing and midwifery that would benefit the
region and prevent duplication of efforts in the search for updated, relevant CPD content.
Steering Committee meetings have created a positive momentum for launching a sustainable
structure for the website and library. Challenges include having a plan for maintenance of the
library, and ensuring country buy-in.

Hosey, K. N., et al. (2016). "Establishing an Online Continuing and Professional Development Library for
Nurses and Midwives in East, Central, and Southern Africa." JANAC: Journal of the Association of Nurses
in AIDS Care 27(3): 297-311.
Over the past 4 years, the African Health Profession Regulatory Collaborative for nurses and
midwives has supported 12 countries establish national continuing and professional
development frameworks and programs, linking continuing education to nursing and midwifery
re-licensure through technical assistance and improvement grants. However, lack of electronic
media and rural practice sites, differences in priority content, and varying legal frameworks make
providing accessible, certifiable, and up-to-date online continuing education content for the
 more than 300,000 nurses and midwives in the 17 member countries of the East, Central, and
Southern Africa College of Nursing a major challenge. We report here on how the East, Central,
and Southern Africa College of Nursing, with technical assistance from an Afya Bora Fellow,
developed an online continuing professional development library hosted on their Web site using
data collected in a survey of nursing and midwifery leaders in the region.

Hosey, K. N. D. N. P. R. N. A.-B. C., et al. (2016). "Establishing an Online Continuing and Professional
Development Library for Nurses and Midwives in East, Central, and Southern Africa." The Journal of the
Association of Nurses in AIDS Care 27(3): 297.
Over the past 4 years, the African Health Profession Regulatory Collaborative for nurses and
midwives has supported 12 countries establish national continuing and professional
development frameworks and programs, linking continuing education to nursing and midwifery
re-licensure through technical assistance and improvement grants. However, lack of electronic
media and rural practice sites, differences in priority content, and varying legal frameworks make
providing accessible, certifiable, and up-to-date online continuing education content for the
more than 300,000 nurses and midwives in the 17 member countries of the East, Central, and
Southern Africa College of Nursing a major challenge. We report here on how the East, Central,
and Southern Africa College of Nursing, with technical assistance from an Afya Bora Fellow,
developed an online continuing professional development library hosted on their Web site using
data collected in a survey of nursing and midwifery leaders in the region.

Hovdenak, S. S. and E. F. Wiese (2018). "Promoting professional development in medical education:

perspectives from the Norwegian medical school in Tromsoe." Society, Health & Vulnerability 9(1): 1-10.
In international research on medical education the concepts of professionalism and professional
development have been increasingly focused. The article problematizes and discusses these
concepts in relation to the Aristotelian concepts of episteme, techne and phronesis. Phronesis as
a form of knowledge is of fundamental importance regarding professionalism and professional
development, and can be regarded as a response to an instrumentalist understanding of medical
education. The article reports from an ongoing qualitative study following the revision of the
study programme in medicine at the Medical School University of Tromsoe, The Arctic University
of Norway. In the renewed programme the concept of phronesis is paid attention to, and the
article discusses how phronesis is focused on different learning arenas. The data presented
builds on the students' perspectives on phronesis as a form of knowledge in medical education.

Hsu, T. C., et al. (2014). "Using the ADDIE model to develop online continuing education courses on
caring for nurses in Taiwan." Journal of Continuing Education in Nursing 45(3): 124-131.
A hospital in Taiwan committed to implementing a framework of caring in clinical practice. This
study was conducted to develop online courses on caring for the hospital's nurses. The ADDIE
(Analysis, Design, Development, Implementation, and Evaluation) model was applied to develop
and evaluate this caring curriculum. Concrete caring and uncaring behaviors were identified
through patient and nurse interviews. These were used to make 72 instructional videos and five
live-action movies. Evaluation tools included quizzes, self-evaluations, focus group interviews,
and a measurement of caring behavior. Patients used the same instrument to evaluate the
nurses. Nurses' self-evaluations showed positive results. No significant difference was found
between pre- and postcourse patient evaluations. This study shows the usefulness of ADDIE and
provides a model for how research data and results can be used to inform administratively
mandated organizational change. It also provides evidence on the effects of caring education.
Copyright 2014, SLACK Incorporated.
Hsu, T. C., et al. (2013). "Developing online continuing education content for enhancing caring among
Taiwan nurses." Journal of Continuing Education in Nursing 44(4): 186-192.
To promote the quality of nursing care, a hospital in Taiwan committed to implementing its
SHARE framework for clinical practice. This study was conducted to develop caring content for
the SHARE framework in the form of online continuing education videos. Five focus group
interviews were conducted with 19 exemplary nurses. A constant comparative method was used
to extract caring themes that were integrated into the five components of SHARE: S: Sense
patient's needs; H: Help patient out; A: Acknowledge patient's feelings; R: Respect patient's
dignity and privacy; E: Explain what is happening. Concrete caring behaviors consistent with
SHARE were identified. Real-world scenarios were used to produce five videos demonstrating
the components of SHARE for use in online caring education. This project offers a new strategy
for strengthening caring behavior in nurse-patient interactions and may help to establish a
model for caring in nursing continuing education in Taiwan. Copyright 2013, SLACK Incorporated.

Hsu, T.-C., et al. (2014). "Using the ADDIE Model to Develop Online Continuing Education Courses on
Caring for Nurses in Taiwan." Journal of Continuing Education in Nursing 45(3): 124-131.
Background: A hospital in Taiwan committed to implementing a framework of caring in clinical
practice. This study was conducted to develop online courses on caring for the hospital's nurses.
Method: The ADDIE (Analysis, Design, Development, implementation, and Evaluation) model
was applied to develop and evaluate this caring curriculum. Concrete caring and uncaring
behaviors were identified through patient and nurse interviews. These were used to make 72
instructional videos and five live-action movies. Evaluation tools included quizzes, self-
evaluations, focus group interviews, and a measurement of caring behavior. Patients used the
same instrument to evaluate the nurses. Results: Nurses' self-evaluations showed positive
results. No significant difference was found between pre- and postcourse patient evaluations.
Conclusion: This study shows the usefulness of ADDIE and provides a model for how research
data and results can be used to inform administratively mandated organizational change. It also
provides evidence on the effects of caring education. J Contin Educ Nurs. 2014;45(3):124-131.

Hsu, T.-C., et al. (2014). "Using the ADDIE Model to Develop Online Continuing Education Courses on
Caring for Nurses in Taiwan." The Journal of Continuing Education in Nursing 45(3): 124-131.
Background: A hospital in Taiwan committed to implementing a framework of caring in clinical
practice. This study was conducted to develop online courses on caring for the hospital's nurses.
Method: The ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model
was applied to develop and evaluate this caring curriculum. Concrete caring and uncaring
behaviors were identified through patient and nurse interviews. These were used to make 72
instructional videos and five live-action movies. Evaluation tools included quizzes, self-
evaluations, focus group interviews, and a measurement of caring behavior. Patients used the
same instrument to evaluate the nurses. Results: Nurses' self-evaluations showed positive
results. No significant difference was found between pre- and postcourse patient evaluations.
Conclusion: This study shows the usefulness of ADDIE and provides a model for how research
data and results can be used to inform administratively mandated organizational change. It also
provides evidence on the effects of caring education. J Contin Educ Nurs. 2014;45(3):124–131.

Hsu, T.-C., et al. (2013). "Developing Online Continuing Education Content for Enhancing Caring Among
Taiwan Nurses." Journal of Continuing Education in Nursing 44(4): 186-197.
Background: To promote the quality of nursing care, a hospital in Taiwan committed to
 implementing its SHARE framework for clinical practice. This study was conducted to develop
caring content for the SHARE framework in the form of online continuing education videos.
Methods: Five focus group interviews were conducted with 19 exemplary nurses. A constant
comparative method was used to extract caring themes that were integrated into the five
components of SHARE: S: Sense patient's needs; H: Help patient out; A: Acknowledge patient's
feelings; R: Respect patient's dignity and privacy; E: Explain what is happening. Results: Concrete
caring behaviors consistent with SHARE were identified. Real-world scenarios were used to
produce five videos demonstrating the components of SHARE for use in online caring education.
Conclusion: This project offers a new strategy for strengthening caring behavior in nurse-patient
interactions and may help to establish a model for caring in nursing continuing education in
Taiwan.

Hsu, T.-C. R. N. M. S. N., et al. (2013). "Developing Online Continuing Education Content for Enhancing
Caring Among Taiwan Nurses." The Journal of Continuing Education in Nursing 44(4): 186-192.
Background: To promote the quality of nursing care, a hospital in Taiwan committed to
implementing its SHARE framework for clinical practice. This study was conducted to develop
caring content for the SHARE framework in the form of online continuing education videos.
Methods: Five focus group interviews were conducted with 19 exemplary nurses. A constant
comparative method was used to extract caring themes that were integrated into the five
components of SHARE: S: Sense patient's needs; H: Help patient out; A: Acknowledge patient's
feelings; R: Respect patient's dignity and privacy; E: Explain what is happening. Results: Concrete
caring behaviors consistent with SHARE were identified. Real-world scenarios were used to
produce five videos demonstrating the components of SHARE for use in online caring education.
Conclusion: This project offers a new strategy for strengthening caring behavior in nurse--patient
interactions and may help to establish a model for caring in nursing continuing education in
Taiwan. J Contin Educ Nurs 2013;44(4):186--192.

Huang, X., et al. (2022). "A KSA system for competency-based assessment of clinicians' professional
development in China and quality gap analysis." Medical Education Online 27(1): 2037401.
BACKGROUND: We aim to create a holistic competency-based assessment system to measure
competency evolution over time - one of the first such systems in China. METHOD: Two rounds
of self-reported surveys were fielded among the graduates from the Shantou University Medical
College: June through December 2017, and May through August 2018. Responses from three
cohorts of graduates specializing in clinical medicine - new graduates, resident physicians, and
senior physicians - were analyzed. Gaps between respondents' expected and existing levels of
competencies were examined using a modified service quality model, SERVQUAL. RESULTS: A
total of 605 questionnaires were collected in 2017 for the construction of competency indicators
and a 5-level proficiency rating scale, and 407 in 2018, for confirmatory factor and competency
gap analysis. Reliability coefficients of all competency indicators (36) were greater than 0.9.
Three competency domains were identified through exploratory factor analysis: knowledge (K),
skills (S), and attitude (A). The confirmatory factor analysis confirmed the fit of the scale
(CMIN/DF < 4; CFI > 0.9; IFI > 0.9; RMSEA ≤ 0.08). Within the cohorts of resident and senior
physicians, the largest competency gap was seen in the domain of knowledge (K): -1.84 and -
1.41, respectively. Among new graduates, the largest gap was found in the domain of skills (S) (-
1.92), with the gap in knowledge (-1.91) trailing closely behind. CONCLUSIONS: A competency-
based assessment system is proposed to evaluate clinician's competency development in three
domains: knowledge (K), skills (S), and attitude (A). The system consists of 36 competency
indicators, a rating scale of 5 proficiency levels, and a gap analysis to measure competency
 evolution through 3 key milestones in clinician's professional career: new graduate, resident
physician, and senior physician. The competency gaps identified can provide evidence-based
guide to clinicians' own continuous development as well as future medical curriculum
improvements.

Huang, Y., et al. (2019). "Methodology for the Development of Knowledge Management on
Organizational Performance Based on Employees’ Professional Competence." Revista de Cercetare si
Interventie Sociala 64: 85-96.
The 21st century is the age for knowledge workers, when knowledge management is the major
business issue. It becomes the major issue for an enterprise maximizing the knowledge value
with effective knowledge management. A hi-tech industry has to learn various types of
regulations and understand administrative procedure of relevant regulations to present the
knowledge. For this reason, a hi-tech industry requires highly professional knowledge and skills
as well as strict and careful professional attitudes. The professional competence of employees in
hi-tech industries is the combination of knowledge, skills, and experience and requires long-term
accumulation through organizational learning that it is the most precious resource of a hi-tech
industry to create work value and provide quality service. In this case, a hi-tech industry, with
professional knowledge as the capital, applying knowledge management to effectively manage
knowledge reveals significant meanings. By discussing domestic and international literatures,
theories of knowledge management are studied in-depth to conclude the effect of knowledge
management on professional competence and organizational performance. Employees of hi-tech
industries in Shanghai are preceded the questionnaire survey in this study, and the retrieved
questionnaire data are proceeded statistical analyses for the conclusion and suggestions.

Huffman, L. M. (1988). "AANA Journal course: advanced scientific concepts: update for nurse
anesthetists--applied technology: a basis for patient safety (continuing education credit)." AANA Journal
56(2): 137-152, 133, 174-179.

Hugo-Van Dyk, L., et al. (2022). "Preceptor support during the COVID-19 pandemic: Recommendations
for continuing development." Curationis 45(1).
Background: Mentally fit preceptors may be more capable and flexible in providing students with
system, emotional and cognitive support in the clinical learning environment (CLE) in the face of
any life-threatening outbreaks. Existing professional development programmes for preceptors
emphasise the development of preceptor competence in a normal CLE with minimal focus on
their ability to engage with adverse events that challenge their mental health. Objective: The
study sought insight from preceptors’ experiences during the coronavirus disease 2019 (COVID-
19) pandemic to identify their professional development programme needs while providing
support to students during accompaniment. Method: A mixed methods convergent parallel
design was used to collect data from 24 preceptors at a nursing education institution (NEI).
Eleven preceptors responded to the survey that included the coronavirus disease 2019 (COVID-
19) Stress Scale (CSS) and Burnout Assessment Tool (BAT) to collect quantitative data.
Semistructured interviews were conducted with five purposively selected preceptors to collect
qualitative data regarding their experiences while accompanying students during the COVID-19
pandemic. Results: Subscales within the CSS and BAT instruments were mapped against an
existing preceptor support framework. Overall CSS data for each subscale indicated an average
score varying from no stress to moderate stress, while BAT data shows that respondents rarely
experienced burnout. However, some respondents experienced very high levels of stress and
burnout. Qualitative data supplemented results. Conclusion: The COVID-19 pandemic influenced
 preceptors’ role in supporting students and reflecting that they amended their functioning role.
Existing preceptor professional development programmes should be reviewed to ensure that the
necessary concepts that foster resilience are integrated to enhance the functional role of
preceptors in adversity. Contribution: Existing preceptor professional development programmes
should be reviewed to ensure that the necessary concepts that foster resilience are integrated to
enhance the functional role of preceptors in adversity.

Hui-Gek, A., et al. (2016). "Development and preliminary validation of a leadership competency
instrument for existing and emerging allied health professional leaders." BMC Health Services Research
16.
Background No instruments, to our knowledge, exist to assess leadership competency in existing
and emerging allied health professional (AHP) leaders. This paper describes the development
and preliminary exploration of the psychometric properties of a leadership competency
instrument for existing and emerging AHP leaders and examines (i) its factor structure, (ii) its
convergent validity with the Leadership Practices Inventory (LPI), and (iii) its discriminative
validity in AHPs with different grades. Methods During development, we included 25 items in the
AHEAD (Aspiring leaders in Healthcare-Empowering individuals, Achieving excellence,
Developing talents) instrument. A cross-sectional study was then conducted in 106 high-
potential AHPs from Singapore General Hospital (34 men and 72 women) of different
professional grades (49 principal-grade AHPs, 41 senior-grade AHPs, and 16 junior-grade AHPs)
who completed both AHEAD and LPI instruments. Exploratory factor analysis was used to test
the theoretical structure of AHEAD. Spearman correlation analysis was performed to evaluate
the convergent validity of AHEAD with LPI. Using proportional odds regression models, we
evaluated the association of grades of AHPs with AHEAD and LPI. To assess discriminative
validity, the c-statistics - a measure of discrimination - were derived from these ordinal models.
Results As theorized, factor analysis suggested a two-factor solution, where "skills" and "values"
formed separate factors. Internal consistency of AHEAD was excellent (α-values > 0.88). Total and
component AHEAD and LPI scores correlated moderately (Spearman ρ-values, 0.37 to 0.58). The
c-index for discriminating between AHP grades was higher for AHEAD than for the LPI (0.76 vs.
0.65). Conclusion The factorial structure of AHEAD was generally supported in our study. AHEAD
showed convergent validity with the LPI and outperformed the LPI in terms of discriminative
validity. These results provide initial evidence for the use of AHEAD to assess leadership
competency in AHPs.

Hundsalz, A. and G. Böhmer-Miltner (1981). "[Continued education of personnel in geriatric care - an

empirical report]." Z Gerontol 14(6): 517-525.
Although the practical basic and advanced training of honorary workers within the framework of
old-age care is of major importance, above all with respect to ecclesiastical and deaconic work,
there have only been very few empirical reports regarding this topic up to the present. This is the
reason why the beginning of our work was characterized by an extensive experimental phase.
From experience we then discovered certain principles, which can be of use in setting up similar
seminars in future. Emphasis is laid upon the "open planning" of the seminars. Planning and
performance of the meetings are elaborated together with the participants. In this context,
however, the leader of the seminar is supposed to provide essential assistance as to the
organization of the meeting and the final methodical make-up of the seminar. With regard to
methodical procedures we are striving for multiplicity, laying great stress on concrete ideas,
respectively putting different ideas to the test. Working in small groups favours reflection on
practical experience. Furthermore we consider it very important to meet again regularly after
 the termination of said seminars. It is only then that we can check to what extent the subject of
the seminar could be put into practice. Systematic interchange of experience amongst
colleagues in this context is of essential use for exploiting the different subjects and methods for
one's own work.

Huneke, M. J. and M. Müthing (1993). "New pathways in continuing education. Concepts for the learning
support in continuing education for the operating room." Krankenpflege (Frankfurt am Main, Germany)
47(2): 88-91.

Hunker, D. F., et al. (2018). "Developing Executive Nurse Leaders: Exemplar for Using Information
Technology to Bolster Professional Role Development of BSN-DNP Students." Journal of Doctoral Nursing
Practice 11(2): 160-164.
Background: Universities are offering a Bachelor of Science in Nursing (BSN) to Doctor of Nursing
Practice (DNP) track to meet the demands of complex health systems by preparing nurses to
lead change. Curriculums developed for the adult learner may benefit from adding supplemental
resources to prepare nurses with limited leadership experience for their future roles. Objective:
Support the development of executive leadership skills of BSN-DNP students. Methods: Faculty
at a Western Pennsylvania university used the existing learning management system (LMS) to
create a nursing leadership site. Practice competencies described by professional organizations
were used as the framework for identifying best practice resources. Results: A supplemental site
serving as a repository of information for students was successfully developed. Students were
encouraged to access the site to augment their learning on professional competencies.
Conclusions: Developing an online support site via the university LMS was a creative solution for
providing supplemental professional development content to best prepare future nurse
executive leaders. Implications for Nursing: Faculty teaching in streamlined academic programs
can provide additional content based on professional standards to students using innovative and
interactive methods. Promoting further development of executive leadership skills may bolster
program strength and influence future nurse leaders.

Hunt, J., et al. (2019). "Lifelong Learning for Professional Development in Psychiatry: Pedagogy,
Innovations, and Maintenance of Certification." Psychiatr Clin North Am 42(3): 425-437.
The American Board of Medical Specialties, which includes the American Board of Psychiatry and
Neurology, promotes standards focusing on changes in physicians' medical knowledge and skills.
The authors describe the literature concerning the effectiveness of lifelong learning. They review
the status of the American Board of Psychiatry and Neurology Maintenance of Certification
program as an example of a model of lifelong learning, including an innovative pilot. The final
sections include a discussion of new innovations to consider in continuing professional
development and a reflection about the state of lifelong learning within the context of
maintenance of certification in psychiatry.

Hunt, M. R., et al. (2014). "The ethics of engaged presence: a framework for health professionals in
humanitarian assistance and development work." Developing World Bioethics 14(1): 47-55.

Hunter, D. (2010). "How clinical practice placements affect professional development." Emergency Nurse
(through 2013) 18(5): 30-34.
The aim of the study discussed in this article was to understand the views of nursing students
undertaking practice placements in emergency departments (EDs) and how they affect their
professional development. A literature review was undertaken, followed by semi-structured
 interviews with seven nursing students. Data were collected using Brown, et al's (2008) 'senses
framework'. Students enjoy and gain valuable experience from ED placements and integrate
quickly into clinical teams. Emergency departments can be good learning environments for
nursing student, who can develop their communicative an practical skills, and their ability to
work in teams.

Hutchison, D. J. (1970). "SOME THOUGHTS ON STRUCTURING FOR CONTINUING EDUCATION IN

NURSING." The Journal of Continuing Education in Nursing 1(2): 5-7.
Probably no one way is right, but some structures are probably better than others. [...]
continuing education in nursing emerges as an entity, drawing upon the theory and technology
of adult education. .. until the philosophical commitment is backed up by well prepared
administrators, competent faculty and an adequate financial base, it will continue to grow "like
Topsy."

Ibrahim, A. (2020). "Police professional doctrine in Sudan: Establishment and development."

International Journal of Law, Crime and Justice 63: 1.
This article argues that there exists a professional doctrine in the Sudanese police force. This is
based on the fact that the police have a well defined written legal framework, a code of ethics
and a practical legacy. This doctrine has significantly contributed to the establishment and
maintenance of the existing police ethos and culture among Sudanese policemen. Despite the
instability and recurrent political changes that have seriously impacted the police structure and
legal framework at the state level, the strong and effective police doctrine has enabled the force
to absorb these changes and maintain a coherent behaviour and ethos both as an institution and
a body of workers. Sudanese history shows that political instability and the dominance of
military ideas have hindered the development of a professional police identity, a set of ethics
and an understanding of their functional duties, especially with regard to democracy and human
rights norms.

Iffat Batool, S. and A. Ashar (2020). "A QUERY ABOUT CONTINUOUS PROFESSIONAL DEVELOPMENT
FROM DENTAL TEACHERS." Pakistan Armed Forces Medical Journal(2): 548.
ABSTRACT Objective: To explore the perception about continuous professional development
among dental faculty at Sharif Medical and Dental College. Study Design: Qualitative research
design in constructivist paradigm. Place and Duration of Study: Sharif Medical and Dental
College, Lahore, from Oct 2016 Jan 2017. Methodology: To explore the perception of dental
faculty about continuous professional development. Semi-structured, audio recorded focus
group discussion(FGDs) were conducted among the dental faculty that consisted of 2 groups.
Group 1 involved of Professors, Associates and Assistant Professors and Group 2 had
demonstrators and senior registrars working in the Dental College. The focus group discussion
were transcribed and analyzed through thematic analysis. Triangulation of themes and trends
was done through content analysis by relating to their respective frequency of quotes. Results:
Personal development and working conditions were the major concerns among the dental
faculty whereas good clinical practices, self-directed learning and good working conditions are
the major attractions towards continuous professional development. Conclusion: Perception
about continuous professional development(CPD) among the dental college faculty was positive.
It was unanimously perceived that there is room for improvement for the faculty. Further, a
wellorganized institution is needed to fulfill the needs for continuous professional development.

Iliffe, J. (2011). "Developing a national continuing professional development framework." African Journal
of Midwifery & Women's Health 5(4): 189-194.
The African Health Professions Regulatory Collaborative, a partnership between the United
States Centers for Disease Control and Prevention, Emory University, the Commonwealth
Secretariat, and the East, Central and Southern Africa Health Community has provided an
opportunity for countries in the east, central and southern Africa region to strengthen their
nursing and midwifery regulation. Some countries have chosen to develop a national continuing
professional development (CPD) programme. This article explores what some of the key features
of a national CPD framework might be, drawing on the elements of other national programmes
both inside and outside of Africa. The variations in national programmes are outlined, as they
related to definition, principles, scope, requirement and monitoring. The article concludes that
there is no 'perfect' model of CPD; that countries can learn from each other; and that each
country should develop a model that suits its particular circumstances.

Ilina, I. V., et al. (2022). "Implementing a Network Project for Pedagogical Workers Within the Framework
of Continuing Education: A Case Study From Russia." Journal of Higher Education Theory and Practice
22(9): 77-82.
The article presents the experience of Kursk State University and the department of education
pedagogy of the International Children Center "Artek" for the implementation of a network
project aimed at programs of continuing professional education of employees of Artek, including
pedagogical workers. The authors present the result ofproviding a network project to implement
additional professional programs for a new generation. The research aims at identifying new
opportunities for everyone while implementing a network project for training pedagogical
workers at Artek. The paper presents the experience of implementing continuing professional
education programs at Artek when implementing a network project covering various training
areas. All implemented programs are characterized by newness and modern approaches in
educational practice. The research is based on the system-activity and personality-oriented
approaches, the theory and methodology of vocational education. As a result of the study, the
quality of the training program improved, and highly qualified specialists worked on
implementing this project. Moreover, the massive coverage of students allowed them to
improve their qualification level of education.

Iloabuchi, T., et al. (2017). "Integration of geriatrics and primary care in community health centers
through professional development and practice improvement strategies." Journal of the American
Geriatrics Society 65: S3.
Background: Primary care practices are faced with the challenging task of caring for a growing
number of older adults with few healthcare professionals having formal geriatrics training. As a
component of the Indiana Geriatrics Workforce Enhancement Program (GWEP), our objective
was to develop and implement professional development and practice improvement (PDPI)
strategies to integrate geriatrics and primary care in 8 community health centers (CHCs) of the
Eskenazi Health Center FQHC in Indianapolis, IN. Methods: Applying Kern's six-steps of
curriculum development and incorporating adult learning principles, we formed a
multicomponent PDPI program for primary care providers and staff called GLEE, Geriatrics
Learning Enhancement Exercise. The objective was to increase knowledge, skills and attitudes in
screening and management of geriatric syndromes (falls, depression and dementia) and in
quality improvement (QI). Primary care teams of all 8 sites received sequentially over 6 months
live GLEE sessions presented by an interprofessional faculty. A QI team, or GLEE Club, consisting
of 5-6 team members per site served as geriatric care champions and led ongoing QI activities
for screening of geriatric syndromes. Learning outcomes were evaluated using online self-report
 surveys. Results: A total of 233 providers and staff from the 8 CHCs participated in the GLEE
sessions with 122 continuing education (CE) credits earned by physicians and physician
assistants, 176 by nurses, and 62 by social workers; and 93 certificates of completion provided to
other team members (eg, medical assistants). Of the 93 participants who completed an online
evaluation, ≥90% indicated they will be better able to screen for geriatric syndromes and identify
principles of QI and interprofessional collaborative care; and ≥80% plan to change their practice
by implementing revised processes and/or management strategies. All sites implemented at
least one new QI process for screening of geriatric syndromes. Conclusion: Interlinked geriatrics
professional development and practice improvement activities were well received by providers
and staff of busy community health centers, and supported integration of geriatrics and primary
care.

Iranmanesh, S., et al. (2011). "Professional development: Iranian and Swedish nurses' experiences of
caring for dying people." Journal of Palliative Care 27(3): 202-209.
Our world is rapidly becoming a global community. This creates a need for us to further
understand the universal phenomena of death and professional care for dying persons. A
transcultural study was undertaken using a phenomenological approach to illuminate the
meaning of nurses' experiences of professional development in the contexts of Iran and Sweden.
Eight registered nurses working in oncology units in Tehran, Iran, and eight working in the
context of a hospital and private homes in northern Sweden were interviewed. The interviews
were analyzed using the principles of phenomenological hermeneutics inspired by Paul Ricoeur.
A naive reading guided a structural analysis, which yielded four main themes: coping with
eXistential, organizational, and cultural contexts; sharing knowledge, experiences, and
responsibilities; using embodied knowledge; and developing personal competence. The
interpreted comprehensive understanding revealed that the meaning of professional
development is that it actualizes other-oriented values and self-oriented values. Caring
professionally for dying people was a learning process that could help nurses to develop their
personal and professional lives when they were supported by teamwork, reflective practice, and
counselling.

Ishizawa, Y. (1997). "The application of project cycle management to the continuous education program
for physicians in Cambodia." International Medical Journal 4(3): 199-203.
Project cycle management (PCM) which was developed based on the logical framework was
applied to the continuous education program for physicians at the surgery hospital in Cambodia.
The PCM consists of three steps; participatory planning, appraisal, and monitoring and
evaluation, and these steps are summarized in a single format called Project Design Matrix
(PDM).

Ismail, M. and E. S. Ramly (2011). "Career Aspirations of Malaysian Research and Development
Professionals in the Knowledge Economy." Journal of European Industrial Training 35(6): 606-622.
Purpose: This paper seeks to compare the influence of self-efficacy, organizational socialization
and continuous improvement (CI) practices on the career aspirations of research and
development (R&D) professionals in government research institutes (GRIs) and multinational
corporations (MNCs) in Malaysia. R&D professionals in this study refer to a specific group of
knowledge workers. Design/methodology/approach: Social cognitive career theory (SCCT) was
used as this study's theoretical framework. The study involved 164 respondents from GRIs and
120 respondents from MNCs in Malaysia. Descriptive statistics and inferential multiple linear
regressions were used to analyse the data. Findings: Self-efficacy and organizational socialization
 were found to differ significantly in terms of their levels, and CI practices and career aspirations
were not found to be significantly different between the two groups of respondents. Regression
results showed MNCs reported higher explanatory power compared to that of the GRIs in terms
of the variance in career aspirations. Research limitations/implications: The insights generated
about the factors affecting career aspirations are based on three independent variables, namely:
self-efficacy, organizational socialization and CI practices that are most suitable for a R&D
environment. Practical implications: This study confirms the relevance of CI practices in the
existing model of SCCT because it represents the organizational variables. HRD practitioners in
both types of organizations should consider changing the work practices of R&D professionals by
strengthening the quality improvement procedures because they affect the professionals' career
aspirations. Originality/value: Incorporating CI practices into the SCCT model is believed to be a
contribution of this study to the theory. (Contains 3 figures and 6 tables.)

Issitt, M. (2003). "Reflecting on reflective practice for professional education and development in health
promotion...meeting at Manchester University on Postgraduate Training in Health Promotion." Health
Education Journal 62(2): 173-188.
This paper reviews reflective practice and associated terms and suggests an approach that can
encompass the criticality required in professional education and training in relation to current
agendas for health promotion. Although reflective practice is an accessible notion and has
achieved great popularity as a means of synthesising thinking and doing, it is contested in terms
of its conceptualisation and application. It is not neutral and value free, but affected by personal,
political and professional factors that impact upon practitioners.Examples are drawn from
professional literature in teaching, nursing and social work that illustrate different levels of
reflection, to show that whilst there are considerable benefits there are dangers in assuming
common understandings. A developing conceptualisation of critical reflective practice is
proposed for health promotion which seeks to enable professionals to use reflection in their
immediate situation, as part of a wider social process that contributes to societal change and
professional development.

Ivanova, A., et al. (2021). "Performance Change in Treating Tobacco Addiction: An Online,
Interprofessional, Facilitated Continuing Education Course (TEACH) Evaluation at Moore's Level 5."
Journal of Continuing Education in the Health Professions 41(1): 31-38.
Introduction: Continuing education is essential to build capacity among health care providers
(HCPs) to treat people with tobacco addiction. Online, interprofessional training programs are
valuable; however, interpretation and comparison of outcomes remain challenging because of
inconsistent use of evaluation frameworks. In this study, we used level 5 of Moore's evaluation
framework to examine whether an online training program in intensive tobacco cessation
counseling achieved sustained performance change among HCPs across multiple health
disciplines. Methods: The evaluation sample included 62 HCPs with direct clinical duties, who
completed the online Training Enhancement in Applied Counseling and Health (TEACH) Core
Course in 2015 and 2016. We compared self-reported changes in cessation counseling and
clinical practices across eight core competencies from baseline to 6-month follow-up using
McNemar's tests and descriptive analyses. Results: Compared with baseline, significantly more
HCPs reported providing cessation counseling at 6-month follow-up (44% versus 81%, P < .001).
HCPs also reported significant increases in engagement in six of the eight core competencies.
Discussion: Online training in intensive tobacco cessation treatment can result in sustained
performance improvement at 6 months. However, availability of resources and clinical context
may influence the extent to which HCPs are able to implement their learned skills. Furthermore,
 continuing education programs should consider the use of consistent evaluation frameworks to
promote cross program comparisons.

Jack, L., Jr. (2021). "PCD’s Commitment to Advancing Diversity, Equity, and Inclusion in Its Scientific
Leadership, Peer-Review Process, Research Focus, Training, and Continuing Education." Preventing
Chronic Disease 18.
[...]we expanded our article types to increase the number of submissions that advance our
understanding of how multiple, competing, and interconnected determinants shape health; how
aspects of the environment (including setting and location) and diverse community partners
must be considered to create viable solutions to improving conditions that influence health; and
how the discovery of new and improved ways to capture data and report findings make it
possible to learn what is working. [...]PCD’s identification of best practices in scientific writing,
along with those identified by other experts, were incorporated into an online scientific training
course consisting of 8 modules that addressed topics ranging from basic writing principles to
abstracts to components of a research report (introduction, methods, results, discussion), to
supporting materials, and finally to submitting the manuscript for publication. Understanding
causes of health disparities and how such discoveries can be translated into evidence-based
interventions to address them Using implementation science to understand the ways in which
evidence-based interventions are adopted — including exposure, dose, quality of delivery,
participant responsiveness, and program differentiation — in real-world settings Developing and
applying spatial statistical methods and new geospatial tools to identify and intervene on drivers
that affect health at multiple geographic levels Using maps and geospatial results to guide
program and policy decision making Promoting health and wellness among diverse racial and
ethnic groups, socioeconomic and educational levels, and geographic locations Implementing
risk communication approaches through preparation, response, and recovery phases of major
health threats Improving population health through collaboration between public health and
pharmacy Reporting on public health responses to COVID-19 and chronic disease Collecting and
using surveillance data to inform policy changes, guide new program interventions and public
communications, and assess research investments Evolving population health approaches to
address mental health Sustaining changes in how health care systems, public health, and other
sectors address social determinants of health in partnership with community-based
organizations Identifying better and best population health practices to improve population
health across the lifespan Developing, implementing, and evaluating public health law and
health policy–driven interventions The articles published by PCD on these topics represent a
collaborative effort. [...]as an integral part of this dialogue over the years, we recognize a simple
truth: no single area of focus can or will provide the solution to ameliorating long-standing public
health challenges in chronic disease prevention and control. With that in mind, and based on
feedback from our editorial board, associate editors, and Statistics Review Committee members,
and in consultation with experts in the field, PCD’s focus of interest will expand this year to
include 2 urgent and pressing issues in public health: identifying potentially effective ways to
improve health equity and exploring the intersection between racism and health.

Jackson, B. N. M., et al. (2019). "Role of Professional Confidence in the Development of Expert Allied
Health Professionals: A Narrative Review." Journal of Allied Health 48(3): 226-232.
[...]the quality of the concept analysis is dependent on the quality of the literature included.
Several professional groups have undertaken extensive research to support lobbying to extend
their professional boundaries, thus increasing the status of their profession, for example, social
work,(26) chiropractic,(27) physical therapy,(28) and medical radiation technicians/29'® In the
 case of nursing, the profession has evolved from being considered an extension of a 'woman's
duty'(31) to becoming an occupation and then achieving professional status through specialist
masters and PhD qualifications leading to advanced/specialist/nurse practitioner roles that are
encouraged throughout high-income countries such as Australia, Canada, New Zealand, UK, and
the USA. (9'26) Practitioners within a professional group who are denied enhanced recognition
sought through higher level qualifications, or registration with a governing body, may become
disempowered and lack confidence, as legislative organisations do not appear to share their
beliefs in the significance of their profession/27) Counsellors in Canada, as an example, have
struggled to achieve recognition as unique providers of mental health services and their
professional identity has been called in to question due to a diversity of training and certification
schemes,(9) leading to insecurity amongst the community. [...]Opinion: An Introduction to
Health Sociology, 5th ed.

Jackson, C. and K. Manley (2022). "Contemporary Challenges of Nursing CPD: Time to change the model
to meet citizens’ needs." Nursing Open 9(2): 880-891.
The purpose of this paper is to present the evidence shared with a citizen Consensus panel
detailing key issues associated with how nursing CPD can best influence the quality of health and
social care experienced by citizens and communities. It presents a summary of contemporary
theory, research and evidence of the effectiveness of nursing CPD and outlines four key
challenges: (i) how to strengthen the focus on patient experience as the starting point for CPD;
(ii) the lack of evidence of CPD effectiveness and accountability in its transfer to practice; (iii)
evaluation of CPD effectiveness; and (iv) involving citizens in targeting CPD where it is most
needed. It briefly describes the methods used to facilitate public consultation through a citizen
Consensus panel as part of a collaborative project with the RCN Strategic Research Alliance in
2020 and outlines 7 themes identified as important by the public for future development. The
main challenge for nursing is capitalizing on the workplace as a learning resource that can
integrate learning with development, improvement, knowledge translation, inquiry and
innovation. This requires skilled facilitators, particularly at meso‐ levels, and systems leaders with
the full skillset to develop system‐wide cultures of learning that enable everyone to flourish and
create good places to work. The paper concludes that the development of CPD process
measures would indicate how CPD investment contributes to person‐centred, safe and effective
care and system transformation and enable commissioners and education providers to optimize
CPD’s full potential.

Jackson, M. J., et al. (2007). "The need for specialty curricula based on core competencies: a white paper
of the conjoint committee on continuing medical education." Journal of Continuing Education in the
Health Professions 27(2): 124-128.
Introduction: At present there is no curriculum to guide physician lifelong learning in a
prescribed, deliberate manner. The Conjoint Committee on Continuing Medical Education, a
group representing 16 major stakeholder organizations in continuing medical education,
recommends that each specialty society and corresponding board reach consensus on the
competencies expected of physicians in that specialty. Experts in a specialty will define content-
based core competencies in the areas of patient care, medical knowledge, practice-based
learning and improvement, interpersonal and communication skills, professionalism, and
systems-based practice. These competencies, when cross-referenced with expertise, comprise a
framework for specialty curricula and board maintenance of certification programs. The
American Academy of Ophthalmology and the American Board of Ophthalmology already have
implemented this recommendation. Their work is reported as a model for further development.
 A competency-based curriculum framework offers a foundation for continuing medical education
in diverse practice settings and provider organizations.

Jacobsma, B. (1991). "A balancing act. Continuing education for staff nurses." Journal of psychosocial
nursing and mental health services 29(2): 15-21.
Basic nursing education programs prepare nurses as generalists. Continuing education programs
for psychiatric nurses are needed to provide additional knowledge and expertise in this specialty
area. 2. This educational program was developed for psychiatric staff nurses who have
completed their orientation but are new to their institution or to the psychiatric clinical area. 3.
Content of the program includes an overview of theories, therapeutic relationships, psychiatric
terminology, the nursing process as it relates to patients with psychiatric problems, psychotropic
medications, electroconvulsive therapy, and DSM-III R. 4. A pretest based on the content of this
program can help assess the learning needs of each new nurse. The nurse may then attend the
entire program or only specific parts based on individualized needs.

Jadad, A. R. and D. Davis (2016). "What Do We Need to Protect, at All Costs, During the 21st Century?
Reflections From a Curated, Interactive Co-Created Intellectual Jazz Performance...2016 World Congress
on Continuing Professional Development: Advancing Learning and Care in the Health Professions, San
Diego, California, March 17–19, 2016." Journal of Continuing Education in the Health Professions 36:
S27-S31.
The question that forms the title of this article, "What do we need to protect, at all costs, during
the 21st century?," speaks to the sizable changes in health care systems and settings that
surround the continuing professional development (CPD) provider, and the need to establish a
core set of principles and practices as the field moves forward from both theoretical and
practical aspects. It also provided the focus for one of the five keynote lectures presented during
the 2016 World Congress on Continuing Professional Development. As the planners of this
keynote session, we sought to evoke answers to the question, not from the speaker, but from
the audience itself, a process enabled by a highly engaging presentation style and powered by
interactive digital technologies. Further, we believed that the session would not directly lead to
suggestions to improve the theory and practice of CPD, but rather to create the biopsychosocial
context--a sort of platform--on which such discussions can occur.

Jaidka, A., et al. (2020). "CARDIOGUIDE: A NOVEL COMPETENCY-BASED CONTINUING PROFESSIONAL

DEVELOPMENT CURRICULUM FOR CARDIOLOGY." Canadian Journal of Cardiology 36(10): S39-S40.
Background: Competency by design is becoming standard practice in medical education.
Programs that focus on Cardiology have been lacking due to the wide breadth of the field and
rapid changes to clinical practice guidelines. Our goal is to design a robust online competency-
based Cardiology curriculum starting with Internal Medicine (IM) residents with future
expansion to fellows and board-certified physicians. Methods and Results: Our first step in
designing our program was a needs assessment. We collected rotation assessments of the
Cardiology CCU and CTU rotations that were completed by the rotating IM residents between
January 2019 and April 2020. Surveys provided qualitative feedback to identify learner perceived
areas for improvement. We received survey responses from 193 residents (PGY 1-3). Forty-
percent of learners mentioned wanting more teaching in their feedback. Sample of qualitative
assessments can be seen in Table 1. Two key themes emerged: clinical services are becoming
busier, limiting time for teaching and residents want more education systemically covering the
breadth of the speciality, ECGs and uncommon pathology. To design our curriculum, we adopted
the competency-based continuing professional development framework (CB-CPD)
 recommended by the Royal College of Canada (RC). Key principles include data to identify
learning needs, opportunities for self directed learning, and innovative methods for providing
feedback. To guide creation of content and assessments, we adopted the Cardiology objectives
for Internal Medicine trainees specified by RC. Implementation of our program is an online,
mobile-friendly website that consists of two parts: content delivery and assessment of
competency. Our curriculum covers key topics essential for trainees (Figure 1A). Content delivery
is accomplished through an open-access website that summarizes lengthy guidelines into
practical summaries using graphics and visual aids (Figure 1B). The competency assessment
component is a website that allows clinicians to test their knowledge using a bank of peer-
reviewed case-based questions and provides direct feedback with a learning plan (Figure 1C).
Conclusion: In the era of increasing patient volumes and a pandemic, trainees report a
significant deficit in teaching. We created a novel CB-CPD based program delivered through a
FOAMed website for content and a quiz platform for standardized assessments
(www.cardioguide.ca). In post pandemic times, it is critical to enable self-directed, distance
educational opportunities. We plan to trial the curriculum on IM residents starting July 1, 2020,
and next deliver it to Cardiology fellows, CPD activity through the RC maintenance of
certification (MOC) program, and expand to other institutions. [Formula presented] [Formula
presented]

Jakobsson, J., et al. (2023). "Work conditions influencing professional development of specialist nurses in
surgical care explored using the Job Demand-Resources theory: A qualitative study." J Adv Nurs.
AIM: The aim of the study was to explore the work conditions that influence the opportunities
for professional development of specialist nurses in surgical care. DESIGN: A qualitative
descriptive design was used. METHODS: With a purposeful sampling procedure, 14 specialist
nurses in surgical care were included. Four focus-group interviews were conducted during
November to December 2021 and deductively analysed using the Job Demand-Resource theory
as a guiding framework. Reporting adheres to COREQ guidelines. FINDINGS: Work conditions
that were identified as job demands and that inhibited nurses' opportunities for professional
development were mainly found at an organizational and leadership level. Primarily, those
conditions included role ambiguity and time constraints caused by uncompensated nursing
shortages that restricted the nurses from exercising their role. Such conditions could also
discourage other nurses from further education. Job demands were seen as largely compensated
for by work conditions identified as job resources and located mainly at an individual level, for
example finding the work interesting and multifaceted. Most prominent was the participants'
inner motivation to work with surgical patients and to continue to develop themselves and other
nurses professionally. CONCLUSIONS: A prerequisite for professional development is that the
specialist role is clearly defined in collaboration with representatives from the nursing profession
and universities. Hence, hospital organizations need to reflect on how to utilize the competence.
Also, it is important that nurse leaders promote the specialist nurses' motivation by supporting
them in the exercise of their role. IMPACT: Findings from this study revealed work conditions
that need to be acknowledged during hospital organizations' endeavours to maintain and
enhance nursing competence. PATIENT OR PUBLIC CONTRIBUTION: Patient or public
contribution was not applicable since the study focused on specialist nurses' working conditions.

James, A. and K. Francis (2011). "Mandatory continuing professional education: What is the prognosis?"
Collegian 18(3): 131-136.
Each year registered nurses apply for registration renewal. The Nursing and Midwifery Board of
Australia stipulate all nurses and midwives are expected to take responsibility and accountability
 for participating in continuing professional development (CPD) as a declaration that their
practice is current, safe and competent. The code of professional conduct and Australian Nursing
and Midwifery Council (ANMC) competencies governing registered nurses and midwives, outline
the professional and personal responsibility nurses hold in order to maintain clinical
competence; which may be achieved through continuing nurse education and professional
development. As the health care industry shifts focus to keep up with changes in technology,
economics, demographics and culture, the nursing profession must respond accordingly. With
the implementation of a national registration scheme in Australia, this paper provides a review
of the literature relating to mandatory CPD and how CPD may assist nurses to respond to the
changing needs of the health care system and its consumers, to ensure the best possible health
outcomes. Suggestions of possible avenues of research into the concept of CPD are also offered.

James, D., et al. (2002). "A framework for assessing the continuous professional development needs of
community pharmacists." Pharmacy Education 2(2): 63-68.
This paper describes and evaluates a process by which the professional development needs of
community pharmacists (CPs) were identified and recommendations made as to how they might
be addressed. Twenty CPs were recruited onto the Continuing Professional Development (CPD)
programme and asked to complete a reflective logbook over a four-week period. Day one of the
programme involved participation in seven skills evaluation workstations, a focus group to
explore their views about CPD and a one-to-one interview with a facilitator to review the
reflective logbooks and individual perceived training needs. Day two involved the presentation of
the results of pharmacists' performance in the skills workstations, followed by individual
feedback to inform their personal development plans (PDPs). Fourteen pharmacists completed
the CPD programme. Three key training needs were identified from the skills assessment
workstations and six themes from the focus groups. Evaluation of the CPD programme indicated
that it was highly rated and improved their understanding of the CPD process.

James, D. and R. Miles (2012). "Engagement with continuing professional development (CPD): Can the
theory of planned behaviour be used to describe pharmacists' attitudes?" International Journal of
Pharmacy Practice 20: 44-45.
Introduction: The recording of all CPD activity is now a mandatory requirement for all
pharmacists and pharmacy technicians registered with the General Pharmaceutical Council
(GPhC). The 'Plan & Record' approach, using an approved system such as the
www.uptodate.org.uk website is used to monitor CPD activity. The continuing education (CE) of
pharmacists has always been a compulsory element of maintaining registration. However, the
concept of recording learning in a way which includes reflection on practice, planning and
evaluation has been shown to pose a challenge to some members of the profession.1 The
Theory of Planned Behaviour (TPB) is a psychological theory to describe the likelihood of a
specific behaviour being carried out. It is linked to the individual's intention to perform a
behaviour, based on their own beliefs and the beliefs of others (subjective norms) and has been
used to predict various health related behaviours.2 This study aimed to explore whether
Pharmacists' attitudes towards CPD can be described using the TPB. Methods: A semi-structured
interview schedule was designed, based on the three key components of the TPB, namely (1)
attitudes towards CPD, (2) attitudes of others towards CPD and (3) perceived behavioural control
(i.e. confidence in the ability to carry out the behaviour). Following approval by the relevant
School Ethics Committee, face to face interviews were conducted (in March 2009), based on
purposive (gender, number of years in practice, sector of pharmacy and postgraduate
qualification) and snowball sampling of practising pharmacists known to the research team. All
 interviews were audio-taped and transcribed verbatim for thematic analysis. Results: Eleven
interviews were conducted, none of the pharmacists had been asked to submit their CPD for
review. Participants' views could be categorised broadly into two themes, namely (1) the
behaviour of conducting CPD in general and (2) the behaviour of recording CPD using the online
system. Within each of these themes, the three components of the TPB described participants'
beliefs and barriers to their engagement in CPD activities. Attitudes towards undertaking CPD in
general were more favourable than views towards its documentation. Perceived barriers
included lack of time to undertake CPD, not knowing what to identify for learning and not
knowing how to address the learning need. The perceived benefits of undertaking CPD were
clearly expressed. Although recording CPD was viewed more negatively, participants' confidence
in documenting using the online system grew with practise. The complex nature of form filling
was highlighted as a perceived barrier when questioned about views of pharmacy colleagues
(subjective norms). Discussion: The TPB was successfully used to describe pharmacists' attitudes
and beliefs towards conducting and recording CPD. It is interesting to note that pharmacists
considered the behaviours of undertaking CPD and the process of documenting it as two distinct
activities with differing views about each. The identification of the facilitators and barriers
encountered may help to inform the design of useful support mechanisms to encourage
pharmacists to conduct and record CPD effectively. It is not known whether or not data
saturation had been reached in this small number of participants, which also restricted the
extent to which true purposive sampling could be applied. However, these findings will inform
the next phase of the research to design a structured questionnaire, in order to quantify
attitudes and behaviours relating to CPD activities in a larger sample of pharmacy practitioners
from a wide range of demographic and professional backgrounds.

Jameson, P., et al. (2007). "Sustained and sustaining continuing education for therapists." Psychotherapy
44(1): 110-114.
Thirty-eight therapists who completed a 2-year continuing education program evaluated the
effect of that program on how they conducted therapy and on themselves as individuals. The
program differed from most continuing education offerings both in its ongoing nature and its
emphasis on an interactive and dynamic use of material rather than on a purely didactic
presentation. Participants described changes that they felt improved the quality of the
therapeutic alliance, increased their ability to work effectively with difficult patients, and
increased their self-awareness. This evaluation of the experience of a mature (over 10 years in
operation) program is significant at a point when American Psychological Association (APA) is
considering a broader conceptualization of continuing education models. These results also
illustrate the importance of thoroughly evaluating the effect of continuing education. © 2007
APA, all rights reserved.

Jang, E. C. (2022). "Addressing Challenges to the Development, Delivery, and Evaluation of Continuing
Education for Nurses." The Nursing clinics of North America 57(4): 513-523.
Continuing education is essential for professional nurses to meet the challenges of today's
dynamic health care environment. Nursing professional development practitioners need to stay
abreast of the latest methods and best practices in development, delivery, and evaluation of
continuing education needs. Competency-based continuing education programs are based on
principles of adult learning and contribute to a culture of autonomy and empowerment. The use
of educational technology and collaboration among emerging clinical roles facilitates
opportunities for professional nurses to stay engaged in lifelong learning.
Jarvis, S., et al. (2016). "Supporting Professional Learning and Development through International
Collaboration in the Co-Construction of an Undergraduate Teaching Qualification." Professional
Development in Education 42(3): 403-422.
This article explores one thread from a larger, longitudinal research project that investigated the
views and experiences of teacher educators in Malaysia and from the United Kingdom who were
involved in collaboration for the co-construction of a Bachelor of Education (Honours) in Primary
Mathematics, with English and health and physical education as minor subjects. The article
examines the impact of the approach taken to collaboration, which included the development
and sharing of a pedagogical model for teacher education (ARM: action, reflection, modelling)
and reflects on the value of this to professional learning and development. The research findings
suggest that this co-constructive approach was effective in enabling senior managers and
teacher educators involved in the project to critique their own practice and to further develop
their understanding of effective teacher education. These findings have implications for
developing the pedagogy of teacher educators in other contexts: the co-construction of a
programme with colleagues who had different understandings of the nature of teacher
education enabled new insight into participants' own practice.

Jasper, M. A., et al. (2010). "Challenges in designing an All-Wales professional development programme
to empower ward sisters and charge nurses." Journal of Nursing Management (John Wiley & Sons, Inc.)
18(6): 645-653.
jasper m.a., grundy l., curry e. & jones l. (2010) Journal of Nursing Management 18, 645-653
Challenges in designing an All-Wales professional development programme to empower ward
sisters and charge nurses Aim To discuss the challenges of designing a professional development
programme for ward managers working in in-patient facilities in Wales. Background In 2008, the
Minister of Health launched the Free to Lead, Free to Care initiative to empower ward managers.
One work-stream involved the creation of a universal professional development programme to
ensure they had the skills and knowledge to function effectively in their roles in the newly
restructured NHS in Wales. Methods A collaborative, staged approach, involving multiple
stakeholders, resulted in the design of a programme founded in principles of action and work-
based learning tailored to the needs of the individual in attaining accredited competencies. Key
issues Achieving buy-in and ownership from stakeholders are essential to ensure standardization
and consistency of implementation of a universal programme. Shared responsibility and
acceptance of key principles underpinning an individualized, work-based programme are
fundamental to ensuring equity of outcome achievement. Implications for management
Managerially facilitated cultural change is needed to embed individual work-based professional
development programmes in the clinical environment, with practitioners supported through a
variety of learning strategies appropriate to their learning needs.

Jayakumar, K. N. and S. Kadhiravan (2013). "Measuring the citizenship behaviour of IT professionals in

India: Development of a scale." International Journal of Education and Management Studies 3(4): 455-
459.
Extensive reviews invariably suggest that organizational citizenship behaviour (OCB) improves
organizational effectiveness and it has become increasingly clear that effective management of
human resource is critical for organization's sustained competitive edge. The IT industry is no
exception. The Indian IT industry employs more than two million professionals and the number
keeps increasing. The functions, culture, values and employer employee dynamics of IT industry
is very different from the traditional organizations. Starting from Barnard in 1938 to till date
many tools were developed in the West and some in India to measure the construct OCB.
 Reviews suggest that nature of Industry influences the OCB and using a measure developed in a
traditional organizational context cannot capture the phenomena precisely in another industry.
Hence, Industry specific measures are needed. But it is hard to find a tool to measure the OCB of
IT professionals in India. The aim of the present study is to develop an OCB measure exclusively
meant for the Indian IT professionals. The research process involved reviewing literature,
choosing the dimensions of OCB, item generation, scale development and establishing the
reliability and concurrent validity with the purpose to aid researchers and practitioners in the
field of organizational behaviour.

Jeanette Ives, E., et al. (2004). "Development and Psychometric Evaluation of the Professional Practice
Environment (PPE) Scale." Journal of Nursing Scholarship 36(3): 279-285.
To describe the Professional Practice Environment (PPE) scale, its conceptual development and
psychometric evaluation, and its uses in measuring eight characteristics of the professional
practice environment in an acute care setting. The 38-item PPE Scale was validated on a sample
of 849 professional practice staff at the Massachusetts General Hospital in Boston. Psychometric
analysis included: item analysis, principal components analysis (PCA) with varimax rotation and
Kaiser normalization, and internal consistency reliability using Cronbach's alpha coefficient. Eight
components were shown, confirming the original conceptually derived model's structure and
accounting for 61% of explained variance. Cronbach's alpha coefficients for the eight PPE
subscales ranged from .78 to .88. Findings showed the 38-item PPE Scale was reliable and valid
for use in health outcomes research to examine the professional practice environment of staff
working in acute care settings.

Jeffrey, L. P., et al. (1982). "Medical information dialogues: Continuing education for physicians."
American Journal of Hospital Pharmacy 39(1): 128-129.
The Rhode Island Hospital recently introduced a new continuing education program for its
medical staff. The concept, referred to as 'Medical Information Dialogues,' is a continuing
education medium specifically created for physicians. The inaugural program was initiated by the
Division of Education and Training of the Department of Pharmacy in cooperation with the
Department of Medical Education.

Jensen, G. M. and C. Saylor (1994). "Portfolios and professional development in the health professions."
Evaluation and the Health Professions 17(3): 344-357.
Increasing concern in professional education has focused on the gap between thought and
action, theory and practice, the academy and the everyday world. Reflection, a process of
reviewing, reenacting, and analyzing one's performance, has been proposed as a process in
which a professional can learn from experience. The purpose of this article is to report the
results of a project that piloted the use of portfolios as a vehicle for professional development
and reflection in two health professions, nursing and physical therapy. Evaluation results
obtained through a qualitative content analysis of student portfolios and student feedback data
suggest that student reflection on professional development was promoted, although the
portfolios varied in their structure and complexity. Identified portfolio components and
implementation benefits and barriers are relevant findings for educators wishing to facilitate
reflection.

Jeong, D., et al. (2018). "Barriers and Facilitators to Self-Directed Learning in Continuing Professional
Development for Physicians in Canada: A Scoping Review." Academic medicine : journal of the
Association of American Medical Colleges 93(8): 1245-1254.
 PURPOSE: This scoping review explored the barriers and facilitators that influence engagement
in and implementation of self-directed learning (SDL) in continuing professional development
(CPD) for physicians in Canada. METHOD: This review followed the six-stage scoping review
framework of Arksey and O'Malley and of Daudt et al. In 2015, the authors searched eight online
databases for English-language Canadian articles published January 2005-December 2015. To
chart and analyze data from the 17 included studies, they employed a two-step analysis process
composed of conventional content analysis followed by directed coding applying the Theoretical
Domains Framework (TDF). RESULTS: Conventional content analysis generated five categories of
barriers and facilitators: individual, program, technological, environmental, and
workplace/organizational. Directed coding guided by the TDF allowed analysis of barriers and
facilitators to behavior change according to two key groups: physicians engaging in SDL, and SDL
developers designing and implementing SDL programs. Of the 318 total barriers and facilitators
coded, 290 (91.2%) were coded for physicians and 28 (8.8%) for SDL developers. The majority
(209; 65.7%) were coded in four key TDF domains: environmental context and resources, social
influences, beliefs about consequences, and behavioral regulation. CONCLUSIONS: This scoping
review identified five categories of barriers and facilitators in the literature and four key TDF
domains where most factors related to behavior change of physicians and SDL developers
regarding SDL programs in CPD were coded. There was a significant gap in the literature about
factors that may contribute to SDL developers' capacity to design and implement SDL programs
in CPD.

Joan Rosen, B. (2006). "Advanced Practice Nursing: Core Concepts for Professional Role Development."
Nursing Education Perspectives 27(4): 210.
Bloch reviews Advanced Practice Nursing: Core Concepts for Professional Role Development
edited by Michaelene P. Mirr Jansen and Mary Zwygart-Stauffacher.

Job, C., et al. (2019). "Patients' Stories in Healthcare Curricula: Creating a Reflective Environment for the
Development of Practice and Professional Knowledge." Journal of Further and Higher Education 43(5):
722-728.
Patient and public involvement in the provision of healthcare professional education is
considered best practice by both the Healthcare Professions Council and the Nursing Midwifery
Council. One key activity in healthcare education is the classroom-based 'patient story'. This
consists of a person re-telling and reflecting on their experiences of their health-related problem
and their interaction with health services. The primary objective of this article therefore was to
explore educational theory in order to offer a theoretical critique of the use of patient stories in
healthcare education. The article explores the theory--practice gap, theories of reflection as well
as dialogue, and proposes that the use of patient stories in healthcare education may help to
better prepare students for the realities of professional clinical practice. Patient story told
firsthand in the classroom creates a significant learning experience in which both the student
and the patient reflect and learn through dialogue, positively impacting on attitudes, beliefs and
improved patient care. We argue that the incorporation of patients' stories in healthcare
education encourages the use of reflection and facilitates critical thinking, which in turn can help
to bridge the theory--practice gap.

Joekes, K., et al. (2011). "Does the inclusion of 'professional development' teaching improve medical
students' communication skills?" BMC Medical Education 11: 41.
This study investigated whether the introduction of professional development teaching in the
first two years of a medical course improved students' observed communication skills with
 simulated patients. Students' observed communication skills were related to patient-centred
attitudes, confidence in communicating with patients and performance in later clinical
examinations. Eighty-two medical students from two consecutive cohorts at a UK medical school
completed two videoed consultations with a simulated patient: one at the beginning of year 1
and one at the end of year 2. Group 1 (n = 35) received a traditional pre-clinical curriculum.
Group 2 (n = 47) received a curriculum that included communication skills training integrated
into a 'professional development' vertical module. Videoed consultations were rated using the
Evans Interview Rating Scale by communication skills tutors. A subset of 27% were double-
coded. Inter-rater reliability is reported. Students who had received the professional
development teaching achieved higher ratings for use of silence, not interrupting the patient,
and keeping the discussion relevant compared to students receiving the traditional curriculum.
Patient-centred attitudes were not related to observed communication. Students who were less
nervous and felt they knew how to listen were rated as better communicators. Students
receiving the traditional curriculum and who had been rated as better communicators when they
entered medical school performed less well in the final year clinical examination. Students
receiving the professional development training showed significant improvements in certain
communication skills, but students in both cohorts improved over time. The lack of a
relationship between observed communication skills and patient-centred attitudes may be a
reflection of students' inexperience in working with patients, resulting in 'patient-centredness'
being an abstract concept. Students in the early years of their medical course may benefit from
further opportunities to practise basic communication skills on a one-to-one basis with patients.

John, V. and P. Parashos (2007). "Factors involved in the translation of continuing professional
development programmes into clinical practice among Victorian dentists." Australian Dental Journal
52(4): 305-314.
Background: Continuing professional development (CPD) programmes have traditionally been
seen as an important means by which dentists keep up-to-date with current advances in the
field. Recent legislative changes in Victoria have resulted in the introduction of mandatory CPD
for dentists. Despite this, there is limited available information on the effectiveness of the
translation of these programmes into clinical practice. Methods: Participants undertaking CPD
programmes in endodontics and implant dentistry were surveyed using three questionnaires
over three time-frames: pre-CPD, post-CPD and three months following the programme
(delayed). The course format of the programmes involved both didactic lecture and interactive
hands-on components. Results: Overall response rates of 94 per cent for pre-CPD and post-CPD
questionnaires, and 77 per cent for the delayed impact-on-practice questionnaire were
achieved. Programmes in both disciplines were found to be effective in facilitating the uptake of
the new technologies taught in the courses. The time-series design of the present survey was
effective in identifying dentists' background knowledge, experiences and biases, and in
evaluating the translation of CPD programmes into clinical practice. Conclusions: A variety of
discipline-related and participant-related factors were identified which may influence the uptake
of learned concepts and techniques by participants undertaking CPD programmes. Educators
must be cognizant of these issues to ensure that these programmes positively impact on clinical
practice, in particular the adoption of technological advances or technical aspects and relating it
to the biological goals of treatment, thus facilitating an overall improvement in health care
outcomes.

Johnson, C. E., et al. (2021). "Development of the Feedback Quality Instrument: a guide for health
professional educators in fostering learner-centred discussions." BMC Medical Education 21: 1-17.
 Background Face-to-face feedback plays an important role in health professionals’ workplace
learning. The literature describes guiding principles regarding effective feedback but it is not
clear how to enact these. We aimed to create a Feedback Quality Instrument (FQI), underpinned
by a social constructivist perspective, to assist educators in collaborating with learners to
support learner-centred feedback interactions. In earlier research, we developed a set of
observable educator behaviours designed to promote beneficial learner outcomes, supported by
published research and expert consensus. This research focused on analysing and refining this
provisional instrument, to create the FQI ready-to-use. Methods We collected videos of
authentic face-to-face feedback discussions, involving educators (senior clinicians) and learners
(clinicians or students), during routine clinical practice across a major metropolitan hospital
network. Quantitative and qualitative analyses of the video data were used to refine the
provisional instrument. Raters administered the provisional instrument to systematically analyse
educators’ feedback practice seen in the videos. This enabled usability testing and resulted in
ratings data for psychometric analysis involving multifaceted Rasch model analysis and
exploratory factor analysis. Parallel qualitative research of the video transcripts focused on two
under-researched areas, psychological safety and evaluative judgement, to provide practical
insights for item refinement. The provisional instrument was revised, using an iterative process,
incorporating findings from usability testing, psychometric testing and parallel qualitative
research and foundational research. Results Thirty-six videos involved diverse health
professionals across medicine, nursing and physiotherapy. Administering the provisional
instrument generated 174 data sets. Following refinements, the FQI contained 25 items,
clustered into five domains characterising core concepts underpinning quality feedback: set the
scene, analyse performance, plan improvements, foster learner agency, and foster psychological
safety. Conclusions The FQI describes practical, empirically-informed ways for educators to foster
quality, learner-centred feedback discussions. The explicit descriptions offer guidance for
educators and provide a foundation for the systematic analysis of the influence of specific
educator behaviours on learner outcomes.

Johnson, H. A. and M. Roman (2003). "Geriatric Continuing Education in the Workplace: Utilizing
Interactive Television (ITV) Technology in Theory and Practice." Educational Gerontology 29(7): 597-616.
Describes the design of two 40-hour geriatrics education programs based on Moore's Theory of
Transactional Distance and delivered via interactive televison to mental health/mental
retardation professionals. Discusses budgeting, technical support, and training issues involved.
(Contains 28 references.) (SK)

Johnson, M., et al. (2012). "Professional identity and nursing: contemporary theoretical developments
and future research challenges." International Nursing Review 59(4): 562-569.
JOHNSON M., COWIN L.S., WILSON I. & YOUNG H. (2012) Professional identity and nursing:
contemporary theoretical developments and future research challenges. International Nursing
Review Aim: We propose that the conceptual orientation of professional identity is a logical
consequence of self-concept development by focusing on career and its meaning and presents a
measurable set of concepts that can be manipulated to improve retention of student and
registered nurses within health service. Background: Although professional identity is a term
that is commonly written of in nursing literature, its theoretical origins remain unclear, and
available empirical evidence of its presence or ability to change is omitted from nursing research.
Sources of evidence: We present a professional identity pathway and explore the factors that
influence professional identity throughout a career in nursing. Discussion: Nurses' professional
identities develop throughout their lifetimes, from before entering nursing education,
 throughout their years of study and clinical experience, and continue to evolve during their
careers. Education is, however, a key period as it is during this time students gain the knowledge
and skills that separate nurses as professional healthcare workers from lay people. Conclusion:
Finally, a call for longitudinal studies of students to graduates, using conceptually derived and
psychometrically proven instruments capable of detecting the subtle changes in the construct
over time, is recommended. Further empirical research into the theoretical concepts that
underline professional identity, and the factors that influence changes in this important
construct in nursing, is required. Ultimately, the practical relevance of such research will lie in
the potential it provides for enhanced nursing career support and improved workforce policies.

Johnson, P. T. (1987). "Concept and theory in continuing education for nurses." Mobius: The Journal of
Continuing Education for Health Science Professional 7(1): 32-38.

Johnson, V. A. and T. A. Beehr (2014). "Making use of professional development: Employee interests and
motivational goal orientations." Journal of Vocational Behavior 84(2): 99.
Vocational interests and goal orientation (GO) are examined for their potential influences on
employees' decisions to engage in professional development and to apply the knowledge and
skills gained from development activities in their jobs. Specifically, professional development, in
the form of continuing professional education (CE), was examined for a variety of practicing
healthcare professionals (N = 183), including physicians, nurses, and allied health professionals in
the Midwest United States. Aspects of vocational interest theory (interests and congruence) and
GO theory predicted CE outcomes (voluntary participation in CE beyond professional
requirements and the application of CE learning at work). Further, employee GO mediated
between interests and the application of CE learning at work, providing evidence of a work-
specific motivational process linking interests with performance-related behavioral outcomes.
[PUBLICATION ABSTRACT]

Jokelainen, M., et al. (2013). "Finnish and British mentors' conceptions of facilitating nursing students'
placement learning and professional development." Nurse Education in Practice 13(1): 61-67.
Pre-registration nursing students require varying levels of support during placement learning.
Although they receive support from different stakeholders, the support provided by mentors is
considered the most significant. Several challenges are encountered in the facilitation of
students in placements, particularly in relation to mentors' roles in support and assessment. This
phenomenographical study examines the conceptions of Finnish and British mentors regarding
the facilitation of placement learning and professional development of pre-registration nursing
students. The findings identified four main categories of description, which grouped the different
ways mentors experienced the facilitation of students. Firstly, students should be the focus and
respected as individual partners with personal learning goals. Secondly, placements must be fit
for students' practice and learning. Thirdly, facilitation was seen as guided co-working and
spurring to enable a student to attain stipulated nursing competencies. Finally, ongoing
assessment of students' achievements, learning outcomes and professional attributes was
viewed as significant. This study highlights the importance of human and pedagogical
approaches in the facilitation of students' placement learning and professional development.
Hence, mentors are required to have effective communication and evaluation skills, and should
therefore be supported through mandatory mentor preparation programmes and updates
developed in national and cross-cultural co-operation.

Jordan, K., et al. (2021). "A Qualitative Exploration of School Nurse Continuing Education Needs." The
Journal of school nursing : the official publication of the National Association of School Nurses:
10598405211064146.
Continuing education (CE) can help school nurses achieve the unique competencies required for
the challenges of an academic health setting. A comprehensive understanding of school nurse
learning needs is necessary to guide CE development. The purpose of this study was to describe
school nurse perceptions of their learning needs according to the Framework for 21st Century
School Nursing Practice ™. The researchers analyzed data from 24 interviews with practicing
school nurses using descriptive coding to identify perceived learning needs. Learning needs
relevant to all areas of the framework were identified, with clinical judgment and team
development emerging as priority areas for CE. These results illuminate school nurse perceptions
of their own learning needs and can help guide the development of meaningful CE
opportunities.

Jore, S., et al. (2022). "A common framework for using and reporting consumer purchase data (CPD) in
foodborne outbreak investigations in Europe." Infection Ecology & Epidemiology 12(1).
Consumer purchase data (CPD) can be a powerful tool in the investigation of foodborne
outbreaks through analyses of electronic records of food that individuals buy. The objective of
this study was to develop a common framework for use of CPD in foodborne outbreak
investigations using the expertise of European public health professionals from 11 European
countries. We also aimed to describe barriers and limitations preventing CPD utilization.CPD are
mainly gathered from supermarket loyalty programmes, smaller consortia, and independent
supermarkets. Privacy legislation governing CPD was perceived as the most crucial barrier for
CPD usage, but still resolvable. The main practical challenges were obtaining consumer consent
for CPD usage, the associated workload, data access, format, and analysis. Harmonising methods
and reporting across countries, standardised consent forms and electronic consent methods
were identified as solutions.This guideline was developed to support outbreak investigators in
overcoming barriers in using CPD, thereby increasing public health professionals’ application and
value of this powerful investigation tool. In addition, we hope this framework will lead to more
public health institutions, in collaboration with food safety authorities, making use of CPD in
outbreak investigations in the future.

Joseph Lune, N., et al. (2021). "Information and communication technology to enhance continuing
professional development (CPD) and continuing medical education (CME) for Rwanda: a scoping review
of reviews." BMC Medical Education 21: 1-8.
Background Access to high quality continuing professional development (CPD) is necessary for
healthcare professionals to retain competency within the ever-evolving worlds of medicine and
health. Most low- and middle-income countries, including Rwanda, have a critical shortage of
healthcare professionals and limited access to CPD opportunities. This study scoped the
literature using review articles related to the use of information and communication technology
(ICT) and video conferencing for the delivery of CPD to healthcare professionals. The goal was to
inform decision-makers of relevant and suitable approaches for a low-income country such as
Rwanda. Methods PubMed and hand searching was used. Only review articles written in English,
published between 2010 and 2019, and reporting the use of ICT for CPD were included. Results
Six review articles were included in this study. Various delivery modes (face to face, pure
elearning and blended learning) and technology approaches (Internet-based and non-Internet
based) were reported. All types of technology approach enhanced knowledge, skills and
attitudes. Pure elearning is comparable to face-to-face delivery and better than ‘no intervention’,
and blended learning showed mixed results compared to traditional face-to-face learning.
 Participant satisfaction was attributed to ease of use, easy access and interactive content.
Conclusion The use of technology to enhance CPD delivery is acceptable with most technology
approaches improving knowledge, skills and attitude. For the intervention to work effectively,
CPD courses must be well designed: needs-based, based on sound educational theories,
interactive, easy to access, and affordable. Participants must possess the required devices and
technological literacy.

Joukes, E., et al. (2018). "Development and validation of a model for the adoption of structured and
standardised data recording among healthcare professionals." BMC Medical Informatics and Decision
Making 18.
Background Healthcare professionals provide care to patients and during that process, record
large quantities of data in patient records. Data in an Electronic Health Record should ideally be
recorded once and be reusable within the care process as well as for secondary purposes. A
common approach to realise this is to let healthcare providers record data in a standardised and
structured way at the point of care. Currently, it is not clear to what extent this structured and
standardised recording has been adopted by healthcare professionals and what barriers to their
adoption exist. Therefore, we developed and validated a multivariable model to capture the
concepts underlying the adoption of structured and standardised recording among healthcare
professionals. Methods Based on separate models from the literature we developed a new
theoretical model describing the underlying concepts of the adoption of structured and
standardised recording. Using a questionnaire built upon this model we gathered data to
perform a summative validation of our model. Validation was done through partial least squares
structural equation modelling (PLS-SEM). The quality of both levels defined in PLS-SEM analysis,
i.e., the measurement model and the structural model, were assessed on performance measures
defined in literature. Results The theoretical model we developed consists of 29 concepts related
to information systems as well as organisational factors and personal beliefs. Based on these
concepts, 59 statements with a 5 point Likert-scale (fully disagree to fully agree) were specified
in the questionnaire. We received 3584 responses. The validation shows our model is supported
to a large extent by the questionnaire data. Intention to record in a structured and standardised
way emerged as a significant factor of reported behaviour (β = 0.305, p < 0.001). This intention is
influenced most by attitude (β = 0.512, p < 0.001). Conclusions This model can be used to
measure the perceived level of adoption of structured and standardised recording among
healthcare professionals and further improve knowledge on the barriers and facilitators of this
adoption.

Judy, M. G. R. N. B. S. (1973). "The Concept of the Workshop Method for a Continuing Education
Program." Occupational Health Nursing 21(9): 19-22.

Juliani, C. M. C. M. and P. Kurcgant (2010). "Continuing education and participant management: quality
indicators of nursing human resources management." Ciencia, Cuidado e Saude 9(3): 456-463.
With the purpose to contribute to the construction of quality indicators in human resources
management, this study aimed at identifying, from the perspective of nurse managers, essential
elements in the composition of indicators for evaluating human resources management in
nursing. To that end, phenomenology was adopted as the theoretical methodological framework
for this qualitative investigation, in which ten nurses performing in teaching or care provision at
a university hospital participated. Following approval by the Committee of Ethics in Research and
the subjects' consent, interviews were performed from September 2005 to July 2006. The
analysis enabled the recovery of the following topics 'Professional education', 'Training
 multiprofessional nursing teams' and 'Institutional training conditions' in the Permanent
Education category and topics 'Actions that favor participant management' and 'Team work' in
the Participant Management category. In its conclusion, the study considers the findings to allow
identify elements constituting quality indicators in human resources management.

Juliusdottir, S. and T. Karlsson (2007). "Some indications for professional development in social work: a
study of theoretical interest and attitudes towards research among Icelandic social workers." European
Journal of Social Work 10(1): 21-37.
This study among Icelandic social workers generally showed positive attitudes towards research
activity in the field. Most respondents, whereof half were practice teachers, saw the practicum
as an important tool for the integration of theoretical application and research activity to
practice. Almost all saw research activity as a feasible way to empower social work as a
profession. Simultaneously, a relatively small percentage report their own research activity.
Besides this discrepancy some interesting differences were found according to number of years
after graduation, field employment and experience as practice teachers. It is argued that the
theme in focus is a critical indication of professional development and highly relevant for the
educational discourse as for future professional development.
Þessi rannsókn meðal íslenskra félagsráðgjafa sýndi jákvæð viðhorf þeirra til rannsókna á sviði
félagsráðgjafar. Flestir svarendur, þar af var helmingur starfsþjálfunarkennarar, litu á starfsþjálfun
nemenda sem mikilvægt tæki til samhæfingar á hagnýtingu fræðanna og rannsóknarvirkni
annars vegar og starfinu hins vegar. Næstum allir töldu rannsóknarvirkni góða leið til að efla
félagsráðgjöf sem faggrein. Á sama tíma greinir aðeins lítill hluti frá eigin rannsóknum eða
þekkingaröflun sem byggist á rannsóknum. Til viðbótar við þetta misræmi fannst athyglisverður
munur á hópum eftir því hvenær þeir útskrifuðust, hvar þeir unnu og hvort þeir hefðu reynslu
sem starfsþjálfunarkennarar. Því er haldið fram að fræðileg og rannsóknarleg áhersla á
félagsráðgjöf muni ráða miklu um menntun félagsráðgjafa og þróun fagsins í framtíðinni.

K, M. and W. K (2017). "Clicking your way through continuing professional development? Attitudes to
social media use as a platform for continuing professional development (CPD) within occupational
therapy...RCOT (Royal College of Occupational Therapist) Annual Conference 2017." British Journal of
Occupational Therapy 80: 75-76.
Introduction: This poster presents a study which explored the use of social media within the
continuing professional development of occupational therapy students and practitioners.
Perceived barriers and the influence of generation theory on the use of social media were also
considered. Increasingly, social media platforms are being embraced by healthcare professionals
within financially challenging climates and occupational therapists working within non-
traditional settings as a cost effective mode of networking and supporting their CPD (Lawson and
Cowling, 2014). Previous literature is limited and focuses on small-scale qualitative data (Bodell
and Hook, 2014) and personal experience of using specific social media platforms (Bodell et al.,
2009; Ezzamel, 2013; BJOT and #OTalk, 2016). More research with a larger sample group was
therefore considered appropriate. Method: A mixed method survey design gathered qualitative
and quantitative data through an online questionnaire. Content analysis was used to code and
identify themes. Descriptive statistics were used to quantify the findings and consider variations
across generations. Findings: Results highlighted a predominantly positive attitude to social
media use within CPD. Accessibility, networking, learning and development were highlighted as
advantages to its use. Time and individuals' skills and knowledge were highlighted as barriers to
utilising the platforms. The results suggest that age does not impact on willingness to use social
media within CPD but does impact on perceived knowledge and skills to utilise the platforms
 confidentl. Conclusion: The study highlighted a need for more structured training on professional
social media use at both pre and post registration levels. Ethical approval was received from the
University of Cumbria on 2nd November 2015.

Kachler, M. and J. Romppel (2014). "The optional certificate for further education for acceptation
continuing education relating to medical technologists." Clinical Chemistry and Laboratory Medicine
52(11): eA198.
The learning of adults is a lifelong process of socialization, cultural imprint, the way of becoming
an individual and of the process of forming the identity. With a view to the information and
knowledge society which is connected with further education and qualification, it is important to
support the potential of personal development and possibilities to learn, especially in the
adulthood [1]. Education is the most significant resource while competing for a job, especially in
the industry sector or other sectors which require a wide educational background [2]. The
always changing structures in working life execute a certain pressure on the employee, who has
the duty to refresh their profiles of qualification. It is the same in the job profile of medical
technologists [3]. The DIW-MTA believes in the term of Life-Long-Learning. Together with the
professional association DVTA, the DIW-MTA initiated the optional certificate for further
education for medical technologists in the year 2009 in order to support a documentation of the
own activity in the field of advanced training as well as including methods which proof the
quality of what is taught. The participants appreciate the offered opportunities with high
interest, which can be seen on the following information: More than 1,250 registered
participants, more than 6,000 validated courses, more than 500 awarded certificates within four
years. Among the technical realization as an online-tool and other numerous innovative
implementations (e.g. the use of bar codes, the integration of new ways of learning like e-
learning or job shadowing), a palette of elements for quality assurance have been developed.
The optional certificate supports the postulate of Life-Long-Learning and the acceptance of
professional and soft skills. The autonomy of every individual person and the own engagement
are also underpinned. The concept is in principle transferable to other careers.

Kaelin, M. A., et al. (2008). "Professional Development for Prospective Epidemiology Teachers in Grades
6-12." Public Health Reports 123(2_suppl): 5-11.
This article begins to address what will be a necessary, but not sufficient, component of a well-
conceived plan—deciding what sort of professional development experiences need to be
created to prepare middle school and high school teachers to teach epidemiology, a science
about which few have had previous knowledge. What epidemiologic knowledge is needed to
teach epidemiology effectively? How can teachers be prepared to teach this science?To begin to
plan the professional development experiences that prospective grade 6–12 epidemiology
teachers would need, we might take a few epidemiology textbooks off our shelves and, paying
particular attention to the tables of contents, begin to create a list of topics. We might recall
some favorite epidemiology lessons we experienced as students. We might start to create a
collection of assigned readings such as a textbook, a combination of historical epidemiology-
related documents, some dramatic case studies, and some current newspaper columns. For a
change of pace, we might think of a video and a guest speaker or two. In short, we might begin
to plan this professional development by thinking about what we, as providers of professional
development, will do. We might plan this professional development as a series of activities
during which we cover an assortment of epidemiologic topics that are sure to engage budding
teachers of epidemiology.All of this may be of value, but the National Research Council (NRC)
warns that learners “… presented with vast amounts of content knowledge that is not organized
 into meaningful patterns are likely to forget what they have learned and to be unable to apply
the knowledge to new problems or unfamiliar contexts.”2Needless to say, a new teacher of
epidemiology does not want to be in this situation when a student asks a question. The NRC
concludes, “Learning with understanding is facilitated when new and existing knowledge is
structured around the major concepts and principles of a discipline.”2

Kahaleh, A. A. P. M. S. M. P. H. and H.-A. P. M. P. H. Truong (2021). "Applications of the Health Belief

Model and Continuing Professional Development for Emergency Preparedness and Response." American
Journal of Pharmaceutical Education 85(1): 6-9.
[...]practitioners and educators, especially young pharmacists who apply the CPD model for their
lifelong learning, further demonstrate and support the "seven-star pharmacist" concept. Call to
Action to Address Emergency Preparedness and Response During a Pandemic Given the
unprecedented impact of the COVID-19 pandemic on the healthcare system, pharmacists'
readiness must be expanded to include education and continuing professional development in
emergency preparedness and response. [...]we recommend that the call to action should be
applied to education and practice at three levels: education and CPD, patient-centered care at
the micro level, and population-based interventions at the macro level. Pharmacists'
contributions and documentation of their value-added services during emergencies will enable
and strengthen the case for provider status. [...]it is important to identify strategies to overcome
challenges, educate legislators and policy-makers, and employ sustainable business models for
direct reimbursement for pharmacists' services during and after the pandemic, as suggested in
the Joint Policy Statement.11 In summary, pharmacists' response to this call to action will further
support their ongoing contributions and expansion of their role in public health to better meet
the needs of patients on the micro level and society on the macro level. Specifically, one of the
objective is to increase the percentage of adults who are ready for a disease outbreak after
getting information on emergency preparedness - PREP-D02." [...]there is a developmental status
to increase the percentage of adults who participate in emergency preparedness for outbreaks
of an infectious disease after recently receiving information the outbreaks. 12 Heeding our call
to action as outlined herein will empower student pharmacists and pharmacists to continue
their professional development toward the achievement of Healthy People 2030 goals.

Kahlke, R., et al. (2022). "Complexities of Continuing Professional Development in Context: Physician
Engagement in Clinical Coaching." The Journal of continuing education in the health professions 42(1): 5-
13.
INTRODUCTION: Effective continuing professional development (CPD) is critical for safe and
effective health care. Recent shifts have called for a move away from didactic CPD, which often
fails to affect practice, toward workplace learning such as clinical coaching. Unfortunately,
coaching programs are complex, and adoption does not guarantee effectiveness. To resolve this
problem, thus ensuring resources are well spent, there is a critical need to understand what
physicians try to achieve and how they engage. Therefore, we examined the types of change
physicians pursue through clinical coaching and the impact of context on their desired changes.
METHODS: In the context of two clinical coaching programs for rural physicians, we applied a
generic qualitative approach. Coachees (N = 15) participated in semistructured interviews.
Analysis involved iterative cycles of initial, focused, and theoretical coding. RESULTS: Coachees
articulated desired practice changes along a spectrum, ranging from honing their current
practice to making larger changes that involved new skills outside their current practice; changes
also ranged from those focused on individual physicians to those focused on the practice system.
Desired changes were affected by factors in the learning/practice environment, including those
 related to the individual coachee, coach, and learning/practice context. DISCUSSION: These
results suggest that the current focus on acquiring new knowledge through CPD may miss
important learning that involves subtle shifts in practice as well as learning that focusses on
systems change. Moreover, an appreciation of the contextual nature of CPD can ensure that
contextual affordances are leveraged and barriers are acknowledged.

Kahlke, R., et al. (2022). "Complexities of Continuing Professional Development in Context: Physician
Engagement in Clinical Coaching." Journal of Continuing Education in the Health Professions 42(1): 5-13.
Introduction: Effective continuing professional development (CPD) is critical for safe and effective
health care. Recent shifts have called for a move away from didactic CPD, which often fails to
affect practice, toward workplace learning such as clinical coaching. Unfortunately, coaching
programs are complex, and adoption does not guarantee effectiveness. To resolve this problem,
thus ensuring resources are well spent, there is a critical need to understand what physicians try
to achieve and how they engage. Therefore, we examined the types of change physicians pursue
through clinical coaching and the impact of context on their desired changes. Methods: In the
context of two clinical coaching programs for rural physicians, we applied a generic qualitative
approach. Coachees (N = 15) participated in semistructured interviews. Analysis involved
iterative cycles of initial, focused, and theoretical coding. Results: Coachees articulated desired
practice changes along a spectrum, ranging from honing their current practice to making larger
changes that involved new skills outside their current practice; changes also ranged from those
focused on individual physicians to those focused on the practice system. Desired changes were
affected by factors in the learning/practice environment, including those related to the
individual coachee, coach, and learning/practice context. Discussion: These results suggest that
the current focus on acquiring new knowledge through CPD may miss important learning that
involves subtle shifts in practice as well as learning that focusses on systems change. Moreover,
an appreciation of the contextual nature of CPD can ensure that contextual affordances are
leveraged and barriers are acknowledged.

Kalen, S., et al. (2017). "Medical students experiences of their own professional development during
three clinical terms: a prospective follow-up study." BMC Medical Education 17.
Background A modern competency-based medical education is well implemented globally, but
less is known about how the included learning activities contribute to medical students'
professional development. The aim of this study was to explore Swedish medical students'
perceptions of the offered learning activities and their experiences of how these activities were
connected to their professional development as defined by the CanMEDS framework. Methods A
prospective mixed method questionnaire study during three terms (internal medicine, scientific
project, and surgery) in which data were collected by using contextual activity sampling system,
i.e., the students were sent a questionnaire via their mobile phones every third week. All 136
medical students in the 6th of 11 terms in the autumn of 2012 were invited to participate.
Seventy-four students (54%) filled in all of the required questionnaires (4 per term) for inclusion,
the total number of questionnaires being 1335. The questionnaires focused on the students'
experiences of learning activities, especially in relation to the CanMEDS Roles, collaboration with
others and emotions (positive, negative, optimal experiences, i.e., "flow") related to the studies.
The quantitative data was analysed statistically and, for the open-ended questions, manifest
inductive content analysis was used. Results Three of the CanMEDs Roles, Medical Expert,
Scholar, and Communicator, were most frequently reported while the four others, e.g., the role
Health Advocate, were less common. Collaboration with students from other professions was
most usual during the 8th term. Positive emotions and experience of "flow" were most often
 reported during clinical learning activities while the scientific project term was connected with
more negative emotions. Conclusions Our results showed that it is possible, even during clinical
courses, to visualise the different areas of professional competence defined in the curriculum
and connect these competences to the actual learning activities. Students halfway through their
medical education considered the most important learning activities for their professional
development to be connected with the Roles of Medical Expert, Scholar, and Communicator.
Given that each of the CanMEDS Roles is at least moderately important during undergraduate
medical education, the entire spectrum of the Roles should be emphasised and developed
during the clinical years.

Kalthoff, D., et al. (2022). ""ai4health” - Development and Conception of a Learning Programme in Higher
and Continuing Education on the Fundamentals, Applications and Perspectives of AI in Healthcare...32nd
Medical Informatics Europe Conference (MIE2022), 27-30 May, 2022, Nice, France." Studies in Health
Technology & Informatics 294: 785-789.
AI applications play an increasingly important role in all areas of healthcare. Therefore, a basic
understanding of AI technology for health professionals seems necessary. However, to date there
is no learning programme in Germany that includes technological basics, applications, and
perspectives of AI in healthcare for interdisciplinary health professions. The ai4health project
investigates which basic knowledge and competences health professionals need to acquire for
an informed handling of AI applications in healthcare, and what the appropriate didactic
approach is. Through the qualitative research by interviews and a workshop, six relevant areas of
competences were identified. The two most important areas are ELSA and relevant AI
applications. Explainability was also highlighted as an important point. The implementation of
the topics in a blended learning course for interdisciplinary health professionals and educators in
the healthcare sector is now planned.

Kaltwasser, J. P., et al. (1998). "Continuing education as an instrument in physicians quality

management." Zeitschrift fur Rheumatologie 57(6): 437-441.
A rheumatologic educational programe for general practitioners (GPs), based on andragogic
principles, has been developed by the study group for Continuing Education and Quality Control
of the Association of Cooperative Centers of Rheumatology in the DGRh. The educational
program has been tested and evaluated by a study group supported by the German Ministry of
Health (FB 2-43346-8/63) as an possible tool for quality assurance in rheumatology. Evaluation
was carded out in 2 audit circles each of the KV Hessen and KV Lower Saxony. In the 4 audit
circles 39 GPs and 3 trained rheumatologists, acting as 'experts', participated. Using didactic
materials provided by the study group, the topic 'shoulder-neck pain' was discussed in all 4 audit
circles. Questionnaires and case records according to the topic were, used as evaluation tools.
The evaluation was supported scientifically by the Scientific Institute of the German Medical
Association (WIAD). Of patients with shoulder-neck pain (1193 pre- and 958 post-education)
2151 records were documented by the participating GPs for the evaluation of outcome in
respect of changes of diagnostic and therapeutic attitude. Additionally pre- and
postintervention, 10 MC questions related to the topic were used to measure changes in specific
knowledge, and at the end of the audit circles participants were asked by questionnaire for
acceptance of the educational program. An index of acceptance of 9.6 points (best: 7.0 points,
worst: 31.0 points) indicating an excellent acceptance of the educational program by the
participating GPs was recorded. The increase in specific knowledge amounted to about 30% in all
4 audit circles. Changes in diagnostic and therapeutic attitudes showed a better specification
within the spectrum of diagnoses, a reduction of expensive and not indicated diagnostic
 procedures (e.g., CT), as well as a reduction in the use of nonadaequate therapeutic modalities
(e.g., massage, fango, unguenta, and gels) in favor of physiotherapy and mobilisation or local and
systemic use of corticosteroids. The results of the evaluation project demonstrate that
interactive learning in small groups (audit circles) based on andragogic principles can contribute
to a better quality of care of patients with rheumatic diseases. The innovative concept seems to
be a well-accepted alternative to formal lectures in postgraduate medical education.

Kaltwasser, J. P., et al. (1998). "[Continuing education as an instrument of medical quality management]."
Z Rheumatol 57(6): 437-441.
A rheumatologic educational program for general practitioners (GPs), based on andragogic
principles, has been developed by the study group for Continuing Education and Quality Control
of the Association of Cooperative Centers of Rheumatology in the DGRh. The educational
program has been tested and evaluated by a study group supported by the German Ministry of
Health (FB 2-43346-8/63) as an possible tool for quality assurance in rheumatology. Evaluation
was carried out in 2 audit circles each of the KV Hessen and KV Lower Saxony. In the 4 audit
circles 39 GPs and 3 trained rheumatologists, acting as "experts", participated. Using didactic
materials provided by the study group, the topic "shoulder-neck pain" was discussed in all 4
audit circles. Questionnaires and case records according to the topic were used as evaluation
tools. The evaluation was supported scientifically by the Scientific Institute of the German
Medical Association (WIAD). Of patients with shoulder-neck pain (1193 pre- and 958 post-
education) 2151 records were documented by the participating GPs for the evaluation of
outcome in respect of changes of diagnostic and therapeutic attitude. Additionally pre- and
postintervention, 10 MC questions related to the topic were used to measure changes in specific
knowledge, and at the end of the audit circles participants were asked by questionnaire for
acceptance of the educational program. An index of acceptance of 9.6 points (best: 7.0 points,
worst: 31.0 points) indicating an excellent acceptance of the educational program by the
participating GPs was recorded. The increase in specific knowledge amounted to about 30% in all
4 audit circles. Changes in diagnostic and therapeutic attitudes showed a better specification
within the spectrum of diagnoses, a reduction of expensive and not indicated diagnostic
procedures (e.g., CT), as well as a reduction in the use of non-adequate therapeutic modalities
(e.g., massage, fango, unguenta, and gels) in favor of physiotherapy and mobilisation or local and
systemic use of corticosteroids. The results of the evaluation project demonstrate that
interactive learning in small groups (audit circles) based on andragogic principles can contribute
to a better quality of care of patients with rheumatic diseases. The innovative concept seems to
be a well-accepted alternative to formal lectures in postgraduate medical education.

Kansanaho, H., et al. (2003). "Can a long-term continuing education course in patient counselling
promote a change in the practice of Finnish community pharmacists?" International Journal of Pharmacy
Practice 11(3): 153-160.
Objective: To assess community pharmacists' perceptions of the impact of a long-term
continuing education (CE) course on their patient counselling skills. Methods: Three focus groups
were conducted with the course participants (n = 17) during the last module of the CE course.
Data were analysed using computer software for qualitative analysis. Key findings: The focus
groups revealed eight preliminary categories that were further categorised into four themes
related to the learning process in patient counselling skills. The first theme related to achieving
the learning objectives. The second related to personal development, understanding principles
of two-way communication, and problems in their implementation in practice. The third theme
related to actions taken by the participants in their work place, and the fourth involved the
 potential conflict between the new skills gained and the traditional communication culture in
the participant's pharmacy. Conclusion: The CE course provided the community pharmacists
with new skills and knowledge in patient counselling and collective in-house training. The
findings show that the greatest challenge is to change the communication culture of the
pharmacy. To achieve this, it may be necessary for more than one pharmacist from the same
pharmacy to participate in the training process at the same time.

Kaplan, R., et al. (2009). "Reaching the top: career anchors and professional development in nursing."
International Journal of Nursing Education Scholarship 6(1): 1p-21.
This study, based on Shein's conceptual theory of career anchors. examined the relationship
between career anchors, professional development and emerging career patterns for graduates
of 12 consecutive two year second career programs in nursing (N=231) compared to graduates of
concurrent four year academic programs (N=273). A 2-group comparison design was used and
data collection tools included a demographic profile, a professional profile and a career anchor
questionnaire. Statistically significant differences were found in regard to career anchors (p<
0.001) and career development (p< 0.001). Primary career anchors for the second career nurses
were specialization and lifestyle where academic graduates chose management, autonomy and
service. Academics displayed a statistically significant preference for administrative specialization
(34%) compared to the second career tract (6.5%). Researchers propose that each group
develops differently and contributes to the workplace and the importance of both certification
and academic incentives to ensure recruitment.

Karaman, S., et al. (2014). "Evaluation of an online continuing education program from the perspective of
new graduate nurses." Nurse Education Today 34(5): 836-841.
Summary: The aim of this study is to evaluate the online continuing education program from the
perspectives of new graduate nurses. An evaluation framework includes five factors (program
and course structure, course materials, technology, support services and assessment). In this
study, descriptive research methods were used. Participants of the study included 2.365
registered nurses enrolled in the first online nursing bachelor completion degree program in the
country. Data were collected by survey. The findings indicated that students were mostly
satisfied with this program. The results of this study suggest that well designed asynchronous
online education methods can be effective and appropriate for registered nurses. However, the
provision of effective support and technological infrastructure is as vital as the quality of
teaching for online learners.

Karim, S. I., et al. (2013). "Evaluation of Continuing Professional Development Program for Family
Physicians." Pak J Med Sci 29(2): 458-463.
OBJECTIVES: To evaluate the King Saud University Continuing Professional Development (CPD)
Program for Family Physicians in relation to the Convenience, Relevance, Individualization, Self-
Assessment, Interest, Speculation and Systematic (CRISIS) criteria. METHODOLOGY: A descriptive
study was conducted at King Saud University (KSU) in Riyadh, Saudi Arabia. The authors used the
six strategies of Convenience, Relevance, Individualization, Self-Assessment, Interest,
Speculation and Systematic (CRISIS) for evaluation. The program was independently analyzed by
the three authors using CRISIS framework. The results were synthesized. The suggestions were
discussed and agreed upon and documented. RESULTS: The results indicate that KSU-CPD
program meets the CRISIS criteria for effective continuing professional development and offers a
useful approach to learning. The course content covers specific areas of practice, but some
shortcomings were found that need to be improved like self assessment area and individual
 learning needs analysis. CONCLUSION: This program is suitable for Family Physicians, as it is well
planned and utilizes most of the principles of CRISIS, but there is still room for improvement.
Designing a program for general practitioners using hybrid model that offers a blend of e-
learning as well as face-to-face learning opportunities would be an ideal solution.

Karim, S. I., et al. (2013). "Evaluation of Continuing professional development program for family
physicians." Pakistan Journal of Medical Sciences 29(2).
Objectives: To evaluate the King Saud University Continuing Professional Development (CPD)
Program for Family Physicians in relation to the Convenience, Relevance, Individualization, Self-
Assessment, Interest, Speculation and Systematic (CRISIS) criteria. Methodology: A descriptive
study was conducted at King Saud University (KSU) in Riyadh, Saudi Arabia. The authors used the
six strategies of Convenience, Relevance, Individualization, Self-Assessment, Interest,
Speculation and Systematic (CRISIS) for evaluation. The program was independently analyzed by
the three authors using CRISIS framework. The results were synthesized. The suggestions were
discussed and agreed upon and documented. Results: The results indicate that KSU-CPD
program meets the CRISIS criteria for effective continuing professional development and offers a
useful approach to learning. The course content covers specific areas of practice, but some
shortcomings were found that need to be improved like self assessment area and individual
learning needs analysis. Conclusion: This program is suitable for Family Physicians, as it is well
planned and utilizes most of the principles of CRISIS, but there is still room for improvement.
Designing a program for general practitioners using hybrid model that offers a blend of e-
learning as well as face-to-face learning opportunities would be an ideal solution.

Karl, F. (1997). "[Social work and social gerontology: gerontologic graduate and continuing education for
social workers/social pedagogues ]." Z Gerontol Geriatr 30(2): 123-126.
In their traditional fields, social workers increasingly have to deal with elderly people. Social
work is implemented also in special facilities and services for old persons. In the basic education
there is still no guarantee of a basic knowledge in social gerontology. This ist why further
education programs are necessary. In a postgraduate curriculum the social work experience
should be combined with the theoretical basis of social gerontology.

Karp, N. V. (1992). "Physical therapy continuing education: a framework... part 3." Journal of Continuing
Education in the Health Professions 12(4): 241-248.
A conceptual framework provides a structure to organize the elements needed for the
development of a program. This paper presents a conceptual framework for the development of
continuing education in physical therapy. A framework is proposed that has the physical
therapist (learner) as the entry point into the educational process. The therapist is the key
component in the framework. The framework is surrounded by the context. The context
represents what is occurring in the evnironment. The first component of the framework is the
therapist's characteristics; a matrix demonstrates the influence of demographic variables on CE
preferences and barriers. The remaining component of the framework represents the inputs that
help develop the continuing education program. This includes resources, adult education,
restrictions, and professional standards that provide parameters for the instructional
development of the continuing education program. The implications of the framework are
discussed with reference to both the physical therapy profession and other allied health
professions.

Kasar, J. (1997). "Stability of the Professional Development Assessment." Perceptual and motor skills
84(3 Pt 2): 1373-1374.
The Professional Development Assessment was constructed and pilot-tested with 76 students in
three occupational therapy programs. A comparison of pretest and posttest scores yielded a
significant correlation of .48, supporting the stability of responding over 1 to 2 years and
suggesting usefulness of further development for evaluation of professional behaviors in
students.

Kasar, J. and M. E. Muscari (2000). "A conceptual model for the development of professional behaviours
in occupational therapists." Canadian Journal of Occupational Therapy 67(1): 42-50.
The ever-changing, dynamic practice environment coupled with increased consumer needs and
awareness create an atmosphere that requires optimal professionalism from occupational
therapists. Professionalism requires specific knowledge, attitudes, and values--all manifested by
professional behaviours. The authors assume that professional behaviours mature through a
natural developmental process; a process that requires careful nurturing on the part of
educators and clinical supervisors. Based on this assumption, the authors propose this
conceptual model based on Erikson's life cycle stages. The model implies that occupational
therapy professional behaviours develop sequentially through stages that begin during the
educational process of occupational therapists, and progress throughout their career. The
purpose of this model is to provide a framework for educators and supervisors to nurture
professional behaviours in students and novice clinicians, and to continue their own professional
growth.

Kaslow, N. J., et al. (2022). "Capability-informed competency approach to lifelong professional

development." Training and Education in Professional Psychology 16(2): 182-189.
This article highlights how syndemic processes related to the coronavirus disease-2019 (COVID-
19) pandemic, racial injustice, and economic instability serve as catalysts for transforming
psychology education and training from a competency-based approach to a capability-informed
competency model. This article overviews a syndemic theory to highlight the value of focusing
on capabilities to enhance competence. It details the advantages of a capability-informed
competency model for doctoral health service psychology education, training, and ultimately
lifelong learning in which individuals are empowered to apply the diverse competencies they
amass in new ways and settings to meet needs informed by the public good. To illustrate this
approach, we provide examples of trainees’ engagement and leadership in an academic health
center’s comprehensive response to the COVID-19 crisis, including transitioning
neuropsychological assessment to a virtual platform, launching innovative services for frontline
healthcare workers, facilitating antiracism programming, and designing and implementing
interprofessional advocacy activities related to current social, economic, and health crises. These
examples highlight new foci and strategies for a collaborative approach to socially responsive
growth and development in psychology, ways to facilitate trainees’ application of existing
competencies to new domains, and faculty and trainee reactions regarding a shift toward a
capability-informed competency approach. The article concludes with guiding principles for
creating and implementing a culture that maximizes trainees’ acquisition of traditional
competencies and nurtures their capability to respond to social problems and facilitate the
public good throughout the professional lifecycle. (PsycInfo Database Record (c) 2022 APA, all
rights reserved) (Source: journal abstract) Impact statementPublic Significance Statement—The
syndemic processes associated with the COVID-19 pandemic, racial injustice, and economic
instability are profoundly impacting psychology education and training. This article highlights
ways to capitalize on these syndemic processes to transform psychology education and training.
 It offers a blueprint for a capability-informed competency-based training culture that nurtures
and empowers trainees to address societal problems in novel and creative ways throughout the
course of their careers. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Kataoka-Yahiro, M. R., et al. (2022). "Evidence-based practice strategies for faculty professional
development in clinical translational research at Institutional Development Award (IDeA) state
institutions in the Mountain West." Journal of Clinical and Translational Science 6(1).
The Mountain West Clinical Translational Research – Infrastructure Network (MW CTR-IN),
established in 2013, is a research network of 13 university partners located among seven
Institutional Development Award (IDeA) states targeting health disparities. This is an enormous
undertaking because of the size of the infrastructure network (encompassing a third of the US
landmass and spanning four time zones in predominantly rural and underserved areas, with
populations that have major health disparities issues). In this paper, we apply the barriers,
strategies, and metrics to an adapted educational conceptual model by Fink (2013). Applying this
model, we used four tailored approaches across this regional infrastructure network to: (1)
assess individual faculty specific needs, (2) reach out and engage with faculty, (3) provide
customized services to meet the situational needs of faculty, and (4) utilize a “closed
communication feedback loop” between Professional Development (PD) core and MW CTR-IN
faculty within the context of their home institutional environment. Summary statement results
from participating faculty show that these approaches were positive. Grounded in best
educational practice approaches, we have an opportunity to refine and build from this sound
foundation with implications for future use in other CTR-IN networks and institutions in the IDeA
states.

Kathrein, M. A. (1990). "Continuing nursing education: a perspective." Journal of Continuing Education in

Nursing 21(5): 216-218.
This article takes a renewed look at continuing education (CE) within the discipline of nursing.
Increasing complexity in the personal, professional, and social environments in which nursing is
practiced, as wel as changes in the present educational foundation of nurses all signal a need for
a broader, more comprehensive concept of the content and process of CE. The continuing
professional learning process (CPLP) is presented as a beginning attempt to view nursing CE from
a more comprehensive perspective. The CPLP is a multifaceted, helical, on-going process of
learning, patterned and directed by the learner. the CPLP, which incorporates the multiple
contexts of nursing and nursing practice, and which may encompass learning of an informal,
formal, or academic nature, has as its end the enhancement of the professional and the
profession.

Kathrein, M. A. E. R. N. (1990). "Continuing Nursing Education: A Perspective." The Journal of Continuing

Education in Nursing 21(5): 216-218.
This article takes a renewed look at continuing education (CE) within the discipline of nursing.
Increasing complexity in the personal, professional, and social environments in which nursing is
practiced, as well as changes in the present educational foundation of nurses all signal a need for
a broader, more comprehensive concept of the content and process of CE. The continuing
professional learning process (CPLP) is presented as a beginning attempt to view nursing CE from
a more comprehensive perspective. The CPLP is a multifaceted, helical, on-going process of
learning, patterned and directed by the learner. The CPLP, which incorporates the multiple
contexts of nursing and nursing practice, and which may encompass learning of an informal,
formal, or academic nature, has as its end the enhancement of the professional and the
 profession. [PUBLICATION ABSTRACT]

Kattwinkel, J., et al. (1997). "A regionalized perinatal continuing education programme: Successful
adaptation to a foreign health care system and language." Medical Education 31(3): 210-218.
Much of the decline in perinatal mortality over the past two decades in the United States has
been attributed to regionalization of perinatal care. Outreach education from regional medical
centres to community hospitals is an essential component of regionalization. The Perinatal
Continuing Education Program (PCEP) has been successfully used for outreach education in more
than 30 states since 1979. This project tested the efficacy of implementing the PCEP strategy in
Poland. PCEP was adapted to Polish conditions, translated, and implemented in four phases. The
scheme allowed gradual transfer of ownership to Polish leaders and use of the existing regional
structure to disseminate information from regional centres to community hospitals. Evaluation
included measures of programme use (participation and completion rates) and acceptance
(participant evaluation forms), cognitive knowledge (pre- vs. post-tests), and patient care (chart
reviews). Of 2093 doctors, nurses and midwives who began, 1615 (77%) completed the
programme, with higher completion by regional centre than community hospital staff. All
participant groups responded favourably to the materials and expressed moderate confidence in
their mastery of the information and skills. Test scores improved significantly for all phases and
for all disciplines, with baseline and final scores consistent with degrees of previous professional
education. Large baseline and inter-hospital variations in chart review data restricted analysis of
care practices. A comprehensive perinatal education programme can be successfully transferred
to a foreign health care system. We believe the following to be particularly important:
multidisciplinary instructors and students; a self-instructional format; content aimed at practice
rather than theory; and an organized implementation strategy co-ordinated by local personnel.

Kavadella, A., et al. (2013). "Recommendations for the development of e-modules for the continuing
professional development of European dentists." European Journal of Dental Education 17: 45-54.
Aims To provide evidence-based and peer-reviewed recommendations for the development of
dental continuing professional development (CPD) learning e-modules. Methods The present
recommendations are consensus recommendations of the DentCPD project team and were
informed by a literature research, consultations from e-learning and IT expert, discussions
amongst the participants attending a special interest group during the 2012 ADEE meeting, and
feedback from the evaluation procedures of the exemplar e-module (as described in a
companion paper within this Supplement). The main focus of these recommendations is on the
courses and modules organised and offered by dental schools. Results and discussion E-modules
for dental CPD, as well as for other health professionals' continuing education, have been
implemented and evaluated for a number of years. Research shows that the development of e-
modules is a team process, undertaken by academics, subject experts, pedagogists, IT and web
designers, learning technologists and librarians. The e-module must have clear learning
objectives (outcomes), addressing the learners' individual needs, and must be visually attractive,
relevant, interactive, promoting critical thinking and providing feedback. The text, graphics and
animations must support the objectives and enable the learning process by creating an
attractive, easy to navigate and interactive electronic environment. Technology is usually a
concern for learners and tutors; therefore, it must be kept simple and interoperable within
different systems and software. The pedagogical and technological proficiency of educators is of
paramount importance, yet remains a challenge in many instances. Conclusions The
development of e-courses and modules for dental CPD is an endeavour undertaken by a group of
professionals. It must be underpinned by sound pedagogical and e-learning principles and must
 incorporate elements for effective visual learning and visual design and a simple, consistent
technology. [PUBLICATION ABSTRACT]

Kawczak, S. and M. Sultana (2020). "Manuscript review continuing medical education: a retrospective
investigation of the learning outcomes from this peer reviewer benefit." BMJ Open 10(11).
ObjectivesThis study investigates the learning outcomes for peer reviewers participating in a
manuscript review continuing medical education (CME) process. CME from serving as a peer
reviewer is one of the many benefits of serving as a reviewer.DesignThis is a descriptive study
retrospectively analysing learning outcomes self-reported by peer reviewers from 2013 to 2017
using a CME assessment framework.Setting, participants and primary outcome
measuresParticipant data are from 1985 peer reviewers who completed 2413 manuscript
reviews over 32 medical journals from 2013 to 2017 and completed the CME process after their
prepublication manuscript review. 417 reviewer responses were practice behaviour change(s)
that were studied in depth using an assessment framework on changes in knowledge,
competence and performance.ResultsThe results show positive learning outcomes reported by
reviewers at the knowledge, competence and performance behaviour levels as a result of
reviewing manuscripts. Higher levels of learning outcomes are more frequently achieved when
reviewers consult multiple sources when conducting reviews. Reviewer demographics, such as
gender or years of experience, did not have a significant association to learning
outcomes.ConclusionsManuscript Review CME is an effective way that learning within the peer
reviewer process can occur and helps reviewers gain knowledge, improve competence and make
changes to their professional practice at all stages of their careers. Journal publishers should
emphasise and support reviewers through offering CME to reviewers and encourage
consultation of multiple sources when conducting reviews, which is an added benefit and
resource to help professionals continue their development.

Kay, D., et al. (2019). "What Experiences in Medical School Trigger Professional Identity Development?"
Teaching & Learning in Medicine 31(1): 17-25.
Phenomenon: This qualitative inquiry used conceptual change theory as a theoretical lens to
illuminate experiences in medical school that trigger professional identity formation. According
to conceptual change theory, changes in personal conceptualizations are initiated when
cognitive disequilibrium is introduced. We sought to identify the experiences that trigger
cognitive disequilibrium and to subsequently describe students' perceptions of self-in-profession
prior to the experience; the nature of the experience; and, when applicable, the outcomes of the
experience. Approach: This article summarizes findings from portions of data collected in a
larger qualitative study conducted at a new medical school in the United States that utilizes
diverse pedagogies and experiences to develop student knowledge, clinical skills, attitudes, and
dispositions. Primary data sources included focus groups and individual interviews with students
across the 4 years of the curriculum (audio data). Secondary data included students' comments
from course and end-of-year evaluations for the 2013-2017 classes (text data). Data treatment
tools available in robust qualitative software, NVivo 10, were utilized to expedite coding of both
audio and text data. Content analysis was adopted as the analysis method for both audio and
text data. Findings: We identified four experiences that triggered cognitive disequilibrium in
relationship to students' perceptions of self-in-profession: (a) transition from undergraduate
student to medical student, (b) clinical experiences in the preclinical years, (c) exposure to the
business of medicine, and (d) exposure to physicians in clinical practice. Insights: We believe
these experiences represent vulnerable periods of professional identity formation during
medical school. Educators interested in purposefully shaping curriculum to encourage adaptive
 professional identity development during medical school may find it useful to integrate
educational interventions that assist students with navigating the disequilibrium that is
introduced during these periods.

Kaya, A. and İ. Boz (2019). "The development of the Professional Values Model in Nursing." Nursing
Ethics 26(3): 914-923.
One of the most important criteria for professionalism is accumulation of knowledge that is
usable in professional practice. Nursing models and theories are important elements of
accumulating nursing knowledge and have a chance to guarantee the ethical professional
practice. In recent years, there has been an increase in the use of models in nursing research and
newly created terminology has started to be used in nursing. In this study, a new model, termed
as the Professional Values Model, developed by the authors was described. Concepts comprising
the conceptual framework of the model and relations between the concepts were explained. It is
assumed that awareness about concepts of the model will increase not only the patients'
satisfaction with nursing care, but also the nurses' job satisfaction and quality of nursing care.
Contemporary literature has been reviewed and synthesized to develop this theoretical paper on
the Professional Values Model in nursing. Having high values in nursing increases job satisfaction,
which results in the improvement of patient care and satisfaction. Also, individual characteristics
are effective in the determination of individual needs, priorities, and values. This relation, proved
through research about the Professional Values Model, has been explained. With development
of these concepts, individuals' satisfaction with care and nurses' job satisfaction will be
enhanced, which will increase the quality of nursing care. Most importantly, nurses can take
proper decisions about ethical dilemmas and take ethical action when they take these values
into consideration when giving care. The Professional Values Model seems suitable for nurse
managers and it is expected that testing will improve it. Implementation of the Professional
Values Model by nurse managers may increase motivation of nurses they work with. It is
suggested that guidance by the Professional Values Model may help in enhancement of
motivation efforts of the nurse managers and therefore should be taken into account.

Kelch, K. and M. Malupa-Kim (2014). "Implementing Case Studies in Language Teacher Education and
Professional Development." ORTESOL Journal 31: 10-18.
Case studies are often traditionally thought of as being used in medical, legal, and business
training. Physicians have long been trained by the case method, as medical school students are
presented with the particulars of a patient's medical problem and are tasked with providing a
diagnosis and course of treatment. In the legal field, Stanford Law School, for instance, uses case
studies that "place students in the roles of lawyers and policy makers and teach fundamental
lawyering skills such as investigating facts, counseling, and resolving ethical dilemmas" (Stanford
Law School Case Studies Collection, 2012). In business schools, case studies have been used to
teach business ethics, management, marketing, consumer behavior, sales, organizational
behavior, entrepreneurship, and any number of other topic areas (Smith, 2010). In teacher
education, the authors argue, case studies offer a pedagogically sound approach to promoting
the acquisition of course content among pre-service teachers and to fostering the professional
development of in-service teachers. They are an ideal vehicle by which to engage participants in
applying critical thinking skills to the identification and evaluation of problems and issues which
teachers face every day in their classrooms and schools, and allow them to collaborate in
articulating responses to these problems. Ultimately, engagement in the case method allows
educators to develop a deeper understanding of their own beliefs, values, and conceptions of
their teaching in relation to the particulars of the context in which they work. In this article, the
 authors describe how the case method can be implemented in teacher education and and its
benefits towards professional development.

Kellmer-Langan, D. M., et al. (1992). "Knowledge retention and clinical application after continuing
education." Journal of nursing staff development : JNSD 8(1): 5-10.
The authors investigate the knowledge retention and clinical application of physical assessment
skills by nurses who participated in a required continuing education workshop. Tools were
developed to measure the specific application of workshop concepts. Results support the
underlying objectives of nursing staff development, which are to increase knowledge and
improve skills.

Kelly, M. M., et al. (2020). "Professional Conference Poster Presentation: Innovative Professional
Development Assignment in Nurse Practitioner Education." Journal of Nursing Education 59(6): 345-348.
Background: This innovative assignment converted a traditional presentation to an assignment
that addressed several National Organization of Nurse Practitioner Faculties competencies and
the growing trend toward nurse practitioner professional advancement models. Method: The
professional conference poster assignment spanned two semesters. The first semester
assignment included a focused literature review and abstract development. The second
semester assignment included a formal presentation using a digital poster format. Results: Only
three of the 23 respondents indicated ever having developed an abstract or a professional
conference poster prior to the assignment. Students identified new skills acquired as a result of
the professional conference poster assignment: writing an abstract (78%), writing a biographical
statement (87%), constructing a digital poster (91%), speaking at a conference (87%), and
searching the evidence (48%). Conclusion: Nurse practitioner students evaluated this assignment
highly, learned valuable dissemination skills that met core competencies, and were instilled with
a culture of clinical scholarship and dissemination. [J Nurs Educ. 2020;59(6):345–348.]

Kelly, M. M., et al. (2020). "Professional Conference Poster Presentation: Innovative Professional
Development Assignment in Nurse Practitioner Education." Journal of Nursing Education 59(6): 345-348.
Background: This innovative assignment converted a traditional presentation to an assignment
that addressed several National Organization of Nurse Practitioner Faculties competencies and
the growing trend toward nurse practitioner professional advancement models. Method: The
professional conference poster assignment spanned two semesters. The first semester
assignment included a focused literature review and abstract development. The second
semester assignment included a formal presentation using a digital poster format. Results: Only
three of the 23 respondents indicated ever having developed an abstract or a professional
conference poster prior to the assignment. Students identified new skills acquired as a result of
the professional conference poster assignment: writing an abstract (78%), writing a biographical
statement (87%), constructing a digital poster (91%), speaking at a conference (87%), and
searching the evidence (48%). Conclusion: Nurse practitioner students evaluated this assignment
highly, learned valuable dissemination skills that met core competencies, and were instilled with
a culture of clinical scholarship and dissemination. Nurse practitioner students evaluated this
assignment highly, learned valuable dissemination skills that met core competencies, and were
instilled with a culture of clinical scholarship and dissemination. [[J Nurs Educ. 2020;59(6):345–
348.]

Kelly, M. S., et al. (2012). "The Family and School Partnership Program: A Framework for Professional
Development." Children & Schools 34(4): 249-252.
 One of the persistent and pressing challenges in school social work involves how the field can
best provide post-master's support and training to school social workers. Numerous scholars
have noted the need for context-specific and relevant training for school social workers (Astor,
Behre, Wallace, & Fravil, 1998; Franklin, 2001). Recent survey research indicates that school
social workers are often pulled away from their desire to be more involved in prevention and
leadership work in their schools due to large caseloads, crisis intervention demands, and heavy
paperwork (Kelly, Raines, Stone, & Frey, 2010). This article offers a description of how a program
founded in Chicago by school social work practitioners in the 1990s has evolved over the years in
an attempt to address these gaps in postmasters training for school-based mental health
professionals.

Kemeny, E. and J. B. Mabry (2015). "Changing Paradigm for Supporting Aging Individuals' Health and
Well-Being: A Framework for Professional Development." Schole: A Journal of Leisure Studies and
Recreation Education 30(2).
This study addresses the transfer of training to quality care practices among leisure services
professionals who serve older adults by applying the Social Structure and Personality approach,
a social psychology framework that accounts for layers of influence in that process. Multiple
demographic and policy changes contribute to a need for a paradigm shift in services for aging
persons in the community. In order to educate pre-professionals and professionals in leisure
services areas who work with aging people, training should include meeting the needs of older
adults from diverse situations, including those aging with developmental disabilities and multiple
chronic conditions. In order to address this need, the Association of Gerontology in Higher
Education (2014) and the Geriatric Treatment Network of the American Therapeutic Recreation
Association (Richeson & Sardina, 2014) identified competencies for geriatric education. Defining
the appropriate content of education is a necessary first step, but is not sufficient for transfer of
training to practice. Additional factors include the methods for delivery of education, such as
reflective and experiential learning. The Social Structure and Personality (SSP) framework
provides a useful model to understand the layers of factors involved in translating education to
outcomes for older adults.

Kendall, M., et al. (2011). "Assessing Professional Boundaries in Clinical Settings: The Development of the
Boundaries in Practice Scale." Ethics & Behavior 21(6): 509-524.
This article reports on the Boundaries in Practice (BIP) Scale developed to measure knowledge,
comfort, ethical decision making, and experience. Few instruments used in studies conducted on
professional/ client boundaries have been validated. The BIP demonstrated sound face, content
and construct validity, and adequate internal consistency reliability. The BIP Scale provides the
first reliable and valid means of investigating multiple boundary domains across health
disciplines and teams. The sensitivity and complexity of boundary issues and the serious
consequences of breaches highlight the importance of a valid and reliable measure in building
empirical knowledge in this field.

Kendrick, K. (1994). "Professional nurse accredited learning scheme. 2. Ethics in practice: ethical
principles (continuing education credit)." Professional nurse (London, England) 9(11): suppl 1-6; quiz supl
7-68.

Kesley de Oliveira, R., et al. (2019). "Role of nursing professionals for parenting development in early
childhood: a systematic review of scope." Revista Latino-Americana de Enfermagem 27.
Objective: map available evidence regarding the role of nursing professionals in early childhood
 care through the development of parenting. Method: systematic review of scope, with selection
of studies about the role of nursing professionals for the development of parenting in the
context of early childhood care, using a standardized data extraction tool and qualitative
thematic analysis. Results: nineteen studies were included, showing the role of nursing
professionals covers nine dimensions: promoter of parental role construction; guidance and
support for the implementation of physical health care; guidance for promoting safe
environment; application of theories, principles and methods of maternal and child programs;
development of therapeutic relationships; implementation of maternal and child care
management; promotion of access to support network; guidance for the life course of parental
figures; and use of scientific evidence to guide practice. Conclusion: nursing professionals offer
important knowledge and significant practices for the development of parenting in early
childhood care. These findings provide the basis for improving the clinical practice of these
professionals, showing relevant areas of action and interventions to early childhood.

Khayrutdinov, R. R., et al. (2020). "Stress Resistance of Personality in the Conditions of Development of
Professional Activity." International Journal of Higher Education 9(8): 100-104.
The article discusses the problem of stress resistance of a person in the context of the
development of professional activities, for example, students during the examination session.
Under the concept of resistance to stress, the biological and psychological characteristics of a
living organism considered, allowing it to remain stable under the influence of various factors of
the external and internal environment. This concept considered as an integral property of a
person necessary for the adaptation of an individual to the influence of environmental factors
and professional activity manifested in mental and psychological indicators. The results of the
study showed that stress resistance, as a necessary condition for the successful social and
psychological adaptation of a person to mastering professional activities in the aspect of
synergetic. Accordingly, it is actually predicting professional health and professional longevity of
the personality of men and women in connection with an increase in the retirement age as a
global social problem.

Kilpatrick, K., et al. (2019). "Team Functioning And Beliefs About Team Effectiveness In Inter-Professional
Teams: Questionnaire Development And Validation." Journal of Multidisciplinary Healthcare 12: 827-839.
Purpose: Few validated instruments are available to measure team functioning in acute and
primary care teams. To address this, we developed a questionnaire measuring healthcare
provider perceptions of team effectiveness (Provider-PTE) and assessed its psychometric
properties. Patients and methods: Empirical evidence and a conceptual model were used for
item generation. The 41-item self-completed questionnaire was developed. A cross-sectional
survey of healthcare providers (n=283) across a range of settings was performed. Psychometric
properties were assessed for French and English language questionnaires using Cronbach alpha
(α) for reliability, the feedback form for face validity, expert opinion for content validity, and the
known-group technique for construct validity. Responsiveness was examined by comparing
scores in high and low functioning teams. Results: The mean time needed to complete the
questionnaire was less than 9 mins. Respondents were typically female (84%), and employed full
time (80%) in urban settings (82%). Cronbach α values were as follows: Team Processes = 0.88;
PTE-Overall = 0.91; Outcomes = 0.72. Significant differences were found by professional group (p
= 0.017), length of time in the team (p = 0.025), and presence of nurse practitioners. Responses
to Outcomes varied by employment status (p = 0.017). Differences were identified in high and
low functioning teams (p<0.001). Feedback indicated that two questions related to team
meetings needed to be added. Conclusion: The study produced evidence of validity for English
 and French language Provider-PTE questionnaires. The revised 43-item instrument represents an
important contribution by providing a validated questionnaire to measure team functioning
across a range of settings that is consistent with a conceptual framework.

Kim, H. S., et al. (2006). "Development and evaluation of a PBL-based continuing education for clinical
nurses: a pilot study." Taehan Kanho Hakhoe chi 36(8): 1308-1314.
PURPOSE: The purposes of this study were to develop a PBL program for continuing nurse
education and to evaluate the program after its implementation. METHODS: The PBL program
was developed in the core cardio-pulmonary nursing concepts through a collaborative approach
with a nursing school and a hospital. The PBL packages with simulation on ACLS were
implemented to 40 clinical nurses. The entire PBL program consisted of six 3-hour weekly classes
and was evaluated by the participants' subjective responses. RESULTS: Two PBL packages in
cardio-pulmonary system including clinical cases and tutorial guidelines were developed. The
57.5% of the participants responded positively about the use of PBL as continuing nurse
education in terms of self-motivated and cooperative learning, whereas 20.0% of the
participants answered that the PBL method was not suitable for clinical nurses. Some
modifications were suggested in grouping participants and program contents for PBL.
CONCLUSION: The PBL method could be utilized to promote nurses' clinical competencies as well
as self-learning abilities. Further research is needed in the implementation strategies of PBL-
based continuing education in order to improve its effectiveness.

Kim, S. R. N. D. (1994). "Nursing Staff Development and Continuing Education in Korea." The Journal of
Continuing Education in Nursing 25(3): 135-138.
The concept of staff development (1) is formal, ongoing, and immediate in the work setting,
related to a géographie area (e.g., unit-based education) or to a specified function (e.g.,
management or executive development); (2) provides the opportunities for nursing personnel to
learn about a specific area of nursing in the work setting and to fill the gaps between formal
education and practice, which increases the competence and excellence of nursing; and (3)
emphasizes the improvement of the abilities of a group of employees in a work setting so that
higher quality assurance is provided (Kelly, 1992). [...] the programs and activities of nursing SD
can be varied according to the philosophy, aims and objectives, and characteristics of the
institution. [...] some new recruits have to wait for months before starting work.* Nevertheless,
all new recruits undergo orientation programs together in the spring.

Kimble, L. P., et al. (2020). "The CAPACITY Professional Development Model for Community-Based
Primary Care Nurses: Needs Assessment and Curriculum Planning." Nursing Economics 38(3): 110-
120,148.
[...]there is growing recognition that full scope of license practice among registered nurses (RNs)
in community-based primary care settings can help mitigate provider shortages and enhance
person-centered outcomes (Bauer & Bodenheimer, 2017; Flinter et al., 2017), particularly when
they practice at the full scope of their education and training. [...]these nursing activities often
were not offered, provided inadequately, or provided by physicians and other staff.
[...]professional development programs are enhanced by setting specific needs assessment data
and a robust conceptual foundation on which to scaffold knowledge, skills, and attitudes over
time. Mercy Care, the practice partner for the CAPACITY project, is one of the largest federally
qualified health centers in the Atlanta, Georgia region, and a Health Services and Services
Administrationdesignated Health Care for the Homeless provider. Since 1985, the organization
has played a significant role in addressing community-based primary care gaps within the
 community.

King, G., et al. (2022). "Solution-Focused Coaching to Support Clinicians' Professional Development: An
Analysis of Relational Strategies and Co-constructed Outcomes." Developmental Neurorehabilitation
25(3): 205-216.
To explore solution-focused coaching (SFC) as a means to enhance pediatric rehabilitation
practitioners' development of listening skills. Six clinicians each participated in two SFC sessions
with an experienced coach who used a practice model developed for pediatric rehabilitation
(SFC-peds). The transcribed interviews were analyzed by inductive content analysis to identify
the coach's use of relational strategies and the nature of what was being co-constructed in the
sessions. The coach used six relational strategies (e.g., supporting reflective and critical thinking).
Through dialogue and reflection, the coach and clinician co-constructed four important
outcomes, including shared meaning, awareness and discovery of strengths and values,
discovery of strategies and opportunities, and forward movement The study informs our
understanding of the relational processes and benefits of SFC conversations. These
conversations appear to provide an optimal learning space to enhance professional
development, by facilitating the co-creation of meaning, awareness, and intentionality.

King, K. P. (2009). "Workplace Performance-PLUS: Empowerment and Voice Through Professional

Development and Democratic Processes in Health Care Training." Performance Improvement Quarterly
21(4): 55-74.
Based on the theory of transformative learning (Mezirow, 1980) and critical pedagogy (Freire,
1980), mixed-methods research (Tashakkori & Teddlie, 1998) of a hospital workers' union and
training organization addressed the impact of a custom-designed, group-focused, results-driven
professional development model with 130 participants. Employees across many job titles
participated. Findings reveal substantial content learning, along with the development of
empowerment and voice. The purpose of the research was to determine the ways and the
extent that worker voice, satisfaction, attitude, communication, and problem solving improved
as workers and managers put into practice knowledge and skills learned through the training
(Winchester, 2003). The scope of results includes efficiency and skill improvements and
qualitative changes intersecting professional and personal realms. [PUBLICATION ABSTRACT]

King, R., et al. (2021). "Factors that optimise the impact of continuing professional development in
nursing: A rapid evidence review." Nurse Education Today 98: N.PAG-N.PAG.
Continuing professional development is essential for healthcare professionals to maintain and
acquire the necessary knowledge and skills to provide person centred, safe and effective care.
This is particularly important in the rapidly changing healthcare context of the Covid-19
pandemic. Despite recognition of its importance in the United Kingdom, minimum required
hours for re-registration, and related investment, have been small compared to other countries.
The aim of this review is to understand the factors that optimise continuing professional
development impact for learning, development and improvement in the workplace. A rapid
evidence review was undertaken using Arksey and O'Malley's (2005) framework; identifying a
research question, developing a search strategy, extracting, collating and summarising the
findings. In addressing the question 'What are the factors that enable or optimise CPD impact for
learning, development and improvement in the workplace at the individual, team, organisation
and system level?' the British Nursing Index, the Cochrane Library, CINAHL, HTA database, King's
Fund Library, and Medline databases were searched for key terms. A total of 3790 papers were
retrieved and 39 were included. Key factors to optimising the impact of nursing and inter-
 professional continuing development are; self-motivation, relevance to practice, preference for
workplace learning, strong enabling leadership and a positive workplace culture. The findings
reveal the interdependence of these important factors in optimising the impact of continuing
professional development on person-centred care and outcomes. In the current, rapidly
changing, healthcare context it is important for educators and managers to understand the
factors that enhance the impact of continuing professional development. It is crucial that
attention is given to addressing all of the optimising factors in this review to enhance impact.
Future studies should seek to measure the value of continuing professional development for
people experiencing care, nurses and the wider organisation. • Contemporary healthcare
contexts require effective CPD for nurses in all settings. • Optimising CPD is essential to providing
person centred, safe and effective care. • CPD is enabled by self-motivated, relevant, work based
learning. • Impact of CPD is facilitated by strong leadership and a positive workplace culture.

Kinnison, T. and S. May (2017). "Continuing professional development: researching non-technical

competencies can support cognitive reappraisal and reduced stress in clinicians." The Veterinary Record
181(10): 266.
Generic professional capabilities (non-technical competencies) are increasingly valued for their
links to patient outcomes and clinician well-being. This study explores the emotional change,
and practice-related outcomes, of participants of a veterinary professional key skills (PKS)
continuing professional development (CPD) module. Reflective summaries produced by
participants were analysed. A change in emotion, from 'negative' to 'positive', was the focus of
analysis. Sections regarding these emotions were thematically analysed. Analysis was performed
on 46 summaries. Three themes were identified: 'the PKS module' (centred on reluctance
becoming surprise and stimulation), 'developing non-technical competencies' (unease to
confidence) and 'stress and coping through a reflective focus' (anxiety to harmony). The
changing emotions were connected to positive cognitive reappraisal and often behaviour
changes, benefitting self, practice, clients and patients. The PKS module teaches participants to
reflect; a new and challenging concept. The consequences of this enabled participants to
understand the importance of professional topics, to be appreciative as well as critical, and to
enjoy their job. Importantly, the module stimulated coping responses. Better understanding of
roles led to participants having more reasonable expectations of themselves, more appreciation
of their work and reduced stress. This research supports more attention to professional skills
CPD for health professions.

Kitto, S. C., et al. (2013). "(Mis)Perceptions of Continuing Education: Insights from Knowledge Translation,
Quality Improvement, and Patient Safety Leaders." Journal of Continuing Education in the Health
Professions 33(2): 81-88.
Introduction: Minimal attention has been given to the intersection and potential collaboration
among the domains of continuing education (CE), knowledge translation (KT), quality
improvement (QI), and patient safety (PS), despite their overlapping objectives. A study was
undertaken to examine leaders' perspectives of these 4 domains and their relationships to each
other. In this article, we report on a subset of the data that focuses on how leaders in KT, PS, and
QI define and view the domain of CE and opportunities for collaboration. Methods: This study is
based on a qualitative interpretivist framework to guide the collection and analysis of data in
semistructured interviews. Criterion-based, maximum variation, and snowball sampling were
used to identify key opinion leaders in each domain. The sample consisted of 15 individuals from
the domains KT, QI, and PS. The transcripts were coded using a directed content analysis
approach. Results: The findings are organized into 3 thematic subsections: (1) definition and
 interpretation of CE, (2) concerns about relevance and effectiveness of CE, and (3) opportunities
for collaboration among CE and the other domains. While there were slight differences among
the data from the leaders of each domain, common themes were generally reported. Discussion:
The findings provide CE leaders with information about KT, QI, and PS leaders' (mis)perceptions
about CE that can inform future strategic planning and activities. CE leaders can play an
important role in building upon initial collaborations among the domains to enable their
strengths to complement each other. (Contains 4 tables.)

Kitto, S. C., et al. (2009). "Imagining a continuing interprofessional education program (CIPE) within
surgical training." Journal of Continuing Education in the Health Professions 29(3): 185-189.
In recent years increasing attention has been paid to issues of professionalism in surgery and the
content and structure of continuing professional development for surgeons; however, little
attention has been paid to interprofessional education (IPE) in surgical training. Imagining the
form(s) of IPE and/or continuing interprofessional education (CIPE) programs within surgical
training requires serious attention to 2 fundamental issues-the discourses of professionalism in
surgery and the professional culture of surgery, as shaped and expressed within the clinical
setting. We explore the possibility that concepts of professionalism within surgery may be in
conflict with the tenets of interprofessionalism held by other health and medical professionals.
We believe that if any rapprochement is to occur between the concept of professionalism in
surgical training (and within the everyday clinical culture of surgical subspecialties groups and
their professional institutions) and broader discourses of interprofessionalism circulating within
health care institutions, there is a pressing need to understand and deconstruct this conflict from
the point of view of surgery.

Kizatova, S. (2013). "In recent years creation of optimum system of the organization of medical care to
the newborn and to children of early age, introduction of new modern technologies in obstetrics,
neonatology and pediatrics, professional development of doctors and medical." Journal of Perinatal
Medicine 41.
Objective: To evaluate the results of implementation of IIDCA strategy among children of age
from 1 week to 2 months in Central Kazakhstan as it was recommended by WHO. Materials and
Methods: The study was conducted on the basis of the analysis of the reporting documentation
submitted by the republican center of development of Health care of Ministry of Health from
2007 to 2012, and also on the analysis of activity of Regional children's clinical hospital of
Karaganda within years 2009-2012. In this hospital newborns with various somatic, neurologic
and surgical pathologies received the stationary help. Results. Analysis of the hospital showed
that the IIDCA strategy among children of age from 1 week to 2 months is introduced and
actively works in all departments. Regular trainings are held to reinforce knowledge of IIDCA
strategy with participation of the personnel of an accident ward, the staff of chair and hospital.
Practices such as validity of hospitalization, adherence to the principles of sorting in the waiting
room and the timeliness of diagnostic severity were significantly improved. Other positive
developments are the willingness to provide emergency care, provision of equipment (oxygen
concentrator) and timely transfer to the intensive care unit. This approach to therapy in pediatric
patients is beneficial to the work of medical institutions, because it leads to lowering drug load,
reducing the length of period which children spend in hospital and the polypharmacy of the
treatment of respiratory and diarrheal disease by reducing the use of antibiotics. New
documentations were created such as estimation of physical development, assessment of pain
and risk of falling. An internal audit was organized to improve the quality of medical services and
also standards of manipulation were developed. For the first time in the children's hospital were
 created conditions for emotional support of sick children. There is no doubt that the
introduction of IIDCA strategy allows rapid decision making, promotes early diagnosis, timely
sorting and targeting tactics of hospitalized children, which greatly improve the efficiency of
medical care. All these changes have led to a significant reduction in the infant mortality rate in
2012 compared to 2008, primarily due to decrease of early neonatal mortality and mortality of
children younger than one year old from respiratory diseases, including pneumonia from 1.3% in
2008 to 0.4% in 2012. Despite this progress, there are still unresolved issues such as the lack of
pulse oximeters for non-invasive measurement of blood oxygen saturation, an anesthetic prior
to manipulation and unjustified antibiotic therapy.

Klein, D. and C. De Gara (2010). "Restructuring continuing education: Navigating the perfect storm of
cost recovery, disappearing industry funding and low registration fees." Medical Education, Supplement
44: 64.
Rationale/Background: University offices of Continuing Education face the constant financial
struggle of being cost recovery units. This is in stark contrast with undergraduate and
postgraduate medical education offices which have operational funding support from their
institutions. With limited support from their faculties and a sense of entitlement of physicians
that their life-long learning should be paid for, a growing reliance on pharmaceutical and
industry sponsorship has developed. The favoured vehicle is the costly, but educationally limited
conference format. Bias and conflict of interest is inevitable despite ever tighter regulations and
begs the question 'why would industry be interested in education if not to increase sales?' There
is a pressing need to develop alternate, sustainable and ethical funding mechanisms to allow CE
offices to produce and deliver educational content that truly embraces adult learning principles
and achieves the ultimate goal of improving patient care. Learning Objectives: The purpose of
this workshop is to explore in greater depth the various issued raised in the background
including: cost recovery versus operational funding support, physician registration fees versus
other professions, conflict of interest and bias, pharmaceutical motivations and the notion of
conferences achieving them, alternate funding mechanisms. Specifically in this workshop, the
participants will: 1. Review options in facing the difficult financial situation facing CME offices. 2.
Participate in an interactive quiz regarding education and industry. 3. Generate discussion among
participants about sources of funding for continuing education. 4. Examine detail the scenario of
how one office of CE dealt with this reality. Instructional Methods: 1. During the workshop the
participants will discuss recent literature regarding the funding of CME in North America. 2.
Creat a competitive yet enjoyable learning enviroment through the use of audience response
technology. 3. In small groups the participants will discuss strategies for non-pharmaceutical
funding for educational activities. 4. Case study - the changes that that one Canadian university
CME office underwent to remove itself from depending on sponsorship dollars from
pharmaceutical companies will be discussed.

Klein, N. J. (2001). "Continuing education. Management of primary nocturnal enuresis." Urologic Nursing
21(2): 71-82.
Most parents believe that their child should not be wetting the bed by age 5. Statistics show that
10% to 20% of 5 year olds continue with a least one episode of nocturnal enuresis per month.
There is evidence that successful treatment leads to improved self-concept in children (Moffatt,
Kato, & Pless, 1987). Treatment consists of various behavior modifications or pharmacologic
regimes. Nurses and nurse practitioners in family practice, pediatric practice, school health, and
urologic practice are in ideal roles to seek out and manage children with primary nocturnal
enuresis.
Knaus, R., et al. (1996). "Innovations in continuing education. We audit our own charts, thank you!"
Journal of Continuing Education in the Health Professions 16(2): 117-124.
No one continuing medical education (CME) method is inherently effective in changing
physicians' behavior, particularly when it is used in isolation; thus, combinations of methods are
superior. It was for this reason that CME, practice guidelines, and chart auditing skills were
combined in developing the concept of self-documented chart audit. The objectives of the self-
documented chart audit relate to two areas: evaluation as a diffusion innovation using CME and
clinical practice. Self-directed chart audit is an innovation that encompasses many of the
parameters of the new paradigm for CME and facilitates introducing clinical guidelines into an
evolving clinical setting. Further work with self-documented chart audit is required.

Kneedler, J. (1976). Criterion Referenced Measurement for One Continuing Education Offering: Pre- and
Postoperative Visits by Operating Room Nurses, Journal of Continuing Education in Nursing. 7: 26.
Criterion referenced measurement is one method which can be utilized to evaluate the learner's
achievement of the objectives of continuing education programs and an invaluable mechanism
whereby program effectiveness can be evaluated. How to set up an instructional module using a
criterion referenced base (subject matter, objectives, test construction) is presented.
(Author/LH)

Kneedler, J. (1976). "Criterion Referenced Measurement for One Continuing Education Offering: Pre- and
Postoperative Visits by Operating Room Nurses." The Journal of Continuing Education in Nursing 7(2): 26-
36.
Goals are derived from individual's needs and philosophies not from how we are going to
measure them. [...] it may be that behavioral goals are worthless and are articulated from a vast
majority of goals because they are easily stated.9 Popham, who is one of the forerunners in
criterion referenced measurement, also lists ten arguments against behavioral objectives and
goes on to refute each of them. A challenge awaits educators who explore the principles and
concepts inherent in criterion referenced measurement The more common pitfalls will be
avoided if it is recognized that criterion referenced measurement needs more theory and
research to guide the educator. [...] caution must be exercised as we proceed to use criterion
referenced measurement in continuing education programs.

Knowles, M. S. (1985). "Application in continuing education for the health professions: chapter five of
"Andragogy in Action"." Möbius 5(2): 80-100.
Although the threat of human obsolescence confronts all of humanity, given the accelerating
pace of change in our society, it has a particularly strong impact on the professions--especially
the health professions. The half-life of the knowledge, skills, attitudes, and values required by
physicians, nurses, allied health professionals, and pharmacists is shrinking with increasing
speed. Citizens worry about being treated by health practitioners who have not kept up to date
and have reacted by passing laws mandating relicensing and continuing professional education.
The health care professions and institutions have responded to the threat by mounting massive
programs of continuing professional education; in fact, this is probably the fastest-growing
aspect of all of education. And, since the clientele of continuing professional education consists
exclusively of adults, these programs have tended increasingly to be based on principles of adult
learning. This chapter opens with a description of a pilot project for physicians at the University
of Southern California, in which the central theme is self-directed learning. The selection
presents the need for and assumptions and goals of the project and the major program
 components, including needs assessment, individualized learning plans, information brokering,
and the use of peer resource groups. Then follow three selections focused on the continuing
education of nurses. Selection 2, by the American Nurses' Association, sets forth a policy
statement and guidelines for self-directed continuing education in nursing. Its provisions could
easily be adapted to other professions. The application of the andragogical model to highly
technical training in cardiovascular nursing at Doctors Hospital in Little Rock is presented in
selection 3, and selection 4 describes an innovative inservice education program in which
primary responsibility is placed on the clinical nursing units at St. Mary's Hospital in Waterbury,
Connecticut.

Knox, A. B., et al. (2001). "Organizational development strategies for continuing medical education."
Journal of Continuing Education in the Health Professions 21(1): 15-23.
BACKGROUND: The purpose of this study was to identify organizational strategies for improving
staff performance in primary care practices. The study rationale was based on theory, research,
and practice regarding educational interventions that help people help themselves. Analysis of
qualitative and quantitative data produced both plausible explanations of organizational change
and implications for future efforts. METHODS: The Health Education and Research Trial (HEART)
Project was an experimental study designed to improve prevention services for cardiovascular
disease. Primary care clinics were randomized into four experimental treatments. Two
representative practices from each treatment arm were chosen for an in-depth cross-case
analysis. Extensive data from each selected practice included patient medical record reviews and
questionnaires, interviews and questionnaires from physicians and clinic staff, project records,
and follow-up interviews. After detailed case descriptions were created for each practice, a
cross-case analysis was performed. RESULTS: Each practice improved cardiovascular prevention
services somewhat. However, there was a great range of impact, likely reflecting both
experimental intervention and local contingencies. Eight positive influences were identified:
effective leadership, priority setting, joint planning, cooperation and teamwork, acquisition of
resources, increased support and ownership, accomplishment of improvements, and personal
changes. Major influences that hindered improvement included patient load, turmoil related to
reorganization, lack of wide-spread routines, hospital-affiliated practice, poor communication,
and fragmentation within a clinic. FINDINGS: Continuing medical education providers can
enhance preventive services to improve patient health status by promoting organizational
change. Suggested strategies supported by this study include selecting able leaders, focusing on
accomplishments, obtaining agreement on prevention priorities, addressing local contingencies,
increasing teamwork, engaging in joint planning, emphasizing quality improvement, acquiring
resources, encouraging persistence, and reducing hindrances.

Knox, C. (1992). "An historical perspective of continuing nurse education in rural South Australia."
Australian Journal of Rural Health 1(1): 11-15.
Over the last decade, the delivery of continuing education to nurses in rural and remote South
Australia has undergone considerable change. Historically, nurses in these areas have been
professionally isolated in carrying out their chosen career through the ever present distance
factor. Until recent times, continuing education programs have not been as accessible to rural
nurses as they have been to their metropolitan colleagues. This paper takes a light hearted look
at the development of continuing nurse education in rural and remote South Australia over the
last decade, highlighting some of the 'highs' and 'lows' of keeping travelling nurse educators 'on
the road,' 'in the air,' or just 'flat out on the ground.' At the same time the concept and
significance of such an educational program in this region of the state will be addressed by the
 writer, from the experiences of two different educational institutions.

Knudson, P. (2021). "Continuing Social Constraints in Education Agency: The School Choices and
Experiences of Middle-Class African American Families in Albany, NY." Qualitative Sociology Review
17(1).
This paper explores the experiences of middle-class African American parents who have enrolled
their children in a central-city public school district and the factors that inform and contribute to
their school enrollment decisions. Data come from nineteen in-depth interviews with middle-
class African American parents in Albany, New York. The paper uses the conceptual framework of
empowerment and agency to explore and analyze the findings. Findings suggest that middle-
class African American parents possess some measure of empowerment based on their human
capital and positive childhood experiences in public schools. The latter denotes the salience of
emotions in intergenerational education transmission. Parents’ empowerment, however, does
not fully extend to agency. Most parents’ school choices have been structured and narrowed by
racial segregation in residence and by the real and perceived racial exclusion in private school
settings. Therefore, even for highly-educated, middle-income African Americans, anxieties over
racial exclusion act as a strong social constraint on parents’ community and school choices.

Kobayashi, S., et al. (2022). "A Framework to Guide the Development of Health Care Professional
Education and Training in Best Evidence Osteoarthritis Care." Clinics in Geriatric Medicine: 361-384.
Osteoarthritis (OA) is a leading cause of disability. Clinical practice guidelines recommend
education on OA management, exercise, and weight control. However, many people with OA do
not receive this recommended OA care. Some health care professionals (HCPs) lack the
knowledge and skills to deliver recommended OA care. This article presents a framework to
guide the development and evaluation of education and training for HCPs in the delivery of
evidence-based OA care including: (1) Overarching principles for education and training; (2) Core
capabilities for the delivery of best evidence OA care; (3) Theories of learning and preferences
for delivery; (4) Evaluation of education and training.

Kokemueller, P. and J. D. Osguthorpe (2007). "Trends and developments in continuing medical

education." Otolaryngologic Clinics of North America 40(6): 1331-1345.
Continuing education is vital for otolaryngologists to maintain and build on their knowledge base
and skill sets. This article discusses the history of continuing medical education (CME) and
describes the significant changes in CME that are currently underway. The development of CME
has generally lagged behind other improvements in medical education. After a gradual
evolution, however, CME is now incorporating many of the principles that are driving
undergraduate and graduate medical education-namely, adult learning theory and technology-
intensive applications. As attention is focused on maintaining physician competency and
eliminating medical errors, CME is becoming more highly regulated, and CME providers are
being held to higher standards. The future will see an increased emphasis on the effect of CME
activities on altering physician behavior and improving patient outcomes.Copyright © 2007 by
Elsevier Inc.

Kolář, J. and J. Nováková (2006). "Continuous education of pharmacists in the Czech Republic. 2nd cycle
2002-2005." Ceska a Slovenska Farmacie 55(6): 278-285.
The paper deals with continuous education of pharmacists in the Czech Republic in 2002-2005
(2nd cycle). It surveys the seminars organized within the framework of continuous education,
their number, topics, and lecturers. A total number of 232 professional seminars took place,
 which included 339 lectures, mainly on pharmacology (76.1%).

Konnyu, K. J., et al. (2020). "Behavior Change Techniques in Continuing Professional Development."
Journal of Continuing Education in the Health Professions 40(4): 268-273.
Continuing professional development (CPD) is a widely used and evolving set of complex
interventions that seeks to update and improve the knowledge, skills, and performance of health
care professionals to ultimately improve patient care and outcomes. While synthesized evidence
shows CPD in general to be effective, effects vary, in part due to variation in CPD interventions
and limited understanding of CPD mechanisms of action. We introduce two behavioral science
tools--the Behavior Change Technique Taxonomy version 1 and the Theoretical Domains
Framework--that can be used to characterize the content of CPD interventions and the
determinants of behaviour potentially targeted by the interventions, respectively. We provide a
worked example of the use of these tools in coding the educational content of 43 diabetes
quality improvement trials containing clinician education as part of their multicomponent
intervention. Fourteen (of a possible 93; 15%) behavior change techniques were identified in the
clinician education content of the quality improvement trials, suggesting a focus of addressing
the behavioral determinants beliefs about consequences, knowledge, skills, and social
influences, of diabetes care providers' behavior. We believe that the Behavior Change Technique
Taxonomy version 1 and Theoretical Domains Framework offer a novel lens to analyze the CPD
content of existing evidence and inform the design and evaluation of future CPD interventions.

Konopka, M., et al. (2022). "Experiencing continuing education—experience of future urologists."

Urologie 61(8): 839-843.
Structured residency programmes within dedicated associations of hospitals, practices and
medical care centres offer the opportunity to improve the quality of training and to increase the
attractiveness of urology through fixed rotations of doctors in continued training. The
implementation of such programmes is guided by the framework conditions of the respective
location. Possible rotations range from andrology to paediatric urology and uro-gynaecology to
interdisciplinary uro-oncology. An outpatient training period also offers the chance for a change
of perspective and supports career orientation. Rotations in the interdisciplinary intermediate
care unit offer the opportunity to become familiar with the care of complex disease processes,
including the differential diagnostic assessment of abdominal diseases, which is important in
urology. In summary, the diversity of urological training available can enable junior urologists to
receive more individualised and targeted training by promoting multilayered, intersectoral as
well as interprofessional training.

Konopka, M., et al. (2022). "[Experiencing continuing education-experience of future urologists]."

Urologie 61(8): 839-843.
Structured residency programmes within dedicated associations of hospitals, practices and
medical care centres offer the opportunity to improve the quality of training and to increase the
attractiveness of urology through fixed rotations of doctors in continued training. The
implementation of such programmes is guided by the framework conditions of the respective
location. Possible rotations range from andrology to paediatric urology and uro-gynaecology to
interdisciplinary uro-oncology. An outpatient training period also offers the chance for a change
of perspective and supports career orientation. Rotations in the interdisciplinary intermediate
care unit offer the opportunity to become familiar with the care of complex disease processes,
including the differential diagnostic assessment of abdominal diseases, which is important in
urology. In summary, the diversity of urological training available can enable junior urologists to
 receive more individualised and targeted training by promoting multilayered, intersectoral as
well as interprofessional training.

Koole, S., et al. (2015). "Using clinical cases to stimulate active learning in a short periodontal continuing
professional development course." Swedish Dental Journal 39(1): 1-10.
A case-based approach was used in a two-day periodontal continuing professional development
course as a strategy to stimulate active learning. The present study investigates the outcome of
this course format in terms of feasibility, perceived efficiency as a learning approach and
reported individual learning goals. The study was performed in five identical courses entitled'risk
analysis and treatment in periodontal patients'at Malmö University between 2011-2014. Before
the course, clinical cases were used to activate participants' prior knowledge and to attune their
focus on the course content. During the course, cases were discussed to synchronise theory with
practical application. A pre- and end-course questionnaire were developed to evaluate
participants' characteristics (age, clinical expertise, experience and expectations), perceptions on
feasibility and instructiveness and emerged individual learning goals. The participants (39
dentists and 78 dental hygienists) reported an average preparation time of 62 minutes (range 2-
190) and had positive perceptions on the accessibility, instructiveness and difficulty of cases.
Expectations ranged between refreshing, acquiring new knowledge and mastering the course
subject. Most reported learning goals were related to daily clinical practice including the
development of a treatment plan, when to continue non-surgical treatment or to extract
teeth/perform surgery, the approach to periodontitis, how to motivate non-compliant patients
and when to refer. Conclusion: The use of clinical cases to stimulate active learning in a short-
term continuing professional development periodontal course was positively perceived by the
dentists and dental hygienists in terms of feasibility and learning potential.

Koole, S., et al. (2015). "Using clinical cases to stimulate active learning in a short periodontal continuing
professional development course." Swedish Dental Journal 39(1): 1-10.
A case-based approach was used in a two-day periodontal continuing professional development
course as a strategy to stimulate active learning. The present study investigates the outcome of
this course format in terms of feasibility, perceived efficiency as a learning approach and
reported individual learning goals. The study was performed in five identical courses entitled'risk
analysis and treatment in periodontal patients'at Malmö University between 2011-2014. Before
the course, clinical cases were used to activate participants' prior knowledge and to attune their
focus on the course content. During the course, cases were discussed to synchronise theory with
practical application. A pre- and end-course questionnaire were developed to evaluate
participants' characteristics (age, clinical expertise, experience and expectations), perceptions on
feasibility and instructiveness and emerged individual learning goals. The participants (39
dentists and 78 dental hygienists) reported an average preparation time of 62 minutes (range 2-
190) and had positive perceptions on the accessibility, instructiveness and difficulty of cases.
Expectations ranged between refreshing, acquiring new knowledge and mastering the course
subject. Most reported learning goals were related to daily clinical practice including the
development of a treatment plan, when to continue non-surgical treatment or to extract
teeth/perform surgery, the approach to periodontitis, how to motivate non-compliant patients
and when to refer. Conclusion: The use of clinical cases to stimulate active learning in a short-
term continuing professional development periodontal course was positively perceived by the
dentists and dental hygienists in terms of feasibility and learning potential.
I denna studie användes fallbeskrivningar vid korta professionella efterutbildningskurser inom
parodontologi, som en strategi för att stimulera aktiv inlärning. I undersökningen utvärderas och
 redovisas utfallet av denna undervisningsform avseende genomförbarhet, upplevd effektivitet
som inlärningsmetod och rapporterade individuella inlärningsmål. Studien genomfördes i
anslutning till efterutbildningskurser som handlar om riskbedömning och behandling av
parodontit. Kurserna genomfördes vid Odontologiska fakulteten, Malmö högskola mellan 2011-
2014. Före kursstart fick deltagarna tillgång till kliniska fallbeskrivningar för att aktivera tidigare
kunskaper och för att inrikta deras fokus på kursens innehåll. Under kursen presenterades och
diskuterades kliniska fall för att koppla teori med praktisk tillämpning. Ett frågeformulär
utarbetades och användes före och efter kursen. På detta sätt utvärderades bakgrundsvariabler
(ålder, profession, kön, klinisk erfarenhet etc.),förväntningar och uppfattning om
genomförbarhet och relevans och uppkomna individuella inlärningsmål. Deltagarna (39 tandl ä
kare -78 tandhygienister) redovisade en genomsnittlig förberedelsetid på 62 minuter (spridning 2
-190 minuter) och hade en positiv uppfattning om tillgänglighet, tydlighet och fallens
svårighetsgrad. Förväntningarna sträckte sigfr ån aktualisering avtidigare kunskaper, att förvärva
nya kunskaper till att bemästra kursinnehållet. Merparten av angivna inlärningsmål var kopplade
till daglig klinisk verksamhet, som innefattar att redovisa en behandlingsplan, att bedöma när
icke-kirurgisk mekanisk instrumentering skall fortsätta, eller när tänder skall extraheras eller
kirurgi skall genomföras, hantering av parodontitpatienten, motivera icke-samarbetande
patienter eller när remiss är aktuellt. Slutsats: Använd ning av kliniska fallbeskrivningarför att
stimulera aktiv inlärning vid korta professionella efterutbildningskurser inom parodontologi
upplevdes positivt av deltagande tandläkare och tandhygienister vad avser genomförbarhet och
inlärningsmöjligheter.

Koroma, K. D., et al. (2022). "Improving Care for Children Through Continuous Professional Development
for Nurses at Ola During Children's Hospital, Freetown, Sierra Leone." Pediatrics 149.
Background: One in ten children in Sierra Leone dies before their fifth birthday, often as a result
of treatable conditions such as malnutrition, malaria and respiratory infections. Ola During
Children's Hospital (ODCH), Freetown, is the only tertiary paediatric referral unit in the country,
and nursing staff are the major workforce in the hospital. However, there are no postgraduate
paediatric nursing qualifications in-country, leaving gaps in staff's paediatric specific knowledge
and skills. ODCH management and Welbodi Partnership developed a programme of Continuous
Professional Development (CPD) for nurses at the hospital, aiming to improve their knowledge,
skills and the quality of nursing care. Part-funded through an ICATCH grant, a group of nursing
staff were trained as independent Trainers, Mentors and Managers, to design and deliver CPD
modules independently. Together they co-developed and delivered a series of paediatric training
modules. Methods: A mixed methods process evaluation was undertaken, guided by the REAIM
(Reach, Effectiveness, Adoption, Implementation, Maintenance) Framework. Descriptive
statistics were drawn from training and mentorship registers and semi-structured qualitative
interviews undertaken with Key Informants (clinical staff, n = 16) at project end. Results: Reach -
81 nurses were trained as trainers and/or mentors and/or managers. Due to high rates of staff
turnover it was not feasible to track the proportion of nursing staff reached, however, the vast
majority of nursing staff at the hospital are expected to have received training or mentorship
training through the programme (approximately 230 staff). Effectiveness - All Key Informants
described positive changes to nurses' performance and improvements to multi-disciplinary
working. Nurses reported increased confidence in performing their duties efficiently and
effectively, and in working across cadres and with doctors. Adoption - 21 (95%) of the staff
trained as Trainers and 46 (82%) of the staff trained as Mentors, subsequently delivered
training/mentorship. The primary barrier to adoption was the expectation of financial
renumeration, however this was addressed through transparent communication and ongoing
 encouragement. Implementation - Adaptive programming was required throughout, particularly
in response to the COVID-19 pandemic; training was redirected towards new COVID-19 Standard
Operating Procedures and training methods altered (e.g. smaller groups and information sharing
via WhatsApp) Maintenance - As of June 2021, 7 Trainers (32%) and 17 Mentors (14%) were
'active' (had delivered training or mentorship in the previous month). The primary barrier to
maintenance was staff being transferred to other hospitals or being on study leave. Welbodi
Partnership will continue to work with the Hospital Management on further embedding these
CPD practices and addressing the barriers identified. Conclusion: CPD delivered via training-of-
trainers was well adopted at ODCH and perceived to improve nurse's performance and
multidisciplinary working. However, staff turnover may pose a significant barrier to maintenance.
Further attention is needed to develop a robust strategy to mitigate against this.

Korpi, H., et al. (2014). "The story models of physiotherapy students' professional development.
Narrative research." European Journal of Physiotherapy 16(4): 219-229.
The aim of this article is to investigate students' narratives about their professional development
process. This research brings new kind of knowledge to continuing learning, developing
education and planning the curriculum in physiotherapy education. The European Qualification
Framework (EQF) defines learning competences in education; qualitative research has a
narrative approach. The material consists of eight voluntarily participating physiotherapy
students' portfolios written during their whole study time. The longitudinal data describes them
as learners and their development process. The major findings are four main episodes in
professional development: the previous studies, a new way of learning, understanding the
physiotherapy and becoming professional in physiotherapy. Three story models were found: the
story of the development of an autonomous learner, the story of the development in becoming
a member of the physiotherapy community and the story of the development of a critical
developer. In conclusion, four steps in the physiotherapy students' professional development
were formed. The model helps understand the students' concepts about their professional
development. Students need theoretical knowledge and practical skills to build their professional
development. Reflecting learning and instructed practice are important for professional
development in healthcare. Learning is connected to action, context and culture where
information is collected and used.

Korpi, H., et al. (2017). "Practical work in physiotherapy students’ professional development." Reflective
Practice 18(6): 821-836.
Learning practical work through cooperation between school and working life is part of
physiotherapy higher education. Students learn practical work through the integration of
theoretical, practical, tacit and situational knowledge in a socialization process. Workplace
practices and habits direct students’ learning. This study answers the question: What kind of
conceptions of learning practical work do physiotherapy students have? Longitudinal data
written by 21 volunteer students (mean age 25 years) was collected over three and a half years.
Thematic analysis was used to analyse the data. Learning practical work proceeds in five phases:
(1) the basis of practical work, human movement and action and therapeutic tools is learned at
school; (2) the meaning of the profession and practical work takes shape in an interaction with
clients and observing how professionals work in real workplaces; (3) the wholeness of the
practical work takes shape by gradually participating in the work processes; (4) critical reflection
of the work processes – thinking, construction, evaluation and reasoning – develops; and (5) the
conception of practical work widens. This study brings new information about learning practical
work for developing healthcare education and its curricula. The role of workplaces is huge in
 learning tacit knowledge of the profession.

Kortmann, G. (1994). "Continuing education. Putting principles into practice." HealthAction(8): 8-9.

Köstler, C., et al. (2022). "[Remaining in the nursing profession depends on vocational training and
continuing education: A cross-sectional study]." Pflege.
Remaining in the nursing profession depends on vocational training and continuing education: A
cross-sectional study Abstract. Background: The public discussion about nurses leaving the
profession has shown increasing dynamics for years. Burdens on the caregivers, political and
(vocational) educational policy mistakes and financial as well as structural framework conditions
are given as reasons. However, little is known about the influence of the educational biography
on remaining in the nursing profession. Aim: This study examines data on formal and alternative
sources of education, the timing of educational measures and the changes of nurses' interests in
education over time and thus focuses on the group of nursing staff remaining in the profession.
Methods: Nurses with many years of experience in their profession were surveyed (N = 200).
Results: The results show that 77.6% of long-term nurses have the minimum required school
leaving certificate with average final grades. 65.3% of the nurses have attended specialized
training and 74.5% vocational training, which was completed over the entire period of
employment. The training topics and the sources of education change over the course of the
working life. Conclusions: It turns out that the group of nursing staff who have remained in the
profession for a long time is characterized by a high willingness to undertake vocational training,
with and without relevance to remuneration.

Kostopoulos, G. K. (2000). "Spike-and-wave discharges of absence seizures as a transformation of sleep

spindles: The continuing development of a hypothesis." Clinical Neurophysiology 111(SUPPL. 2): S27-S38.
Objectives: This review aims to offer a critical account of recent scientific developments relevant
to the hypothesis which Pierre Gloor proposed in the 1970s for the generation of spike and wave
discharges (SWDs) of primary generalized absence seizures. Results: According to this hypothesis
SWDs develop in the same circuits, which normally generate sleep spindles, by an initially
cortical transformation of one every two or more spindle waves to a 'spike' component of SWDs,
while the next one or more spindle waves are eliminated and replaced by a slow negative wave.
This hypothesis was based on experiments in feline generalized penicillin epilepsy showing the
possibility of transition from spindles to SWDs, when cortical neurons become hyper-responsive
to thalamocortical volleys, which normally induce spindles, and thus engage feedback cortical
inhibition, rebound excitation, recurrent intracortical dissemination of excitation during the
'spike' and strong excitation of thalamus for further augmentation of a brain wide synchronous
oscillation. In the 1980s, electrophysiological studies in vitro and in vivo revealed the basic
features of spindle rhythm generation by neurons in nucleus reticularis thalami and
thalamocortical-corticothalamic oscillatory reverberations. Conclusions: In the light of this
knowledge, experimental studies in several genetic and pharmacological animal models of
absence seizures, clinical observations and theoretical studies in computer models have
considered, tested, modified and challenged this hypothesis. It may still be found useful in the
era of dynamic digital EEG analysis of SWDs and its current sources. (C) 2000 Elsevier Science
Ireland Ltd.

Koto-Shimada, K., et al. (2016). "Building the capacity of nursing professionals in Cambodia: Insights from
a bridging programme for faculty development." International Journal of Nursing Practice 22(S1): 22-30.
To upgrade nursing instruction capacity in Cambodia, two bridging programmes were opened for
 the Bachelor of Science in Nursing simultaneously in-country and out-of-country (Thailand). A
descriptive qualitative study was conducted to assess effectiveness of both programmes jointly
and to explore needs concerning the further development of nursing education. This study
included interviews with 34 current or previous programme participants (nursing instructors or
hospital preceptors) and 10 managers of collaborating institutions. New learning content,
personal outcomes, challenges and obstacles and future needs were qualitatively coded to
create categories and subcategories of data. Findings show that programme participants were
most influenced by the new content areas (e.g. nursing theory and professionalism), active
teaching-learning strategies and the full-time educational immersion afforded by the out-of-
country programme. Programme participants who had returned to their workplaces also
identified on-going needs for employing new active teaching-learning approaches, curriculum
revision, national standardization of nursing curricula and improvements in the teaching-learning
infrastructure. Another outcome of this study is the development of a theoretical model for
Nursing Capacity Building in Developing Countries that describes the need for intermediate and
long-term planning as well as using both Bottom-Up and Edge-Pulling strategies.

Koyama, M., et al. (1996). "Assessment of a continuing education evaluation framework." Journal of
Continuing Education in Nursing 27(3): 115-119.
This study analyzes a systems model for evaluation research of continuing education (CE) and
reports on the result of a quasi-experimental study of a stoma care CE program. Holzemer's
conceptual framework for evaluating CE consisting of the learner, setting, and program along
with a systems model was used as an organizing framework. A quasi-experimental design (n = 24
experimental group and n = 27 control group) was used to evaluate the impact of the CE
program. Pre- and post-tests of participants' knowledge and skills of stoma care were evaluated.
Participants' satisfaction with the course was surveyed by questionnaire during the course, on
completion and four months after the course. No significant differences were found between the
two groups. The revised framework included the concept of needs assessment and the impact of
the CE program on patient care.

Koyama, M. R. N. M. A., et al. (1996). "Assessment of a Continuing Education Evaluation Framework."

The Journal of Continuing Education in Nursing 27(3): 115-119.
This study analyzes a systems model for evaluation research of continuing education (CE) and
reports on the result of a quasi-experimental study of a stoma care CE program. Holzemer's
conceptual framework for evaluating CE consisting of the learner, setting, and program along
with a systems model was used as an organizing framework. A quasi-experimental design (n=24
experimental group and n=27 control group) was used to evaluate the impact of the CE program.
Preand post-tests of participants' knowledge and skills of stoma care were evaluated.
Participants' satisfaction with the course was surveyed by questionnaire during the course, on
completion and four months after the course. No significant differences were found between the
two groups. The revised framework included the concept of needs assessment and the impact of
the CE program on patient care. [PUBLICATION ABSTRACT]

Kroelinger, C. D., et al. (2012). "Building Leadership Skills and Promoting Workforce Development:
Evaluation Data Collected from Public Health Professionals in the Field of Maternal and Child Health."
Maternal and Child Health Journal, suppl. Supplement 16: 370-375.
Issue Title: Using data, science, and partnerships: Promoting innovation and collaboration to
strengthen the field of maternal and child health epidemiology Professional development,
including training and leadership skill building, is important for maternal and child health (MCH)
 epidemiologists. Current workforce development and training opportunities vary, but lack an
emphasis on linking leadership competencies with MCH epidemiology. This paper describes
efforts at the annual MCH Epidemiology Conference (the "Conference") to promote leadership
activities and workforce development, and recommendations to enhance professional
development. An evaluation of attendee opinions on Conference workforce development
activities was conducted during the 2009 and 2010 Conferences (70 and 66 % response rates,
respectively). Frequencies and percentages were calculated overall and by attendee profession.
Qualitative responses to questions regarding workforce and professional development were
classified by theme in 2009, and a categorical question was developed for the 2010 evaluation. A
combined 38 % of Conference attendees in 2009 and 2010 were MCH epidemiologists and 62 %
were other MCH professionals. Attendees recommended more support and access to training,
mentoring, and resources including job opportunities. Continuing education (41 %), special
knowledge and skills-building training (51 %), and development of online resources for training
(57 %) were highly recommended by attendees. Career (47 %) and leadership (49 %) mentoring
by senior-level professionals in the field were also highly recommended. Promotion of leadership
can be achieved by integrating the concept of leadership into the Conference itself; by publishing
and disseminating MCH epidemiologic research in scientific, program, and policy settings; and by
communicating the importance of epidemiologic findings to stakeholders and other non-
scientific audiences.[PUBLICATION ABSTRACT]

Kropf, W. (2005). "ADHD continuing education concept for pharmacists and pharmaceutical personnel.
Ensuring compliance by offering qualified advice." Monatsschrift fur Kinderheilkunde 153(SUPPL. 1): S15-
S17.
Ever more consideration is being given to the fact that pharmacists and pharmaceutical
personnel play an increasingly important role in ensuring treatment compliance and thus its
success. Particularly disorders such as ADHD require the experience and support of a therapeutic
team-in addition to the physician, the pharmacist and the advice offered are part of the well-
targeted treatment plan, especially successful drug therapy. Thus, the continuing education
program on ADHD-A.L.A.D.I.N.-geared to pharmacists and pharmaceutical personnel is a sensible
addition in support of everyday work in the pharmacy. The main focus is on comprehensive and
up-to-date presentation of rational options for pharmacotherapy. The A.L.A.D.I.N. evening
seminars for pharmacists and pharmaceutical personnel also take into consideration the special
aspects of ADHD and addiction as well as treatment for adults. © Springer Medizin Verlag 2005.

Kuba, R. and A. Kohli (2014). "Continuing professional development of dentists through distant learning:
an Indira Gandhi National Open University-Dental Council of India experiment a report." Indian Journal
of Dental Research 25(6): 821-827.
To keep themselves updated with all the advancements in the field of dentistry, dentists should
involve themselves in some kind of professional development. Distance learning is the most
appropriate way to serve the growing demand due to technological advancements. Indira
Gandhi National Open University in collaboration with Dental Council of India (DCI) developed
and launched two continuing professional development programs in Endodontics (postgraduate
certificate in endodontics) and postgraduate certificate in oral implantology and has trained over
400 and 280 BDS dentists respectively till date. The program package consists of self-
instructional material, assignments, videos and practical training. The training is conducted in
premiere dental colleges and institutions recognized by DCI. The certificate is awarded after a
term end examination, both in theory and practical. The pass percentages of the theory courses
ranged from around 63% to 98%, and 90% of the candidates cleared the practical exam.
Kuba, R. and A. Kohli (2014). "Continuing professional development of dentists through distant learning:
An Indira Gandhi National Open University-Dental Council of India experiment a report: Official
Publication of Indian Society for Dental Research." Indian Journal of Dental Research 25(6): 821-827.
To keep themselves updated with all the advancements in the field of dentistry, dentists should
involve themselves in some kind of professional development. Distance learning is the most
appropriate way to serve the growing demand due to technological advancements. Indira
Gandhi National Open University in collaboration with Dental Council of India (DCI) developed
and launched two continuing professional development programs in Endodontics (postgraduate
certificate in endodontics) and postgraduate certificate in oral implantology and has trained over
400 and 280 BDS dentists respectively till date. The program package consists of self-
instructional material, assignments, videos and practical training. The training is conducted in
premiere dental colleges and institutions recognized by DCI. The certificate is awarded after a
term end examination, both in theory and practical. The pass percentages of the theory courses
ranged from around 63% to 98%, and 90% of the candidates cleared the practical exam.

Kulinna, P. H., et al. (2008). "The Influence of Professional Development on Teachers' Psychosocial
Perceptions of Teaching a Health-Related Physical Education Curriculum." Journal of Teaching in Physical
Education 27(3): 292-307.
The impact of a yearlong professional development intervention on physical education teachers'
psychosocial perceptions was investigated. Experienced mentor teachers (n = 15) were paired
with inexperienced protege teachers (n = 15) who helped them learn how to teach a health-
related physical education curriculum (i.e., the Exemplary Physical Education Curriculum). Using
the theory of planned behavior as the guiding theory, it was hypothesized that teachers would
experience favorable increases in various psychological constructs (e.g., attitude) and variables
reflecting the social culture of their schools (e.g., administrator's perceptions) as compared with
control teachers (n = 17). A variety of statistically significant main and interaction effects with
mean scores in expected directions were found. In general, mentors and proteges developed a
more positive view of their own psychological state (e.g., perceived behavioral control) and of
the immediate school social environment (i.e., support from administrators and fellow teachers).
The significant results, combined with meaningful effect sizes, supported the effectiveness of
this intervention. (Contains 6 tables.)

Kulo, V. and C. Cestone (2022). "A continuing professional development imperative? Examining trends
and characteristics of health professions education doctoral programs." BMC Medical Education 22: 1-
13.
Background Despite the long-standing faculty development initiatives for improving teaching
skills in the health professions, there is still a growing need for educators who are formally
trained in educational theory and practice as health professions schools experience dramatic
demand and growth. Graduate programs in health professions education (HPE) provide an
avenue for health professions’ faculty continuing professional development to enhance their
knowledge and skills for teaching and curriculum leadership roles. There has been a proliferation
of certificate, master’s, and doctoral programs in HPE over the last two decades to respond to
the growing need for well-prepared faculty educators and program leadership. The purpose of
this study was to identify and describe current HPE doctoral programs in United States (U.S.) and
Canada. Methods The study first examined doctoral programs in HPE identified in earlier studies.
Next, we searched the literature and the web to identify new doctoral programs in the U.S. and
Canada that had been established between 2014, when the prior study was conducted, and
 2022. We then collated and described the characteristics of these programs, highlighting their
similarities and differences. Results We identified a total of 20 doctoral programs, 17 in the U.S.
and 3 in Canada. Of these, 12 programs in the U.S. and 1 program in Canada were established in
the last 8 years. There are many similarities and some notable differences across programs with
respect to degree title, admission requirements, duration, delivery format, curriculum, and
graduation requirements. Most programs are delivered in a hybrid format and the average time
for completion is 4 years. Conclusions The workforce shortage facing health professional schools
presents an opportunity, or perhaps imperative, for continuing professional development in HPE
through certificate, master’s, or doctoral programs. With the current exponential growth of new
doctoral programs, there is a need to standardize the title, degree requirements, and further
develop core competencies that guide the knowledge and skills HPE graduates are expected to
have upon graduation.

Kumagai, A. K. (2010). "Commentary: Forks in the road: Disruption and transformation in professional
development." Academic Medicine 85(12): 1819-1820.
The dynamic influences underlying the development of the professional identity of physicians
are not completely understood; however, one can easily imagine that the transition from the
supervised work of the resident to the relative autonomy and increased authority of the
attending physician is a watershed moment in this developmental process. In this issue of
Academic Medicine, Westerman and colleagues present a qualitative, interview-based study
exploring the experiences of newly appointed attending physicians during this transition, and
from the participants' responses, they construct a conceptual model in which the new attending
physicians' attempts to understand and cope with novel disruptive elements (i.e., new and
unfamiliar tasks, roles, and settings) eventually give rise to a sense of mastery and personal and
professional development. Although the authors use the literature of transition psychology and
organizational social theory to support their model, valuable lessons may be learned from
looking at the processes from an educational perspective as well. The disruptions which the
authors describe find resonance in Piaget's state of "cognitive disequilibrium" or Dewey's
"forked road situation," both of which link the experience of challenging or ambiguous situations
with the act of reflection. Disruptive influences may stimulate explorations of self, others, and
the world during this critical transition, and educational efforts in mentorship and in the creation
of thoughtful discourse about these critical explorations may ultimately contribute to the
development of a reflective professional self. © 2010 Association of American Medical Collages.

Kurunsaari, M., et al. (2022). "Stories of professional development in physiotherapy education."

Physiotherapy Theory and Practice 38(11): 1742-1755.
This study examines graduating physiotherapy students’ narratives related to their professional
development. The data comprised interviews with 33 graduating physiotherapy students. The
data were analyzed using the narrative analysis approach. As a result, five different story models
were identified. The descriptive story models were named: 1) “Study path dominated by life
changes”; 2) “Realizing the connection between physiotherapy theory and practice”; 3) “Self-
regulated and practical-oriented learning path”; 4) “Becoming a critical developer”; and 5)
“Multiprofessional working towards expertise”. In students’ stories, there appeared different
turning points that illustrated especially meaningful episodes during the process of their
professional development to be a physiotherapist. From a pedagogical point of view, two
important features appeared: the importance of connecting theory and practice and the role of
clinical supervisors.
Kusters, I. S., et al. (2020). "Development of a Hybrid, Interprofessional, Interactive Quality Improvement
Curriculum as a Model for Continuing Professional Development." Journal of Medical Education and
Curricular Development 7.
Over the past 20 years, there has been an increased focus on quality improvement (QI) in health
care, which is critical in achieving care that is patient-centered, safer, timelier, and more
effective, efficient, and equitable. At the center of this movement is QI education, which is
known to lead to learning, behavior change, and improved outcomes. However, there is a need
for the development and provision of long-duration, interactive, interprofessional training in QI,
to allow for in-depth learning and application of learned skills. To this end, we designed a
curriculum for an established interprofessional, interactive, web-based QI fellowship for
doctorally prepared clinicians. Curricular content is delivered virtually to geographically
dispersed learners over a 2-year time span. The didactic curriculum and experiential learning
opportunities provide learners with the foundational knowledge and practical skills to engage in
—and eventually, lead—QI initiatives around the country. Evaluation of learner satisfaction and
cognitive, affective, and skills-based learning has found that this model is an effective method to
train geographically distributed learners. A hybrid training structure is used, where learners
interact with the material through 3 distinct delivery modes: (1) virtual instruction in QI topics;
(2) face-to-face training, mentorship, and the opportunity for practical application of applied
knowledge and skills through the completion of QI projects; and (3) opportunities for other
types of training, tailored to each learner’s Individual Development Plan. This training program
model holds value for QI learning in various health care settings, which are interprofessional by
nature. These foundational concepts of hybrid learning to distributed learners—wherein an
instructor delivers curriculum in small, face-to-face batches, interprofessional learning is
supplemented in a virtual, longitudinal manner, and learners are allowed the opportunity to put
skills into action for real-world problems in interdisciplinary clinical teams—can be applied in a
multitude of settings, with comparatively lower time and cost expenditure than traditional
training programs.

Kutzin, J. M. and P. Janicke (2015). "Incorporating Rapid Cycle Deliberate Practice Into Nursing Staff
Continuing Professional Development." J Contin Educ Nurs 46(7): 299-301.
Rapid Cycle Deliberate Practice (RCDP) is an innovative concept used to teach a sequence of
predetermined skills to learners in a short period of time. When implemented correctly, learners
build on their actions (deliberate practice) repeatedly, over a short period of time (rapid cycle).
Incorporating RCDP into a nursing mandatory education program has improved both the
satisfaction of the staff attending a mandatory education day and improved their response to
patients in cardiac arrest.

Kwan, D., et al. (2022). "Two for one: Merging continuing professional development and faculty
development for pharmacy preceptors." Canadian Pharmacists Journal 155(6): S20.
Background: Continuing professional development (CPD) and Faculty development (FD) are
seldom combined, though there is evidence that integrating clinical content and teaching skills
training can enhance knowledge acquisition. Their combination can also create efficiencies in
learning by helping preceptors stay up-to-date clinically while practicing teaching skills. With
limited time for continuing education, many preceptors have focused on staying up to date with
“what” to teach and spent less time learning “how” to teach. This study explored preceptor
perceptions and measured the effectiveness of a synchronous, on-line workshop that blended
clinical content with the application of that knowledge utilizing a teaching technique.
Description: Thirty-five pharmacy preceptors participated in a 2-hr workshop that integrated
 clinical content on depression with the One-minute preceptor (OMP) teaching skill and was
grounded in social constructivism. Qualitative and quantitative data were collected using surveys
(immediately and at 3, 6 and 9-months post workshop) and semi-structured interviews.
Participant and process outcomes were explored through descriptive and thematic analysis of
the data using a modified Kirkpatricks framework. There was a high degree of satisfaction and
perceived efficiency of combining CPD and FD into one session. Participants valued the
opportunity to practice the OMP skill using highly scripted role-plays based on clinical cases
relating to the material on depression. Three major themes were identified from the qualitative
data: 1) desire for lifelong learning; 2) value of learnercentred pedagogy; 3) importance of
achieving the right mix. We will present these themes and illustrate them in the context of
enablers and barriers to this integrated model. Relevance to pharmacy education: Integrating
CPD and FD in a synchronous, on-line environment was feasible and well-received. Their
combination represents an effective strategy to build clinical and educational expertise of
preceptors that, in turn, has the potential to impact the quality of experiential learning for
pharmacy students. This novel method of fostering the professional growth of preceptors can be
a model for other health professions.

Kwon, S.-H., et al. (2020). "Development of Knowledge and Attitudes Survey on Pain Management for
Korean Long-term Care Professionals." Asian Nursing Research 14(2): 105-113.
PurposeInappropriate knowledge and attitude toward pain management of professionals has
been pointed to be major obstacles to effective pain management in long-term care setting. The
purpose of this study was to develop the knowledge and attitudes survey on pain management
for Korean long-term care (LTC) professionals (KASP-K).MethodsTo develop the KASP-K, the
knowledge and attitudes survey regarding pain developed by Ferrell and McCaffery in 2014 was
amended after a review of broad literature and the latest pain management standards. A
rigorous validation process of the KASP-K was performed by testing the content validity, item
difficulty and discrimination index, construct validity, test–retest reliability, and internal
consistency.ResultsThe KASP-K consisted of 22 items and showed a content validity index of >0.7.
The average difficulty of the KASP-K was 0.56 and the discrimination index was >0.2. The
construct validity of the KASP-K was verified because of the differences in the sum scores
depending on pain education (t = 2.30, p = .024). The test–retest reliability was r = .79 (p < .001)
and the Cronbach's alpha was 0.73.ConclusionThis preliminary evaluation of the KASP-K
demonstrated acceptable validity and reliability. The KASP-K will be able to provide scientific and
empirical data regarding the knowledge of and attitude toward pain management by LTC
professionals.

Kyrkjebø, J. M. and B. R. Hanestad (2003). "Personal improvement project in nursing education: learning
methods and tools for continuous quality improvement in nursing practice." Journal of Advanced Nursing
(Wiley-Blackwell) 41(1): 88-98.
BACKGROUND: All health care providers, including nurses, need to learn how to improve the
care they give. Continuous quality improvement (CQI) is a theory and method used in health
care to guide improvement. The question is how best to teach it, particularly to nursing students.
It was conjectured that a systematic approach to improve study habits and lifestyle would
increase nursing students' awareness of how they handled their studies and, at the same time,
became acquainted with improvement knowledge methodology. Using the starting point that
'quality is personal', students worked on personal change and improvement. The purpose was to
learn methods and tools for improvement in their personal life and enable them to transfer and
use this knowledge in their professional work. AIMS: To describe the use of a personal
 improvement project (PIP) by nursing students and the resulting increased knowledge, skills, and
enthusiasm to continue working with CQI. METHODS: Forty-four nursing students worked on a
PIP, which they felt was important, and presented their projects to fellow students. The students
answered a questionnaire, and their presentations documented the results of their work.
RESULTS: All 44 students followed the instructions in a workbook describing PIPs over an 8-week
period and answered a questionnaire. Forty-five per cent felt they had made an improvement in
their study habits or lifestyle. Eighty-nine per cent reported that this project helped them to start
learning CQI, and 75% reported that they could see the benefit of this kind of knowledge in their
future clinical practice. CONCLUSIONS: Personal improvement projects seem to be an effective
way of introducing CQI knowledge to nursing students. Even those who did not succeed in
achieving personal improvement felt they had a positive learning outcome from the project.

Ladouceur, R., et al. (2003). "Breaking Bad News: Impact of a Continuing Medical Education Workshop."
Journal of Palliative Care 19(4): 238-245.
To evaluate the impact of an interactive continuing medical education workshop designed to
help physicians in breaking bad news to their patients. Analysis of post-workshop questionnaires
from 539 physicians assessing the retention of the key concepts and the perception of the
potential impact of the workshop on their practice immediately after the workshop and six
months later. The most significant concepts retained by the respondents are: the need to take
into consideration the whole patient (42.7% post-workshop and 45.6% of follow-up responses),
the need to be prepared for the consultation (11.6% and 15%), the importance of better guiding
the interview (18.8% and 13.6%), and the value of taking more time during the consultation
(5.8% and 8.3%). Analysis of paired responses on the post-workshop and the follow-up
questionnaires shows that 35% of the concepts retained are identical. The majority of physicians
retained the key concepts, both immediately following the workshop and in the longer term.

Ladouceur, R., et al. (2003). "Breaking bad news: impact of a continuing medical education workshop."
Journal of Palliative Care 19(4): 238-245.
OBJECTIVE: To evaluate the impact of an interactive continuing medical education workshop
designed to help physicians in breaking bad news to their patients. METHODOLOGY: Analysis of
post-workshop questionnaires from 539 physicians assessing the retention of the key concepts
and the perception of the potential impact of the workshop on their practice immediately after
the workshop and six months later. RESULTS: The most significant concepts retained by the
respondents are: the need to take into consideration the whole patient (42.7% post-workshop
and 45.6% of follow-up responses), the need to be prepared for the consultation (11.6% and
15%), the importance of better guiding the interview (18.8% and 13.6%), and the value of taking
more time during the consultation (5.8% and 8.3%). Analysis of paired responses on the post-
workshop and the follow-up questionnaires shows that 35% of the concepts retained are
identical. CONCLUSION: The majority of physicians retained the key concepts, both immediately
following the workshop and in the longer term.

Lais Tavares de Oliveira, J., et al. (2012). "Continuing education for health professionals in a Unit of
Primary Health Juiz de Fora by trainees of Nursing." Revista de Atencao Primaria a Saude 15(3): 368-373.
The study aims to describe the experience of designing and implementing a Continuing
Education plan with employees of a Primary Health Care Unit (UAPS) in Juiz de Fora, developed
by interns from the Nursing program at the Federal University of Juiz de Fora (UFJF). Workshops
were developed and exposition discussed on several themes diagnosed as relevant based on the
administrative practice of nursing during their internship at the UAPS. The activity had significant
 relevance for the interns and staff of the UAPS, by stimulating theoretical enrichment, keeping
the health team up-to-date, and encouraging the interns to raise administrative diagnoses, to
develop and execute implementation plans for the needs raised. The healthcare team showed
interest and acceptance for the practices of Continuing Education.

Lajoie, L., et al. (2009). "A digital tool to assist front-line physicians to self diagnose their continuing
professional development (CPD) needs, to maintain medical expertise in diabetes." Canadian Journal of
Diabetes 33(3): 248.
Aims: To comply with the Code of Ethics of their regulatory authority, all Quebec physicians are
required to maintain their competence. Self-managed CPD plans are offered to ensure a
reflective approach to the overall self-analysis of their practice and core competencies based on
the CanMEDS framework. Several authors question the validity of the clinical competencies self-
assessment. Our research aims to develop an online prototype to self-diagnose CPD needs in the
diabetes mellitus domain, targeting front-line physicians; evaluating tool satisfaction; and
assessing usefulness to CME stakeholders. Methods: This collaborative research and
development project, carried out with stakeholders in the field, comprises 4 phases: 1) needs
analysis and preliminary tool design; 2) collaborative re-design; 3) prototype development; 4)
usability testing. The modeling technique proposed in the MISA™ as well as the Expert & Learner
Verification and Revision approach were used to design and validate the tool's utility profile.
Results: The first 3 phases are complete. Phase 1: A survey among 153 physicians confirmed a
need for a self-assessment tool for expertise in diabetes and allowed to recruit a potential of 59
volunteers for phase 4. The formative system blueprint of the self-assessment tool is based on
CDA guidelines, and its design has been developed in a constructivist perspective and principles
of the Competent Situated Action approach. A mockup using the infoCompétences+ tool was
validated by an endocrinologist and two target physicians. Phase 2: Detailed specifications and a
non-functional prototype (Diabète∗Compétences+) were validated by 6 specialists in the fields
of Endocrinology, CME and educational technology. A self-diagnostic process juxtaposes the
physicians' needs and the results of a self-assessment of their medical expertise in diabetes.
Automated features help perform analyses, develop an action plan and generate anonymous,
individual or group statistics. Phase 3: The tool content was approved by a specialist in
Endocrinology, and 3 Category 1 credits awarded by the FMOQ confirmed the tool's educational
intent based on recognized accreditation criteria. Discussion/Conclusion: Based on performance
standards, the process (3 hrs) is educational and anonymous, which may increase the validity of
the self-assessment. Creating a holistic view of and situational approach to competency, the tool
enables users to identify their CPD needs and note potential care gaps and barriers to clinical
application of guidelines. The tool could be used in combination with self-managed CPD plans to
facilitate the creation of a diabetes action plan, or as an electronic tool for CME professionals to
identify group needs for future learning/practice resources. Testing will be conducted on a larger
scale in spring '09 to further assess the prototype's educational and usage value (phase 4).

Lam, R., et al. (2014). "How a Modified Approach to Dental Coding Can Benefit Personal and Professional
Development With Improved Clinical Outcomes." Journal of Evidence-Based Dental Practice 14(4): 174-
182.
Background One disadvantage of the remarkable achievements in dentistry is that treatment
options have never been more varied or confusing. This has made the concept of Evidenced
Based Dentistry more applicable to modern dental practice. Despite merit in the concept
whereby clinical decisions are guided by scientific evidence, there are problems with establishing
a scientific base. This is no more challenging than in modern dentistry where the gap between
 rapidly developing products/procedures and its evidence base are widening. Furthermore, the
burden of oral disease continues to remain high at the population level. These problems have
prompted new approaches to enhancing research. Aim The aim of this paper is to outline how a
modified approach to dental coding may benefit clinical and population level research. Methods
and Materials Using publically assessable data obtained from the Australian Chronic Disease
Dental Scheme and item codes contained within the Australian Schedule of Dental Services and
Glossary, a suggested approach to dental informatics is illustrated. Results A selection of item
codes have been selected and expanded with the addition of suffixes. These suffixes provided
circumstantial information that will assist in assessing clinical outcomes such as success rates
and prognosis. Conclusion The use of item codes in administering the CDDS yielded a large
database of item codes. These codes are amenable to dental informatics which has been shown
to enhance research at both the clinical and population level. This is a cost effective method to
supplement existing research methods.

Lam, T. Y. M. and J. Yan (2022). "Continuing care retirement community senior housing in Shanghai: an
analysis of the development barriers." International Journal of Housing Markets and Analysis 15(4): 780-
799.
Purpose>Shanghai is currently faced with a rapid increase in the ageing population and demand
for elderly homes. Continuing care retirement community (CCRC) has been emerging as a high-
end alternative to offer specialised accommodation to the elderly in major cities. Since the first
development in 2008, the industry is now still at the infancy stage. This study aims to examine
the investment barriers hindering the supply and demand of CCRCs with an aim to recommend
practical and senior housing policy measures to facilitate CCRC
developments.Design/methodology/approach>Multiple-case study method was used to confirm
whether the literature findings on investment barriers apply to the context of Shanghai. Four
representative CCRC development cases in Shanghai were examined, in which qualitative data
were collected from interviews with experienced CCRC development managers and quantitative
data from a questionnaire survey of the CCRC residents.Findings>Operation management
experience, financial risks and government support policy were found to be the main supply
barriers. Chinese traditional family-oriented culture and affordability were not the main demand
barriers of CCRCs in Shanghai. Poor quality of services and living environment were identified as
the main barriers suppressing the demand for CCRC.Research limitations/implications>Although
common trends and views can be drawn from the representative cases in Shanghai to provide
valid results, further research should be conducted on other major cities in China so that the
results can be widely applied.Practical implications>Successful CCRC investment strategy should
focus on partnering with experienced professional eldercare management companies, provisions
of high-quality medical professionals and trained care personnel and delivery of flexible care
service, along with intensive capital flows for land, construction and operating costs.Social
implications>Additional senior housing policy support should be established to promote the
CCRC supply to address the ageing needs, particularly granting lands for CCRC developments at
Tiers 1 and 2 major cities where the land cost is high.Originality/value>This research’s practical
and policy measures can be applied to enable and promote CCRC developments in Shanghai,
thus benefitting both housing investors and the government. The findings also form a baseline
for CCRC developments in other major cities.

Lambat, Z., et al. (2009). "Views about the feedback relating to continuing professional development
records submitted to the royal pharmaceutical society of great britain." International Journal of
Pharmacy Practice 17(S2): B84-B85.
 Introduction and Objectives: In 2007, the Royal Pharmaceutical Society of Great Britain (RPSGB)
recruited approximately 1000 participants, who volunteered to review the content and structure
of the feedback provided to them on their Continuing Professional Development (CPD).[1] This
study formed Phase 3 of the ongoing evaluation of practising pharmacists' and registered
pharmacy technicians' views on the feedback on CPD records submitted to the RPSGB. The aim
of this study was to gain pilot participants' opinions about their feedback. Method: This study
employed a range of qualitative and quantitative approaches to data collection. (1) Qualitative
study: A combination of qualitative methodologies was used during a 1-day evaluation workshop
held in July 2008, which included a focus group discussion to gain their views about the feedback
and a form of nominal group technique (NGT)[2] to prioritize recommendations for future
changes. A structured, paper-based, written critique of the feedback was sent to all workshop
attendees to complete. Participants were purposively invited to attend on the basis of
representation according to the following characteristics: gender, sector of pharmacy, number of
years in practice, pharmacy profession (pharmacist or technician), geographical location and
format of feedback report (online, desktop or paper). (2) Quantitative study: A semistructured
questionnaire was designed, based on data gained from the qualitative study and distributed to
912 pilot participants in autumn of 2008. Respondents were asked to indicate the degree to
which the feedback met their expectations and their confidence in their ability to undertake CPD
in the future. Suggestions for further development (or otherwise) were rated as either 'Essential
as a priority', 'Essential but not a priority', 'Desirable - but not essential', 'Unnecessary to
develop further' or 'Unsure'. Results and Discussion: (1) Evaluation workshop (qualitative study):
Of the 126 who were contacted by the RPSGB, 21 participants were available to attend the
workshop. All reviewed their feedback report and completed the written critique before
attending the workshop. This prepared them for the focus group discussion where eight themes
were identified, which were as follows: (a) general attitudes, (b) expectations, (c) content-
specific points, (d) structure-specific points, (e) format-specific points, (f) other aspirations, (g)
impact on future CPD and (h) support. Eight key priorities for change emerged from the NGT. (2)
Feedback gained from questionnaire (quantitative study): Five hundred and sixty (61%) pilot
participants responded to the survey. The CPD feedback had either met or exceeded their
expectations in 86% of cases and 86% stated that they felt either fully or mostly able to complete
CPD records in the future as a result of receiving feedback. The most frequently reported
essential priorities for change were as follows: to highlight their strengths and weaknesses
(48%), to relate information to specific entries (46%), to retain a choice. of the different formats
for submitting CPD (46%), to mark more clearly which fields are compulsory (44%), to provide
examples of good practice (43%), to include a summary of what to do next (43%) and to provide
a clear take-home message (41%). Conclusion The combination of methodologies employed for
this study was successful in providing an in-depth evaluation of the CPD feedback submitted to
the RPSGB. Most of the pilot participants engaged with the research to provide a constructive
and useful critique. Considerable improvement has been made to the CPD feedback compared
to previous phases of this study. However, some suggestions for further development were
identified.

Lambert, A. C. S., et al. (2010). "Development of a delivery continued care model." Investigacion &
Educacion en Enfermeria 28(2): 187-194.
Objective. To describe the obstetric nurses' experiences related with the development of a
delivery care model. Methodology. Case study type research. Four obstetric nurses who
developed the delivery care model proposed by the Sao Paulo university testimonies were
analyzed. The obtained information was analyzed using an inductive interpretative way. Results.
 Four descriptive categories came up from the testimonies: a) Coping with ambivalence feelings,
b) Work with ease and difficulties with the new model adoption, c) the delivery concept changes
and d) the nurses recognized the model viability, but its implementation depends in the
philosophical and management guidelines related with delivery care and professionals'
commitment. Conclusion. The diverse aspects involved were recognized in the implementation
of the delivery model.

Lambert-humble, S. (2012). "Summary of: The impact of General Dental Council registration and
continuing professional development on UK dental care professionals: (2) dental technicians." British
Dental Journal 213(8): 400-401.
Objective To investigate the impact of General Dental Council (GDC) registration and mandatory
CPD on dental technicians' views, job satisfaction and intention to leave the profession.Design
Postal/online survey, conducted in parallel with a survey of dental nurses.Setting UK private and
NHS practices, community services, dental hospitals.Subjects and methods Representative
sample of GDC registrants. Main outcome measures: job satisfaction; intention to leave
profession (dependent variable in regression analysis).Results 605 were sampled: 40 were
ineligible (left the register in July 2011, re-qualified in another dental care profession, shared a
practice address with another selected DT); 193 responded (response rate 34%). 22% were
female (mean age 38.2 years) and 78% male (mean age 49.4 years). The general principle of
registration was endorsed by 52%, and compulsory registration by 54%, but the fee level by only
13%. Most technicians felt that registration had had either no effect or a negative effect on their
view of their career (80%), role (78%) or status within the dental team (85%), and 66% did not
agree that training helped them to do their job better. Fifty-one percent were not satisfied with
their job and 20% intended to leave the profession. Intention to leave was predicted by greater
dissatisfaction with remuneration.Conclusions Criticisms regarding the cost and relevance of
registration and the cost, relevance and accessibility of CPD, coupled with potentially high level
of attrition from the profession, suggest a review of the fee and salary structure and greater
support for CPD is warranted.

Lammerink, M. (1994). "Continuing education. Ways of working." HealthAction(8): 10.

Supervision can be an important and, indeed, sole means of improving performance,
competence, and quality of health workers. It can be used to help health workers improve their
performance, identify and solve problems, create a better working environment, identify training
needs, identity available or required initiatives and resources, and assess whether the training
serves community needs. Effective supervision is hindered by a lack of supervisory guidelines, a
shortage of staff, a lack of resources, unclear roles and responsibilities of supervisors, and
inadequate staff training and motivation. The process approach to training allows people to work
through problems and find solutions for themselves by basing learning on their own
experiences, knowledge, and skills and by relating theory to practice through workshops and
fieldwork. Based on the principle of empowerment, process learning has 4 steps: 1) to ensue
that participants understand what they will be learning and why it is important, 2) to encourage
participants to describe, analyze, and exchange individual experiences, 3) for participants to
compare their different practices and study the gap between what they actually do and what
they should do, and 4) to place experience and new knowledge into a system which provides a
frame of reference for future education and training.
eng

Lanara, V. A. R. N. E. (1994). "Continuing Education in Greece." The Journal of Continuing Education in

Nursing 25(2): 88-89.
In some instances, specialization in question appears to be continuing education on specialty
wards to familiarize the nurse with the specific type of problems encountered. [...] in principle,
the members of the above Advisory Committee were using a tentative definition of CE . . . as
maintaining and updating nursing knowledge and skills during the professional life.

Landman, J., et al. (1998). "Curriculum design for professional development in public health nutrition in
Britain." Public health nutrition 1(1): 69-74.
OBJECTIVES: To describe how the Nutrition Society developed public health nutrition as a
profession between 1992 and 1997, and to analyse the influences propelling on this
professionalization. DESIGN: Qualitative case study. SETTING: Britain. RESULTS: The Nutrition
Society of Britain consulted with various stakeholders (such as dietitians, researchers,
professionals and practitioners and educators from the UK, and latterly from mainland Europe)
to build a consensus about the definition, roles and functions of public health nutritionists and
the need for, and scope of, this new profession. Building on this consensus, the Society
developed a curriculum in line with British national nutrition policy. Analysis shows that the
design and philosophy of the curriculum is explicitly international and European in orientation, in
keeping with the tradition of the discipline and the Society. The curriculum is designed in terms
of specialist competencies in public health nutrition, defining competency so that registered
public health nutritionists are advanced practitioners or leaders: this is in keeping with
contemporary trends in professional education generally and as expressed by the UNU/IUNS and
at Bellagio, in nutrition in particular. CONCLUSIONS: Despite a unique relationship with British
state and policy, this case of professionalization contributes to contemporary international inter-
and intraprofessional debates about the nature of public health nutrition and is consistent with
professional educational theory.

Lang, N. P., et al. (2003). "Comparison of undergraduate and continuing education in periodontology at
Swiss universities at the turn of the century." Schweizer Monatsschrift für Zahnmedizin = Revue
mensuelle suisse d'odonto-stomatologie = Rivista mensile svizzera di odontologia e stomatologia / SSO
113(5): 510-518.
The purpose of the present study was to evaluate the professional knowledge in periodontology
of the dentists, a subject which has been taught officially since 1972 as an independent area, to
determine the self-assessed level of competence and to elaborate on the needs for continuing
education in periodontology. The present evaluation used questionnaires sent to all members of
the Swiss Society of Odontology SSO in the summer of 2000. One third of the questionnaires
were returned. The questionnaires contained three parts: A) Demographic information assuring
that the distribution of the answering colleagues corresponded to that of all dentists in
Switzerland. B) Self-assessment of undergraduate and continuing education. Colleagues with
professional experience of less than six years evaluated themselves as being most competent
theoretically, while those with professional experience of 6-25 years felt most competent
practically. C) Objective professional knowledge of the etiology and therapy of periodontal
diseases. Such evidence-based statements had also been presented to the European Academy of
Periodontology (EAP) in 1993 at the 1st European Workshop in Periodontology. In comparison to
the students and faculty of the University of Washington and the EAP, it was possible to evaluate
the level of knowledge in periodontology of Swiss dentists. It was evident that their professional
knowledge was on a level which corresponded to the state of scientific evidence. However, there
were differences between graduates from the different Swiss universities.
Langland, R. M. M. S. N. R. N. C. and S. J. M. S. N. R. N. Farrah (1990). "Using a Self-Care Framework for
Continuing Education in Gerontological Nursing." The Journal of Continuing Education in Nursing 21(6):
267-270.
Orem's (1985) Self-Care Deficit Nursing Theory (S-CDNT) was used as a framework for an 8-day
continuing education course in gerontological nursing provided nine times throughout Missouri.
Through the use of case studies, major elements of the theory were not only introduced, but
also were related to practice by speakers who focused on self-care abilities and limitations, as
well as self-care demands and agency. Evaluation data from each of the locations demonstrated
a significant increase in participants' knowledge scores from pre- to posttest (p<.0001) using the
Sign Rank Test. Participants perceived a substantial increase in both knowledge of theory-based
gerontological nursing and theory-based practice. Followup evaluations after 6 months
suggested that the use of S-CDNT as a framework for gerontological nursing content had a
lasting impact on the development of a strong nursing perspective and on more positive
attitudes toward gerontological nursing. [PUBLICATION ABSTRACT]

Larkins, S. L., et al. (2013). "Measuring social accountability in health professional education:
Development and international pilot testing of an evaluation framework." Medical Teacher 35(1): 32.
Health professional schools are responsible for producing graduates with competencies and
attitudes to address health inequities and respond to priority health needs. Health professional
schools striving towards social accountability founded the Training for Health Equity Network
(THEnet). This article describes the development of THEnet evaluation framework for socially
accountable health professional education, presents the framework to be used as a tool by other
schools and discusses the findings of pilot implementation at five schools. The framework was
designed collaboratively and built on Boelen and Woollard's conceptualization, production and
usability model. It includes key components, linked to aspirational statements, indicators and
suggested measurement tools. Five schools completed pilot implementation, involving
workshops, document/data review and focus group discussions with faculty, students and
community members. Three sections of the framework consider: How does our school work?;
What do we do? and What difference do we make? Pilot testing proved that the evaluation
framework was acceptable and feasible across contexts and produced findings useful at school
level and to compare schools. The framework is designed as a formative exercise to help schools
take a critical look at their performance and progress towards social accountability. Initiatives to
implement the framework more widely are underway. The framework effectively aids in
identifying strengths, weaknesses and gaps, with a view to schools striving for continuous self-
improvement. THEnet evaluation framework is applicable and useful across contexts. It is
possible and desirable to assess progress towards social accountability in health professional
schools and this is an important step in producing health professionals with knowledge,
attitudes, and skills to meet the challenges of priority health needs of underserved populations.

Larkins, S. L., et al. (2013). "Measuring social accountability in health professional education:
Development and international pilot testing of an evaluation framework." Medical Teacher 35(1): 32-45.
Background: Health professional schools are responsible for producing graduates with
competencies and attitudes to address health inequities and respond to priority health needs.
Health professional schools striving towards social accountability founded the Training for Health
Equity Network (THEnet). Aim: This article describes the development of THEnet evaluation
framework for socially accountable health professional education, presents the framework to be
used as a tool by other schools and discusses the findings of pilot implementation at five
schools. Methods: The framework was designed collaboratively and built on Boelen and
 Woollard's conceptualization, production and usability model. It includes key components, linked
to aspirational statements, indicators and suggested measurement tools. Five schools completed
pilot implementation, involving workshops, document/data review and focus group discussions
with faculty, students and community members. Results: Three sections of the framework
consider: How does our school work?; What do we do? and What difference do we make? Pilot
testing proved that the evaluation framework was acceptable and feasible across contexts and
produced findings useful at school level and to compare schools. The framework is designed as a
formative exercise to help schools take a critical look at their performance and progress towards
social accountability. Initiatives to implement the framework more widely are underway. The
framework effectively aids in identifying strengths, weaknesses and gaps, with a view to schools
striving for continuous self-improvement. Conclusion: THEnet evaluation framework is applicable
and useful across contexts. It is possible and desirable to assess progress towards social
accountability in health professional schools and this is an important step in producing health
professionals with knowledge, attitudes, and skills to meet the challenges of priority health
needs of underserved populations.

Larre Borges, U., et al. (2003). "[Continuing medical professional development in Uruguay as the country
faces the 21st century]." Rev Panam Salud Publica 13(6): 410-418.
This paper outlines the evolution of the concept of continuing medical professional development
in Uruguay, as that professional development has progressed from independent and varied
efforts that were not coordinated or evaluated to a plan that is aimed at improving the quality of
educational activities and programs and making them accessible to all the physicians in the
country. In contrast to countries where scientific societies and medical associations preside over
continuing professional development, in Uruguay the Graduate School of the School of Medicine
of the University of the Republic has taken on managing and developing this process. The key
objective of this process is for the Graduate School to work in conjunction with other leading
players in professional development to create a national system of continuing medical
professional development. This system should be interinstitutional and include both public and
private entities. By having the key public institutions (the Graduate School and the Ministry of
Public Health) working with private entities (medical associations, scientific societies, and health
care institutions), there should be an adequate balance of interests. The national professional
development system should work in the most decentralized manner possible and should be
based on a network of units distributed around the entire country, but with centralized
coordination. The system's interinstitutional character should ensure high technical and ethical
standards as well as a balance among the governmental, commercial, professional, and
university components. This system should serve as the basis for extending this activity to all
health personnel in Uruguay. While the national system is still being finalized, the Graduate
School has implemented a process of accrediting institutions that are involved in continuing
professional medical development. The aim of this accreditation process is to improve the
educational offerings for physicians and to generate practical experience that will serve the
future system.

Latter, K. A., et al. (2022). "Continuing professional development in children's nursing: identifying needs
and delivering quality assured activities." Nursing Children & Young People 34(4): 26-32.
Why you should read this article: • To identify the barriers in accessing and completing effective
continuing professional development (CPD) that children's nurses may experience • To learn
about the development of a CPD framework for excellence that aimed to improve access to
quality assured CPD for children's nurses • To recognise the importance of measuring the effect
 and quality of CPD activities Continuing professional development (CPD) for nurses is intrinsically
linked to quality improvement, improved patient safety and outcomes, career progression, and
recruitment and retention, as well as being integral to nurses' lifelong development. However,
despite these advantages, there is no framework to develop, accredit, deliver and measure the
outcomes of CPD in the UK. This article outlines the elements of a CPD framework for excellence
for children's nurses that was developed by the lead for excellence in nursing practice at
Nottingham Children's Hospital, England, in collaboration with lead educators and facilitators of
CPD activities. To develop the framework, they scoped existing CPD activities and mapped the
content to a quality standards framework. Each of the 39 CPD activities identified were then
submitted to the Nottingham University Hospitals NHS Trust Institute of Care Excellence for
accreditation, with the aim of providing quality assurance. The framework for excellence aims to
support the delivery of credentialed high-quality, evidence-based information that meets the
needs of children's nurses, with the future capability to measure learning outcomes.

Lau, S. T., et al. (2020). "Development of undergraduate nursing entrustable professional activities to
enhance clinical care and practice." Nurse Education Today 87: N.PAG-N.PAG.
Nursing education adopts a time-based approach to assess the multifaceted competencies of
student nurses. The competency-based approach is preferred historically as it is practical and
ensures that individuals deliver effective healthcare practice. However, there remains a gap on
how these competencies are actually applied in nursing practice. To facilitate the connection
between competencies, competency-based education, and nursing practice, entrustable
professional activities (EPAs) can be utilized to translate competencies into clinical practice. EPAs
have shown promising results across multiple healthcare specialties and have become the
current driving force to facilitate nursing care and practice. Given the limited information of EPAs
in nursing education, it is an opportune time to develop EPAs specific to nursing care and
practice. To provide a detailed breakdown on the development of EPAs in nursing education to
inform clinical care and practice. The development stages of EPAs included: i) the formation of a
team, ii) the development of the conceptual framework, and iii) the pooling, reviewing, and
revising of core EPAs. A total of ten core EPAs were developed, with sub-EPAs nested within
these core EPAs. The EPAs include: 1) patient engagement, 2) patient care and practice, 3) care
management, 4) common procedures, 5) safety, 6) urgent care, 7) transition care, 8) patient
education, 9) interprofessional collaboration, and 10) palliative care. The development of EPAs
specific to nursing care and practice may offer nursing programs a guide to assist with curricula
planning and a basis for developing entrustment assessment tools. The unfamiliarity of EPAs in
nursing education may pose as implementation challenges to EPAs. Future research is warranted
to evaluate and improve the developed EPAs.

Launay-Vacher, G. and A. Rieutord (2014). "E-learning for the pharmacist's CPD (continuous professional
development): Instructional design, a key point." Journal de Pharmacie Clinique 33(2): 76-82.
Health needs are growing and changing, especially with the aging population. Both the
community and hospital pharmacists must be trained throughout life with great responsiveness,
flexibility and efficiency to meet this challenge. In this context, information technology and in
particular the spread of the Internet have led to the emergence of e-learning for pharmacists'
training. The objective of this paper was to define and describe what is e-learning and discuss its
advantages and limitations in the context of professional pharmaceutical activities and CPD. The
e-learning refers to the distance learning through digital and electronic tools. The e-learning
must place the learner at the heart of the learning process. First, to do this, it must include an
instructional design process before associating the appropriate technological tools. The learning
 objectives must be clearly stated, specific, unambiguous and measurable. The instructional
design must also be based on specific principles of adult learning. The design of a module
comprises three main parts: (i) Selection of content to mediate, (ii) Scripting activities, (iii)
creating educational material. It should last 20 minutes. It is hosted by a LMS and designed
according to SCORM 2004 standard. It includes a tracking system and web 2.0 features to enable
collaborative and cooperative learning. In the market, there are many offers that vary in
educational design from simple slideshow, improperly called E Learning, to tailored E Learning
Module and / or serious games. Finally, the strengths and weaknesses of E learning are discussed
in the context of CPD. E-learning is a real and complementary alternative to residential training.
It should be considered by all pharmacists for their continuing professional development as its
effectiveness is demonstrated.

Laursen, H. B. (2000). "Medical continuing education in the county of Vestsjaelland 1995-1997. Young
physicians are generally satisfied with their medical training." Ugeskrift for laeger 162(8): 1076-1079.
During the last few years there has been some criticism concerning the medical training of young
doctors. The present study analyses the satisfaction with the medical training (hospitals and
general practices) in 401 courses of medical training in the county of West Zealand, Denmark,
during the years 1995-1997. The 401 courses resulted in 3136 statements with respect to
satisfaction. Only 4.9% of the statements was "discontent", 16.5% "somewhat content", 36.4%
"content" and 42.3% "very content". The 4.9% with the statement "discontent" was especially
related to the introduction to place of education, focus on medical training and the theoretical
lessons. In conclusion the present study revealed general satisfaction in young doctors with the
medical training in the county of West Zealand.

Lauseng, D. L., et al. (2019). "Professional development in evidence-based practice: course survey results
to inform administrative decision making." J Med Libr Assoc 107(3): 394-402.
OBJECTIVE: To understand librarians' evidence-based practice (EBP) professional development
needs and assist library administrators with professional development decisions in their own
institutions, the study team surveyed past participants of an EBP online course. This study aimed
to (1) understand what course content participants found valuable, (2) discover how participants
applied their course learning to their work, and (3) identify which aspects of EBP would be
beneficial for future continuing education. METHODS: The study team distributed an eighteen-
question survey to past participants of the course (2011-2017). The survey covered
nontraditional demographic information, course evaluations, course content applications to
participants' work, additional EBP training, and EBP topics for future CE opportunities. The study
team analyzed the results using descriptive statistics. RESULTS: Twenty-nine percent of course
participants, representing different library environments, responded to the survey. Eighty-five
percent of respondents indicated that they had prior EBP training. The most valuable topics were
searching the literature (62%) and developing a problem, intervention, comparison, outcome
(PICO) question (59%). Critical appraisal was highly rated for further professional development.
Fifty-three percent indicated change in their work efforts after participating in the course.
Ninety-seven percent noted interest in further EBP continuing education. CONCLUSIONS: Survey
respondents found value in both familiar and unfamiliar EBP topics, which supported the idea of
using professional development for learning new concepts and reinforcing existing knowledge
and skills. When given the opportunity to engage in these activities, librarians can experience
new or expanded EBP work roles and responsibilities. Additionally, the results provide library
administrators insights into the benefit of EBP professional development.
Lauseng, D. L., et al. (2019). "Professional development in evidence-based practice: course survey results
to inform administrative decision making." Journal of the Medical Library Association 107(3): 394-402.
Objective: To understand librarians' evidence-based practice (EBP) professional development
needs and assist library administrators with professional development decisions in their own
institutions, the study team surveyed past participants of an EBP online course. This study aimed
to (1) understand what course content participants found valuable, (2) discover how participants
applied their course learning to their work, and (3) identify which aspects of EBP would be
beneficial for future continuing education. Methods: The study team distributed an eighteen-
question survey to past participants of the course (2011-2017). The survey covered
nontraditional demographic information, course evaluations, course content applications to
participants' work, additional EBP training, and EBP topics for future CE opportunities. The study
team analyzed the results using descriptive statistics. Results: Twenty-nine percent of course
participants, representing different library environments, responded to the survey. Eighty-five
percent of respondents indicated that they had prior EBP training. The most valuable topics were
searching the literature (62%) and developing a problem, intervention, comparison, outcome
(PICO) question (59%). Critical appraisal was highly rated for further professional development.
Fifty-three percent indicated change in their work efforts after participating in the course.
Ninety-seven percent noted interest in further EBP continuing education. Conclusions: Survey
respondents found value in both familiar and unfamiliar EBP topics, which supported the idea of
using professional development for learning new concepts and reinforcing existing knowledge
and skills. When given the opportunity to engage in these activities, librarians can experience
new or expanded EBP work roles and responsibilities. Additionally, the results provide library
administrators insights into the benefit of EBP professional development.

Laustsen, C. E., et al. (2021). "Involvement of professionals in research: knowledge integration,

development of practice, and challenges: a group concept mapping study." Health Research Policy &
Systems 19(1): 1-17.
Background: Research and practice are often considered as two different worlds with different
values, which causes a gap between them. Involving professionals such as practitioners,
managers, decision-makers, and policy-makers in research on ageing and health might address
the gap between research and practice, strengthen the healthcare system, and increase older
people's possibilities for healthy ageing. The aim of this study was to conceptualize
professionals' involvement in research on ageing and health from the perspective of the
professionals themselves.Methods: A mixed method called group concept mapping was used.
Professionals with experience being involved in research on ageing and health participated in
qualitative data collection through brainstorming sessions (n = 29) and by sorting statements (n
= 29). Afterwards, they participated in a quantitative data collection by rating statements
according to how much each statement strengthened practice (n = 30) and strengthened
research (n = 28). Multidimensional scaling analysis and hierarchical cluster analysis were used to
conduct quantitative analysis. Latent qualitative analysis was also conducted.Results: Analysis
resulted in eight clusters which illustrated conceptual areas of professionals' involvement in
research projects. The qualitative latent construct of the cluster map resulted in the themes:
challenges for professionals; prerequisites and professionals' learning can contribute to
development of practice; and integrated knowledge benefits older people. There was a strong
correlation between what strengthens practice and research (r = 0.92).Conclusions: This study
illustrates conceptual areas of professionals' own perspectives on what their involvement in
research can lead to. Their involvement may lead to knowledge being integrated, and the
professionals may learn through their involvement, which can contribute to the development of
 practice. However, there can also be challenges that need to be handled when professionals are
involved in research. The study can be useful for improving the understanding of and actual
involvement of professionals in research, and for optimizing the involvement of professionals.

Lawson, L., et al. (2017). "Student Healthcare Clinicians' Illness Narratives: Professional Identity
Development and Relational Practice." The American Journal of Family Therapy 45(3): 149-162.
In this qualitative, grounded theory study we examine how the intersection of self-reflection,
illness narratives and perceived messages of professional identity inform care provided by
medical, nursing, and medical family therapy students to patients and families. We discovered
four common challenges students faced navigating personal experiences of illness and
connecting to patients: 1) discrepancies between ideal and lived experiences, 2) challenges of
healthcare work and culture, 3) navigating power and hierarchy, and 4) developing a shell of
privacy. Discussion and implications include interdisciplinary training and collaboration and the
unique role of medical family therapists in healthcare.

Leahey, M. (1984). "Findings from research on divorce: Implications for professionals' skill development."
American Journal of Orthopsychiatry 54(2): 298-317.
Results from research on divorce are synthesized, and practical implications/or the development
of conceptual, perceptual, and executive skills for educators, lawyers, mental health clinicians,
health care professionals, social policy planners, and the media are presented. An
interdisciplinary approach to intervention is proposed, and recommendations for future research
on divorce are made. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source:
journal abstract)

Lee, L., et al. (2000). "Evaluation of a continuing education program using Mintzberg's role model for
enhancing nurse managers' work competence: a preliminary report." Nursing Research (10226265) 8(1):
4-12.
Health care system reform has been established since 1995 in Taiwan. Hospital administrators
selected downsizing and restructuring as part of strategic planning. The administrators have
identified the need for continuing education management courses for nurse managers to cope
with the changing environment. However, there had been no management course proven
beneficial to nurse managers. A 20-hour course, applying Mintzberg's framework, was therefore
designed to address the needs of nurse managers. A quasi-experimental study to examine the
impact of continuing education programs on nurse managers was conducted to test their work
competence. Twenty nurse managers from two hospitals voluntarily participated in the study.
Eleven of them from hospital A were given Mintzberg's role model training course (20 hours) and
the other 9 from hospital B had a general nursing administration program (20 hours). Roemer's
(1996) work competence questionnaire was given to the 20 candidates before training and
collected at the end of the continuing education program. The results indicated that there was a
strong significant change of perception on work competencies among nurse managers between
the experimental group (n=11) and the control group (n=9). Those who attended the program
had their work competence improved. The 20-hour course, applying Mintzberg's framework,
proved to be an effective management education program.

Legare, F., et al. (2011). "How can continuing professional development better promote shared decision-
making? Perspectives from an international collaboration." Implementation Science 6.
Background Shared decision-making is not widely implemented in healthcare. We aimed to set a
research agenda about promoting shared decision-making through continuing professional
 development. Methods Thirty-six participants met for two days. Results Participants suggested
ways to improve an environmental scan that had inventoried 53 shared decision-making training
programs from 14 countries. Their proposed research agenda included reaching an international
consensus on shared decision-making competencies and creating a framework for accrediting
continuing professional development initiatives in shared decision-making. Conclusions
Variability in shared decision-making training programs showcases the need for quality
assurance frameworks.

Légaré, F., et al. (2010). "Effective continuing professional development for translating shared decision
making in primary care: A study protocol." Implement Sci 5: 83.
BACKGROUND: Shared decision making (SDM) is a process by which a healthcare choice is made
jointly by the healthcare professional and the patient. SDM is the essential element of patient-
centered care, a core concept of primary care. However, SDM is seldom translated into primary
practice. Continuing professional development (CPD) is the principal means by which healthcare
professionals continue to gain, improve, and broaden the knowledge and skills required for
patient-centered care. Our international collaboration seeks to improve the knowledge base of
CPD that targets translating SDM into the clinical practice of primary care in diverse healthcare
systems. METHODS: Funded by the Canadian Institutes of Health Research (CIHR), our project is
to form an international, interdisciplinary research team composed of health services
researchers, physicians, nurses, psychologists, dietitians, CPD decision makers and others who
will study how CPD causes SDM to be practiced in primary care. We will perform an
environmental scan to create an inventory of CPD programs and related activities for translating
SDM into clinical practice. These programs will be critically assessed and compared according to
their strengths and limitations. We will use the empirical data that results from the
environmental scan and the critical appraisal to identify knowledge gaps and generate a research
agenda during a two-day workshop to be held in Quebec City. We will ask CPD stakeholders to
validate these knowledge gaps and the research agenda. DISCUSSION: This project will analyse
existing CPD programs and related activities for translating SDM into the practice of primary
care. Because this international collaboration will develop and identify various factors
influencing SDM, the project could shed new light on how SDM is implemented in primary care.

Légaré, F., et al. (2010). "Effective continuing professional development for translating shared decision
making in primary care: A study protocol." Implementation Science 5: 83.
Background: Shared decision making (SDM) is a process by which a healthcare choice is made
jointly by the healthcare professional and the patient. SDM is the essential element of patient-
centered care, a core concept of primary care. However, SDM is seldom translated into primary
practice. Continuing professional development (CPD) is the principal means by which healthcare
professionals continue to gain, improve, and broaden the knowledge and skills required for
patient-centered care. Our international collaboration seeks to improve the knowledge base of
CPD that targets translating SDM into the clinical practice of primary care in diverse healthcare
systems. Methods: Funded by the Canadian Institutes of Health Research (CIHR), our project is to
form an international, interdisciplinary research team composed of health services researchers,
physicians, nurses, psychologists, dietitians, CPD decision makers and others who will study how
CPD causes SDM to be practiced in primary care. We will perform an environmental scan to
create an inventory of CPD programs and related activities for translating SDM into clinical
practice. These programs will be critically assessed and compared according to their strengths
and limitations. We will use the empirical data that results from the environmental scan and the
critical appraisal to identify knowledge gaps and generate a research agenda during a two-day
 workshop to be held in Quebec City. We will ask CPD stakeholders to validate these knowledge
gaps and the research agenda. Discussion: This project will analyse existing CPD programs and
related activities for translating SDM into the practice of primary care. Because this international
collaboration will develop and identify various factors influencing SDM, the project could shed
new light on how SDM is implemented in primary care.

Légare, F., et al. (2014). "Development of a Simple 12-Item Theory-Based Instrument to Assess the
Impact of Continuing Professional Development on Clinical Behavioral Intentions." PLoS One 9(3).
Background: Decision-makers in organizations providing continuing professional development
(CPD) have identified the need for routine assessment of its impact on practice. We sought to
develop a theory-based instrument for evaluating the impact of CPD activities on health
professionals' clinical behavioral intentions. Methods and Findings: Our multipronged study had
four phases. 1) We systematically reviewed the literature for instruments that used socio-
cognitive theories to assess healthcare professionals' clinically-oriented behavioral intentions
and/or behaviors; we extracted items relating to the theoretical constructs of an integrated
model of healthcare professionals' behaviors and removed duplicates. 2) A committee of
researchers and CPD decision-makers selected a pool of items relevant to CPD. 3) An
international group of experts (n = 70) reached consensus on the most relevant items using
electronic Delphi surveys. 4) We created a preliminary instrument with the items found most
relevant and assessed its factorial validity, internal consistency and reliability (weighted kappa)
over a two-week period among 138 physicians attending a CPD activity. Out of 72 potentially
relevant instruments, 47 were analyzed. Of the 1218 items extracted from these, 16% were
discarded as improperly phrased and 70% discarded as duplicates. Mapping the remaining items
onto the constructs of the integrated model of healthcare professionals' behaviors yielded a
minimum of 18 and a maximum of 275 items per construct. The partnership committee retained
61 items covering all seven constructs. Two iterations of the Delphi process produced consensus
on a provisional 40-item questionnaire. Exploratory factorial analysis following test-retest
resulted in a 12-item questionnaire. Cronbach's coefficients for the constructs varied from 0.77
to 0.85. Conclusion: A 12-item theory-based instrument for assessing the impact of CPD
activities on health professionals' clinical behavioral intentions showed adequate validity and
reliability. Further studies could assess its responsiveness to behavior change following CPD
activities and its capacity to predict health professionals' clinical performance. Copyright: ©
2014 Légaré et al.

Légaré, F., et al. (2015). "Theory-based tool to assess the effect of continuing professional development
on clinical practice." Canadian Family Physician 61(2): S63.
Context Continuing professional development (CPD), including continuing medical education, is
the method physicians most commonly use to improve their knowledge and skills. However,
decision makers in CPD organizations have identified the need for a short, theory-based tool that
could be used to routinely assess the effects of CPD activities on clinical practice. Objective Using
an integrated model for the study of health care professionals' intentions and behaviour as a
theoretical framework, we sought to develop a theory-based instrument for evaluating the effect
of CPD activities on health professionals' clinical practice. Design After completing a systematic
review and analysis of existing instruments assessing health care professionals' intentions and
behaviour, we created an inventory of instruments based on sociocognitive theories. A
committee of researchers and CPD decision makers selected items most relevant to CPD and to
the constructs of the integrated model. An e-Delphi study with experts from various domains
was conducted to check its face validity and likely acceptability in CPD settings. Participants We
 created a preliminary instrument with the items found most relevant and assessed its factorial
validity, internal consistency, and reliability over a 2-week period among 138 physicians
attending a CPD event. The sensitivity of the final instrument was assessed during a before-and-
after study among 611 physicians attending 37 CPD activities. Results Out of 72 relevant
instruments, 47 were analyzed. Of the 1218 items extracted from these, 16% were discarded as
improperly phrased and 70% were discarded as duplicates. Two e-Delphi iterations produced
consensus on a provisional 40-item questionnaire. Exploratory factorial analysis following test-
retest resulted in a 12-item questionnaire. Test-retest reliability was moderate, with weighted k
values between 0.4 and 0.6. Cronbach coefficients for the constructs varied, ranging from 0.77 to
0.85. The instrument is sensitive to a statistically significant difference in physicians' intention to
change their practice after attending a CPD activity. Conclusion A 12-item, theory-based
instrument for assessing the effects of CPD activities on health professionals' clinical behaviour
showed adequate metric properties. This instrument could encourage CPD developers to
incorporate the same sociocognitive factors into their training programs and will help
researchers explore these factors further.

Légaré, F., et al. (2014). "Development of a Simple 12-Item Theory-Based Instrument to Assess the
Impact of Continuing Professional Development on Clinical Behavioral Intentions." PLoS One 9(3).
Background Decision-makers in organizations providing continuing professional development
(CPD) have identified the need for routine assessment of its impact on practice. We sought to
develop a theory-based instrument for evaluating the impact of CPD activities on health
professionals' clinical behavioral intentions. Methods and Findings Our multipronged study had
four phases. 1) We systematically reviewed the literature for instruments that used socio-
cognitive theories to assess healthcare professionals' clinically-oriented behavioral intentions
and/or behaviors; we extracted items relating to the theoretical constructs of an integrated
model of healthcare professionals' behaviors and removed duplicates. 2) A committee of
researchers and CPD decision-makers selected a pool of items relevant to CPD. 3) An
international group of experts (n = 70) reached consensus on the most relevant items using
electronic Delphi surveys. 4) We created a preliminary instrument with the items found most
relevant and assessed its factorial validity, internal consistency and reliability (weighted kappa)
over a two-week period among 138 physicians attending a CPD activity. Out of 72 potentially
relevant instruments, 47 were analyzed. Of the 1218 items extracted from these, 16% were
discarded as improperly phrased and 70% discarded as duplicates. Mapping the remaining items
onto the constructs of the integrated model of healthcare professionals' behaviors yielded a
minimum of 18 and a maximum of 275 items per construct. The partnership committee retained
61 items covering all seven constructs. Two iterations of the Delphi process produced consensus
on a provisional 40-item questionnaire. Exploratory factorial analysis following test-retest
resulted in a 12-item questionnaire. Cronbach's coefficients for the constructs varied from 0.77
to 0.85. Conclusion A 12-item theory-based instrument for assessing the impact of CPD activities
on health professionals' clinical behavioral intentions showed adequate validity and reliability.
Further studies could assess its responsiveness to behavior change following CPD activities and
its capacity to predict health professionals' clinical performance.

Légaré, F., et al. (2011). "Developing a theory-based instrument to assess the impact of continuing
professional development activities on clinical practice: a study protocol." Implementation Science 6(1):
17-17.
Background: Continuing professional development (CPD) is one of the principal means by which
health professionals (i.e. primary care physicians and specialists) maintain, improve, and
 broaden the knowledge and skills required for optimal patient care and safety. However, the lack
of a widely accepted instrument to assess the impact of CPD activities on clinical practice
thwarts researchers' comparisons of the effectiveness of CPD activities. Using an integrated
model for the study of healthcare professionals' behaviour, our objective is to develop a theory-
based, valid, reliable global instrument to assess the impact of accredited CPD activities on
clinical practice.Methods: Phase 1: We will analyze the instruments identified in a systematic
review of factors influencing health professionals' behaviours using criteria that reflect the
literature on measurement development and CPD decision makers' priorities. The outcome of
this phase will be an inventory of instruments based on social cognitive theories. Phase 2:
Working from this inventory, the most relevant instruments and their related items for assessing
the concepts listed in the integrated model will be selected. Through an e-Delphi process, we
will verify whether these instruments are acceptable, what aspects need revision, and whether
important items are missing and should be added. The outcome of this phase will be a new
global instrument integrating the most relevant tools to fit our integrated model of healthcare
professionals' behaviour. Phase 3: Two data collections are planned: (1) a test-retest of the new
instrument, including item analysis, to assess its reliability and (2) a study using the instrument
before and after CPD activities with a randomly selected control group to explore the
instrument's mere-measurement effect. Phase 4: We will conduct individual interviews and
focus groups with key stakeholders to identify anticipated barriers and enablers for
implementing the new instrument in CPD practice. Phase 5: Drawing on the results from the
previous phases, we will use consensus-building methods to develop with the decision makers a
plan to implement the new instrument.Discussion: This project proposes to give stakeholders a
theory-based global instrument to validly and reliably measure the impacts of CPD activities on
clinical practice, thus laying the groundwork for more targeted and effective knowledge-
translation interventions in the future.

Légaré, F., et al. (2015). "The majority of accredited continuing professional development activities do
not target clinical behavior change." Academic medicine : journal of the Association of American Medical
Colleges 90(2): 197-202.
PURPOSE: Continually improving patient outcomes requires that physicians start new behaviors,
stop old behaviors, or adjust how they practice medicine. Continuing professional development
(CPD) is the method most commonly used by physicians to improve their knowledge and skills.
However, despite regular physician attendance at these activities, change in clinical behavior is
rarely observed. The authors sought to identify which of Bloom's domains (cognitive, affective,
or psychomotor) are targeted by the learning objectives of CPD activities offered by medical
associations, regulatory bodies, and academic institutions in the province of Quebec, Canada.
METHOD: The authors evaluated the objectives of 110 accredited CPD activities offered to
physicians and other health professionals from November 2012 to March 2013. The objectives of
each activity were extracted and classified into learning domains using Bloom's taxonomy.
RESULTS: Ninety-six percent of the learning objectives analyzed targeted the cognitive domain,
which consists of six levels of increasing complexity: knowledge, comprehension, application,
analysis, synthesis, and evaluation. Half (47%) targeted knowledge and comprehension, whereas
only 26% aimed to improve skills in analysis, synthesis, and evaluation. CONCLUSIONS: Most
accredited CPD activities within this sample were generally not designed to promote clinical
behavior change because the focus of these activities was on remembering and understanding
information instead of preparing physicians to put knowledge into practice by analyzing
information, evaluating new evidence, and planning operations that lead to behavior change.
Educators and CPD providers should take advantage of well-established theories of health
 professional behavior change, such as sociocognitive theories, to develop their activities.

Légaré, F., et al. (2017). "Responsiveness of a simple tool for assessing change in behavioral intention
after continuing professional development activities." PLoS One 12(5).
Background Continuing professional development (CPD) activities are one way that new
knowledge can be translated into changes in practice. However, few tools are available for
evaluating the extent to which these activities change health professionals’ behavior. We
developed a questionnaire called CPD-Reaction for assessing the impact of CPD activities on
health professionals’ clinical behavioral intentions. We evaluated its responsiveness to change in
behavioral intention and verified its acceptability among stakeholders. Methods and findings We
enrolled 376 health professionals who completed CPD-Reaction before and immediately after
attending a CPD activity. We contacted them three months later and asked them to self-report
on any behavior change. We compared the mean rankings on each CPD-Reaction construct
before and immediately after CPD activities. To estimate its predictive validity, we compared the
median behavioral intention score (post-activity) of health professionals reporting a behavior
change three months later with the median behavioral intention score of physicians who
reported no change. We explored stakeholders’ views on CPD-Reaction in semi-structured
interviews. Participants were mostly family physicians (62.2%), with an average of 19 years of
clinical practice. Post-activity, we observed an increase in intention-related scores for all
constructs (P < 0.001) with the most appreciable for the construct beliefs about capabilities. A
total of 313 participants agreed to be contacted at follow up, and of these only 69 (22%)
reported back. Of these, 43 (62%) self-reported a behavior change. We observed no statistically
significant difference in intention between health professionals who later reported a behavior
change and those who reported no change (P = 0.30). Overall, CPD stakeholders found the CPD-
Reaction questionnaire of interest and suggested potential solutions to perceived barriers to its
implementation. Conclusion The CPD-Reaction questionnaire seems responsive to change in
behavioral intention. Although CPD stakeholders found it interesting, future implementation will
require addressing barriers they identified.

Légaré, F., et al. (2018). "Approaches to considering sex and gender in continuous professional
development for health and social care professionals: An emerging paradigm." Medical Teacher 40(9):
875-879.
Consideration of sex and gender in research and clinical practice is necessary to redress health
inequities and reduce knowledge gaps. As all health professionals must maintain and update
their skills throughout their career, developing innovative continuing professional education
programs that integrate sex and gender issues holds great promise for reducing these gaps. This
article proposes new approaches to partnership, team development, pedagogical theory,
content development, evaluation and data management that will advance the integration of sex
and gender in continuing professional development (CPD). Our perspectives build on an
intersectoral and interprofessional research team that includes several perspectives, including
those of CPD, health systems, knowledge translation and sex and gender.

Légaré, F. M. D. P. C. F., et al. (2015). "Theory-based tool to assess the effect of continuing professional
development on clinical practice." Canadian Family Physician 61(2).

Leggett, N. and J. Snook (2009). "BVRLA ICFM professional fleet consultant development programme."
Industrial and Commercial Training 41(5): 280-284.
Purpose - The BVRLA ICFM Professional Fleet Consultant Development Programme, developed in
 conjunction with the ICFM, is targeted at sales and business development executives within
BVRLA member companies. The four-day training programme equips participants with the skills
and knowledge to align their sales role more closely with the demands and responsibilities of the
client fleet manager. This paper aims to describe the programme.
Design/methodology/approach - The paper describes the tailored approach of the programme.
Findings - The first module covers the principles of fleet management, with a focus on
understanding the role and responsibilities of a fleet manager; the principles of asset and risk
management; and the influence of a client's stake holders, company culture and market
segmentation. It also looks at wider concerns influencing fleet choice, including the
environment. The second module covers the delivery of fleet solutions; the various budgetary
and taxation considerations; key acquisition and disposal options; supplier management; and the
relevant legal and health and safety obligations. Practical implications - The new programme,
launched in October 2008, has been enthusiastically welcomed by the leasing and fleet
management industry, which has seen its customers grow more sophisticated in their business
processes and, as a consequence, ever more demanding of their service providers. BVRLA
members recognise the value in an industry-acknowledged qualification that demonstrates both
their investment in employee development and their commitment to understanding the needs
of their customers. The Professional Fleet Consultant Development Programme course is
externally accredited by the Institute of Leadership and Management. Originality/value - The
paper is the first detailed description of the origins, design, delivery of the BVRLA ICFM
Professional Fleet Consultant Development Programme. [PUBLICATION ABSTRACT]

LeGrow, K. and B. E. Rossen (2005). "Development of Professional Practice Based on a Family Systems
Nursing Framework: Nurses' and Families' Experiences." Journal of Family Nursing 11(1): 38-58.

Leist, J. C. and J. S. Green (2000). "Congress 2000: a continuing medical education summit with
implications for the future." Journal of Continuing Education in the Health Professions 20(4): 247-251.
The expectations of attendees, the evaluations of themes, and the implications for continuing
medical education (CME) identified by 'Congress 2000: A Continuing Medical Education Summit
on the Practices, Opportunities and Priorities for the New Millennium' are reviewed. A vision
was identified with significant opportunities for CME to become a more valuable partner in and
contributor to quality health care. The vision suggests that CME should be linked more closely to
physician learning at the point of care and that technology might be used more successfully to
address physician-learner needs by helping them to manage volumes of evidence for treating
patients more effectively. At the same time, health care outcome data to analyze the need, for
and measure the effectiveness of educational interventions should become integrated into
standards of practice for CME providers. Continuous improvement based on research about
effective learning processes and outcomes should become an essential construct of the CME
culture. Implications are summarized for the profession, organizational CME providers, individual
CME professionals, and CME research from this new vision of CME crafted at Congress 2000.

Lemaire, E. D. and G. Greene (2002). "Continuing education in physical rehabilitation using Internet-
based modules." Journal of telemedicine and telecare 8(1): 19-24.
A rehabilitation outreach team created evidence-based and peer-reviewed educational modules
using standard desktop presentation software. Eighteen modules on various topics in physical
rehabilitation were published in several formats, including Web pages, directly from the
presentation file, for the benefit of health-care providers in eastern and north-eastern Ontario.
An online evaluation form could be completed by anyone visiting the Website; the people
 responsible for community rehabilitation services were asked to encourage their staff to
complete the forms. A total of 174 forms were received. The module 'Principles of transfers for
health-care workers' accounted for 18% of the evaluations and the module 'Assisted range-of-
motion exercises for arms and legs to maintain joint flexibility' accounted for 14%. Thirty-nine
per cent of respondents were registered nurses, 13% were physiotherapists and 26% were
people with disabilities. Thirty per cent of the participants had limited or no experience with
online learning. In the evaluation, high ratings were given for satisfaction and usefulness. From
an educator's perspective, multimedia content could be created and distributed without a
substantial investment in equipment, software, training and publication time; this represents a
'write once, publish everywhere' approach.

Lemberger, M. A. (1988). "The Development of the Curricular Approach to Continuing Education: From
Theoretical to Applied." American Journal of Pharmaceutical Education 52(4): 375-376.
The influences of the clinical pharmacy and mandatory continuing education movements and
the restructuring of the health care system in the early 1970s on the development of curricula
for continuing education in pharmacy are discussed. (MSE)

Lengacher, C. A. (1994). "Effects of professional development seminars on role conception, role

deprivation, and self-esteem of generic baccalaureate students." NursingConnections 7(1): 21-34.
This study compared differences in role conception (professional, bureaucratic, and service), role
deprivation, and self-esteem among baccalaureate students enrolled in specially designed
professional development seminars. More than 100 students participated in the pretests, given
on entry to the program, of which 63 completed both the pretest and the posttest given on
program exit. The Corwin Role Conception Scale assessed role conceptions and role deprivation
and the Coopersmith Adult Form Self-Esteem Inventory assessed self-esteem. Statistically
significant differences were found within groups in bureaucratic role conceptions (P = .0009) and
self-esteem (P = .0019) and between groups in professional role conception (P = .0057). No
differences were found between or within groups for service role conception or role deprivation.

Leon, A. and I. Aimone-Gastin (2014). "[Survey of professional practices within the framework of the
Continuous professional development: an experience led on a national scale on the theme of
macroenzymes]." Ann Biol Clin (Paris) 72(5): 582-592.
The recent HPST law (reform of the hospital and relative to the patients, to the health and to the
territories) states that the formation of the healthcare professionals is now "independent" and
"compulsory". This law introduces the term of "Continuous professional development". The
"Continuous professional development" groups together the former systems of both Evaluation
of the professional practices and in-services training. Indeed, our practice gave us an opportunity
to evaluate the practices of the professional of the specialists in laboratory medicine. We had to
deal with very unsual cases of interference with a medicine (tenofovir) during the dosage of
creatines kinases induced by the presence of a macroenzyme. To achieve this goal, a situation
scenario was constructed and sent to a sample of practitioners. The first part deals with a clinical
case with an analytic interference provoked by a macroenzyme. The second part refers to the
usual techniques employed to reveal the presence of macroenzymes. The results were returned
as a document suggesting a way to behave "in front of a suspicion of macroenzymes". This study
is an illustration of what can be realized to answer the obligations of continuous professional
development.

Leonor, V. D., et al. (2015). "The contributions of continuing education in dysphagia for pediatric nursing
care in a teaching hospital." Movement Disorders 30: S373.
Objective: Propose educational action in dysphagia for the nursing team of the pediatric in a
teaching hospital. Methods: Study of cross delineation quantitative approach. The study was
performed in a tertiary reference hospital, entailed to the Unified Health System (SUS). The
sample consisted of 62 professionals including nurses, technicians and nursing assistants who
work in the care of pediatric patients. We applied a questionnaire for verification of knowledge
about dysphagia later an educational activity and its immediate evaluation was performed.
Results: Knowledge of nursing dysphagia was evidenced as positive, especially regarding the
concept with 96.77% of hits, symptoms with 83.87% of hits, causes with 74.19% of hits,
consequences with 70.97% of hits, identification of a qualified professional for rehabilitation
with 85.48% accuracy and importance of rehabilitation with 87.10% of hits. Research
participants were receptive to educational action taken individually through folder and then
posters. In the immediate evaluation after they reported that the intervention had augmented
knowledge about dysphagia, recognized the importance of these and would like to receive more
information about this and other pathologies. Conclusions: The study demonstrated the
fragmented nursing knowledge about dysphagia, but with interest and disposition to learn if
content available through continuing education.

Lesage, S. (2014). "Cesarean delivery under general anesthesia: Continuing Professional Development."
Canadian Journal of Anesthesia 61(5): 489-503.
Purpose: Whenever possible, neuraxial anesthesia is the preferred technique for Cesarean
delivery; however, under certain circumstances, general anesthesia remains the most
appropriate choice. The purpose of this Continuing Professional Development module is to
review the key issues regarding general anesthesia for Cesarean delivery. Principal findings: In
developed countries, anesthesia-related maternal mortality and morbidity are both low.
Mortality following Cesarean delivery under general anesthesia is attributable chiefly to failed
intubation or other induction-related issues. Extubation can also be a danger period. The various
methods of preventing difficult intubation and the associated consequences include airway
assessment, fasting during obstetric labour, and pharmacological prophylaxis for aspiration. The
traditional rapid sequence induction has been slightly modified because of the increased use of
propofol and remifentanil. Difficult airway management algorithms specific to the pregnant
woman are being developed and tend to recommend the use of supraglottic devices for
unanticipated difficult intubation. The prevention of intraoperative awareness is another major
consideration. Maintenance with halogenated agents at > 0.7 minimum alveolar concentration
(MAC) is recommended; however, propofol maintenance can be an interesting option when
uterine atony is present. Multimodal postoperative analgesia is recommended. Conclusion: A
general anesthetic for Cesarean delivery should be based on the following principles: preventing
aspiration, anticipating a difficult intubation, maintaining oxygenation, insuring materno-feto-
placental perfusion and maintaining a deep level of anesthesia to avoid intraoperative
awareness while minimizing neonatal effects. © 2014 Canadian Anesthesiologists' Society.

Lévesque, M. C., et al. (2015). "Ideological roadblocks to humanizing dentistry, an evaluative case study
of a continuing education course on social determinants of health." International Journal for Equity in
Health 14(1): 1-14.
Background: Front line providers of care are frequently lacking in knowledge on and sensitivity
to social and structural determinants of underprivileged patients' health. Developing and
evaluating approaches to raising health professional awareness and capacity to respond to social
determinants is a crucial step in addressing this issue. McGill University, in partnership with
 Université de Montréal, Québec dental regulatory authorities, and the Québec anti-poverty
coalition, co-developed a continuing education (CE) intervention that aims to transfer knowledge
and improve the practices of oral health professionals with people living on welfare. Through the
use of original educational tools integrating patient narratives and a short film, the onsite course
aims to elicit affective learning and critical reflection on practices, as well as provide staff
coaching. Methods: A qualitative case study was conducted, in Montreal Canada, among
members of a dental team who participated in this innovative CE course over a period of four
months. Data collection consisted in a series of semi-structured individual interviews conducted
with 15 members of the dental team throughout the training, digitally recorded group
discussions linked to the CE activities, clinic administrative documents and researcher-trainer
field notes and journal. In line with adult transformative learning theory, interpretive analysis
aimed to reveal learning processes, perceived outcomes and collective perspectives that
constrain individual and organizational change. Results: The findings presented in this article
consist in four interactive themes, reflective of clinic culture and context, that act as barriers to
humanizing patient care: 1) belief in the “ineluctable” commoditization of dentistry; 2) “equal
treatment”, a belief constraining concern for equity and the recognition of discriminatory
practices; 3) a predominantly biomedical orientation to care; and 4) stereotypical categorization
of publically insured patients into “deserving” vs. “non-deserving” poor. We discuss implications
for oral health policy, orientations for dental education, as well as the role dental regulatory
authorities should play in addressing discrimination and prejudice. Conclusion: Humanizing care
and developing oral health practitioners' capacity to respond to social determinants of health,
are challenged by significant ideological roadblocks. These require multi-level and multi-sectorial
action if gains in social equity in oral health are to be made.

Lévesque, M. P., et al. (2016). "Humanizing Oral Health Care through Continuing Education on Social
Determinants of Health: Evaluative Case Study of a Canadian Private Dental Clinic." Journal of Health
Care for the Poor and Underserved 27(3): 971-992.
Primary care practitioners are frequently unprepared to take into account the effects of social
determinants on underprivileged patients' health and health management. To address this issue
among dental professionals, an original onsite continuing education (CE) course on poverty was
co-developed by researchers, dental professionals, and community organizations. Integrating
patient narratives and a short film, course material aims to elicit critical reflection and provide
coaching for practice improvements. A qualitative case study conducted with a large Montreal
Canada dental team reveals CE course participants' newfound understandings and increased
sensitivity to the causes of poverty and the nature of life on welfare. Participants also describe
revised interpretations of certain patient behaviors, subtle changes in communication with
patients and improved equity in appointment-giving policy. Unintended outcomes include
reinforced judgment and a tendency to moralize certain patient categories. Implications for
health professional educators, researchers, and dental regulatory authorities are discussed.

Lewis, D. J., et al. (1987). "Getting started. Making the most of continuing education: a framework for
developing programs." J Nurs Staff Dev 3(3): 106-109.

Lewis, L. K., et al. (2011). "Development and psychometric testing of an instrument to evaluate cognitive
skills of evidence based practice in student health professionals." BMC Medical Education 11: 77.
Background: Health educators need rigorously developed instruments to evaluate cognitive skills
relating to evidence based practice (EBP). Previous EBP evaluation instruments have focused on
the acquisition and appraisal of the evidence and are largely based in the medical profession.
 The aim of this study was to develop and validate an EBP evaluation instrument to assess EBP
cognitive skills for entry-level health professional disciplines. Methods: The Fresno test of
competence in evidence based medicine was considered in the development of the 'Knowledge
of Research Evidence Competencies' instrument (K-REC). The K-REC was reviewed for content
validity. Two cohorts of entry-level students were recruited for the pilot study, those who had
been exposed to EBP training (physiotherapy students, n = 24), and who had not been exposed
to EBP training (human movement students, n = 76). The K-REC was administered to one cohort
of students (n = 24) on two testing occasions to evaluate test-retest reliability. Two raters
independently scored the first test occasion (n = 24) to evaluate the inter-rater reliability of the
marking guidelines. Construct validity was assessed by comparison of the two groups, 'exposed'
and 'non-exposed', and the percentage of students achieving a 'pass' score in each of these
groups. Item difficulty was established. Results: Among the 100 participants (24 EBP 'exposed',
and 76 EBP 'non-exposed' students), there was a statistically significant (p < 0.0001) difference in
the total K-REC scores. The test-retest and inter-rater reliability of the individual items and total
scores ranged from moderate to excellent (measured by Cohen's Kappa and ICC, range: 0.62 to
perfect agreement). Conclusions: The K-REC instrument is a valid and reliable evaluation
instrument of cognitive skills of EBP in entry-level student health professionals. The instrument is
quick to disseminate and easy to score, making it a suitable instrument for health educators to
employ to evaluate students' knowledge of EBP or in the evaluation of entry-level EBP training.

Lewis, T. (2008). "Professional development of statisticians in the pharmaceutical sector: Evolution over
the past decade and into the future." Pharmaceutical Statistics 7(3): 158-169.
The adoption of The International Conference on Harmonization Tripartite Guideline: Statistical
Principles for Clinical Trials (ICH-E9) has provided a foundation for the application of statistical
principles in clinical research and raised awareness of the value of a statistical contribution to
the wider pharmaceutical R&D process. In addition, over the past decade globalization of the
pharmaceutical R&D process and the measures taken to address reduced productivity and
spiralling costs have impacted on the roles and career opportunities for statisticians working in
the pharmaceutical sector. This has enhanced the need for continuing professional development
to equip statisticians with the skills to fully contribute to creating innovative solutions. In the
future, key areas of focus are the establishment of proftssional standards for statistical work and
increasing the collaboration between statisticians working in industry, regulatory agencies and
academia. In addition, the diversity of roles and potential career paths for statisticians
embarking on a career in the pharmaceutical sector emphasizes the importance of mentoring
and coaching. For the more experienced statisticians, there are unprecedented opportunities to
lead and innovate. Copyright © 2008 John Wiley & Sons, Ltd.

Li, Y., et al. (2022). "Public Health Emergency Response Leadership Training: A Qualitative Assessment of
Existing Educational Opportunities and Perceived Facilitators, Barriers, and Priorities in Professional
Development." Journal of Public Health Management & Practice 28(1): E283-E290.
Objective: We aimed to understand the current training environment for developing public
health emergency response leaders and highlight facilitators and barriers in accessing targeted
training. Design: We designed 4 focus groups to gather organizational perspectives on public
health emergency response leadership development. Discussions were recorded, transcribed,
coded, and analyzed to synthesize key themes. Setting: Focus groups were convened at the 2019
Preparedness Summit (March 27-28) in St Louis, Missouri. Participants: Twenty-three public
health professionals from 9 Public Health Emergency Preparedness (PHEP) Cooperative
Agreement award recipient jurisdictions and 12 local health departments participated. Main
 Outcome Measures: We examined the current availability, relevance, specificity, and utility of
educational content and delivery modalities. Facilitators and barriers were identified as
opportunities to improve training access. Results: Generic emergency management training is
considered important and widely available but with limited application in public health practice.
Existing leadership training opportunities in public health emergency response are limited and
not widely known. While organizational support and accessible training facilitate participation,
resource constraints (ie, funding, time, and staff) exist as key barriers. In addition, frequent staff
turnover and attrition that result in loss of institutional knowledge likely hinder effective public
health emergency responses. Conclusion: Effective public health emergency response depends
on capable leaders not only well versed in specialized technical disciplines and practices but also
familiar with—or preferably fluent in—emergency management principles and functions. This
study demonstrated that well-aimed training strategies and organizational planning are essential
in developing public health emergency response leaders. Specifically, leadership development
may accrue considerable benefit from a standardized training curriculum. In addition, scalable
training programs developed through public, private, and academic partnerships may lessen
resource demands on individual organizations to facilitate training access. Finally, training
practicums (eg, mentoring, shadowing) may provide opportunities to facilitate active learning
and preserve institutional knowledge through leadership transitions.

Li, Y., et al. (2020). "Citizen-centric capacity development for ICT4D: the case of continuing medical
education on a stick." Information Technology for Development 26(3): 458-476.
The imbalance of the health workforce between rural and urban has the most severe impact in
low-income countries (LICs). Lack of professional development opportunities, such as Continuing
Medical Education (CME), is one of the key elements in this disparity. This research first presents
a revised Citizen-centric Capacity Development (CCD) framework that focuses on goaldriven ICT
solution design and impact assessment. It then investigates how the CCD framework guides the
design, development, and assessment of CMES (CME on a Stick), a low-cost, integrative platform
for the delivery of CME content to rural health workers in LICs. The success of the CMES project
highlights the significance of the CCD framework in creating design artifacts that are contextually
relevant, broadly scalable, and technologically sustainable. The research contributes not only to
the theoretical knowledge of linking ICT interventions and development goals, but also the
practical knowledge of ICT-based human capacity building in LICs.

Liang, Q., et al. (2022). "Revealing the mechanism of stress generation for construction frontline
professionals through development of structural stressors–coping–stress models." Safety Science 150: 1.
Construction industry is stressful for its participants. Construction frontline professionals are
directly responsible for construction tasks on-site, and their stress management is of critical
importance to the project success. Coping strategies could significantly affect stress, while the
influence of various coping strategies on stressors–stress interactions for frontline professionals
was unclear. Current study sets to examine the mediating effect of two groups of coping
strategies on the relationships between stressors and stress. Over 500 valid quantitative data
were applied to statistical analyses including confirmatory factor analysis and structural equation
modeling (SEM). A final Stressors–Coping–Stress model was developed, which shows: 1) three
problem-focused but only one emotion-focused coping strategies can mediate the stressors–
stress interactions for frontline professionals; 2) three problem-focused copings, namely
cognitive reappraisal, planful problem-solving and instrumental support, are promoted when
they have job control, leading to reduced emotional stress; 3) planful problem-solving and
instrumental support could mediate the influence of supervisor support on stress, but
 interestingly, mediating effect of instrumental support on supervisor support–stress interaction
causes exacerbated physical stress; 4) the avoidance coping could be restrained by supervisor
support but invoked by work overload, imposing different influence on their stress. Practical
recommendations were made to improve stress management practices, including realistic
workload planning, training for adaptive coping, provision of counselling services, etc. Through
revealing the stressors–coping–stress interactions, this study contributed to enhance current
understanding of stress management knowledge and improve existing strategies and practices
regarding occupational health and safety in the construction industry.

Liao, P.-C. (2011). "Narrative research on the meaning of professional development in the psychiatric
nurse profession." Journal of Nursing 58(4): 58-68.
Background: The extensive clinical experience of senior nurses is a valuable resource to assist
new nurses to prepare for their professional future in the clinical environment. Purpose: This
study employed the professional life narratives of psychiatric nurses in Taiwan to establish
professional meaning and create a development image for Taiwan psychiatric nurses. Methods:
This study used a narrative approach to interview a psychiatric nurse with nearly thirty years of
clinical experience. Researchers analyzed findings and constructed a new meaningful vision in
light of social and cultural changes. Results: Results identified three periods, namely
Enlightenment, Shaping, and Spiritual Care. Enlightenment focuses on the nurse as a helper;
Shaping focuses on the fundamental need for nurses; and Transmitting focuses on spiritual care.
These periods outline a development image for psychiatric care in which effectiveness of care
shifts from 'individual' to 'professional'. Conclusions: The significance of caring for psychiatric
patients should be perceived through shaping, which is generated by social interaction. This case
study may be applied to enhance psychiatric nursing education.

Liao, P. C. (2011). "[Narrative research on the meaning of professional development in the psychiatric
nurse profession]." Hu li za zhi The journal of nursing 58(4): 58-68.
The extensive clinical experience of senior nurses is a valuable resource to assist new nurses to
prepare for their professional future in the clinical environment. This study employed the
professional life narratives of psychiatric nurses in Taiwan to establish professional meaning and
create a development image for Taiwan psychiatric nurses. This study used a narrative approach
to interview a psychiatric nurse with nearly thirty years of clinical experience. Researchers
analyzed findings and constructed a new meaningful vision in light of social and cultural changes.
Results identified three periods, namely Enlightenment, Shaping, and Spiritual Care.
Enlightenment focuses on the nurse as a helper; Shaping focuses on the fundamental need for
nurses; and Transmitting focuses on spiritual care. These periods outline a development image
for psychiatric care in which effectiveness of care shifts from "individual" to "professional". The
significance of caring for psychiatric patients should be perceived through shaping, which is
generated by social interaction. This case study may be applied to enhance psychiatric nursing
education.

Liaw, S.-T., et al. (2002). "Developing a Web-based Learning Network for Continuing Medical Education."
Journal of Workplace Learning 14(3): 98-108.
Features of a web-based learning environment for physicians included the following: balance
between content richness and bandwidth; shared knowledge and interaction using actual cases;
constructivist approach to develop basic cases into advanced cases for reflection and interaction.
Evaluation of the program showed comparable participation rates with similar programs. (SK)
Lindgren, Å., et al. (2013). "Why risk professional fulfilment: a grounded theory of physician engagement
in healthcare development." The International Journal of Health Planning & Management 28(2).
This study aims to gain a deeper understanding of how physicians view their engagement in
healthcare development. Using a grounded theory approach, the study developed a conceptual
model based on empirical data from qualitative interviews with physicians working at a hospital
(n = 25). A continual striving for experiences of usefulness and progress, conceptualized as
'striving for professional fulfilment' (the core category), emerged as a central motivational drive
for physician engagement in healthcare development. Such experiences were gained when
achieving meaningful results, having impact, learning to see the greater context and fulfilling the
perceived doctor role. Reinforcing organizational preconditions that facilitated physician
engagement in healthcare development were workplace continuity, effective strategies and
procedures, role clarity regarding participation in development and opportunities to gain
knowledge about organization and development. Two opposite role-taking tendencies emerged:
upholding a traditional doctor role with high autonomy in relation to organization and
management, clinical work serving as the main source of fulfilment, or approaching a more
complete 'employeeship' role in which organizational engagement also provides a sense of
fulfilment. Experiencing professional fulfilment from participation in healthcare development is
crucial for sustainable physician engagement in such activities.

Lindner, R. (1998). "A framework to identify learning needs for continuing nurse education using
information technology." Journal of Advanced Nursing (Wiley-Blackwell) 27(5): 1017-1020.
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.

Lindquist, B. D., et al. (2020). "Continuing education for prehospital healthcare providers in india – a
novel course and concept." Open Access Emergency Medicine 12: 201-210.
Background: Emergency medical services (EMS) in India face enormous challenges in providing
care to a geographically expansive and diverse patient population. Over the last decade, the
public–private-partnership GVK EMRI (Emergency Management and Research Institute) has
trained over 100,000 emergency medical technicians (EMTs), with greater than 21,000 currently
practicing, to address this critical gap in the healthcare workforce. With the rapid development
and expansion of EMS, certain aspects of specialty development have lagged behind, including
continuing education requirements. To date, there have been no substantial continuing
education EMT skills and training efforts. We report lessons learned during development and
implementation of a continuing education course (CEC) for EMTs in India. Methods: From 2014
to 2017, we employed an iterative process to design and launch a novel CEC focused on five core
emergency competency areas (medicine and cardiology, obstetrics, trauma, pediatrics, and
leadership and communication). Indian EMT instructors and providers partnered in design and
content, and instructors were trained to independently deliver the CEC. Many challenges had to
be overcome: scale (>21,000 EMTs), standardiza-tion (highly variable skill levels among providers
and instructors), culture (educational emphasis on rote memorization rather than practical
application), and translation (22 major languages and a few hundred local dialects spoken
nationwide). Lessons Learned: During the assessment and development phases, we identified
five key strategies for success: (1) use icon-based video instruction to ensure consistent quality
 and allow voice-over for easy translation; (2) incorporate workbooks during didactic videos and
(3) employ low-cost simulation and case discussions to emphasize active learning; (4) focus on
non-technical skills; (5) integrate a formal training-of-trainers prior to delivery of materials.
Conclusion: These key strategies can be combined with innovation and flexibility to address
unique challenges of language, system resources, and cultural differences when developing
impactful continuing educational initiatives in bourgeoning prehospital care systems in low-and
middle-income countries.

Lindqvist, S., et al. (2005). "Development of the 'Attitudes to Health Professionals Questionnaire' (AHPQ):
a measure to assess interprofessional attitudes." Journal of Interprofessional Care 19(3): 269-279.
This paper describes the development and preliminary validation of a measure to investigate
interprofessional attitudes and how these attitudes change over time. Items for the
questionnaire were elicited from 'construct exercises' with staff from different Health Schools
resulting in a 20-item 'Attitudes to Health Professionals Questionnaire' (AHPQ). The
questionnaire was completed by first year students from five different health professions. Its
structure was evaluated using principal components analysis, the internal consistency was
determined and the test-retest reliability assessed. Analysis of these data led to rephrasing/
removal of certain items and a revised form of the AHPQ. The revised AHPQ was completed by a
different cohort of students and a preliminary validation was carried out. A solution with two
main components labelled 'caring' and 'subservient' emerged from analysis of the structure of
the initial AHPQ, the overall internal consistency was good although the test-retest reliability
varied. Preliminary validation of the revised questionnaire suggested significant differences, on
both scales, in students' attitudes towards different health professions at the outset of their
training. The AHPQ appears to be a useful instrument for the assessment of interprofessional
attitudes in the health professions.

Lindsay, T. (2022). "Innovation, exploration and a whole lot of learning through an online programme of
Allied Health Professional development." Action Learning 19(3): 290-300.
This account of practice gives an overview and insight into the learning from a co-designed
leadership development programme for Allied Health Professionals (AHPs) across two NHS
Integrated Care Systems. The AHP community that completed the courses consisted of acute and
community trust, mental health, local authority, and SCAS (paramedics) working in the
healthcare system across the full range of AHP roles during the Covid-19 pandemic. Working in
partnership the programme was co-designed, engaging participants in the design process before
and throughout the delivery of the programme. The entire programme was delivered online to a
cohort of forty-two AHPs who had volunteered to be participants. The overarching aim of the
programme was to support AHPs and promote their career progression through developing
confidence and capability in their leadership practice. by meeting the following objectives: (1)
developing and enriching understanding, and practice, of systemic leadership; (2) developing
Keats’ concept of ‘negative capability’ (Ou 2009) – creativity and action in the midst of
uncertainty and ambiguity; (3) strengthening voice, confidence, and influence, as a valued leader
in the system. A set of quantitative evaluation criteria were collectively agreed and these were
run before and after the programme. Further to this several qualitative questions were asked
before the programme to inform its design and post-programme to deepen insight into the
process and experience of participants. This was very helpful in learning from the experience
and in informing future work of this nature. The programme was designed utilising an innovative
delivery method using techniques and approaches that had been developed through the Covid-
19 pandemic with face-to-face delivery being unavailable. The aspiration was to work in depth
 with a medium-sized cohort as a community of learning and leadership practice.

Lingard, L. (2016). "Paradoxical Truths and Persistent Myths: Reframing the Team Competence
Conversation...2016 World Congress on Continuing Professional Development: Advancing Learning and
Care in the Health Professions, San Diego, California, March 17–19, 2016." Journal of Continuing
Education in the Health Professions 36: S19-S21.
Medicine has conventionally had an individualist orientation to competence. Individual
competence is conceptualized as a stable possession that, once acquired, holds across contexts.
Individual competence is necessary; however, it is insufficient for quality health care. We also
need to attend to collective competence in order to grapple with paradoxical truths about
teamwork, such as: competent individuals can form incompetent teams. Collective competence
is conceptualized as a distributed capacity of a system, an evolving, relational phenomenon that
emerges from the resources and constraints of particular contexts. This article outlines a set of
paradoxical truths about teamwork in health care and uses the concept of collective competence
to explain how they can hold true. It then considers a set of persistent myths about teamwork
which have their roots in an individualist orientation, exploring how they hold us back from
meaningful change in how we educate for, and practice as, health care teams. Finally, the article
briefly considers the implications of these truths and myths for educational issues such as
interprofessional education and competency-based health professional education.

Links, M. (2014). "Using CPD to support physicians performance." Internal Medicine Journal 44: 13-14.
Physicians invest time in learning to provide quality care but there is good evidence that most
Continuing Professional Development (CPD) activities do not translate into better practice. This
raises the question what changes in CPD are required to more effectively link learning with
excellence? Relevant areas include: 1. Learning model 2. CPD framework and rewards 3. Tools 4.
Usability 5. Feedback 6. Integrating individual and organisational quality assurance 7. A CPD
system that continuously improves 8. Advocacy and positive models 9. Investment 10.
Leadership There are a number of developments is each of these areas which will be discussed.
These changes are in line with international changes in the theory and application of CPD.
Conclusions: Using CPD to link learning with improving practice requires broad ranging changes
in the way we think about learning, in the system that documents and rewards CPD, as well as
the culture of clinical practice. These changes are required to live up to the College banner that
we really are striving for excellence in health and medical care through lifelong learning, quality
performance and advocacy.

Lino, M. M., et al. (2007). "The reality of Nursing Continuing Education in the Public Health Services. A
descriptive study." Online Brazilian Journal of Nursing 6.
The present study has as an objective to discover how the proposal for the nursing continuing
education are constituted in the public health services of Florianopolis/SC; to describe and
analyze the conceptions that fundamental the development of these proposals in the services in
the form of constructing a political institutional of Continuing Education and knowledge of the
political Permanent Education of the Health Ministry. The analytic procedure of data collected,
through the means of semi - structured interviews, were the content analysis, including pre -
analysis; analytical description and interferential interpretation. The study group, were 10
nursing professionals responsible for the continuing education of the health institution studied.
The results indicates that continuing nursing education in the public services of Florianopolis
needs a better attention on the part of the representation of the Permanent Education Polo,
such as focalize as a political strategy bettered systematized.
Liu, E. and R. Pathak (2012). "Professional development opportunities through the ACCP network at
Ernest Mario School of Pharmacy, Rutgers University." Pharmacotherapy 32(10): e288.
PURPOSE: Since the introduction of the ACCP student network in 2010, the Rutgers University
ACCP network student leaders have established a chapter and have implemented various
programs with the objective of helping pharmacy students sharpen their clinical and professional
knowledge. METHODS: This observational study was conducted from September 2011 to May
2012 among professional pharmacy students at Rutgers University. Event attendance was used
to evaluate student interest in ACCP and its growth as a newly established pharmacy
organization on campus. CV/Interview workshop: Collaborated with New Jersey Health System
Pharmacists (NJSHP) “Lunch and learn” series: One-hour case presentations Rotation
Roundtable: 6th year pharmacy students answer questions on how to prepare for advanced
practice rotations Rutgers Day Collaboration: Collaboration with American Pharmacists
Association- Assocation of Student Pharmacists (APhA-ASP)'s Operation Diabetes Committee
Shadowing opportunity: Potential opportunity pairing pharmacy students with clinicians to
observe different roles of clinical pharmacy RESULTS: Student attendance at CV/ Interview
workshop, Rotation Roundtable, Rutgers Day Collaboration were 28, 35, and 15; respectively.
“Lunch and learn” participation was smaller (around 10 per event). About 45 students signed up
to participate in the potential shadowing program. CONCLUSIONS: The Rutgers network used
attendance to gauge student interest. Trends show higher participation in general professional
events rather than specific educational events possibly because the mini-lectures are a new
concept to Rutgers students. Students attending “Lunch and learn” series were usually active
ACCP members. As the organization grows, the number of regular members will hopefully also
increase. To ensure development, innovative topic presentations should be introduced. Student
network activities at Rutgers University will continue to provide opportunities for intellectual
and professional growth.

Liu, M., et al. (2018). "Role of nurse professionals in development of memory clinics." Chinese Nursing
Research 32(13): 1997-2000.
According to the early development history of memory clinic, current development direction,
and the future development trend, this article expanded the role of nurse professionals in the
development of memory clinics, especially in the primary health care, early diagnosis, nurses
prescription, and promote community referral. It aimed to provide references for constructing
the memory clinics and cultivating specialized talents.

Locke, R., et al. (2018). "Learning and the development of professional practice of GP appraisers." The
British Journal of General Practice : The Journal of the Royal College of General Practitioners, suppl.
Supplement 1 68.
Background An additional portfolio role GPs can take on is as an appraiser. Whilst clinical and
education roles are well-defined, less is known about how appraisers learn the skills to appraise
and develop their own repertoire of practice. Aim Participating in groups can be a way of
learning and improving professional practice. This study uses insights from ‘communities of
practice’ (COP) as a way of understanding an under-explored aspect of the development of
appraisers. Method In-depth interviews with appraisers (both new and long established i.e. ‘lead
appraisers’) were analysed using Saldana’s (2016) approach2 to coding and interpretation of
qualitative data. The methodology foregrounds constructivist interpretation based on a theory of
learning that situates learning within the social milieu of practice and a view of the world as
socially constructed. The researchers’ part in this process is to make interpretations through
 engagement with data. Results COP is used as a conceptual framework drawing on ‘mutual
engagement’, ‘joint enterprise’ and ‘shared repertoire’ as a priori codes.3 The setting is a country
where a system of appraisal was introduced in 2009 and prior to this there was no formal
system. Studying appraisers in a new, unfamiliar setting makes learning more apparent.
Conclusion This study is part of on-going work looking at the role of the medical appraiser. The
paper draws out implications for the development of this new professional group.

Lockhart, J. S., et al. (2015). "Are nurses without oncology preparation ready to care for cancer survivors
on their clinical units? Recommendations for evidence-based professional development." Cancer Nursing
38(4): S44.
Background: Despite the global scope of cancer, the literature lacks sufficient evidence about the
knowledge needs of non-oncology nurses regarding the care of cancer survivors in non-oncology
settings. This study, an extension of previous research investigating cancer content in RN nursing
curricula, examined potential gaps in cancer knowledge of US medical-surgical RNs caring for
cancer survivors in non-oncology settings. Method: A non-experimental survey design was
conducted in three phases. Phase 1 established content validity of a modified Cancer Nursing
Curriculum Survey (ONS Project Team, 2010) used to rate the depth &importance of 32 cancer
concepts using a Likert scale from 1 (low) to 5 (high). Phases 2&3 gained input from national
pools of 331 oncology and 320 medical-surgical RNs. Descriptive statistics were used to calculate
mean cancer concept scores with Kruskal-Wallis test to determine group differences. Results:
Cancer concept means were surprisingly similar between RN groups regarding depth and
importance and were interpreted as moderate&good depth and moderately important &
important. Significant differences were noted for 4 concepts regarding depth (cancer diagnosis,
surgery, radiation, emergencies) and 8 concepts regarding importance (cancer development,
biology, statistics, surgery, chemotherapy, radiation, major cancers, emergencies).
Medicalsurgical RNs rated all but 2 concepts (chemotherapy & emergencies) higher than
oncology RNs and cited top barriers: lack of time (67%), knowledge (66%), and access to
oncology resources (50%). Discussion: Results help informour understanding of gaps in survivor
care knowledge to design evidence-based resources for non-oncology nurses. In the near future,
most long-term survivors are likely to transition to care provided by clinicians with little
experience in oncology. Previous research validates survivors expect and want involvement from
nurses in planning, communicating, and executing their care.

Lockyer, J., et al. (2017). "Competency-based medical education and continuing professional
development: A conceptualization for change." Medical Teacher 39(6): 617-622.
Competency-based medical education (CBME) is as important in continuing professional
development (CPD) as at any other stage of a physician’s career. Principles of CBME have the
potential to revolutionize CPD. Transitioning to CBME-based CPD will require a cultural change to
gain commitment from physicians, their employers and institutions, CPD providers, professional
organizations, and medical regulators. It will require learning to be aligned with professional and
workplace standards. Practitioners will need to develop the expertise to systematically examine
their own clinical performance data, identify performance improvement opportunities and
possibilities, and develop a plan to address areas of concern. Health care facilities and systems
will need to produce data on a regular basis and to develop and train CPD educators who can
work with physician groups. Stakeholders, such as medical regulatory authorities who are
responsible for licensing physicians and other standard-setting bodies that credential and
develop maintenance-of-certification systems, will need to change their paradigm of
competency enhancement through CPD.
Lockyer, L., et al. (2011). "The usefulness of an education pathway in supporting cardiac nurses
continuing professional development." European Journal of Cardiovascular Nursing 10: S41.
Purpose: The core concept of continuing professional development (CPD) is embedded and
employed strategically to enhance clinical leadership and professional practice in the United
Kingdom's (UK)National Health Service. It has been argued that in order to improve patient care
many new specialist roles have been developed; however the educational provision to support
these has been patchy and localised. A UK charity, the British Heart Foundation (BHF) provides
funding to over 450 cardiac nurses and supports their CPD. In 2008 the BHF developed an
education pathway that made explicit expectations of BHF nurses' skills, knowledge and level of
practice. Methods: Multiple methods with a number of sample groups were employed. BHF
nurses (N = 457) and their managers (N = 204)identified from the BHF database were asked to
complete an online survey, cardiac patients and carers took part in a focus group (N = 8) and
telephone interviews were undertaken with higher education staff, health and education experts
and a project manager (N = 7). An ethical review was undertaken and all participants gave
informed consent prior to taking part. Results: Overall BHF nurses (55.3% response rate) and
their managers (34% response rate) were in concordance about the pathways usefulness in
aiding a structured approach to CPD; feeling the pathway expectations reflected clinical trends
and were realistic and relevant to current clinical practice. Feedback from carers and patients
emphasised compassionate nursing coupled with knowledge and skills particularly around
medications. Thematic analysis of the interviews highlighted difficulties associated with the
accreditation of prior leaning, geographical access to courses that required attendance and
publicising the pathway and how it was intended to be used. Conclusions: The pathway was
viewed as advantageous as CPD could be managed in a transparent, logical and explicit manner.
The evaluation has enabled a degree of simplification of the pathway and is now used by other
BHF healthcare practitioners. The use of a similar pathway could have resonance in other health
services in order to manage and clarify the knowledge and skills needed in specialist cardiac
posts.

Lomazzi, M., et al. (2014). "Millennium Development Goals: how public health professionals perceive the
achievement of MDGs." Global Health Action 7(1).
BackgroundThere have been various consultations on the Millennium Development Goals
(MDGs) by different groups. However, even if it is clear that the health sector has led the
development success of the MDGs, only a few MDG reports consider public health experts’
points of view and these are mainly government driven.DesignsThe World Federation of Public
Health Associations (WFPHA) has executed a global survey to consult public health professionals
worldwide concerning the implementation and achievements of the MDGs.The survey was
conceived by WFPHA health professionals and promulgated online. Public health professionals
and organisations dealing with MDGs responded to the survey. Content analysis was conducted
to analyse the data.ResultsSurvey participants attributed the highest importance worldwide to
MDGs dealing with women, poverty and hunger reduction, and disease prevention and
management. Moreover, they underlined the role of education, referring both to school children
and professionals. In high and upper-middle income countries, environmental challenges also
received considerable attention.Notably, respondents underlined that weak governance and
unstable political situations, as well as the gap between professionals and politicians, were
among the main causes that detracted from MDG achievements.ConclusionThe public health
workforce felt it would be imperative to be included from the outset in the design and
implementation of further goals. This implies that those professionals have to take an active part
 in the political process leading to a new and accountable framework.

Lombardo, C., et al. (2009). "Getting to the Heart of Clinical Supervision: A Theoretical Review of the Role
of Emotions in Professional Development." Behavioural and Cognitive Psychotherapy 37(2): 207-219.

Long, E. M. and Q. Bellard (2022). "Utilizing a Learning Management System to Provide Nursing
Professional Development." Journal for Nurses in Professional Development.
The provider unit involved in this project was based in a university setting within a school of
nursing and serves both the university nursing faculty and nurses within the community. To
support effective online content design principles, usability, a connection to the content, and a
method for participants to provide sound feedback, a nurse planner for the unit and an
instructional designer in the university collaborated to transition nursing professional
development activities to an online format utilizing a learning management system. Virtual
learning is viable and a potentially effective option to provide interactive and innovative
professional development.

Lopopolo, R. B. (2001). "Development of the professional role behaviors survey (PROBES)." Physical
Therapy 81(7): 1317-1327.
Lopopolo examined the content validity, internal consistency, and underlying dimensions of the
Professional Role Behaviors Survey (PROBES) for its use in future research. The PROBES was
found to have a good content validity and internal consistency.

Lorenzo, T. (1994). "The identification of continuing education needs for community rehabilitation
workers in a rural health district in the Republic of South Africa." International Journal of Rehabilitation
Research 17(3): 241-250.
Based on the principle that education is a lifelong process, the paper presents the identification
of continuing education needs of community rehabilitation workers, who recently completed a
2-year certificate course in a rural health district of the Republic of South Africa. The need for a
new cadre of worker in the rehabilitation field, namely a community-rehabilitation worker
(CRW), was advocated by WHO in 1981. The CRW works at the community level to address the
needs of disabled people, as part of primary health care services. The nominal group technique
(NGT) and a focused group discussion was done with the community rehabilitation workers (n =
8) and their supervisors (n = 5), to identify learning needs that should be addressed through a
continuing education programme. Focused group discussions involving people with disabilities
and their family members (n = 45), from villages where the CRWs work, were carried out to
discover their opinions on skills that the community rehabilitation workers still needed. The
results show a strong correlation between the needs identified by the three groups, viz, skills in
advocacy and public education, social work, community development and organizational
development.

Lorenzoni, A. A., et al. (2021). "A Comprehensive Understanding of the Use of e-Learning in Continuing
Education: Experiences of Pharmacists in a Public Health System." Inquiry (00469580): 1-14.
Introduction: The health and education sectors have experienced rapid technological
development. In this scenario, the use of Internet technology has grown as an option for the
expansion of continuing education (CE), as it allows professionals to develop educational
activities with flexibility, autonomy, and convenience. E-learning has gained popularity and
currently, thousands of online courses are being offered. However, studies of e-learning in
 professional training have presented only a few specific foci of study. Objective: to develop a
comprehensive approach to understand both the experience and the complex scenario of the
use of e-learning in the CE for pharmacists. Method: Field research in 10 Brazilian states through
interviews and focus groups with alumni of a CE e-learning specialization course for pharmacists
in public health. Data analysis used the model of socio-technical systems and was based on a
framework with the components Objectives, People, Processes, Culture, Technology,
Infrastructure, and Scenario. Results: The People and Culture components indicated the
assimilation and normalization of technologies in the educational process. Although the
infrastructure (technical and organizational) was deficient in some regions, the Technology
component suggested that the characteristics of the course design, associated with the personal
characteristics of the students, provided ways to overcome obstacles. The objectives of the use
of distance education seem to be related to the possibility of greater accessibility and autonomy.
The Processes component, in turn, revealed the burden that a e-learning course puts on the
pharmacist. Conclusion: E-learning proved to be useful to enable and expand access to
education, providing pharmacists with an opportunity for CE. On the other hand, e-learning
contributes to the normalization of the precarious working conditions of pharmacists, attributing
to individuals the sole responsibility for the CE even in an institutional CE program, which results
in work overload.

Lorenzoni, A. A., et al. (2022). "A Comprehensive Understanding of the Use of e-Learning in Continuing
Education: Experiences of Pharmacists in a Public Health System." Inquiry (00469580): 1-14.
Introduction: The health and education sectors have experienced rapid technological
development. In this scenario, the use of Internet technology has grown as an option for the
expansion of continuing education (CE), as it allows professionals to develop educational
activities with flexibility, autonomy, and convenience. E-learning has gained popularity and
currently, thousands of online courses are being offered. However, studies of e-learning in
professional training have presented only a few specific foci of study. Objective: to develop a
comprehensive approach to understand both the experience and the complex scenario of the
use of e-learning in the CE for pharmacists. Method: Field research in 10 Brazilian states through
interviews and focus groups with alumni of a CE e-learning specialization course for pharmacists
in public health. Data analysis used the model of socio-technical systems and was based on a
framework with the components Objectives, People, Processes, Culture, Technology,
Infrastructure, and Scenario. Results: The People and Culture components indicated the
assimilation and normalization of technologies in the educational process. Although the
infrastructure (technical and organizational) was deficient in some regions, the Technology
component suggested that the characteristics of the course design, associated with the personal
characteristics of the students, provided ways to overcome obstacles. The objectives of the use
of distance education seem to be related to the possibility of greater accessibility and autonomy.
The Processes component, in turn, revealed the burden that a e-learning course puts on the
pharmacist. Conclusion: E-learning proved to be useful to enable and expand access to
education, providing pharmacists with an opportunity for CE. On the other hand, e-learning
contributes to the normalization of the precarious working conditions of pharmacists, attributing
to individuals the sole responsibility for the CE even in an institutional CE program, which results
in work overload.

Lotz-Schürmann, E. and H. Rebscher (1992). "The concept of continuing education in medical service--
competence of physicians in counseling in the field of (social) medicine, law and economics."
Gesundheitswesen (Bundesverband der Ärzte des Öffentlichen Gesundheitsdienstes (Germany)) 54(7):
319-324.
The paper describes the performance of continuing education programmes of the Medical
Advisory Services in Germany and explains the methodical background. Elements of
conceptional structure comprise basic and advanced seminars, professional und special training
courses. Realizations of this training concept are described with special regard to demand,
utilisation and acceptance with prospects of future.

Lourenção, L. G. (2018). "Work engagement among participants of residency and professional

development programs in nursing." Revista Brasileira de Enfermagem, suppl. Suppl 4 71: 1487-1492.
Residency and professional development programs are consolidated in nursing as an important
area of qualification, allowing the exchange of knowledge between the various specialties and
between the scientific and the popular knowledge, since the professionals are inserted into the
health services integrating theory and practice, in contact with users and communities(9-12"13).
[...]measuring engagement allows the levels of motivation and professional fulfillment of nurses
in continuous training process to be verified, contributing to reflections on the working
conditions and on the psychosocial impact on workers, on organization and on the users of
health services. According to the author, the level of engagement interferes with the
commitment of the professional to perform activities that contribute to patient safety, such as
proper hand washing08. (25), claims that the engagement of nurses is influenced by the
professional practice environment. [...]while there is no specific set of factors for the
development of engagement08, implementing of measures such as the identification and
valuing of preferences, personal and professional goals and values of nurses; the direct and
constant supervision; the monitoring of the development of activities and the achievement of
the goals set, with constant reviews, can strengthen the involvement of medical residents,
promoting engagement within the institution. [...]reinforcing the view that the occupational
health of nurses interferes with their individual performance, influencing the quality of the
service offered to the population.

Low, S., et al. (2021). "Transversal Competency Development in Healthcare Professionals: A Scoping
Literature Review to Identify Effective Educational Paradigms, Principles and Strategies." Journal of
University Teaching and Learning Practice 18(8).
Transversal Competencies (TCs) (interpersonal, intrapersonal, critical thinking and global
citizenship skills) are essential skills, knowledge and behaviours for work and life success. Limited
literature exists on methods to develop TC for adult education. This scoping review explores how
TCs are being embedded into health professional learning and strategies to deliver training for
the self-directed learner.

Lowe, M., et al. (2007). "The role of reflection in implementing learning from continuing education into
practice." Journal of Continuing Education in the Health Professions 27(3): 143-148.
Introduction: Although the use of reflection to facilitate learning and its application in practice
has been widely advocated, there is little empirical research to establish whether or not health
professionals use reflection to integrate learning into clinical practice. Particularly troublesome is
the lack of empirically based theory underlying strategies to promote reflection and understand
factors that influence its use in translating learning into practice. Occupational therapists
participated in this case study, in which reflection and implementation of learning from a short
course into practice were examined using a multimethod approach.Methods: In phase one (n =
41), quantitative data were collected from a practice survey, the Self-Reflection and Insight Scale
(SRIS) and Commitment to Change (CTC) statements. In phase two (n = 33), follow-up CTC data
 were collected to quantify the extent of achievement of CTCs. Data from phases one and two
were analyzed descriptively to inform the selection of interview participants (n = 10) in phase
three of data collection.Results: Two models were generated. One model describes when
reflection was used, and the second model explains factors influencing its use. Participants used
reflection before, during, and after the course, and reflection was influenced by a range of
factors associated with the course, practice context, and the individual.Discussion: The theory
and models depicting the use of reflection may guide educators' use of reflective learning
before, during, and after short courses.

Lown, N., et al. (2009). "Development of a method to investigate medical students’ perceptions of their
personal and professional development." Advances in Health Sciences Education 14(4): 475-486.
Personal and Professional Development (PPD) is now key to the undergraduate medical
curriculum and requires provision of appropriate learning experiences. In order to achieve this, it
is essential that we ascertain students’ perceptions of what is important in their PPD. We
required a methodological approach suitable for a large medical school, which defines constructs
used by the students to describe their PPD, and is not constrained by a researcher’s
predetermined line of questioning. It should also quantify the saliencies of these constructs in
the student population and indicate how they gauge their own PPD. The instrument should also
be suitable for administration at key stages of the students’ learning experience. Here we
describe the first stages in developing a novel method, which fulfils these requirements. It is
based on a modified self repertory grid, the “Ideal Self” Inventory. All first year students
(N = 379), provided five descriptors of a “good medical student” and of a not very good medical
student, which generated 1,531 ‘ideal’ qualities. To define underlying themed constructs, 49
randomly selected descriptors, were grouped together by self selected students (n = 55), using
commonly held assumptions. Frequency of item co-occurrence was tabulated by
multidimensional scaling. Themed clusters of ‘ideal’ qualities, defined by hierarchical cluster
analysis, were overlaid onto the multidimensional scaling to generate a concept map. This
revealed seven themed constructs; Personal Welfare, Time and Self Management Committed
Work Ethic, Learning Skills, Personal Development/Reflection, Personal and Professional Conduct
and Teamwork. We then analysed the 1,531 ‘ideal’ qualities, by determining the frequency with
which students used each construct and the proportion of students who used a construct at
least once. Personal and Professional Conduct, Committed Work Ethic and Time and Self
Management were the most frequently used, implying that they were the most salient for the
first year students.

Luconi, F., et al. (2018). "Developing, implementing, and evaluating a CPD intervention for MPN and MDS
cancers." Canadian Family Physician 64(2): S98.
Context Chronic myeloproliferative neoplasms (MPN) and myelodysplastic syndromes (MDS) are
unknown to manyhealth care professionals.Objective To develop and implement a theory-driven
MPN and MDS continuing professional development (CPD)intervention; assess the feasibility of
delivering this intervention to its target audience; and determine its effectson the outcomes of
participation, satisfaction, knowledge, reported performance, and perceived patient
health.Design We conducted a longitudinal, exploratory case study in which we employed mixed
methods to collect dataon the delivery, quality, and effect of the CPD intervention. The design
was informed by the Knowledge-to-ActionCycle, the Expanded Outcome-Based Evaluation
Framework, and the CPD “push” model.Setting Continuing professional development for
Canadian health care practitioners.Participants We used purposeful convenience sampling to
select eligible Canadian health care practitioners. Atotal of 124 practitioners participated, among
 whom 60% were family physicians and 46% primarily served urban orsuburban
populations.Intervention Recommendations on screening, diagnosis, treatment, and
management of MPN and MDS, deliveredboth synchronously and asynchronously as part of a
free, online, 3-module CPD course.Main outcome measures Data were collected using a
registration form (participation outcome), an evaluation form(satisfaction outcome), pretests
and posttests (knowledge outcome), and the Information Assessment Method andMy MPN/MDS
Portfolio questionnaires (perceived effects on practice and patient outcomes).Results Of 124
participants, 94% stated that the intervention met their expectations (satisfaction
outcome).Signifcant differences between pretest and posttest results (P<.001) indicated that
knowledge had been gained.In addition, participants reported positive effects of the course on
their practice regarding knowledge acquisition(86%) and the application (81%) and confrmation
(75%) of practice. In analyzing reported patient outcomes,Information Assessment Method
results will be triangulated with those of the My MPN/MDS Portfolio.Conclusion Preliminary
results indicate that this multifaceted MPN-MDS CPD intervention is a feasible andeffective
knowledge translation strategy that addresses health care professionals' perceived and
unperceived needs.

Lundon, K., et al. (2013). "AB1379 Evaluation of interprofessional patient-centred collaborative practice
behaviour and perceptions following an intensive continuing education initiative in arthritis care." Annals
of the Rheumatic Diseases, suppl. 3 71: 716.
Background The Advanced Clinician Practitioner in Arthritis Care (ACPAC) program prepares
expereinced physical therapists and occupational therapists for extended practice roles.
Objectives This study assessed the practice behaviour and perceptions of ACPAC program-
trained extended role practitioners (ERPs) and relevant members of their teams. Analysis
evaluated the extent to which this new human health resource in arthritis care is perceived to
function in the context of Interprofessional Patient-centred Collaborative (IPC) practice in
Ontario, Canada. Methods Mixed-methods were used. Three focus groups (n=20 ACPAC ERPs)
and 18 interviews (n=18 clinical colleagues and administrators) were conducted. All were
digitally audio-recorded, transcribed and coded for anticipated and emergent themes. Themes
related to IPC were analysed using components of the evaluation of interprofessional education
(IPE) initiatives framework (Barr et al., 2005) to evaluate behavior and modification of attitudes
and perceptions, readiness for change in organizational practice and any benefit to patient. 24
ACPAC ERPs completed the Bruyère Clinical Team Self-Assessment on Interprofessional Practice
(Patrick, 2010) and a single-item rating of their team's readiness for IPC practice. Results
Qualitative data suggests that ACPAC program-trained ERPs are effective at promoting and
contributing to IPC within arthritis care settings. Varying degrees of IPC exist within their arthritis
care teams. Barriers such as institution-specific lack of medical directives, remuneration
conflicts, and role recognition issues were barriers to role implementation. Quantitative survey:
Seventy percent of respondents felt their team was actively working in an IPC practice model, 5%
were prepared for action and 25% felt their team was in the precontemplation or contemplation
phase. Mean Bruyère subjective subscale scores were high (all >3 [1-5=better perception of
team's IPC practice]) and objective scale scores were lower (mean 4.6 [0-9=more team practices
associated with IPC actually in place]). Conclusions ACPAC program graduates are effective
participants in, and contributors to IPC care at select sites. Their presence appears to promote
organizational change and impart general benefit to the collaborative care of patients with
arthritis. ACPAC graduates are working on teams that are at varying stages of readiness for IPC
practice. They appear to understand what is needed for IPC while fewer actual IPC team
practices are in place. Intensive IPC components were recently added to the ACPAC curriculum to
 address this gap. References Patrick, L. Transitioning Clinical Teams to an Interprofessional Model
of Care (IPC): A "How To" Manual. Appendix B. Clinical Team Self-Assessment on
Interprofessional Practice. Ottawa: Bruyère Continuing Care, 2010. Barr H, et al. Effective
Interprofessional Education - Argument, Assumption, and Evidence. Centre for Advancement of
Interprofessional Education (CAIPE). London: Blackwell Publishing, 2005. Disclosure of Interest
None Declared

Lundon, K., et al. (2013). "Evaluation of interprofessional patient-centred collaborative practice

behaviour and perceptions following an intensive continuing education initiative in arthritis care." Annals
of the Rheumatic Disease 71.
Background The Advanced Clinician Practitioner in Arthritis Care (ACPAC) program prepares
expereinced physical therapists and occupational therapists for extended practice roles.
Objectives This study assessed the practice behaviour and perceptions of ACPAC program-
trained extended role practitioners (ERPs) and relevant members of their teams. Analysis
evaluated the extent to which this new human health resource in arthritis care is perceived to
function in the context of Interprofessional Patient-centred Collaborative (IPC) practice in
Ontario, Canada. Methods Mixed-methods were used. Three focus groups (n=20 ACPAC ERPs)
and 18 interviews (n=18 clinical colleagues and administrators) were conducted. All were
digitally audio-recorded, transcribed and coded for anticipated and emergent themes. Themes
related to IPC were analysed using components of the evaluation of interprofessional education
(IPE) initiatives framework (Barr et al., 2005) to evaluate behavior and modification of attitudes
and perceptions, readiness for change in organizational practice and any benefit to patient. 24
ACPAC ERPs completed the Bruyère Clinical Team Self-Assessment on Interprofessional Practice
(Patrick, 2010) and a single-item rating of their team's readiness for IPC practice. Results
Qualitative data suggests that ACPAC program-trained ERPs are effective at promoting and
contributing to IPC within arthritis care settings. Varying degrees of IPC exist within their arthritis
care teams. Barriers such as institution-specific lack of medical directives, remuneration
conflicts, and role recognition issues were barriers to role implementation. Quantitative survey:
Seventy percent of respondents felt their team was actively working in an IPC practice model, 5%
were prepared for action and 25% felt their team was in the precontemplation or contemplation
phase. Mean Bruyère subjective subscale scores were high (all >3 [1-5=better perception of
team's IPC practice]) and objective scale scores were lower (mean 4.6 [0-9=more team practices
associated with IPC actually in place]). Conclusions ACPAC program graduates are effective
participants in, and contributors to IPC care at select sites. Their presence appears to promote
organizational change and impart general benefit to the collaborative care of patients with
arthritis. ACPAC graduates are working on teams that are at varying stages of readiness for IPC
practice. They appear to understand what is needed for IPC while fewer actual IPC team
practices are in place. Intensive IPC components were recently added to the ACPAC curriculum to
address this gap.

Lundon, K., et al. (2011). "Evaluation of interprofessional patient-centred collaborative practice

behaviour and perceptions following an intensive continuing education development initiative in arthritis
care." Arthritis and Rheumatism 63(10).
Background/Purpose: The Advanced Clinician Practitioner in Arthritis Care (ACPAC) program is an
intensive one-year, academic and clinical training program offered to experienced physical and
occupational therapists practising in diverse clinical settings across Ontario, Canada. These
extended role practitioners both anticipate and are expected to work in the context of
Interprofessional Patient-Centred Collaboration (IPC). This is motivated by the growing
 consensus that IPC practice improves patient care, access to care, patient safety and satisfaction.
Purpose: To evaluate the IPC practice behaviour and perceptions amongst ACPAC program-
trained practitioners and their teams. Methods: This study used a mixed-method approach.
Qualitative: Focus groups (n=3) for ACPAC practitioners (n=20 participated); Interviews (n=18) for
their clinical colleagues and administrators. These were digitally audio-recorded for verbatim
transcription, entered into HyperResearch software for textual data analysis. Transcripts were
coded for anticipated and emergent themes using the method of constant comparison including
searches for disconfirming evidence. Themes related to IPC were identified using components of
Barr et al (2005) evaluation of interprofessional education (IPE) initiatives framework to evaluate
behavior and modification of attitudes and perceptions, readiness for change in organizational
practice and any benefit to patient. Quantitative survey completed by ACPAC practitioners
(n=24): Bruyère Clinical Team Self-Assessment on Interprofessional Practice and a single-item
rating of team's readiness for IPC practice. Descriptive statistics were used. Results: Interviews
and focus groups with ACPAC graduates and their clinical colleagues and administrators suggest
these practitioners are generally effective at promoting and contributing to IPC within arthritis
care settings. Varying degrees of IPC exist within their arthritis care teams. Barriers such as
institution-specific lack of medical directives, remuneration conflicts, and role recognition issues
were identified to impede role implementation. Quantitative survey: Seventy percent felt their
team was actively working in an IPC practice model while just over 25% felt it was in the
precontemplation (never thought about it) or contemplation phase (thinking about it), and the
remaining 5% were prepared for action (making plans). Mean Bruyère subjective subscale scores
were high (all >3, scale range 1-5=better perception of teams IPC practice) and lower (mean 4.6,
scale range 0-9=more team practices associated with IPC) on the objective scale. Conclusion:
ACPAC program graduates are effective participants of, and contributors to IPC care at select
sites. Their presence appears to both promote organizational change and impart general benefit
to the collaborative care of patients with arthritis. However, ACPAC graduates are working on
teams that are at varying stages of readiness for IPC practice. They appear to understand what is
needed for IPC while fewer actual IPC team practices are in place. Intensive IPC components
were recently added to the ACPAC curriculum to address this gap.

Macdonald, D., et al. (2006). "Professional Standards for Physical Education Teachers' Professional
Development: Technologies for Performance?" Physical Education and Sport Pedagogy 11(3): 231-246.
Background: The widespread and diverse models of professional standards for teaching raise
questions with respect to the need to provide teachers with a pathway for continuing
professional development balanced with the public nature of surveillance and accountability
that may accompany standards. Ways of understanding technologies of power in relation to
standards for teaching gives us a new language and, in turn, new questions about the standards
agenda in the physical education profession. Purpose: To analyse how one health and physical
education (HPE) teacher worked with Education Queensland's (EQ) professional standards for
teaching within the broader context of teacher professional development and renewal.
Participants and setting: An experienced HPE teacher working in an urban secondary school was
the "case" for this article. Tim was the only experienced HPE teacher within the larger pilot study
of 220 selected teachers from the volunteer pool across the state. Data collection: The case-
study data comprised two in-depth interviews conducted by the first author, field notes from
workshops (first author), teacher diaries and work samples, notes from focus groups of which
Tim was a member, and electronic communications with peers by Tim during the course of the
evaluation. Findings: Tim was supportive of the teaching standards while they did not have a
strong evaluative dimension associated with technologies of power. He found the self-regulation
 associated with his reflective practices professionally rewarding rather than being formalised
within a prescribed professional development framework. Conclusion: Tim's positive response to
the professional standards for teaching was typical of the broader pilot cohort. The concept of
governmentality provided a useful framework to help map how the standards for teaching were
received, regardless of teacher specialisation or experience. We suggest that it is not until the
standards regimes are talked about within the discourses of power (e.g. codification for career
progression, certification for professional development imperatives) that we can understand
patterns of acceptance and resistance by teachers to policies that seek to shape their
performance. (Contains 1 figure and 1 note.)

Macduff, C. (2006). "A follow-up study of professionals' perspectives on the development of family
health nursing in Scotland: a questionnaire survey." International Journal of Nursing Studies 43(3): 345-
356.
BACKGROUND: In 1998 the World Health Organisation Europe introduced the Family Health
Nurse concept. The envisaged role of this community-based nurse was seen as multi-faceted and
included helping individuals, families and communities to cope with illness and improve their
health. During 2000-2002 Scotland led enactment of the concept through education and
practice, and the first research study evaluating its operation and impact in remote and rural
areas was published in 2003. OBJECTIVE: This study's purpose was to follow up health care
professionals' perspectives on the development of family health nursing in remote and rural
areas of Scotland since 2002. METHODS: The main research method used was questionnaire
survey of all the established family health nurses in these areas and all other health and social
care professionals with whom they had regular work-related contact. Where novel contexts or
practice patterns emerged, further investigation was undertaken through telephone interviews.
FINDINGS: Twenty-three family health nurses (88%) and 88 of their colleagues (52%) returned
questionnaires. Eight family health nurses were interviewed. The dominant theme within the
findings was the gradual, positive development of a role which tended to maintain established
community nursing service provision, yet also supplement this with a limited expansion of family
health services and public health activities. The flexibility and wide scope of the FHN role in
terms of providing generalist community health nursing services was clearly evident. However,
capacity to engage with whole families was found to vary widely in practice. CONCLUSIONS:
Within remote and rural Scotland family health nursing is gradually consolidating and
developing, but its particular aspiration to engage with whole families is often difficult to enact
and is not a priority within mainstream UK primary care policy, planning or provision.

Macefield, R., et al. (2019). "Development of a ‘universal-reporter’ outcome measure (UROM) for patient
and healthcare professional completion: a mixed methods study demonstrating a novel concept for
optimal questionnaire design." BMJ Open 9(8).
ObjectivesTo describe the novel concept of, and methods for developing, a ‘universal-reporter’
outcome measure (UROM); a single questionnaire for completion by patients and/or healthcare
professionals (HCPs) when views on the same subject are required.DesignA mixed methods
study with three phases—phase I: identification of relevant content domains from existing
clinical tools, patient questionnaires and in-depth interviews with multistakeholders; phase II:
item development using a novel approach that considered plain language in conjunction with
medical terminology; and phase III: pretesting with multistakeholders using cognitive
interviews.SettingA case study in surgical wound assessment undertaken in two UK hospital
trusts and one university setting.ParticipantsPatients who had recently undergone general
abdominal surgery and healthcare professionals involved in post-surgical wound
 care.ResultsPhase I: In the example case study, 19 relevant content domains were identified
from two clinical tools, two patient questionnaires and 19 multistakeholder interviews (nine
patients, 10 HCPs). Phase II: Domains were operationalised into items and subitems (secondary
components to collect further information, if relevant). The version after pretesting had 16
items, five of which included further subitems. Plain language in conjunction with medical
terminology was applicable in nine (27%) items/subitems. Phase III: Pretesting with 28 patients
and 14 HCPs found that the UROM was acceptable to both respondent groups. An unanticipated
secondary finding of the study was that the combined use of plain language and medical
terminology during questionnaire development may be a useful, novel technique for evaluating
item interpretation and thereby identifying items with inadequate content
validity.ConclusionUROMs are a novel approach to outcome assessment that are acceptable to
both patients and HCPs. Combining plain language and medical terminology during item
development is a recommended technique to improve accuracy of item interpretation and
content validity during questionnaire design. More work is needed to further validate this novel
approach and explore the application of UROMs to other settings.

MacIntosh-Murray, A., et al. (2006). "Research to practice in The Journal of Continuing Education in the
Health Professions: a thematic analysis of volumes 1 through 24." Journal of Continuing Education in the
Health Professions 26(3): 230-243.
INTRODUCTION: Authors have stressed the importance of the broader contextual influences on
practice improvement and learning and have expressed concern about gaps between research
and practice. This implies a potential expansion of the knowledge base for continuing education
in the health professions (CEHP) and an increased emphasis on research evidence for that
knowledge. How has the content of The Journal of Continuing Education in the Health
Professions (JCEHP) reflected those changes? What are the implications for CEHP practitioners?
METHODS: Based on all abstracts, tables of contents, and editorials, a thematic analysis was
completed for volumes 1 through 24 of JCEHP. All texts were downloaded into qualitative
analysis software and coded. Main code categories included demographics of articles, concepts
relating to CEHP as a discipline, knowledge translation and outcomes-oriented continuing
education, and theories and frameworks. Key themes were identified. RESULTS: Key themes
include categories of topics included in JCEHP over the years, the increased prominence of
research in JCEHP, a dual research evidence-to-practice gap, the professionalization of continuing
education providers, and interdisciplinarity and the links with broader frameworks that have
been proposed for CEHP. DISCUSSION: Two sets of research-to-practice gaps are portrayed in the
journal: the gap between clinical research and practice and the gap between research and
practice in CEHP. To close the first gap, authors have asserted that the second gap must be
addressed, ensuring that CEHP practices themselves are evidence based, driven by theory-based
research. This is a variation on prior debates regarding the need to define CEHP as a discipline,
which uses the language of professionalization. The increased focus of continuing education on
the contexts of health care providers' practices has multiplied the topics that are potentially
relevant to CEHP practice.

Mack, C., et al. (2022). "Phase Diagram Determination and Process Development for Continuous
Antisolvent Crystallizations." Crystals 12(8): 1102.
The development of an antisolvent crystallization process requires the construction of an
accurate phase diagram for this ternary system of compound, solvent and antisolvent, preferably
as a function of temperature. This study gives an efficient methodology to systematically
determine such antisolvent phase diagrams, exemplified with four model compounds: Sodium
 bromate, DL-Asparagine Monohydrate, Mefenamic acid and Lovastatin. Using clear point
temperature measurements, single solvent and mixed solvent-antisolvent solubilities are
obtained, showing strongly non-linear solubility dependencies as well as more complex solubility
behaviour as a function of antisolvent fraction. A semi-empirical model equation is used to
describe the phase diagram of the antisolvent crystallization system as a function of both
temperature and antisolvent fraction. The phase diagram model then allows for the
identification of condition ranges for optimal productivity, yield, and suspension density in
continuous antisolvent crystallization processes.

Mack, H. G., et al. (2017). "Partnering to develop a continuing professional development program in a
low-resource setting: Cambodia." Canadian Journal of Ophthalmology 52(4): 379-384.
Objective To design and implement a continuing professional development (CPD) program for
Cambodian ophthalmologists. Design Partnering (twinning) between the Royal Australian and
New Zealand College of Ophthalmologists (RANZCO) and the Cambodian Ophthalmological
Society (COS). Participants Practicing ophthalmologists in Cambodia. Methods A conjoint
committee comprising 4 ophthalmologists from RANZCO and 3 ophthalmologists from COS was
established, supported by a RANZCO administrative team experienced in CPD administration.
CPD requirements and recording were adapted from the RANZCO CPD framework. Cambodian
ophthalmologists were surveyed during program implementation and after handover to COS.
Results At the end of the 3-year program at handover to COS, a CPD program and online
recording system was established. All 47 (100%) practicing ophthalmologists in Cambodia were
registered for CPD, and 21/47 (45%) were actively participating in the COS CPD program online
recording. Surveys of attitudes toward CPD demonstrated no significant change. Conclusions
Partnering was moderately effective in establishing a CPD program for Cambodian
ophthalmologists. Uptake of CPD may have been limited by lack of a requirement for CPD for
continuing medical licensure in Cambodia. Follow-up will be necessary to demonstrate CPD
program longevity.

MacKereth, P. (1989). "An investigation of the developmental influences on nurses' motivation for their
continuing education." Journal of Advanced Nursing (Wiley-Blackwell) 14(9): 776-787.
Investigates the developmental influences of nurses' motivation for their continuing education in
London, England. Importance of nursing education for the improvement of patient care;
Difference in the perspective of nursing students and professionals towards continuing
education; Essence of motivational theories to the practice of education.

Macneil, C., et al. (2019). "Effectiveness of a professional development training program in increasing
knowledge of mental health clinicians specializing in early psychosis." Early Intervention in Psychiatry
13(4): 1003-1010.
AimFor early psychosis services to be effective, it is essential to have staff that are trained in
evidence‐based interventions in this area. In this paper, we report on research undertaken by
The Early Psychosis Prevention and Intervention Centre's Statewide Services (ESW) team. The
focus was on assessing knowledge acquisition in early psychosis clinicians that had attended
ESW's specialist training.MethodsBetween October 2012 and October 2017, data were collected
from a large cohort of clinicians that had attended 46 ESW workshops covering topics identified
in international guidelines as key components of early psychosis service provision. Participants
were asked to complete between 3 and 11 pre‐ and post‐workshop short answer and/or multiple
choice questions that related to learning outcomes for the workshop. The percentage of correct
responses before and after the workshop was compared for each participant, with a cumulative
 measure taken to provide information regarding knowledge acquisition across each
workshop.ResultsParticipant compliance was high (89.7%) with 962 completed questionnaires
being collected from 1073 attendees across the workshops. Results showed that the ESW
training led to a statistically significant increase in clinician knowledge from pre‐training scores of
47.2% correct, to 83.5% correct answers at the conclusion of training (pre M = 47.2%, SD = 28.8;
post M = 83.5%, SD = 23.7; t[890] = −35.66, P < 0.001).ConclusionsTraining that utilized adult
learning principles had a strong focus on evidence‐based interventions, and used clinical
examples to embed core principles, led to a statistically significant increase in early intervention
clinician knowledge.

Macneil, C., et al. (2018). "Evaluation of a professional development training programme for mental
health clinicians specializing in early psychosis." Early Intervention in Psychiatry 12(3): 483-490.
The Early Psychosis Prevention and Intervention Centre Statewide Services (ESW) team provides
training for multidisciplinary clinicians that specialise in early psychosis across the State of
Victoria, Australia. The aim of this paper is to describe the 4‐phase approach utilised by ESW to
prepare for and deliver workshops, to report on participants’ ratings of the ESW workshops, and
to make recommendations for other trainers of early psychosis clinicians. Between March 2009
and September 2014, ESW provided 85 training workshops that had a strong focus on evidence‐
based approaches and international guidelines, and utilized clinical examples of early psychosis
interventions. At the conclusion of each workshop, participants were asked to complete a
questionnaire that comprised qualitative and quantitative elements. These assessed perceived
trainer knowledge, learning, interactivity and specific topic feedback. The focus of this paper will
be on describing the quantitative data resulting from these questionnaires. A total of 1708
clinicians provided feedback on the 85 workshops. There was a high level of compliance, with
83.0% of workshop participants completing the questionnaires. Feedback was positive across all
areas, with the 2 areas that were most highly endorsed being that presenters “appeared to know
their subject matter well” (endorsed by 98.4% of participants) and that “topics were explained
well” (endorsed by 96.8% of participants). Training for early psychosis clinicians that focusses on
core clinical topics, is well planned, incorporates feedback from previous training, and is based
on adult learning principles, is likely to be effective and well received by early psychosis
clinicians.

MacVicar, D. S. (2022). "An evaluation of neonatal nurse professional development in Vietnam." Journal
of Neonatal Nursing 28(6): 440-444.
This is an evaluation of neonatal nurses continued professional development delivered in
Vietnam. Course outcomes of participant's academic and clinical performance, nurse feedback
and service improvement were mapped to Kirkpatrick's evaluation model. The data showed that
the nurses were proficient in technical skills but possessed limited autonomous clinical decision-
making ability. The training enhanced their understanding of the evidence base underpinning
neonatal care, but their learning experience was restricted by limited academic resources
available in Vietnamese. The results of the evaluation concluded that in order to support nurses
in constructing their own practice knowledge, the training provided should be founded on their
individualised and specific clinical and contextual needs rather than replicating existing
programmes. Recommendations for nurse continued professional development consists of
building capacity amongst the local nursing workforce to ensure sustainability of learning and
enhance clinical outcomes.

Madsen, W. C. (2014). "Applications of Collaborative Helping Maps: Supporting Professional

Development, Supervision and Work Teams in Family-Centered Practice." Family Process 53(1): 3.
Collaborative, family-centered practice has become an influential approach in helping efforts
across a broad spectrum of human services. This article draws from previous work that
presented a principle-based, practice framework of Collaborative Helping and highlighted the
use of Collaborative Helping maps as a tool both to help workers think their way through
complex situations and to provide a guideline for constructive conversations between families
and helpers about challenging issues. It builds on that work to examine ways to utilize
Collaborative Helping maps at worker, supervisory, and organizational levels to enhance and
sustain collaborative, family-centered practice and weave its core values and principles into the
everyday fabric of organizational cultures in human service agencies and government agencies
that serve poor and marginalized families and communities. [PUBLICATION ABSTRACT]

Magalhães, B. C., et al. (2022). ""EMPODEREENF": construction of an application for nurses' continuing
education on psychological violence against women." Revista Brasileira de Enfermagem 75(5):
e20200391.
OBJECTIVE: to construct a prototype of a mobile application on psychological violence against
women to facilitate nurses' continuing education. METHOD: an applied methodological research
of technological development, based on the Contextualized Instructional Design method.
RESULTS: the prototype content was based on the learning objectives developed through a
narrative review, which guided an integrative review to compile the information. The prototype
is called "EmpodereEnf", and is composed of an initial screen, bringing nurses as a target
audience, and, soon after, offering nine general moblets for access to information such as:
concepts, causes, manifestations and consequences of psychological violence; means for
identification and approach in nursing consultation and health education; compulsory
notification and referral; examples of cases of psychological violence and references. FINAL
CONSIDERATIONS: the prototype is a possibility for future coping interventions and a work tool
for nurses in the face of psychological violence against women.

Magalhães, B. d. C., et al. (2022). ""EMPODEREENF": construction of an application for nurses'

continuing education on psychological violence against women." Revista Brasileira de Enfermagem 75(5):
1-8.
According to the Maria da Penha Law, this condition is typified in physical, psychological,
patrimonial, moral and sexual violence(1). Within PHC, special emphasis should be given to
nurses, both for their training, based on humanistic science(6), and for their work in PHC, guided
by health needs, which are not limited to diseases, but also cover the weaknesses of the social
context and, therefore, the singularities and vulnerabilities of individuals(7). [...]it reflects on the
role of this professional in the identification of female vulnerabilities to violence, in order to
carry out actions of empowerment of victims for recognition and liberation of their condition.
On interfaces 3 and 4, an arrow and an X-signage are available, respectively, which direct to the
previous interface. [...]during the above-mentioned phase, the Android system was defined, for
application insertion, and the Google Play virtual store, for download. [...]the implementation
phase(17), performed by a computer science professional, consisted of transcribing the
application diagramming and content into Android's computer language, with download being
programmed to use the application, even if the

Maggs, C. (1996). "Towards a philosophy of continuing professional education in nursing, midwifery and
health visiting." Nurse Education Today 16(2): 98-102.
This paper outlines a justification for developing and articulating a belief system which
 encompasses continuing professional education and the theory and practice of nursing. It
describes the nature and rationale for such a belief system, distinguishing it from the pursuit of
an absolute or philosophy. Nevertheless, it is suggested that such a belief system owes and
contributes much to both a philosophy of education and of nursing.

Magrane, D., et al. (2012). "Systems of Career Influences: A Conceptual Model for Evaluating the
Professional Development of Women in Academic Medicine." Journal of Women's Health (15409996)
21(12): 1244-1251.
Background: Surprisingly little research is available to explain the well-documented
organizational and societal influences on persistent inequities in advancement of women faculty.
Methods: The Systems of Career Influences Model is a framework for exploring factors
influencing women's progression to advanced academic rank, executive positions, and informal
leadership roles in academic medicine. The model situates faculty as agents within a complex
adaptive system consisting of a trajectory of career advancement with opportunities for formal
professional development programming; a dynamic system of influences of organizational
policies, practices, and culture; and a dynamic system of individual choices and decisions. These
systems of influence may promote or inhibit career advancement. Within this system, women
weigh competing influences to make career advancement decisions, and leaders of academic
health centers prioritize limited resources to support the school's mission. Results and
Conclusions: The Systems of Career Influences Model proved useful to identify key research
questions. We used the model to probe how research in academic career development might be
applied to content and methods of formal professional development programs. We generated a
series of questions and hypotheses about how professional development programs might
influence professional development of health science faculty members. Using the model as a
guide, we developed a study using a quantitative and qualitative design. These analyses should
provide insight into what works in recruiting and supporting productive men and women faculty
in academic medical centers.

Magrane, D., et al. (2012). "Systems of career influences: a conceptual model for evaluating the
professional development of women in academic medicine." J Womens Health (Larchmt) 21(12): 1244-
1251.
BACKGROUND: Surprisingly little research is available to explain the well-documented
organizational and societal influences on persistent inequities in advancement of women faculty.
METHODS: The Systems of Career Influences Model is a framework for exploring factors
influencing women's progression to advanced academic rank, executive positions, and informal
leadership roles in academic medicine. The model situates faculty as agents within a complex
adaptive system consisting of a trajectory of career advancement with opportunities for formal
professional development programming; a dynamic system of influences of organizational
policies, practices, and culture; and a dynamic system of individual choices and decisions. These
systems of influence may promote or inhibit career advancement. Within this system, women
weigh competing influences to make career advancement decisions, and leaders of academic
health centers prioritize limited resources to support the school's mission. RESULTS AND
CONCLUSIONS: The Systems of Career Influences Model proved useful to identify key research
questions. We used the model to probe how research in academic career development might be
applied to content and methods of formal professional development programs. We generated a
series of questions and hypotheses about how professional development programs might
influence professional development of health science faculty members. Using the model as a
guide, we developed a study using a quantitative and qualitative design. These analyses should
 provide insight into what works in recruiting and supporting productive men and women faculty
in academic medical centers.

Magwenya, R. H. and A. Ross (2023). "Developing a CPD model for Eswatini-a participatory action
research study." BMC Medical Education 23(1): 45.
BACKGROUND: Continuing professional development (CPD) is a key aspect to fulfil a
commitment to lifelong learning for professionals registered with the Medical and Dental
Council, the intention being to promote the health of patients and develop clinical expertise. The
absence of formal CPD requirements for practitioners in Eswatini has resulted in a move to
introduce an accredited system. METHODS: The qualitative study followed a participatory action
research (PAR) methodology using a cooperative inquiry group of 10 medical practitioners in
Eswatini to investigate how the current CPD program could be improved and formalised. PAR
entailed four stages; observation, reflection, planning and action, using a semi-structured format
to explore the areas of concern. RESULTS: Reflecting on the current situation resulted in three
ways to improve CPD being identified: (1) adopt a formal, compulsory CPD model; (2) recognise
achievements by practitioners who endeavour to improve their skills/knowledge through
Entrustable Professional Activities, and (3) ensure that CPD is relevant to the workplace by using
Quality-Improvement CPD (QI-CPD) and reflective diaries. These would be done by involving
local practitioners, using adult learning principles and ensuring continuous evaluation and
improvement of the CPD model. CONCLUSIONS: There was general agreement on the need for a
formalised CPD system to improve skill levels and provide an open platform to enhance patient
care in a resource constrained setting. The findings provided information that can be used to
plan and action its implementation through engagement with the country's doctors in various
forums and through ongoing research.

Magwenya, R. H. and A. J. Ross (2021). "Continuing professional development in Eswatini: Factors

affecting medical practitioners' participation." S Afr Fam Pract (2004) 63(1): e1-e7.
BACKGROUND: The availability of continuing professional development (CPD) activities does not
necessarily translate into good participation by health practitioners. Reasons for low
participation include time constraints, cost of some activities, irrelevant material and lack of
access. This study aimed to explore the views of medical practitioners' working in Eswatini
regarding the factors that affect their participation in CPD programmes. METHODS: A qualitative
study using seven in-depth semi-structured interviews and three focus group discussions (FGDs)
of medical officers working in the public heath sectors in Eswatini was conducted between
November 2020 and February 2021. Open-ended questions were used to explore factors that
both motivate and demotivate medical officers participation in CPD activities. The interviews and
FGDs were audio-recorded and transcribed verbatim, the qualitative data were analysed using
the thematic approach. RESULTS: The emerging motivating themes described by the participants
were: (1) professional responsibility and (2) personal interest and learning need. Whilst the
demotivating factors were: (1) non-relevance to clinical practice, (2) cost of participation, (3) lack
of reward, and (4) no recognition for staying up-to-date. CONCLUSION: The motivating factors
are associated with deep learning and linked well with the principles of adult learning. The
demotivating factors found were in keeping with findings from other studies in a variety of
countries. It is important for the Medical Council and CPD organisers to be aware of the different
motivations and de-motivations for practitioners to engage in CPD to enable them to plan and
implement their programmes effectively.

Maha El, T., et al. (2019). "Dentists’ intentions to manage drug users: Role of theory of planned
behaviour and continuing education." European Journal of Dental Education 23(3): 364-372.
ObjectivesTo assess dentists’ intention to manage drug users (DUs) and to evaluate the role of
the theory of planned behavior (TPB) and continuing education (CE) in explaining this
intention.Materials and MethodsA cross‐sectional study was conducted in 2017, including
dentists from three major Saudi cities. A questionnaire assessed personal and professional
background and components of TPB: attitude, perceived social norms, perceived control and
intention to manage DUs. Respondents expressed their agreement on a scale from 1 (disagree)
to 7 (agree). Receiving CE to manage DUs was also assessed. Adjusted linear regression was used
to assess the impact of the TPB constructs and receiving CE on dentists’
intention.ResultsResponse rate = 72% (255/354), mean (SD) age = 35.2 (11.9). The mean (SD) for
positive intention to manage DUs = 5.34 (1.37), negative attitude = 4.03 (1.10), positively
perceived norms = 5.78 (1.06) and perception of no control = 4.45 (1.08). Only 9% received CE to
manage DUs. Positive intention was associated with perception of positive norms (B = 0.73, 95%
CI = 0.59, 0.87) and perception of no control (B = −0.47, 95% CI = −0.63, −0.32) but not with
receiving CE (P = 0.58).ConclusionIn major Saudi cities, dentists’ intention to manage DUs was
positive and was explained by TPB components: perception of norms and perception of control.
Modified and targeted CE is needed to address this problem.

Mahal, J. (2008). "2008 IEME Abstracts: 9 A Communication Tool for Emergency Medicine Residents to
Improve Patient Care and Professional Development." Academic Emergency Medicine, suppl. s1 15.
For every patient in the ED, a web of communication is created. A resident is at the center of this
web - connecting team members in and outside the ED. Careful communication, a required
ACGME competency, helps the team provide safe, high-quality care and master their respective
specialties. We designed a three module curriculum that supports ACGME core competencies by
providing training in professional communication and a framework with which to organize
patient data. In the first module, residents are introduced to the concept that there is more to
communication than content alone. Other elements include context, audience and forum.
Together, these components comprise relevant communication. The second module introduces
the Disposition, Situation, Background, Assessment, Recommendation, Safety (D-SBARS)
Framework, an ED modification of The Joint Commission's communication tool. This framework
will enable the resident to focus on communicating the relevant data for a particular audience in
an appropriate manner. In the last module, residents participate in a case-based role-play. After
presentation of a complicated patient, residents are each assigned a communication task. They
communicate with attendings, ED staff and consultants. Each role is played by senior residents.
Finally, participants deliver presentations to the on-coming team on "rounds" under time
constraints, declining from two minutes to 30 seconds. Residents experience how the D-SBARS
tool helps them communicate critical clinical and safety. [PUBLICATION ABSTRACT]

Mahlanze, H. T. and M. N. Sibiya (2017). "Perceptions of student nurses on the writing of reflective
journals as a means for personal, professional and clinical learning development." Health S A 22: 79-86.
Background Reflective journals are used by the students to voice their views on the daily
activities during clinical placement. Reflective journals are aimed at helping the student to
observe and record as many facts about daily practice as the student finds relevant. Reflective
journal writing can therefore be used as a tool to evaluate that clinical learning is actually taking
place and what challenges students are experiencing which may influence their learning.
Findings by Harris (2006:460-461) are encouraging that through journaling students will develop
ability to identify and analyse their difficulties, make suggestions for solving problems and ask
and pursue questions on their own. Some of the participants confirmed improved values
 clarification, self-valuing and personal growth. Bulman & Schutz (2008: 172) recommends
journal writing for recording processes the student observe, copy and internalize in her journey
towards professional development. Objectives This study aimed to determine student nurses'
perceptions of reflective journal writing as a means for personal, professional development and
clinical learning development. Method A quantitative and descriptive survey was conducted in
September 2013. Forty participants were recruited from second year student nurses of a
University of Technology in uMgungundlovu District of KwaZulu-Natal. Purposive convenience
sampling strategy was used. A structured questionnaire was designed by the researcher from
literature reviewed. The questionnaire was piloted and modified, then used after permission had
been granted by the Ethics Committee of the university concerned. The Statistical Package for
Social Sciences (SPSS 17) programme was used for data analysis. Results Results indicated that
the participants generally experienced writing of reflective journals to be a valuable tool
enhancing personal development, professional growth and clinical learning. A significant number
(n = 24/60%) confirmed that they improved in making proactive decisions and taking on the spot
corrective actions; 52% (n = 21) of the participants were empowered to examine their attitudes
and perspectives to a given situation and 55% (n = 22) participants increased in active
involvement and ownership of their learning. Recommendations It is recommended that clinical
staff be reminded of their responsibility as role models for student nurses so as to enhance their
personal, professional development and clinical development. The writing of reflective journals
must be encouraged in nurse education and students given guidance and constructive feedback.

Mahmood, T. (2010). "Recertification and continuing professional development: The way ahead." Best
Pract Res Clin Obstet Gynaecol 24(6): 807-818.
The arguments in favour of recertification have been made cogently. Doctors in the UK on the
whole continue to enjoy the trust and respect of their patients and the general public, but the
Shipman enquiry led by Dame Janet Smith questioned the validity of the existing system.
Following a lengthy discussion, the Chief Medical Officer of England published his proposal for
professional regulation: Trust, assurance and safety - the regulation of health professionals in the
21st century¹ was published in February 2007. This document laid out the principles of
revalidation for all doctors practising in the United Kingdom. The purpose of revalidation is
principally to ensure that doctors update their knowledge and skills, and that they are fit to
practise. This mechanism of revalidation will ensure that health professionals will be able to
demonstrate their continued fitness to practise by collecting supporting data. The medical
revalidation has two components: relicensure and specialist recertification. From 16 November
2009 all doctors are expected to have a licence to practise to enable them to remain on the
Medical Register, and this licence must be renewed every year. This process will be managed by
the General Medical Council (GMC). Recertification will apply to all specialist doctors, including
general practitioners, requiring them to demonstrate that they meet the standards that apply to
their particular medical specialty. The Royal Colleges have been delegated to set these
standards, and approved by the GMC. Recertification will take place every five years.
Recertification will be underpinned by enhanced appraisal, multi source feedback, and a robust
continuing professional development programme.

Mahmood, T. and T. Mahmood (2010). "Recertification and continuing professional development: The
way ahead." Best Practice & Research: Clinical Obstetrics & Gynaecology 24(6): 807-818.
The arguments in favour of recertification have been made cogently. Doctors in the UK on the
whole continue to enjoy the trust and respect of their patients and the general public, but the
Shipman enquiry led by Dame Janet Smith questioned the validity of the existing system.
 Following a lengthy discussion, the Chief Medical Officer of England published his proposal for
professional regulation: Trust, assurance and safety - the regulation of health professionals in the
21st century¹ was published in February 2007. This document laid out the principles of
revalidation for all doctors practising in the United Kingdom. The purpose of revalidation is
principally to ensure that doctors update their knowledge and skills, and that they are fit to
practise. This mechanism of revalidation will ensure that health professionals will be able to
demonstrate their continued fitness to practise by collecting supporting data. The medical
revalidation has two components: relicensure and specialist recertification. From 16 November
2009 all doctors are expected to have a licence to practise to enable them to remain on the
Medical Register, and this licence must be renewed every year. This process will be managed by
the General Medical Council (GMC). Recertification will apply to all specialist doctors, including
general practitioners, requiring them to demonstrate that they meet the standards that apply to
their particular medical specialty. The Royal Colleges have been delegated to set these
standards, and approved by the GMC. Recertification will take place every five years.
Recertification will be underpinned by enhanced appraisal, multi source feedback, and a robust
continuing professional development programme.

Mahmoud, S., et al. (2018). "Needs assessment for PGY1 preceptors' professional development: A cross
sectional study." Pharmacy Education 18(1): 44.
Background: To ensure excellence in experiential programmes, it is important to invest in
preceptors' professional development. As per the current evidence, there isn't enough data or
well-constructed guides to aid professional development for residency preceptors (Fuller et al.,
2013) Objectives: This survey was conducted to measure the competency of PGY1 pharmacy
residency preceptors in Hamad Medical Corporation, Qatar, which is ASHP accredited.
Methodology: A comprehensive literature review was conducted and translated to a preceptor
development assessment rubric. The rubric was then depicted in the form of a survey to
measure the confidence and proficiency of preceptors. The survey consisted of 16 questions
focusing on: being a pharmacy role model, teaching skills and models, communication,
professionalism, research and others. Results: Preceptors showed high confidence in being
pharmacy role models and being able to motivate residents. However, there was a deficiency in
being able to transition between different teaching models such as coaching and facilitating.
Preceptors reported that they require improvement in teaching management skills, time
management and critical conversation. Discussion: On a global level, preceptor development
requires significant improvement especially for pharmacy residency programmes. In Hamad
Medical Corporation, there are multiple areas for improvement such as: teaching strategies,
writing feedback and presentation skill.

Mahmoud, S., et al. (2018). "Needs assessment for pgy1 preceptors' professional development: A cross-
sectional study." JACCP Journal of the American College of Clinical Pharmacy 1(2): 328-329.
SERVICE OR PROGRAM: PGY1 Residency program (ASHP accredited), Hamad Medical
Corporation, Qatar JUSTIFICATION/DOCUMENTATION: To ensure excellence in experiential
programs, it is important to invest in preceptors' professional development. As per the current
evidence, there isn't enough data or well-constructed guides to aid professional development for
residency preceptors This survey was conducted to measure the competency of PGY1 pharmacy
residency preceptors in Hamad Medical Corporation, Qatar, which is ASHP accredited.
ADAPTABILITY: A comprehensive literature review was conducted and translated to a preceptor
development assessment rubric. The rubric was then depicted in a form of survey to measure
the confidence and proficiency of preceptors. The survey consisted of 16 questions focusing on:
 being a pharmacy role model, teaching skills and models, communication, professionalism,
research and others. SIGNIFICANCE: Preceptors showed high confidence in being pharmacy role
models and being able to motivate residents. However, there was a deficiency in being able to
transition between different teaching models such as coaching and facilitating. Preceptors also
reported that they require improvement in teaching management skills, time management and
critical conversation. On a global level, it has been found that preceptor development requires
significant improvement especially for pharmacy residency programs. In HMC, there are multiple
areas for improvement such as: teaching strategies, writing feedback and presentation skill.

Maisonneuve, C. (1996). "Analysis of professional applications of training given to general nursing care
staff in continuing education." Recherche en soins infirmiers(45): 54-137.
At a time when any leaders, either political or socioeconomical speak about "productivity,
professional qualification, high-technology, research, etc.", it seemed to us that it was essential,
as far as Public Health is concerned, to analyse through a medium-sized hospital the vocational
training given to nurses working in general care. What does the nursing staff think about it?
What about the "educational quality"? What are the consequences and effects of this training on
a professional and human ground? Our hypothesis of research is to invalidate or to confirm
those elements (different from those found in literature) can be more helpful to put into pratice
the training on a professional ground. Those elements are: a number of training attended by
nurses (from 6 to 12 in 5 years) ans which take the educational principles into account, that is
why we have decided to condiser what presently exist, that is to say: the hospital and its plan,
the current training, the nursing staff concerned and alle the possible means to succeed. Like
this the problem was formulated and we could search a review for elements which sustain our
analysis. The results of our research, which was based on a methodological way, prove that there
is not only a great variety of applications of those teachings on a professional ground but also no
application of the teachings on a professional ground. From this study and apart from the
educational quality, we can note that the training subjects must be in connection with the
hospital development, society and the medical profession. Anyway, the trainings are short,
theoretical, do not fit in with the professional ground and do no consider the knowledge people
acquired from other trainings. Our conclusion tend to confirme that the vocational training is
necessary as well as its application from which the nursing staff can gain a lot.

Major, Z. B. (2018). "STRUGGLE FOR INTEGRITY IN RESIDENTIAL CHILDREN’S HOMES: PROFESSIONAL

SELF-ESTEEM AND ORGANIZATIONAL DEVELOPMENT — PRACTICAL EXPERIENCES FROM HUNGARY."
International Journal of Child, Youth & Family Studies 9(2): 1-27.
This article presents an organizational development process — a therapeutic residential care
model known as “Armchair” — that is based on qualitative experiences gained by the author in
10 years of practice, and that draws upon theories from child and youth care (CYC) and
organizational psychology. The ideas described here have been implemented in several children’s
homes in Hungary. Based on the premise that CYC is an autonomous applied science, the paper
describes briefly the theoretical principles created from everyday practice in Hungary. It
examines similarities between this model and the Cornell CARE model from the United States in
relation to such aspects as the basic needs of children in residential care and the long-term
orientation to building practice methods within agencies. A practical approach with a system-
oriented perspective developed in Hungary for implementing the principles is presented. This
includes a Plan-Do-Check-Act cycle model-quality assurance system designed to meet the needs
of children, and furnishes an example of how information technology software can support the
daily job of employees in terms of administrative and supportive activities. The article discusses
 weaknesses, threats, or challenges that can occur during implementation and threaten the
program’s aims of helping both children and staff. This analysis uncovers the underlying role and
importance of positive identity and self-esteem among staff, with a strong focus on personal and
professional integrity. In conclusion, findings are presented that indicate some possible solutions
for the problems discussed, comparing these qualitative results to previous quantitative
evidence found in research studies measuring the effectiveness of the CARE model, and drawing
some commonalities from the two approaches.

Malhotra, J., et al. (2018). "The impact of a longitudinal professional development portfolio in an
internationallytrained Pharm.D. degree programme." Pharmacy Education 18(1): 11.
Background: Our internationally-trained Pharm.D. (ITPD) degree programme requires students
to demonstrate competency in educational goals and to meet plans to advance pharmacy
practice in their home countries. Since professional needs of each country vary it is important to
individualise student learning experiences to address these needs. Objectives: To design and
implement a longitudinal professional development portfolio to address students' individual and
home country educational and practice needs, assess pharmacy educational competencies and
document skill application. Methodology: The ITPD longitudinal professional development
portfolio evaluates student performance and achievement in the: 1) school of pharmacy's
educational outcomes, 2) ACPE-required Introductory Pharmacy Practice Experience skills, 3)
International Pharmaceutical Federation's Global Competency Framework competencies, and 4)
expansion of pharmacy services to meet healthcare in their home country. Students use the
portfolio to document specific skills, assignments and other activities required in course work,
with accompanying written reflection on how each activity demonstrated achievement.
Students' longitudinal portfolio content is assessed through rubric-guided review of submitted
activities and reflections. Portfolios are reviewed after completion of the didactic section of the
curriculum and prior to graduation. Results: Students are able to successfully document activities
in the four evaluation areas. The portfolio has documented students' plans to expand patient-
centred care. One example is a student's plan to implement patient-centred care in a community
pharmacy. Discussion: Implementing the longitudinal professional development portfolio into
our ITPD curriculum addresses both the local practice needs of our international pharmacists,
while also meeting our accreditation and programme educational goals.

Malkin, K. F. (1994). "A standard for professional development: the use of self and peer review; learning
contracts and reflection in clinical practice." Journal of Nursing Management 2(3): 143-148.
An initiative to develop a standard for professional development is outlined. The standard takes
a structure, process, outcome format. Its development resulted in several initiatives being
introduced to the unit including: the introduction of a self and peer review system, the
introduction of learning contracts and the introduction of the concept of reflection. It was
considered that these initiatives would promote individual professional accountability, increased
self-awareness and reflective practice. The initiatives may be viewed in the context of PREP,
United Kingdom Central Council for Nursing, Midwifery and Health Visiting (1990) and the Higher
Award, English National Board for Nursing, Midwifery and Health Visiting (1991). The audit of
the standard may be a tool to measure 'value for money' used in professional development.

Malpass, A., et al. (2019). "Medical Students’ Experience of Mindfulness Training in the UK: Well-Being,
Coping Reserve, and Professional Development." Education Research International 2019: 10.
Medical school can be a stressful experience for students, resulting in stress-related mental
health problems. Policy recommendations from the General Medical Council (GMC), the body
 responsible for improving medical education in the UK, recommend the use of mindfulness
training to increase well-being and resilience to stress. Students participating in an eight-week
mindfulness training between Autumn 2011 and Spring 2015 were invited to complete a free
text survey at the end of their mindfulness course. In addition, six qualitative interviews were
conducted lasting between 60 and 90 minutes. Interviews used a topic guide and were recorded
and transcribed verbatim. We used the framework approach to analyse the data. Students
reported a new relationship to their thoughts and feelings which gave a greater sense of control
and resiliency, an ability to manage their workload better, and more acceptance of their
limitations as learners. The small group context was important. Students described improved
empathy and communication skills through building inner awareness of thoughts and feelings,
noticing judgments, and developing attentive observation. The findings show how resiliency and
coping reserve can be developed within medical education and the role of mindfulness in this
process. We present a conceptual model of a learnt cycle of specific vulnerability and describe
how MBCT intercepts at various junctures in this self-reinforcing cycle through the development
of new coping strategies that embrace an “allowed vulnerability.”

Maltais, P., et al. (2000). "Educational skills and knowledge needed and problems encountered by
continuing medical education providers." Journal of Continuing Education in the Health Professions
20(2): 91-96.
BACKGROUND: The objective of this study was to identify the training needs and difficulties
encountered by continuing medical education (CME) providers in Quebec. METHODS: A
questionnaire comprised of open-ended and closed questions was sent to 224 general
practitioners across Quebec who organize CME meetings. To complement and validate the data,
interviews were conducted with 18 physicians selected from this group, based on their years of
experience with CME, and with the managers of two organizations involved in CME. RESULTS:
The questionnaire response rate was 54%. Quantitative analysis was used to identify the main
training needs expressed by CME providers affiliated with the Quebec Federation of General
Practitioners, namely, methods for identifying needs (74%), group leadership techniques (69%),
basic principles in adult education (69%), and organization of CME activities (66%). The main
problems encountered by respondents in their duties are stimulating and maintaining the
interest and participation of physicians in formal CME activities (52%), identifying and meeting
physicians' educational needs (32%), and motivating physicians to get involved in any kind of
CME initiative (18%). The interviews highlighted the wide disparity in the approaches used by
CME providers when planning activities and the failure of providers to pass on relevant
information to their successors. IMPLICATIONS: Based on the difficulties and the training needs
identified, we were able to develop tools (structured training program, biannual newsletter,
reference books, and resources) suited to the needs of general practitioners who organize CME
activities.

Manley, K., et al. (2018). "A realist synthesis of effective continuing professional development (CPD): A
case study of healthcare practitioners' CPD." Nurse Education Today 69: 134.
Background Continuing professional development (CPD) in healthcare is fundamental for making
sure frontline staff practice safely and effectively. This requires practitioners to update
knowledge and skills regularly to match the changing complexity of healthcare needs. The drive
towards using limited resources effectively for service improvements and the need for a flexible
workforce necessitate a review of ad hoc approaches to CPD. Objective To develop strategies for
achieving effective CPD in healthcare. Design A case study design drawing on principles of realist
synthesis was used during two phases of the study to identify and test what works and in what
 circumstances. Setting One National Health Service Trust in South East England. Participants CPD
stakeholders including professional regulatory bodies (n = 8), commissioners of healthcare (n =
15), facilitators of clinical skills development (n = 34), NHS staff in clinical leadership positions (n
= 38), NHS staff undertaking skills development post graduate programs (n = 31), service user
advocates (n = 8) and an international expert reference group (ERG) (n = 10). Methods Data
sources included a review of scholarly and grey literature, an online survey and a consensus
workshop. Thematic and content analyses were used during data processing. Results The
findings present four interdependent transformation theories comprising transforming individual
practice, skills for the changing healthcare contexts, knowledge translation and workplace
cultures to optimize learning, development and healthcare performance. Conclusions The
transformation theories contextualize CPD drivers and identify conditions conducive for effective
CPD. Practitioner driven CPD in healthcare is effective within supportive organizations, facilitated
workplace learning and effective workplace cultures. Organizations and teams with shared
values and purpose enable active generation of knowledge from practice and the use of different
types of knowledge for service improvements.

Mann, K. V. (1994). "Educating Medical Students: Lessons from Research in Continuing Education."
Academic Medicine 69(1): 41-47.
Theory and practice in continuing medical education and continuing professional education are
considered as they may help inform undergraduate medical education. Five approaches are
considered: social learning theory; how physicians learn and change; competence in business
and practice; how professionals learn in practice; and lifelong/self-directed learning. Implications
are discussed. (MSE)

Mann, K. V., et al. (1996). "Multidisciplinary learning in continuing professional education: the Heart
Health Nova Scotia experience." Journal of Continuing Education in the Health Professions 16(1): 50-60.
Ongoing professional learning is essential for all health professionals. This need is increased as
community-based, multidisciplinary approaches to the delivery of health care and to health
promotion and disease prevention emerge. A pilot educational program was developed to test a
model of multidisciplinary learning in heart health. A multidisciplinary professional education
committee jointly developed a case-based educational program to include physicians, nurses,
dietitians, pharmacists, social workers, and recreation professionals or health educators. The
program was developed in the context of primary health care; specific objectives were
developed using a health promotion framework. Problem-based learning was selected as the
educational approach, and the cases were developed to incorporate program objectives. Three
communities participated. Ten to 12 participants met for 2 hours weekly across 4 weeks to
discuss problems concerning individuals at high and low risk for cardiovascular diseases and
heart health in their community. The project evaluation involved direct observation, review of
documentation, pre- and postprogram questionnaires, and individual interviews. In each site,
the project met its goals; however, goal achievement varied across communities. The sessions
provided an opportunity to learn about the roles and contributions of other health
professionals; they created the basis for future collaboration, and they stimulated extensive
discussion about heart health resources in each of the communities involved. We conclude that
a multidisciplinary approach to planning and development of such a project is feasible, and that
multidisciplinary case-based learning is an effective means of acquiring new understandings and
promoting health professionals' collaboration in addressing heart health in their communities.

Manning, P. R. (1986). "The Computer and the Future of Continuing Medical Education." The Western
Journal of Medicine 145(6): 872.
Traditional continuing medical education--general reading, attending courses and conferences
and having discussions with colleagues--helps physicians review fundamental concepts and learn
new developments in medicine. This type of continuing education is well established and will not
change dramatically. Beyond this, physicians learn from specific problems that arise in practice. A
computer can enhance practice-related continuing medical education by providing information
when a physician is developing diagnostic and therapeutic plans. Computer mail and telephone
voice mail improve communication among physicians. Computers, by storing practice data,
enable physicians to study their practices and profit from experience. Hospitals, specialty
societies and medical schools should investigate using computers to help physicians profit
maximally from experience.

Mantzourani, E., et al. (2022). "Reflections of mentors and mentees on a national mentoring programme
for pharmacists: An examination into relationships, personal and professional development." Research in
Social & Administrative Pharmacy 18(3): 2495-2504.
Background: While mentorship programmes for professionals are growing in number, the lived
experiences of mentor and mentee participants could be captured so as to better inform best
practices and considerations for thriving relationships.Objective: This study evaluated the lived
experiences of mentors and mentees in a nationwide programme for pharmacists administered
by a professional organisation in the United Kingdom, specifically examining the nature of
relationships comprising those experiences.Methods: A phenomenological approach was
adopted, with semi-structured interviews conducted remotely between November 2019 and
June 2020. Potential participants approached via a gatekeeper, employing purposive and
convenience sampling. Transcribed data were examined using a combination of inductive and
deductive thematic analysis and codes were assigned independently by two researchers, to
increase rigour in analysis.Results: A total of 20 participants described their perceived role in
their respective mentoring partnerships, gave their own account of the definition of mentoring
and discussed the crucial role of trust and understanding in developing a successful mentoring
relationship. Mentors' beliefs on their perceived role in the relationship largely guided their
approach to the structure of the interactions. The concepts of personal growth and development
of peers were often discussed by the participants, along with the acknowledgment that
mentoring is a relationship that ideally lasts potentially a lifetime, should the relationship be
successful. Mentors felt a sense of pride in giving back to the profession. An unintentional
unbalanced power dynamic was often reported and both mentors and mentees acknowledged
frustrations when they perceived their partner was not showing the same level of engagement
and commitment.Conclusions: Pharmacists participating in a nationwide mentoring programme
expressed considerable enthusiasm with their contribution, underscoring the programme's
flexibility, its emphasis of mentoring versus merely advising, and its responsibility for enhancing
or reconnecting with their professional identity as well as fostering more positivity and liveliness
in their professional roles. . The programme might consider additional training to mentors to
promote their own self-efficacy in mentoring, which among other things could curtail perceived
potential power imbalances within mentor-mentee dyads and lead to a more dynamic and
contextualised mentoring experience.

Mao, A., et al. (2021). "A scoping review on the influencing factors and development process of
professional identity among nursing students and nurses." Journal of Professional Nursing 37(2): 391-
398.
Professional identity (PI) is culturally shaped. It is associated with a sufficient and stable
 workforce of professionals. China has a relatively low ratio of nursing professionals to its
population. This scoping review aims to obtain comprehensive knowledge of the influencing
factors and PI development process among nursing students and nurses in China. A scoping
review was conducted. The most common Chinese databases, China National Knowledge
Infrastructure and Wanfang Data were searched for publications in Chinese. The databases of
EBSCO host and ProQuest Dissertation & Thesis Global (Full Text) were searched for publications
in English. After screening the title and abstract of the articles and further assessing the full text
of the articles identified after the initial screening, 53 articles were included for analysis. The
influencing factors to PI development in nursing were grouped into four dimensions: personal,
family, institutional, and social factors. The social factors tended to negatively affect professional
identity whereas the factors of the three other dimensions exerted influence in different
directions. A framework was established based on PI levels in different career stages of nurses to
depict the continuum and dynamic nature of the development process. The PI development in
nursing is a dynamic process shaped by multidimensional factors. Changes in policy should be
made to reverse the nursing profession stereotype of being an assistant role to medicine. •
Construction of professional identity in nursing is influenced by multidimensional factors. •
Social attitudes toward nursing exert negative impacts on professional identity development. •
Advancement in nursing professional proficiency does not necessarily lead to heightened
professional identity. • Nursing students and clinical nurses in China display an overall low
passion for nursing.

Mara Pereira, G., et al. (2021). "Development of a European competency framework for health and other
professionals to support behaviour change in persons self-managing chronic disease." BMC Medical
Education 21: 1-14.
Background Healthcare and other professionals are expected to support behaviour change in
people living with chronic disease. However, effective behaviour change interventions are largely
absent in routine encounters. The Train4Health project, a European strategic partnership for
higher education, sought to address this problem. The primary aim of this study, which is part of
an early work package, was to develop an interprofessional competency framework for health
and other professions to support behaviour change for the self-management of chronic disease
at a European level. A secondary aim was to derive a set of behaviour change techniques (BCTs)
from an established taxonomy to link with framework competencies. Methods The study
comprised two interlinked parts. Part 1 involved a two-round e-Delphi study with an
interprofessional panel of 48 experts across 12 European countries to develop the behaviour
change competency framework. Preparatory work included drafting a list of competency
statements based on seven existing frameworks. Part 2 involved an expert panel of six
behavioural psychologists deriving a set of BCTs to link with framework competencies. Their
feedback was based on preparatory work, which focused on seven high priority chronic diseases
for self-management, identified through European projects on self-management and identifying
five relevant target behaviours from key clinical guidelines. A literature search yielded 29
effective BCTs for the target behaviours in the selected chronic diseases. Results Twenty-seven
competency statements, were presented in Round 1 to the Delphi panel. Consensus was
achieved for all statements. Based on comments, two statements were removed, one was
added, and 14 were modified. All 15 statements subjected to Round 2 were consensus-
approved, yielding a total of 12 foundational competencies for behaviour change in self-
management of chronic disease and 14 behaviour change competencies. Four behaviour change
competencies related to BCTs. Behavioural psychologists’ feedback led to a core set of 21 BCTs
deemed applicable to the five target behaviours across the seven chronic diseases. Conclusions
 A behaviour change competency framework comprising 26 statements for European health and
other professionals to support self-management of chronic disease was developed, linked with a
core set of 21 BCTs from an established taxonomy.

Maree, S. M. (1987). "AANA journal course: Advanced scientific concepts: Update for nurse anesthetists.
Part II--The renal system: physiology, pathophysiology and anesthesia management [continuing
education]." AANA Journal 55(3): 269-282.

Margolis, A., et al. (2007). "Continuing professional development of physicians in Uruguay: lessons from
a countrywide experience." Journal of Continuing Education in the Health Professions 27(2): 81-85.
This article describes the advancement of continuing professional development (CPD) for
physicians in Uruguay and explains the motivations for a CPD system, the role of the faculty of
medicine and the other stakeholders, the strategic goals, and current results, including strengths
and weaknesses. The work described here had three strategic objectives: (1) initiate a CPD
accreditation program, (2) train physician leaders in CPD, and (3) promote the creation of a
national system for CPD. By the end of 2006, the accreditation program had 34 accredited
institutions. Over a 10-year period, 150 physician leaders from different regions of the country
and with different specialties had been trained in the framework and methodological issues of
CPD. Legislation is expected to be introduced into parliament during 2007 for coordinating CPD
efforts at a national level.

Margolis, A. and J. Parboosingh (2015). "Networked Learning and Network Science: Potential
Applications to Health Professionals' Continuing Education and Development." Journal of Continuing
Education in the Health Professions 35(3): 211-219.
Prior interpersonal relationships and interactivity among members of professional associations
may impact the learning process in continuing medical education (CME). On the other hand,
CME programs that encourage interactivity between participants may impact structures and
behaviors in these professional associations. With the advent of information and communication
technologies, new communication spaces have emerged that have the potential to enhance
networked learning in national and international professional associations and increase the
effectiveness of CME for health professionals. In this article, network science, based on the
application of network theory and other theories, is proposed as an approach to better
understand the contribution networking and interactivity between health professionals in
professional communities make to their learning and adoption of new practices over time.

María del Carmen, P.-F., et al. (2019). "The Development and Validation of the Healthcare Professional
Humanization Scale (HUMAS) for Nursing." International Journal of Environmental Research and Public
Health 16(20).
[...]when dealing with care offered to the patients, the key element, without which the
humanization of care cannot be understood, is the involvement of healthcare professionals in
charge of offering that care to patients [3,17]. [...]the humanization of care involves healthcare
personnel present in a set of social, personal and emotional resources, which characterize their
professional practice, facilitate their job performance and enable them to take an active role in
the recovery process. [...]the model proposed (Figure 1) assembles all those attitudes that
healthcare professionals must develop in order to incorporate humanization into their
professional practice. 1.2. [...]some authors, such as Lown et al. [...]in spite of the importance of
the humanization of care, which has even been included in national health programs, such as
Brazil’s National Humanization Policy [13,15], or the Region of Madrid’s Health Care System
 Humanization Plan [17], there is no scientific bibliography, nor a validated instrument focusing
on evaluating the humanization of the care concept itself, understood as the set of competencies
that healthcare professionals, who are those who provide patient care, should have to effectively
and humanely care for patients. [...]starting out from this conceptualization, as well as the main
variables with which the humanization of care is related, and further, keeping in mind its
relevance in different contexts, in a wide variety of healthcare professions, and in different areas,
this study proposed, as its main objective, to evaluate and validate the Healthcare Professional
Humanization Scale (HUMAS).

Maria Helena Magalhães de, M. and L. Giovanella (2007). "Training in public health policies and mastery
of information for professional development." Ciência & Saúde Coletiva 12(3): 601-610.
This paper analyses the Public Policies and Health Course offered by the Graduate Studies
Program at the National School of Public Health, Brazil. Its purpose is to review the historical
constitution of this area as policy praxis and a field of knowledge designed to train specialists
engaged in policy formulation implementation and evaluation. It describes the course
development experience, based on an analysis of the documents produced by the Graduate
Studies Coordination in this area, systematized in alterations to subjects that reflect the
educational objectives, contents and proposals deployed over time. Grounded on a concept of
Government policies committed to fine-turning democracy within the context of the emergence
and development of the state healthcare function in Brazil, it indicates the need for permanent
renewal of training systems for specialists in this field. The modernization of research methods
and techniques is crucial, closely linked to progress in the field of healthcare data and
information technology. A shift is noted, moving away from a certain isolation and lack of dialog
in the Program area towards a tighter focus on Public Health and complex methodological
approaches that correspond to the constructed objects.

Marie‐Louise Södersved, K., et al. (2020). "Perceptions of managers regarding prerequisites for the
development of professional competence of newly graduated nurses: A qualitative study." Journal of
Clinical Nursing 29(23-24): 4784-4794.
Aim and objectivesTo describe perceptions of managers regarding prerequisites for professional
competence development of newly graduated nurses following a 1‐year residency
programme.BackgroundIn general, managers are unsatisfied with the professional competence
of newly graduated nurses. Therefore, they have been involved in residency programmes to
support the nurses’ transition from being nursing students to professional nurses. However,
perceptions of managers regarding the professional competence development of nurses have
been sparingly studied.Design/MethodsQualitative, descriptive study with a data‐driven
inductive approach with content analysis to obtain an understanding of the perceptions of nine
managers through interviews. EQUATOR checklist COREQ is used (see File S1).ResultsThree
themes emerged: (a) the nurses’ relationships with their teams and patients, (b) expectations
regarding the development of practical skills and leadership skills and (c) prerequisites for
continuing learning by supportive structures and a mutual responsibility between the manager
and the nurse. Reflection was perceived by the managers as a cornerstone in the learning and
development of professional competence. Learning theory was important, but learning practical
clinical skills was essential for the nurses to develop competence and be able to perform their
work, including being a leader of the team. Some structures discouraged continued learning in
the development of professional competence, indicating a gap between the healthcare settings
and the basic nursing programme.ConclusionsThere is a gap between the university and the
healthcare settings in maintaining a structure for continued learning, which requires
 cooperation. This gap and tension can be a driving force for the learning process of competence
development. Relationships with team members and patients are considered fundamental for
developing professional competence.Relevance to clinical practiceTo overcome the gap between
the university and the healthcare settings, the managers can facilitate nurses’ continued learning
by creating structures for reflection.

Marlena Seibert, P. and B. Talley (2019). "Intellectual Disabilities and Health Care Communication: A
Continuing Education Program for Providers." The Journal of Continuing Education in Nursing 50(1): 20-
25.
Communication with others is a core human imperative; this is especially true in health care.
Individuals with intellectual disabilities often face daunting challenges in both health literacy and
communicating their health needs and questions. Education for professionals in specialized
communication is critical in improving care for their clients with intellectual disabilities. To
address this issue, an educational framework, ID-COMMUNICATE, was created to guide
improved interactions between health care providers and clients with intellectual disabilities and
was further developed into a continuing education program. The modules of the ID-
COMMUNICATE program focus on specialized communication techniques and strategies and
related professional practice issues. This program can be disseminated in a variety of ways and is
easily adapted for professionals in many disciplines. [J Contin Educ Nurs. 2019;50(1):20–25.]

Marlow, A., et al. (2008). "Collaborative action learning: a professional development model for
educational innovation in nursing." Nurse Education in Practice 8(3): 184-189.
The paper describes the processes and outcomes of a major curriculum innovation which was
conducted by a collaborative multi-disciplinary team (nurse academics, educational developers
and software developers). The paper argues that collaborative professional development in
pedagogical innovation in nursing can be successfully supported by action learning as a
framework for practice. In presenting this argument the paper draws on the experience of the
School of Nursing and Midwifery (SNM) at the University of Tasmania in integrating high-fidelity
simulation-based learning into an existing undergraduate case-based learning curriculum in the
three year Bachelor of Nursing (BN).

Marques, J. and P. Rosado-Pinto (2017). "[Pedagogical Professional Development of Medical Teachers:

The Experience of NOVA Medical School / Universidade Nova de Lisboa]." Acta Med Port 30(3): 190-196.
INTRODUCTION: To be a college teacher requires a permanent effort in developing specific
competencies, namely in the pedagogical domain. This paper aims both to describe the
pedagogical professional development program offered by the Medical Education Office of NOVA
Medical School of Universidade Nova de Lisboa and to analyse its role in the enhancement of
reflection around curriculum and teaching practice. MATERIAL AND METHODS: Description of
the pedagogical programme offered between 2010 and 2016. We focused the analysis on
different kinds of data - opinions of the participants in the training programme (questionnaire
before and after the training); pedagogical products elaborated by the participants in the
programme - design of lessons, modules or curricular units; questionnaire sent in 2016 to NOVA
Medical School teachers responsible for the curricular units, about the contribution of their
disciplines to the accomplishment of the core learning outcomes of the NOVA Medical School
medical graduates. RESULTS: The pedagogical training needs identified by the teachers focused
mainly on improving practice, critically analysing the curriculum and sharing experiences.
Globally the training programme was deeply appreciated and considered very good by 97% of
the participants. The lesson plans delivered showed that the teachers were able to integrate and
 apply the concepts developed during the training. The answers from the 46 faculty responsible
for the curricular units (the majority of them had attended the Medical Education Office training
programme) highlighted their capacity to critically approach content and pedagogical strategies
within their disciplines as well as their contribution to the main goals of the medical curriculum.
DISCUSSION: The results underlined the importance of a pedagogical training focused on the
critical analysis of curriculum and pedagogical practice. On the other hand, the pedagogical
products analyzed revealed great mastery by teachers of the content and pedagogical strategies
present in the curricula of their respective curricular units, as well as their alignment with the
general objectives of the Mestrado Integrado em Medicina. CONCLUSION: In line with the
literature of the specialty, pedagogical training in Higher Education, rather than aiming at the
mere acquisition of techniques, should, above all, give priority to spaces for joint reflection on
the curriculum and on the pedagogical options of teachers.

Marsh, S. and J. Rodrigues (2015). "How can helpful policy plus helpful professionals produce system
failure? Exploring development interventions with active local professionals and active young people
with life-limiting conditions." Evidence & Policy 11(2): 253-272.
The paper reflects on the implications of selecting local multifunctional networks as a principal
method of achieving improvement in the transition experience of young people with life-limiting
conditions, given the range of blocking factors identified. It summarises a programme of work
that aimed to tackle these blocks through developing local systems responses. It then offers a
review of organisation development that sets a context for the work and helps consider its
implications, including a five-part model that emerged. Finally, learning and insights for
practitioners engaged with local complex systems are offered, taking account of leadership,
emergent boundaries and actor-network dynamics.

Marshall, C. L. and R. Alexander (1976). Improving the Use of Television in Continuing Education, Journal
of Medical Education. 51: 945.
It is felt that the failing of previous continuing medical education projects is the lack of a
theoretical construct through which the diverse data can be logically integrated. Suggestions are
offered for using television in a supplemental manner. (LBH)

Martin, A., et al. (2020). "Continuing medical and student education in dermatology during the
coronavirus pandemic – a major challenge." Journal der Deutschen Dermatologischen Gesellschaft 18(8):
835-840.
Continuing medical education (CME) is the essential basis for student teaching and for training
and further development of physicians. Without it, modern and adequate patient care is
unthinkable. Recently, the coronavirus pandemic, caused by the severe acute respiratory
syndrome coronavirus 2 (SARSCoV2), forced the entire medical community to change its usual
habits of advanced medical training, teaching and learning. As a result, digital training and
teaching via social media, online medical encyclopedias, web‐based learning platforms and
educational podcasts moved to the fore. Here, we give an overview on current concepts for
online medical education, with special consideration of dermatology.

Martin, B. A., et al. (2010). "Effect of a tobacco cessation continuing professional education program on
pharmacists' confidence, skills, and practice-change behaviors." Journal of the American Pharmacists
Association : JAPhA 50(1): 9-16.
OBJECTIVE: To evaluate the impact of a tobacco cessation training program on pharmacists'
confidence, skills, and practice-change behaviors. DESIGN: Quasi-experimental study. SETTING:
 Wisconsin during 2002-2003. PARTICIPANTS: 25 community pharmacists. INTERVENTION: A
continuing education training program was developed and implemented using home and live
training components consisting of the national tobacco cessation guidelines, including the 5A's
counseling process. The home study component included lectures and readings in CD-ROM
format. Consistent with self-efficacy theory, the live training was based on exercises that
included modeling, rehearsal, and feedback to learners. MAIN OUTCOME MEASURES:
Knowledge assessment, pre- and post-surveys assessing confidence and skill levels, and service
provision indicators. RESULTS: Self-efficacy and perceived ability to counsel patients to quit using
tobacco improved significantly after the combined program. No significant change in confidence
or perceived skills occurred following home study alone, suggesting value in using a combination
of teaching strategies (problem solving, modeling, rehearsal, and feedback). Of participants, 92%
received a passing knowledge score and 75% attempted to implement a tobacco cessation
service posttraining; more than 50% assisted patients up to 1 year post-training. A relationship
between self-efficacy and service provision was found when practice settings were considered.
CONCLUSION: This program increased pharmacists' knowledge and self-efficacy to counsel
patients on tobacco use. Further, the majority of pharmacy participants attempted to implement
a tobacco cessation service.

Martin, B. A., et al. (2010). "Effect of a tobacco cessation continuing professional education program on
pharmacists' confidence, skills, and practice-change behaviors." Journal of the American Pharmacists
Association: JAPhA 50(1): 9-16.
Objective: To evaluate the impact of a tobacco cessation training program on pharmacists'
confidence, skills, and practice-change behaviors.Design: Quasi-experimental study.Setting:
Wisconsin during 2002-2003.Participants: 25 community pharmacists.Intervention: A continuing
education training program was developed and implemented using home and live training
components consisting of the national tobacco cessation guidelines, including the 5A's
counseling process. The home study component included lectures and readings in CD-ROM
format. Consistent with self-efficacy theory, the live training was based on exercises that
included modeling, rehearsal, and feedback to learners.Main Outcome Measures: Knowledge
assessment, pre- and post-surveys assessing confidence and skill levels, and service provision
indicators.Results: Self-efficacy and perceived ability to counsel patients to quit using tobacco
improved significantly after the combined program. No significant change in confidence or
perceived skills occurred following home study alone, suggesting value in using a combination of
teaching strategies (problem solving, modeling, rehearsal, and feedback). Of participants, 92%
received a passing knowledge score and 75% attempted to implement a tobacco cessation
service posttraining; more than 50% assisted patients up to 1 year post-training. A relationship
between self-efficacy and service provision was found when practice settings were
considered.Conclusion: This program increased pharmacists' knowledge and self-efficacy to
counsel patients on tobacco use. Further, the majority of pharmacy participants attempted to
implement a tobacco cessation service.

Martin, M. B. (2015). "Caring in Nursing Professional Development." Journal for Nurses in Professional
Development 31(5): 271-277.
Caring science has been identified and examined in the discipline of nursing for over 40 years.
Within this period, the topic has been analyzed and studied resulting in theories, models, books,
and articles published nationally and internationally. Although advancements have been made in
caring knowledge development, opportunities to integrate caring science into all aspects of
nursing abound, including the specialty of nursing professional development. The focus of this
 article is to present ways in which nursing professional development specialists may incorporate
caring science into practice, using Ray's (2010) Transcultural Caring Dynamics in Nursing and
Health Care model as an exceptional exemplar for understanding, awareness, and choice for
nurses and patients.

Martin, R. L. (2003). "Continuous improvement in dietetics education with a regional advisory board: A
model that works." American Dietetic Association. Journal of the American Dietetic Association 103(8):
1026.
Continuous improvement has been a focus of business and health care for years. The
Commission on Accreditation for Dietetics Education has also identified the need for continuous
improvement in dietetics education programs and requires them to seek outside counsel to help
accomplish it. Most dietetics education programs develop advisory boards to provide this
outside counsel, but finding individuals to commit to an ongoing advisory board can be
challenging. Dietetics internship directors from dietetics practicum programs throughout Arizona
created the Arizona Dietetic Practicum Advisory Committee (AzDPAC), which uses suggestions
from preceptors, interns, and committee members to generate ideas for improvement. Since the
conception of AzDPAC both tangible and intangible outcomes have occurred. Tangible outcomes
include better coordination among programs, development of a combined annual affiliate
meeting, standardization of forms, creation of a combined "Clinical Bootcamp," development of
a Web page describing all programs, and better networking among interns from different
programs. In addition, AzDPAC improved cooperation and sharing of expertise and created an
available group of peers for new directors. An advisory committee of regional program directors
is a model that works in providing dietetics education programs with ongoing outside counsel
and ideas for continuous improvement.

Martyn, J. A., et al. (2019). "Combining participatory action research and appreciative inquiry to design,
deliver and evaluate an interdisciplinary continuing education program for a regional health workforce."
Aust Health Rev 43(3): 345-351.
Objective Continuing education (CE) is essential for a healthcare workforce, but in regional areas
of Australia there are challenges to providing and accessing relevant, reliable and low-cost
opportunities. The aim of the present study was to collaborate with the local regional healthcare
workforce to design, deliver and evaluate an interdisciplinary CE (ICE) program. Methods A
participatory action research (PAR) model combined with an appreciative inquiry (AI) framework
was used to design, deliver and evaluate an ICE program. A focus group of 11 health
professionals developed an initial program. Evaluation data from 410 program participants were
analysed using AI. Results The ICE program addressed the CE barriers for the regional healthcare
workforce because the locally derived content was delivered at a reasonable cost and in a
convenient location. Program participants identified that they most valued shared experiences
and opportunities enabling them to acquire and confirm relevant knowledge. Conclusion ICE
programs enhance interdisciplinary collaboration. However, attendance constraints for regional
healthcare workforce include location, cost, workplace and personal factors. Through
community engagement, resource sharing and cooperation, a local university and the
interdisciplinary focus group members successfully designed and delivered the local education
and research nexus program to address a CE problem for a regional healthcare workforce. What
is known about the topic? Participation in CE is mandatory for most health professionals.
However, various barriers exist for regional health workers to attending CE. Innovative programs,
such as webinars and travelling workshops, address some of the issues but create others.
Bringing various health workers together for the simultaneous education of multiple disciplines
 is beneficial. Collectively, this is called ICE. What does this paper add? Using PAR combined with
AI to design an ICE program will focus attention on the enablers of the program and meet the
diverse educational needs of the healthcare workforce in regional areas. Engaging regional
health professionals with a local university to design and deliver CE is one way to increase access
to quality, cost-effective education. What are the implications for practitioners? Regional
healthcare workers' CE needs are more likely to be met when education programs are designed
by them and developed for them. ICE raises awareness of the roles of multiple healthcare
disciplines. Learning together strengthens healthcare networks by bolstering relationships
through a greater understanding of each other's roles. Enriching communication between local
health workers has the potential to enhance patient care.

Martyn, J.-A., et al. (2019). "Combining participatory action research and appreciative inquiry to design,
deliver and evaluate an interdisciplinary continuing education program for a regional health workforce."
Australian Health Review 43(3): 345-351.
Objective: Continuing education (CE) is essential for a healthcare workforce, but in regional areas
of Australia there are challenges to providing and accessing relevant, reliable and low-cost
opportunities. The aim of the present study was to collaborate with the local regional healthcare
workforce to design, deliver and evaluate an interdisciplinary CE (ICE) program. Methods: A
participatory action research (PAR) model combined with an appreciative inquiry (AI) framework
was used to design, deliver and evaluate an ICE program. A focus group of 11 health
professionals developed an initial program. Evaluation data from 410 program participants were
analysed using AI. Results: The ICE program addressed the CE barriers for the regional healthcare
workforce because the locally derived content was delivered at a reasonable cost and in a
convenient location. Program participants identified that they most valued shared experiences
and opportunities enabling them to acquire and confirm relevant knowledge. Conclusion: ICE
programs enhance interdisciplinary collaboration. However, attendance constraints for regional
healthcare workforce include location, cost, workplace and personal factors. Through
community engagement, resource sharing and cooperation, a local university and the
interdisciplinary focus group members successfully designed and delivered the local education
and research nexus program to address a CE problem for a regional healthcare workforce. What
is known about the topic?: Participation in CE is mandatory for most health professionals.
However, various barriers exist for regional health workers to attending CE. Innovative programs,
such as webinars and travelling workshops, address some of the issues but create others.
Bringing various health workers together for the simultaneous education of multiple disciplines
is beneficial. Collectively, this is called ICE. What does this paper add?: Using PAR combined with
AI to design an ICE program will focus attention on the enablers of the program and meet the
diverse educational needs of the healthcare workforce in regional areas. Engaging regional
health professionals with a local university to design and deliver CE is one way to increase access
to quality, cost-effective education. What are the implications for practitioners?: Regional
healthcare workers' CE needs are more likely to be met when education programs are designed
by them and developed for them. ICE raises awareness of the roles of multiple healthcare
disciplines. Learning together strengthens healthcare networks by bolstering relationships
through a greater understanding of each other's roles. Enriching communication between local
health workers has the potential to enhance patient care.

Martyn, J.-A. R. N. D. B. M. P., et al. (2019). "Combining participatory action research and appreciative
inquiry to design, deliver and evaluate an interdisciplinary continuing education program for a regional
health workforce." Australian Health Review 43(3): 345-351.
 Objective. Continuing education (CE) is essential for a healthcare workforce, but in regional areas
of Australia there are challenges to providing and accessing relevant, reliable and low-cost
opportunities. The aim of the present study was to collaborate with the local regional healthcare
workforce to design, deliver and evaluate an interdisciplinary CE (ICE) program. Methods. A
participatory action research (PAR) model combined with an appreciative inquiry (AI) framework
was used to design, deliver and evaluate an ICE program. A focus group of 11 health
professionals developed an initial program. Evaluation data from 410 program participants were
analysed using AI. Results. The ICE program addressed the CE barriers for the regional healthcare
workforce because the locally derived content was delivered at a reasonable cost and in a
convenient location. Program participants identified that they most valued shared experiences
and opportunities enabling them to acquire and confirm relevant knowledge. Conclusion. ICE
programs enhance interdisciplinary collaboration. However, attendance constraints for regional
healthcare workforce include location, cost, workplace and personal factors. Through
community engagement, resource sharing and cooperation, a local university and the
interdisciplinary focus group members successfully designed and delivered the local education
and research nexus program to address a CE problem for a regional healthcare workforce.

Marzlin, K. (2011). "Structuring Continuing Education to Change Practice: A Nurse-Driven Initiative."

Dimensions of Critical Care Nursing 30(1): 41-52.
The primary goal of continuing education is to improve patient outcomes. Prerequisites to
improving patient outcomes include knowledge acquisition accompanied by a resultant change
in clinical practice. This article features the accomplishment of nurse-driven continuing
education program based on the frameworks of the synergy model and novice-to-expert
practice.

Mashizume, Y., et al. (2020). "Experiences within a cross-cultural academic exchange programme and
impacts on personal and professional development." British Journal of Occupational Therapy 83(12):
741-751.
Introduction: As society becomes increasingly internationalised, it is important to consider
international perspectives on occupational therapy education. There is little research on the
experiences and impacts of international learning opportunities such as through academic
exchange programmes. The aim of this study was to explore the impacts of an international
academic exchange programme among occupational therapy students. Methods: This study was
conducted as a qualitative research study. Data were collected by in-depth semi-structured
interviews with nine participants (three men and six women) who participated in an exchange
programme at Thomas Jefferson University in the United States and graduated from Kitasato
University in Japan. A grounded theory approach was used to analyse the qualitative data.
Findings: Educational outcomes were sorted into four categories: experience, reaction, learning
and behaviour. Knowledge and experience gained from the international exchange programme
had a positive impact on the personal and professional development of the participants.
Participants reported that the programme helped them in acceptance of diversity, collaborating
beyond boundaries and gaining confidence from challenges. These impacts persisted even after
they graduated. Conclusions: In an increasingly globalised world, internationalisation of
occupational therapy education is significant to build a global community of occupational
therapists who seek to improve their practice.

Masoumi, D., et al. (2019). "Continuing professional development: policies, practices and future
directions." The International Journal of Educational Management 33(1): 98-111.
 PurposeThe purpose of this paper is to focus on mapping the ways in which HE institutions
enhance faculty members’ professional development. More precisely, by introducing a case from
one of the well-established universities in Iran, the authors aim to examine the focus of faculty
development (FD) activities and how FD is conducted, with a view to shedding light on the
challenges of and disparities between faculty roles and areas of FD in higher education (HE) in
Iran as a developing country.Design/methodology/approachIn order to explore and map the
characteristics of FD and analyse the trends that Iranian HE institutions are experiencing in this
area, a sequential explanatory multiple sources design, consisting of two distinct phases, was
implemented (Creswell, 2012). In this design, the documents regarding the faculty professional
development (decisions, agreements, The Job Structure Memorandum, and relevant documents
and policies at the Iranian Ministry of Science, Research and Technology and the studied HE
institution) were analysed first. Next, field records were collected by means of a series semi-
structured interviews with faculty members in the given HE setting.FindingsThe analysis of the
collected data brought to the surface three themes, namely, FD: policies and procedures,
faculties professional development in practice, and associated challenges and future prospects.
These initial findings helped to understand if and how FD activities occur as well as map the
challenges and complexities in faculties’ CPD in Iranian HE. Further, it discusses possible
solutions to develop relevant and practical professional development.Research
limitations/implicationsThis case study is partly limited to a group of faculty members’
experiences and reflections on FD in one Iranian HE institution. Conducting additional surveys
and observations with a large sample of the faculties and students may verify and consolidate
the findings of the study and contribute to further insights on the ways faculties’ professional
development can be transformed.Practical implicationsTaking into account the findings of the
study, a dynamic framework for continued professional development of faculties in Iran is
developed.Originality/valueThe findings of the study present valuable insights into the FD
procedures, challenges and paradoxes that seem to shape FD in Iranian HE institutions.
Moreover, the findings indicated much-needed structural modifications to simplify and
harmonise the policies and procedures to harness profession development. To conclude, the
initiatives and action plans that may contribute to FD and reshape the Iranian HE landscape is
discussed. The applications and implications are also relevant for similar HE systems in
developing countries.

Massie, A. S., et al. (2022). "Pivoting professional development opportunities for students during COVID-
19: A gerontology focused knowledge mobilization course." Gerontology & Geriatrics Education 43(1):
64-74.
The Canadian Association on Gerontology Student Connection (CAG-SC) is a national network for
students interested in aging. As the CAG 2020 conference was canceled due to COVID-19, the
CAG-SC pivoted professional development events for students to an online format. In
partnership with the York University Knowledge Mobilization (KMb) unit an eight-week course
on Knowledge Mobilization was offered. The course consisted of weekly asynchronous
prerecorded videos and synchronous guest speakers who presented gerontology relevant KMb
examples. To register for the course, students completed a registration form outlining their
training background, experience with KMb, and the reasons for participation. A course feedback
form at course completion captured student experience and reflections. A total of 56
interdisciplinary trainees from 18 post-secondary institutions completed the course. Participants
found the course fostered a deeper understanding of KMb concepts and how to apply these to
future careers in gerontology. This course was the CAG-SC’s most successful professional
development initiative. Participants recognized the importance of KMb in gerontology and felt
 the course provided skills needed to disseminate their research more effectively across sectors
to improve quality of life for older adults. Reflections on the value of institutional partnership
from the CAG-SC and York University Knowledge Mobilization are captured.

Mast, L. (1997). "Application of the problem-based learning model for continuing professional education:
a continuing medical education program on managed care issues--Part II." The American journal of
managed care 3(1): 77-82.
Physicians must incorporate concepts of practice management and knowledge of managed care
into their practices. Managed care presents an immediate and challenging opportunity to
providers of continuing medical education to offer effective educational programs for physicians
on managed care issues. In this exploratory research, the problem-based learning model was
used to develop a continuing medical education program that would offer an interactive and
effective method for teaching physicians about managed care. Problem-based learning is a
departure from the traditional lecture format of continuing medical education programs because
it is designed for small groups of self-directed learners who are guided by a faculty facilitator.
Although only a small number of participants participated in this program, the findings offer
important considerations for providers of continuing medical education. For example,
participants reported increased confidence in their knowledge about managed care issues.
Participants also clearly indicated a preference for the small group, interactive format of the
problem-based learning model.

Mast, L. (1997). "Healthcare policy development. Application of the problem-based learning model for
continuing professional education: a continuing medical education program on managed care issues --
part II." American Journal of Managed Care 3(1): 77-82.
Physicians must incorporate concepts of practice management and knowledge of managed care
into their practices. Managed care presents an immediate and challenging opportunity to
providers of continuing medical education to offer effective educational programs for physicians
on managed care issues. In this exploratory research, the problem-based learning model was
used to develop a continuing medical education program that would offer an interactive and
effective method for teaching physicians about managed care. Problem-based learning is a
departure from the traditional lecture format of continuing medical education programs because
it is designed for small groups of self-directed learners who are guided by a faculty facilitator.
Although only a small number of participants participated in this program, the findings offer
important considerations for providers of continuing medical education. For example,
participants reported increased confidence in their knowledge about managed care issues.
Participants also clearly indicated a preference for the small group, interactive format of the
problem-based learning model.

Mast, L. (1997). "Healthcare policy development. Theoretical framework for implementing a managed
care curriculum for continuing medical education -- part I." American Journal of Managed Care 3(1): 68-
74.
Healthcare reform has created a new working environment for practicing physicians, as
economic issues have become inseparably intertwined with clinical practice. Although physicians
have recognized this change, and some are returning to school for formal education in business
and healthcare administration, formal education may not be practical or desirable for the
majority of practicing physicians. Other curriculum models to meet the needs of these
professionals should be considered, particularly given the growing interest in continuing
education for physicians in the areas of managed care and related aspects of practice
 management. Currently, no theory-based models for implementing a managed care curriculum
specifically for working physicians have been developed. This paper will integrate diffusion
theory, instructional systems design theory, and learning theory as they apply to the
implementation of a managed care curriculum for continuing medical education. Through
integration of theory with practical application, a CME curriculum for practicing physicians can
be both innovative as well as effective. This integration offers the benefit of educational
programs within the context of realistic situations that physicians can apply to their own work
settings.

Masten, K. B. (1992). "Continuing education for oncology nurses." Oncology Nursing Forum 19(8): 1237-
1241.
Continuing education plays a key role in the development of the expert oncology nurse. It also is
the primary way to help maintain and expand the nurse's expertise. This paper uses the nursing
process as the framework for discussion of the development of continuing education activities.
Assessing learners' needs is necessary for the development of programs that are learner
responsive. Program planning is a multistep process that includes determining priorities,
purposes and objectives, instructional methods, resources, budget, and evaluation criteria. A
wide range of instructional methods can be considered for program implementation. Evaluation
may be conducted at several levels of program development and outcome. Each of these areas is
an important component in the success of program development.

Mather, C. A., et al. (2017). "Governing mobile technology use for continuing professional development
in the Australian nursing profession." BMC Nursing 16: 1-11.
Background: The rapid growth in the use of mobile technology in Australia has outpaced its
governance, especially in healthcare settings. Whilst some Australian professional bodies and
organisations have developed standards and guidelines to direct appropriate use of social media
and mobile technology, clear governance arrangements regarding when, where and how to use
mobile technology at point of care in nursing are currently lacking. Discussion: This paper
analyses how the use of mobile technology by nurses at point of care is governed. It highlights
the existence of a mobile technology paradox: an identified inability of nurses to access mobile
technology in a context where it is increasingly recognised that its use in situ can enhance
nursing practice while contributing to mobile learning and continuing professional development.
While the recent release of the Registered Nurse Standards for Practice and accompanying
Standard for Continuing Professional Development provides some direction regarding
professional standards to support the use of mobile technology for mobile learning, we argue a
more inclusive approach is required if emerging technologies are to be fully embraced. We
describe how an implementation framework, underpinned by more detailed standards,
guidelines and codes, could enable the nursing profession to be leaders in embedding mobile
technology in healthcare environments nationally and globally. Conclusion: The prevalence of
mobile technology in Australia has outpaced its governance in healthcare environments. Its
limited availability at point of care is hindering nursing practice, mobile learning and continuing
professional development. We discuss the emergence of mobile technology and impediments
for its use by nurses in situ. We analyse the professional codes governing nursing, outlining
potential reforms to enable implementation of mobile technology at point of care by nurses.

Mathews, M. B. P. R. N. C. (2000). "Guest editorial: Professional development for professional

developers." The Journal of Continuing Education in Nursing 31(2): 53-54.
Professional development for professional developers-let's create an issue dedicated to the
 nurses who facilitate and coach and mentor the development of others, an issue that speaks to
concerns relevant to their personal quest for development! My suggestion at an Editorial Board
meeting sparked a lively discussion, and this special issue soon took shape. DEVELOPMENT In his
seminal work, Adult Development and Learning, Alan Knox (1977) states, "the term development
[italics added] refers to the orderly and sequential changes in characteristics and attitudes that
adults experience over time" (p. 11), and developmental concepts apply "to the practitioner who
tries to be of assistance" (p. 10) as well as to the adult learner.

Matsutaka, Y., et al. (2022). "Development and evaluation of a training program to reduce homophobia
and transphobia among human resource staff and health professionals in the workplace: A randomized
controlled trial." Psychology of Sexual Orientation and Gender Diversity.
We developed a Program for Respect, Inclusion, and Diversity of LGBTQ + Employees (PRIDE), a
training program for human resource staff and health professionals to promote appropriate
responses to the stress and harassment experienced by lesbian, gay, bisexual, transgender, and
queer or questioning (LGBTQ +) individuals in the workplace. A randomized controlled trial was
used to assess the efficacy of the PRIDE. Sixty-six participants were randomly assigned to the
intervention ( n = 33) or the wait-list control group ( n = 33), and the intervention group received
the PRIDE consisting of four sessions. The participants were human resource staff and health
professionals in the workplace. To evaluate the effectiveness of the PRIDE, measures of overt
and potential homophobia and transphobia, knowledge about LGBTQ + people, subjective
comprehension of LGBTQ + people, and self-efficacy in responding to LGBTQ + people were
completed by both the groups before the intervention, after the second session, after the fourth
session, and about 1 month later, and the changes were compared between the groups. The
analysis of variance results, in which measurement time and group were taken as independent
variables, demonstrated a significant reduction in overt homophobia and transphobia in the
intervention group. Additionally, the PRIDE was found to improve the level of participants’
knowledge, subjective comprehension, and self-efficacy. The PRIDE developed in this study
might be effective in reducing homophobia and transphobia among human resource staff and
health professionals. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source:
journal abstract) Impact statementA randomized controlled trial was conducted to assess the
efficacy of PRIDE, a training program that promotes appropriate responses toward LGBTQ +
people in the workplace. The results suggest PRIDE may increase knowledge regarding LGBTQ +
people, subjective comprehension of LGBTQ + people, and self-efficacy when responding to and
providing support to LGBTQ + people and reduce explicit homophobia and transphobia among
occupational health staff and human resource staff with the potential to provide LGBTQ+
consultation services. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Mattheos, N., et al. (2010). "Innovative educational methods and technologies applicable to continuing
professional development in periodontology." European Journal of Dental Education 14(s1): 43-52.
Continuous professional development (CPD) in Periodontology refers to the overall framework of
opportunities that facilitate a life-long learning practice, driven by the learner-practitioner and
supported by a variety of institutions and individuals. CPD must address different needs for a
great diversity of practitioners. It is clear that no particular methodology or technology is able to
successfully accommodate the entire spectrum of CPD in Periodontology. Course designers must
choose from and combine a wide array of methodologies and technologies, depending upon the
needs of the learners and the objectives of the intended education. Research suggests that
'interactivity', 'flexibility', 'continuity' and 'relevance to learners' practice' are major
characteristics of successful CPD. Various methods of mentoring, peer-learning environments
 and work-based learning have been combined with reflective practice and self-study to form the
methodological backbone of CPD courses. Blended learning encompasses a wide array of
technologies and methodologies and has been successfully used in CPD courses. Internet-based
content learning management systems, portable Internet devices, powerful databases and
search engines, together with initiatives such as 'open access' and 'open courseware' provide an
array of effective instructional and communication tools. Assessment remains a key issue in CPD,
providing learners with valuable feedback and it ensures the credibility and effectiveness of the
learning process. Assessment is a multi-level process using different methods for different
learning outcomes, as directed by current evidence and best practices. Finally, quality assurance
of the education provided must follow CPD courses at all times through a structured and credible
process. [PUBLICATION ABSTRACT]

Matthews, A. E. and S. Schumacher (1979). "A survey of registered nurses' conceptions of and
participation factors in professional continuing education." Journal of Continuing Education in Nursing
10: 21-27.

May, S. A. and T. Kinnison (2015). "Continuing professional development: learning that leads to change in
individual and collective clinical practice." Vet Rec 177(1): 13.
The lack of effectiveness of traditional models of continuing professional development is
increasingly recognised. While they can lead to increased knowledge of participants, research
suggests that there is a general failure to produce meaningful and sustained changes in clinician
behaviours. The aim of this study was to explore the effect of the Royal College of Veterinary
Surgeons' (RCVS) new individual outcomes-focused approach to delivery of continuing
professional development (CPD) through the reflective accounts of participant experiences.
Content analysis of 12 summaries of their learning, produced by early pioneers of the
Professional Key Skills (PKS) Module of the RCVS Certificate in Advanced Veterinary Practice,
revealed that the benefits of the PKS-related professional development is best understood
through 'a framework of 'stakeholder' dynamics', with impact and behavioural change at the
individual participant level having an effect on practice team behaviours, leading to patient,
owner and business benefits. It can be concluded that, at least for these early pioneers, this new
model for CPD has resulted in changes that have gone beyond knowledge accumulation to
changed practitioner behaviours and recognisable patient, owner and business benefits.

Mayer, D. M. (2000). "Academia and practice: working together to provide continuing education."
Dimensions of Critical Care Nursing 19(6): 26-29.
Collaboration between academia and practice settings has been cited frequently in the literature
on baccalaureate nursing curriculum. This article applies the concept of collaboration to the
development of a continuing educational program for practicing cardiovascular nurses.

Mayer, D. M. (2000). "Academia and practice: Working together to provide continuing education: DCCN."
Dimensions of Critical Care Nursing 19(6): 26-29.
Collaboration between academia and practice settings has been cited frequently in the literature
on baccalaureate nursing curriculum. This article applies the concept of collaboration to the
development of a continuing educational program for practicing cardiovascular nurses.

Maylor, M. (2005). "Professional development. Differentiating between a consultant nurse and a clinical
nurse specialist." British Journal of Nursing 14(8): 463-468.
With the introduction of nurse consultants, and regulation of the use of the designation
 'specialist nurse', experienced practitioners such as clinical nurse specialists have seen their
position eroded. Nurse consultants are a new NHS-employment category, and are expected to be
at the top rank of the profession both in status and in salary. However, this article argues that
nurses at various levels have the same core functions, and that these do not differ for nurse
consultants. Distinguishing between practitioners that might have the same job description
could be better done by measuring outcomes. More care needs to be taken over the use of
words such as 'expert', which is used differently in different contexts, and it is suggested that
competencies be developed by which to measure the effects of expertise. Although nurse
consultant appointments are often driven by various political directives and they are employed
to meet local and national priorities, difficult issues need to be faced. First, if nurse consultant
jobs are the top of the clinical career ladder, will clinical nurse specialists (CNSs) need to accept a
lower rung on it? Further, perhaps the title CNS should become obsolete or be regulated? Can
CNSs claim parity of pay using the 'Agenda for Change' framework?

Mazmanian, P. E. and et al. (1990). "Theory and Research for the Development of Continuing Education
in the Health Professions." Journal of Continuing Education in the Health Professions 10(4): 349-365.
Two continuing medical education (CME) projects illustrate how theory may be used in practice.
In a change project, a theory was generated to explain the role of CME in change and learning. A
program on early detection of cancer tested social and behavioral theory in solving a health care
problem. (SK)

Mbhele, S. and M. Makhoba (2022). "Audiologists' phenomenographic experiences of professional

development during community service in KwaZulu-Natal, South Africa." The South African journal of
communication disorders = Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings 69(1): e1-e9.
BACKGROUND: The compulsory community service programme (CSP) was implemented to
improve access to healthcare and arguably facilitate the transition of graduates into independent
professionals. However, its role and outcomes as a developmental platform for audiology
graduates remains unclear and scant in literature. OBJECTIVE: To explore the qualitative
differences in the experiences of professional development among new Audiology graduates
during their community service year at their fixed-placements in KwaZulu-Natal, South Africa.
METHODS: Within a phenomenographic design and framework, semi-structured interviews were
conducted with 12 purposively sampled Community Service Officers (CSOs) of the year 2017,
after obtaining ethical clearance, gatekeeper permission and participant's consent. RESULTS: The
findings were interpreted according to the tenets of phenomenography. An outcome space
based on the participants' reported experiences, revealed three categories of description:
transitioning from graduate to professional, learning in the workplace during community service
and professional development. The findings reflected that the work environment, supervision,
resource allocation, socialisation and infrastructure contributed to qualitatively different
developmental experiences of the CSP. CONCLUSION: The current model of fixed-placement of
the CSOs exposes them to qualitatively different developmental experiences, resulting in them
attaining different developmental outcomes despite being in the same programme at the same
time. Hence, we argue for an urgent CSP review, with the aim of standardising and redefining its
intended outcomes and pertinent criteria for the attainment of the independent practitioner
status.

Mbidi, T. S. N. and A. Damons (2020). "Effort and reward imbalance factors motivating Namibian
professional nurses to participate in continuous professional development: A confirmatory factor
analysis." Health SA Gesondheid 25: 1-9.
 hospital in Namibia participated in the study. Methods: Survey data on professional nurses'
reasons and motivations to participate in the professional development activities were analysed
using a literature-based framework on ERI and reasons for participation in continuous
professional development. The survey data were analysed for reflective relationships of ERI and
reasons for participation in continuous professional development activities. A confirmatory
factor analysis method using IBM SPSS AMOS version 23 was used to develop and validate the
effort--reward motives for a continuous professional development model. Results: Four effort-
reward imbalance factors were derived from sixteen CPD motives. The reflective factors were (1)
extrinsic efforts, (2) intrinsic efforts, (3) reward motives, and (4) overcommitment motives. The
four conceptual factors made up a second-order effort-reward motives factor for the nurses'
reasons to take part in continuous professional development activities. Conclusions: The results
of this study show that professional nurses consider taking part in continuous professional
development activities in order to carry out their work better but not as a way to increase
chances of promotion. The study also concluded that the older professional nurses tend to have
higher intrinsic effrot motivation than their younger counterparts. Thus, nurses could use these
findings to understand the reasons which motivate them to develop professionally.

Mc Namara, K. P., et al. (2009). "Community pharmacists' preferences for continuing education delivery
in Australia." Journal of Continuing Education in the Health Professions 29(1): 52-57.
INTRODUCTION: New technologies such as the Internet offer an increasing number of options
for the delivery of continuing education (CE) to community pharmacists. Many of these options
are being utilized to overcome access- and cost-related problems. This paper identifies learning
preferences of Australian community pharmacists for CE and identifies issues with the
integration of these into contemporary models of CE delivery. METHODS: Four focus group
teleconferences were conducted with practicing community pharmacists (n = 15) using a
semistructured format and asking generally about their CE and continuing professional
development (CPD) experiences. RESULTS: Pharmacists reported preferences for CE that were
very closely aligned to the principles of adult learning. There was a strong preference for
interactive and multidisciplinary CE. Engaging in CPD was seen as valuable in promoting
reflective learning. DISCUSSION: These results suggest that pharmacists have a strong preference
for CE that is based on adult learning principles. Professional organizations should take note of
this and ensure that new CE formats do not compromise the ability of pharmacists to engage in
interactive, multidisciplinary, and problem-based CE. Equally, the role of attendance-based CE in
maintaining peer networks should not be overlooked.

McCallum, C. P. T. P. G. C. S. (2008). "A Process of Curriculum Development: Meeting the Needs of a

Community and a Professional Physical Therapist Education Program." Journal of Physical Therapy
Education 22(2): 18-28.
The Pew Health Profession Commission recommended that health education programs
purposefully address public health goals within their curriculums. As a result, many physical
therapist education programs started to reexamine coursework to ensure that the needs of their
program, institution, and community were met. Service learning is an instructional methodology
utilized to provide students opportunities to deliver a community service. The literature provides
numerous examples of successful service-learning projects; however, a description of the
process of identifying how service-learning opportunities are chosen is lacking. The purpose of
this article is to describe the process used by a professional physical therapist education program
as it redesigned its curriculum to incorporate a service-learning focus. The PRECEDE planning
model and the Institute of Medicine's Conceptual Framework for Evaluating the Consequences
 of Un-insurance were the guiding frameworks to identify the needs of medically underserved
adults, needs which could potentially be addressed by student physical therapists. Results from
the needs assessment revealed that medically underserved adults lacked access to physical
therapy services and were in need of interventions to address physical mobility problems. A
conceptual framework of service-learning opportunities was designed to link community needs
with required curriculum coursework. Practice management objectives related to clinical,
administrative, and research skill development are presented. Use of the PRECEDE planning
model is effective in presenting a visual roadmap of how to use a community needs assessment
to identify opportunities for service-learning projects. Physical therapist educators are prime
stakeholders to address community needs, especially among vulnerable populations.

McClaren, B. J., et al. (2020). "Preparing Medical Specialists for Genomic Medicine: Continuing Education
Should Include Opportunities for Experiential Learning." Frontiers in Genetics 11.
With the demand for genomic investigations increasing, medical specialists will need to, and are
beginning to, practice genomic medicine. The need for medical specialists from diverse
specialties to be ready to appropriately practice genomic medicine is widely recognised, but
existing studies focus on single specialties or clinical settings. We explored continuing education
needs in genomic medicine of a wide range of medical specialists (excluding genetic specialists)
from across Australia. Interviews were conducted with 86 medical specialists in Australia from
diverse medical specialties. Inductive content analysis categorized participants by career stage
and genomics experience. Themes related to education needs were identified through constant
comparison and discussion between authors of emerging concepts. Our findings show that
participants believe that experiential learning in genomic medicine is necessary to develop the
confidence and skills needed for clinical care. The main themes reported are: tailoring of
education to the specialty and the individual; peer interactions contextualizes knowledge;
experience will aid in developing confidence and skills. In fact, avenues of gaining experience
may result in increased engagement with continuing education in genomic medicine as
specialists are exposed to relevant applications in their clinical practice. Participants affirmed the
need for continuing education in genomic medicine but identified that it would need to be
tailored to the specialty and the individual: one size does not fit all, so a multifaceted
approached is needed. Participants infrequently attended formal continuing education in
genomic medicine. More commonly, they reported experiential learning by observation, case-
review or interacting with a “genomics champion” in their specialty, which contextualized their
knowledge. Medical specialists anticipate that genomic medicine will become part of their
practice which could lessen demand on the specialist genetic workforce. They expect to look to
experts within their own medical specialty who have gained genomics expertise for specific and
contextualized support as they develop the skills and confidence to practice genomic medicine.
These findings highlight the need to include opportunities for experiential learning in continuing
education. Concepts identified in these interviews can be tested with a larger sample of medical
specialists to ascertain representativeness.

McClaren, B. J., et al. (2020). "Development of an Evidence-Based, Theory-Informed National Survey of

Physician Preparedness for Genomic Medicine and Preferences for Genomics Continuing Education."
Front Genet 11: 59.
Despite some early implementation of genomic medicine globally, there is a lack of rigorous,
large-scale assessments of medical specialists' current practice and continuing education needs.
As a first step to addressing this gap, we describe the development of a robust, expert-reviewed,
survey using a mixed-methods sequential study design. We conducted semi-structured
 qualitative interviews with 32 education providers and 86 non-genetic medical specialists about
current genomic medicine practice and need for continuing education. Key concepts were
identified and used as an initial framework for the survey. These were: personal characteristics
(medical specialty, years of practice); current practice of genomics in clinical and research
settings; perception of how proximal genomic medicine is to practice; perception of
preparedness (competence and confidence); and, preferences for future roles and models of
care in genomic medicine and for continuing education. Potential survey questions that related
to at least one of these concepts were identified from the literature or were created if no
suitable question existed. Using a modified, reactive Delphi approach, questions were reviewed
by a panel of 22 experts. Experts were selected purposefully representing four areas of
expertise: non-genetic medical specialties; clinical genetics; genetic/genomic education and
evaluation; and implementation science. Three Delphi rounds assessed relevance, clarity and
importance of each question. The questions were also mapped to the behaviour change wheel
theoretical framework which encompasses capability, opportunity and motivation (COM-B). The
survey (included as supplementary material) was then tested with a small group of non-genetic
medical specialists and feedback was written or verbal in 'talk-aloud', cognitive interviews. The
final survey was then piloted with a further 29 specialists. We describe the methodology to
create a robust, data- and theory-informed survey. The final survey captures not only levels of
experience, practice of genomics and preferences for education but also the challenges around
engaging with education. Survey data will provide evidence for education providers to inform
development of education which meets learner needs and contributes to a medical workforce
that is literate in genomics and more confident to competently practice genomic medicine.

McConnell, K. J., et al. (2015). "The sustainability of improvements from continuing professional
development in pharmacy practice and learning behaviors." American Journal of Pharmaceutical
Education 79(3): 36.
OBJECTIVE: To assess the long-term sustainability of continuing professional development (CPD)
training in pharmacy practice and learning behaviors. METHODS: This was a 3-year posttrial
survey of pharmacists who had participated in an unblinded randomized controlled trial of CPD.
The online survey assessed participants' perceptions of pharmacy practice, learning behaviors,
and sustainability of CPD. Differences between groups on the posttrial survey responses and
changes from the trial's follow-up survey to the posttrial survey responses within the
intervention group were compared. RESULTS: Of the 91 pharmacists who completed the original
trial, 72 (79%) participated in the sustainability survey. Compared to control participants, a
higher percentage of intervention participants reported in the sustainability survey that they had
utilized the CPD concept (45.7% vs 8.1%) and identified personal learning objectives (68.6% vs
43.2%) during the previous year. Compared to their follow-up survey responses, lower
percentages of intervention participants reported identifying personal learning objectives (94.3%
vs 68.6%), documenting their learning plan (82.9% vs 22.9%) and participating in learning by
doing (42.9% vs 14.3%) in the sustainability survey. In the intervention group, many of the
improvements to pharmacy practice items were sustained over the 3-year period but were not
significantly different from the control group. CONCLUSION: Sustainability of a CPD intervention
over a 3-year varied. While CPD-trained pharmacists reported utilizing CPD concepts at a higher
rate than control pharmacists, their CPD learning behaviors diminished over time.

McConnell, K. J. P., et al. (2015). "The Sustainability of Improvements from Continuing Professional
Development in Pharmacy Practice and Learning Behaviors." American Journal of Pharmaceutical
Education 79(3): 1-8.
 To assess the long-term sustainability of continuing professional development (CPD) training in
pharmacy practice and learning behaviors. This was a 3-year posttrial survey of pharmacists who
had participated in an unblinded randomized controlled trial of CPD. The online survey assessed
participants' perceptions of pharmacy practice, learning behaviors, and sustainability of CPD.
Differences between groups on the posttrial survey responses and changes from the trial's
follow-up survey to the posttrial survey responses within the intervention group were compared.
Of the 91 pharmacists who completed the original trial, 72 (79%) participated in the
sustainability survey. Compared to control participants, a higher percentage of intervention
participants reported in the sustainability survey that they had utilized the CPD concept (45.7%
vs 8.1%) and identified personal learning objectives (68.6% vs 43.2%) during the previous year.
Compared to their follow-up survey responses, lower percentages of intervention participants
reported identifying personal learning objectives (94.3% vs 68.6%), documenting their learning
plan (82.9% vs 22.9%) and participating in learning by doing (42.9% vs 14.3%) in the
sustainability survey. In the intervention group, many of the improvements to pharmacy practice
items were sustained over the 3-year period but were not significantly different from the control
group. Sustainability of a CPD intervention over a 3-year varied. While CPD-trained pharmacists
reported utilizing CPD concepts at a higher rate than control pharmacists, their CPD learning
behaviors diminished over time.

McConnell, M., et al. (2018). "An innovative approach to identifying learning needs for intrinsic
CanMEDS roles in continuing professional development." Medical Education Online 23(1): 1-8.
Context: The CanMEDS framework promotes the development of competencies required to be
an effective physician. However, it is still not well understood how to apply such frameworks to
CPD contexts, particularly with respect to intrinsic competencies. Objective: This study explores
whether physician narratives around challenging cases would provide information regarding
learning needs that could help guide the development of CPD activities for intrinsic CanMEDS
competencies. Methods: We surveyed medical and surgical specialists from Southern Ontario
using an online survey. To assess perceived needs, participants were asked, 'Describe three CPD
topic you would like to learn about in the next 12 months'. To identify learning needs that may
have arisen from problems encountered in practice, participants were asked, 'Describe three
challenging situations encountered in the past 12 months.' Responses to the two open-ended
questions were analyzed using thematic content analysis. Results: Responses were received from
411 physicians, resulting in 226 intrinsic CanMEDS codes for perceived learning needs and 210
intrinsic codes for challenges encountered in practices. Discrepancies in the frequency of
intrinsic roles were observed between the two questions. Specifically, Leader (28%), Scholar
(43%), and Professional (16%) roles were frequently described perceived learning needs, as
opposed to challenges in practice (Leader: 3%; Scholar: 2%; and Professional: 8%. Conversely,
Communicator 39%, Health Advocate 39%, and to a lesser extent Collaborator 11%) roles were
frequently described in narratives surrounding challenges in practice, but appeared in <10% of
descriptions of perceived learning needs (Communicator: 4%; Health Advocate 6%; Collaborator:
3%). Conclusion: The present study provides insight into potential learning needs associated with
intrinsic CanMEDS competencies. Discrepancies in the frequency of intrinsic CanMEDS roles
coded for perceived learning needs and challenges encountered in practice may provide insight
into the selection and design of CPD activities.

McConnell, M. M., et al. (2015). "Effectiveness of Test-Enhanced Learning in Continuing Health Sciences
Education: A Randomized Controlled Trial." Journal of Continuing Education in the Health Professions
35(2): 119-122.
 Background Increasing concerns over the effectiveness and quality of continuing medical
education (CME) programs has encouraged educators to use theoretically driven empirical
research to improve the educational value of these activities. Within cognitive psychology,
theories of learning and knowledge acquisition, such as test-enhanced learning (TEL), may be
used to enhance the effectiveness of CME protocols and delivery. The present study examined
whether the pedagogical benefits of testing can be observed in practicing physicians. Methods A
total of 83 physicians were recruited following an education session on constipation
management and were randomized to either (a) the test condition ( n = 43), where learners
wrote a short test consisting of 10 short-answer questions (SAQs), or (b) the study condition ( n =
40), where learners studied the same information. Four weeks later, 56 (68%) physicians
completed a final test with 10 new SAQs, with 27 being from the initial test condition and 29
belonging to the initial study condition. Results Performance on the final SAQ test was
equivalent for both test (42.5%) and study-only (41.2%) conditions ( p = .71). Discussion The null
findings in the present study are inconsistent with previous research showing the pedagogical
benefits of testing relative to studying. Given that most TEL research focuses on novice learners,
who lack strong associative memory networks, it is possible that TEL is specific to novices and
not generalizable to experts. Alternative explanations focus on the importance of repeated,
distributed testing with feedback.

McCormick, G. and E. Marshall (1994). "Mandatory continuing professional education. A review."

Australian Journal of Physiotherapy 40(1): 17-22.
Proponents of mandatory continuing professional education (MCPE) contend that continuing
professional education is necessary to ensure clinical ocmpetence and prevent professional
obsolescence. Opponents believe that MCPE is contrary to adult learning principles. Although
the research demonstrates positive attitudes towards MCPE in those groups undertaking
continuing education programmes, there has been insufficient quantitative research which
examines whether continuing education results in enhancement of practitioner performance
and improvement of patient care. Currently, there are no MCPE requirements in Australia for the
general practice of physiotherapy. The recommendation for the physiotherapy profession is to
address the immediate need for research into the relationship between continuing education
and clinical competence.

McCourt, C., et al. (2012). "The level playing field: the impact of assessment practice on professional
development." Medical Education 46(8): 766-776.
The effects of assessment practice on students' learning are unclear, particularly regarding
professional development. Corralling in objective structured clinical examinations (OSCEs) is
designed to reduce illicit passing of examination information. Candidates completing an
examination are kept secluded until the next cohort of examinees has begun. We used the
introduction of corralling as a context in which to explore social influences on examination
misconduct, with the aims of improving understanding of the hidden effects of assessment, and
evaluating the acceptability of corralling from the student perspective. A questionnaire was
administered to students corralled post-OSCE for the first time. Eleven semi-structured
interviews were subsequently conducted. Questionnaire data were analysed for descriptive
statistics and thematic analysis of interview transcripts was carried out. The questionnaire
response rate was 95.4% (251/263). Before corralling, 80.9% (203/251) of students were aware
of the sharing of information among peers and 78.5% (197/251) agreed that such misconduct
was unprofessional. The majority were in favour of corralling (90.8%, 228/251). Four themes
emerged from the semi-structured interviews: the student network versus the individual;
 assessment-driven culture; the deferring of professionalism, and the 'level playing field'.
Students saw interaction within the student network, on a background of assessment-driven
culture, as the key driver in examination misconduct. Conforming to the rules of the social
network was prioritized over individual agency, although the mismatch between the rules of the
network and the dominant professional discourse caused some conflict for individuals. Deferred
professionalism (described as the practice of taking on the norms of professional behaviour only
when qualified) was a rationalisation used to minimise this conflict. Corralling provided a 'level
playing field' in which the influences of the network were minimised. Examination misconduct is
thus a complex social construction with implications for individual learners in terms of
professional development. Corralling is one mechanism for addressing misconduct that is
acceptable to students, but assessment processes have important hidden effects which
educators should acknowledge. © Blackwell Publishing Ltd 2012.

McCoy, C. (2009). "Professional development in rural nursing: challenges and opportunities." Journal of
Continuing Education in Nursing 40(3): 128-131.
Nurses working in rural settings face challenges not found in urban and suburban areas. These
challenges affect nursing care, the nursing profession, and the professional development of the
individual nurse. To understand rural nursing, a clear definition of rural nursing and of rural
nursing theory is essential. There are many challenges in the rural setting for nursing, particularly
regarding enhancement of nurses' professional development. With a clear understanding of
rural nursing practice, nurse leaders and educators can work to meet the challenges and
embrace the opportunities afforded by nursing in the rural setting.

McCoy, C. R. N. P. B. C. (2009). "Professional Development in Rural Nursing: Challenges and

Opportunities." The Journal of Continuing Education in Nursing 40(3): 128-131.
Nurses working in rural settings face challenges not found in urban and suburban areas. These
challenges affect nursing care, the nursing profession, and the professional development of the
individual nurse. To understand rural nursing, a clear definition of rural nursing and of rural
nursing theory is essential. There are many challenges in the rural setting for nursing, particularly
regarding enhancement of nurses' professional development. With a clear understanding of
rural nursing practice, nurse leaders and educators can work to meet the challenges and
embrace the opportunities afforded by nursing in the rural setting. [PUBLICATION ABSTRACT]

McCrea, H. (1989). "Motivation for continuing education in midwifery." Midwifery 5(3): 134-145.
Continuing education is increasingly recognised as vital for the improvement of health care. This
paper discusses the findings of a study carried out to investigate whether practising midwives
working in selected hospitals in Northern Ireland are motivated to participate in continuing
education. A questionnaire approach was used to investigate 60 midwives of ward sister/staff
midwife grades. Quantitative data were enhanced with information from semi-structured
interviews. Midwives in this study conceptualised continuing education as both formal and
informal learning experiences. Despite variations in the views they held of the value of
continuing education to themselves, all respondents indentified continuing education as being
important for professional reasons. The findings suggest that midwives lack motivation to
participate in informal and formal continuing education. However, the findings also indicate that
encouragement and support from managers, adequate provisions of educational facilities, social
responsibility and having to work night duty/part-time may influence midwives' ability to
participate in available continuing education programmes. In conclusion the findings highlight
the need for an effective staff appraisal system and the provision of a range of opportunities
 (formal and informal) for continuing education to motivate midwives to continue their
education.

McGinnis, P. Q., et al. (2016). "Development and Integration of Professional Core Values Among
Practicing Clinicians." Physical Therapy 96(9): 1417-1429.
The physical therapy profession has adopted professional core values, which define expected
values for its members, and developed a self-assessment tool with sample behaviors for each of
the 7 core values. However, evidence related to the integration of these core values into practice
is limited. The aims of this study were: (1) to gain insight into physical therapists' development of
professional core values and (2) to gain insight into participants' integration of professional core
values into clinical practice. A qualitative design permitted in-depth exploration of the
development and integration of the American Physical Therapy Association's professional core
values into physical therapist practice. Twenty practicing physical therapists were purposefully
selected to explore the role of varied professional, postprofessional, and continuing education
experiences related to exposure to professional values. The Core Values Self-Assessment and
résume sort served as prompts for reflection via semistructured interviews. Three themes were
identified: (1) personal values were the foundation for developing professional values, which
were further shaped by academic and clinical experiences, (2) core values were integrated into
practice independent of practice setting and varied career paths, and (3) participants described
the following professional core values as well integrated into their practice: integrity,
compassion/caring, and accountability. Social responsibility was an area consistently identified
as not being integrated into their practice. The Core Values Self-Assessment tool is a consensus-
based document developed through a Delphi process. Future studies to establish reliability and
construct validity of the tool may be warranted. Gaining an in-depth understanding of how
practicing clinicians incorporate professional core values into clinical practice may shed light on
the relationship between core values mastery and its impact on patient care. Findings may help
shape educators' decisions for professional (entry-level), postprofessional, and continuing
education.

McGowan, B. S., et al. (2020). "Outcomes Standardisation Project (OSP) for Continuing Medical
Education (CE/CME) Professionals: Background, Methods, and Initial Terms and Definitions." Journal of
European CME 9(1).
Despite an increased focus and urgency for CE/CME professionals to effectively and
systematically assess the impact of their educational interventions, the community has struggled
to do so. This struggle is in large part due to the lack of a standardised outcomes language and a
set of unified approaches to measure and communicate impact. In the spring of 2018, a group of
volunteer educational research scientists and CE/CME professionals established a rigorous
consensus-building process in an effort to address this need. This report describes the
background, methods and first-year output (Glossary V1) of the Outcomes Standardisation
Project (OSP); begins to introduce examples of how the OSP Glossary V1 may support the
CE/CME professional community and concludes with plans for the future of establishing a
common framework for the profession.

McKenna, J. M. D. and H. D. M. D. Rosen (2012). "Competency-based professionalism in anesthesiology:

Continuing Professional Development." Canadian Journal of Anesthesia 59(9): 889-908.
Fulfilling the current societal expectations for professionalism in medicine requires a clear
understanding of the specific skills, attitudes, and behaviours expected of practitioners. This
Continuing Professional Development (CPD) module discusses professionalism as it relates to the
 practice of anesthesiology. While many of the attributes of the professional are generic,
performance expectations must be interpreted in a specialty-specific context. Anesthesiologists
face challenges to their professionalism in the time-constrained, highly technical and stressful
operating room environment. Ongoing shifts in the models of health care delivery require the
adaptation of anesthesiology practice to meet changing demands. Consequently,
anesthesiologists' practice environment has extended into preoperative assessment units, acute
pain services, and perioperative medicine. Application of principles of biomedical ethics,
understanding of medico-legal and regulatory aspects of practice, and attention to personal
health and career sustainability are intrinsic aspects of professional practice. More recently,
focus on adverse event management and continuous quality improvement has created the need
for specific skill sets, which must be included in training and continuing professional
development programs. The medical education literature suggests teaching and evaluation
methods suited to the development of competence in all aspects of professionalism. Finally,
professionalism requires the availability of remediation programs for learners and practitioners
in difficulty. The attitudes, skills, and behaviours that define professionalism in anesthesiology
must be taught and evaluated to establish a basic level of competence by the completion of
specialty training. Throughout their careers, anesthesiologists must continue their professional
development to meet current and future societal expectations and shifting norms of health care
delivery.[PUBLICATION ABSTRACT]

McKennell, T. M. and P. G. Grussing (1979). "Measuring the Outcomes of a Pharmacy Continuing

Education Program." American Journal of Pharmaceutical Education 43(3): 200-202.
To determine if, as the result of a pharmacy continuing education program on professional
liability, the behavior of participants would persist for eight months, a study was undertaken that
measured three learning outcomes: knowledge of concepts; attitudes about professional
standards and their relationship to malpractice; and self-reports of changes in practice. (JMD)

McKinnon, J. (2004). "Professional development. Getting to grips with reflection: an introduction for the
novice nurse." N2N: Nurse2Nurse 4(10): 45-47.
This article is aimed at the student nurse and draws on current research and theory to provide a
rudimentary practical guide to reflection. The ideal preconditions and the cyclical nature of the
process are outlined. The role of models of reflection and the value of the reflective journal
within a portfolio of learning is described.

McMahon, G. T. (2017). "The Leadership Case for Investing in Continuing Professional Development."
Acad Med 92(8): 1075-1077.
Continuing medical education (CME) has the power and capacity to address many challenges in
the health care environment, from clinician well-being to national imperatives for better health,
better care, and lower cost. Health care leaders who recognize the strategic value of education
and engage their people in education can expect a meaningful return on their investment-not
only in terms of the quality and safety of their clinicians' work but also in the spirit and
cohesiveness of the clinicians who work at their institution. To optimize the benefits of
education, clinical leaders need to think of accredited CME as the professional development
vehicle that can help them drive change and achieve goals, in consort with quality improvement
efforts, patient safety projects, and other systems changes. An empowered CME program, with
its multiprofessional scope and educational expertise, can contribute to initiatives focused on
both clinical and nonclinical areas, such as quality and safety, professionalism, team
communication, and process improvements. In this Invited Commentary, the author describes
 principles and action steps for aligning leadership and educational strategy and urges
institutional leaders to embrace the continuing professional development of their human capital
as an organizational responsibility and opportunity and to view engagement in education as an
investment in people.

McMahon, G. T., et al. (2016). "Evolving Alignment in International Continuing Professional Development
Accreditation." J Contin Educ Health Prof 36 Suppl 1: S22-26.
Several of the world's accreditation systems for continuing professional development (CPD) are
evolving to encourage continuous improvement in the competence and performance of health
care providers and in the organizations in which they provide patient care. Clinicians learn best
when they can to choose from a diverse array of activities and formats that are relevant and
meet their needs. Since choice and diversity are key to meeting clinicians' needs, several CPD
accreditors have been engaging in deliberate, concerted efforts to identify a core set of
principles that can serve as the basis for determining substantive equivalency between CPD
accreditation systems. Substantive equivalency is intended to support the mobility of learners,
allowing them to access accredited learning activities that are recognized by various CPD
accreditation systems in a manner that maximizes the value of those accreditation systems,
while minimizing the burden of adhering to their requirements. In this article, we propose a set
of core principles that all CPD accreditation systems must express as the basis for determining
substantive equivalency between CPD accreditation systems. The article will illustrate how five
CPD accreditation systems (two in the USA, two in Canada, and one in Qatar), differing in focus
(activity-based versus provider-based), context, and culture, express these values and metrics,
and concludes by identifying the value of substantive equivalency for learners, medical
regulators, and CPD accreditation systems.

McMahon, G. T., et al. (2016). "Evolving Alignment in International Continuing Professional Development
Accreditation...2016 World Congress on Continuing Professional Development: Advancing Learning and
Care in the Health Professions, San Diego, California, March 17–19, 2016." Journal of Continuing
Education in the Health Professions 36: S22-S26.
Several of the world's accreditation systems for continuing professional development (CPD) are
evolving to encourage continuous improvement in the competence and performance of health
care providers and in the organizations in which they provide patient care. Clinicians learn best
when they can to choose from a diverse array of activities and formats that are relevant and
meet their needs. Since choice and diversity are key to meeting clinicians' needs, several CPD
accreditors have been engaging in deliberate, concerted efforts to identify a core set of
principles that can serve as the basis for determining substantive equivalency between CPD
accreditation systems. Substantive equivalency is intended to support the mobility of learners,
allowing them to access accredited learning activities that are recognized by various CPD
accreditation systems in a manner that maximizes the value of those accreditation systems,
while minimizing the burden of adhering to their requirements. In this article, we propose a set
of core principles that all CPD accreditation systems must express as the basis for determining
substantive equivalency between CPD accreditation systems. The article will illustrate how five
CPD accreditation systems (two in the USA, two in Canada, and one in Qatar), differing in focus
(activity-based versus provider-based), context, and culture, express these values and metrics,
and concludes by identifying the value of substantive equivalency for learners, medical
regulators, and CPD accreditation systems.

McMurtry, A., et al. (2015). "The development of vaccination perspectives among chiropractic,
naturopathic and medical students: a case study of professional enculturation." Advances in Health
Sciences Education 20(5): 1291-1302.
An important influence on parents’ decisions about pediatric vaccination (children under 6 years
of age) is the attitude of their health care providers, including complementary and alternative
medicine (CAM) providers. Very limited qualitative research exists, however, on how attitudes
towards vaccination develop among healthcare professionals in-training. We explored
perspective development among three groups of students: medical, chiropractic, and
naturopathic. We conducted focus group sessions with participants from each year of study at
three different healthcare training programs in Ontario, Canada. Semi-structured and open-
ended questions were used to elicit dynamic interaction among participants and explore how
they constructed their attitudes toward vaccination at the beginning and part way through their
professional training. Analyses of verbatim transcripts of audiotaped interviews were conducted
both inductively and deductively using questions structured by existing literature on learning,
professional socialization and interprofessional relations. We found five major themes and each
theme was illustrated with representative quotes. Numerous unexpected insights emerged
within these themes, including students’ general open-mindedness towards pediatric
vaccination at the beginning of their training; the powerful influence of both formal education
and informal socialization; uncritical acceptance of the vaccination views of senior or respected
professionals; students’ preference for multiple perspectives rather than one-sided, didactic
instruction; the absence of explicit socio-cultural tensions among professions; and how
divergences among professional students’ perspectives result from differing emphases with
respect to lifestyle, individual choice, public health and epidemiological factors—rather than
disagreement concerning the biomedical evidence. This last finding implies that their different
perspectives on pediatric vaccination may be complementary rather than irreconcilable. Our
findings should be considered by developers of professional and interprofessional educational
curricula and public health officials formulating policy on pediatric vaccination.

McNeill, M. M., et al. (2019). "A Tool to Guide Clinical Nurse Specialist Orientation, Professional
Development, and Evaluation." Clinical nurse specialist CNS 33(2): 66-74.
PURPOSE/OBJECTIVES: Currently, orientation for clinical nurse specialists (CNSs) in the Baltimore
region is based on past practices: facility-specific or position-specific. A Chesapeake Bay affiliate
work group identified a need to develop a theory-driven, competency-based program and tool to
guide orientation and ongoing professional development reflecting the scope of CNS practice.
DESCRIPTION OF THE PROJECT/PROGRAM: The tool incorporates Benner's concepts of novice-to-
expert competence levels, guides progressive development of the CNS, and has relevant
assessment metrics that highlight contributions to the patient, nurse, and system. OUTCOME:
The group developed a comprehensive orientation tool grounded in the spheres of influence and
advanced practice competencies and specific, measurable behavioral statements related to
competencies from the 2018 National Association of Clinical Nurse Specialists' draft. This
program is adaptable to guide the practice of a CNS in any facility, validate competence, and
relate to those with varied experience in the role. CONCLUSION: In a method similar to the
process for developing nationally recognized educational standards used to develop the
competencies, the program was revised based on an iterative, stepwise process. It was
distributed to the membership for evaluation and feedback, which was incorporated into the
final version.

McNeill, M. M., et al. (2019). "A Tool to Guide Clinical Nurse Specialist Orientation, Professional
Development, and Evaluation." Clinical Nurse Specialist: The Journal for Advanced Nursing Practice 33(2):
66-74.
Purpose/Objectives: Currently, orientation for clinical nurse specialists (CNSs) in the Baltimore
region is based on past practices: facility-specific or position-specific. A Chesapeake Bay affiliate
work group identified a need to develop a theory-driven, competency based program and tool to
guide orientation and ongoing professional development reflecting the scope of CNS practice.
Description of the Project/Program: The tool incorporates Benner's concepts of novice-to-expert
competence levels, guides progressive development of the CNS, and has relevant assessment
metrics that highlight contributions to the patient, nurse, and system. Outcome: The group
developed a comprehensive orientation tool grounded in the spheres of influence and advanced
practice competencies and specific, measurable behavioral statements related to competencies
from the 2018 National Association of Clinical Nurse Specialists' draft. This program is adaptable
to guide the practice of a CNS in any facility, validate competence, and relate to those with
varied experience in the role. Conclusion: In a method similar to the process for developing
nationally recognized educational standards used to develop the competencies, the program was
revised based on an iterative, stepwise process. It was distributed to the membership for
evaluation and feedback, which was incorporated into the final version.

McNeill, M. M. P. R. N. A.-C. N. S. C.-K. C. T. C. N. E. B. C. N.-B. C. F., et al. (2019). "A Tool to Guide Clinical
Nurse Specialist Orientation, Professional Development, and Evaluation: CNS." Clinical Nurse Specialist
33(2): 66.
Purpose/Objectives: Currently, orientation for clinical nurse specialists (CNSs) in the Baltimore
region is based on past practices: facility-specific or position-specific. A Chesapeake Bay affiliate
work group identified a need to develop a theory-driven, competency-based program and tool to
guide orientation and ongoing professional development reflecting the scope of CNS practice.
Description of the Project/Program: The tool incorporates Benner's concepts of novice-to-expert
competence levels, guides progressive development of the CNS, and has relevant assessment
metrics that highlight contributions to the patient, nurse, and system. Outcome: The group
developed a comprehensive orientation tool grounded in the spheres of influence and advanced
practice competencies and specific, measurable behavioral statements related to competencies
from the 2018 National Association of Clinical Nurse Specialists' draft. This program is adaptable
to guide the practice of a CNS in any facility, validate competence, and relate to those with
varied experience in the role. Conclusion: In a method similar to the process for developing
nationally recognized educational standards used to develop the competencies, the program was
revised based on an iterative, stepwise process. It was distributed to the membership for
evaluation and feedback, which was incorporated into the final version.

McSherry, R. and M. Snowden (2019). "Exploring Primary Healthcare Students and Their Mentors’
Awareness of Mentorship and Clinical Governance as Part of a Local Continuing Professional
Development (CPD) Program: Findings of a Quantitative Survey." Healthcare 7(4): 113.
Introduction: Previous research exploring the benefits of mentoring and the place of clinical
governance in enhancing care delivery illustrated an unexplored synonymous relationship
between mentors and mentees (students at undergraduate and postgraduate levels) and its
potential impact on patient safety and quality of care. The significance of the research was in
recognizing the importance the role of the mentor can play in raising awareness of patient safety
and clinical governance principles and processes in the primary healthcare setting. Aims:
Building on this preliminary research, this research aimed to explore primary healthcare workers
and their mentor’s awareness of mentorship and clinical governance as part of a local Continuing
Professional Development (CPD) program. Furthermore, it aimed to establish any relationship
 between the mentors, the mentee, and their awareness and application of clinical governance in
the primary healthcare setting. Methodology: A quantitative research design using a survey was
adopted. Data Collection Instrument: The researchers integrated previously validated
questionnaires incorporating a Mentor Potential Scale, the Dimensions of Mentoring, and a
Clinical Governance Awareness Questionnaire into a new questionnaire. This was called
“Mentorship and Clinical Governance Awareness”. Sample: Convenience sample surveys were
posted to complete and return to 480 primary healthcare workers undertaking post graduate
study. Findings: A total of 112 completed questionnaires were included for the analysis
amounting to a 23% response rate. A principle component factor analysis combining part 1— the
characteristics of an effective mentor and part 2—the personality characteristics of an effective
mentor identified four primary characteristics. These are: (1) “A Facilitatory Adviser”, (2)
“Critically Enabling Facilitator”, (3) “A Change Facilitator”, and 4) “An Approachable Facilitator”.
These newly identified characterizations according to the primary healthcare workers
significantly impacted on their awareness and application of clinical governance in primary
healthcare practice. Implications for primary healthcare practice and education: The newly
devised questionnaire can be used to gauge the effectiveness of mentors and mentoring and
how the characteristics of the role can impact on mentee’s awareness and application of clinical
governance. Healthcare manager’s, leaders, and educators should focus their attention on how
these newly established characteristics of the mentor can influence clinical governance
awareness and application in healthcare the future.

McWilliam, C. L. (2007). "Continuing education at the cutting edge: promoting transformative knowledge
translation." Journal of Continuing Education in the Health Professions 27(2): 72-79.
As the evidence-based practice movement gains momentum, continuing education practitioners
increasingly confront the challenge of developing and conducting opportunities for achieving
research uptake. Recent thinking invites new approaches to continuing education for health
professionals, with due consideration of what knowledge merits uptake by practitioners, who
should play what role in the knowledge transfer process, and what educational approach should
be used. This article presents an innovative theory-based strategy that encompasses this new
perspective. Through a facilitated experience of perspective transformation, clinicians are
engaged in an on-the-job process of developing a deeply felt interest in research findings
relevant to everyday practice, as well as ownership of that knowledge and its application. The
strategy becomes a sustainable, integrated part of clinical practice, fitting naturally within its
dynamic, unique environment, context, and climate and overcoming the barrier of time. Clinician
experience of a top-down push toward prescribed practice change is avoided. With an expanded
role encompassing facilitation of active learning partnerships for practice change, the continuing
educator fosters a learning organization culture across the institution. The resultant role changes
and leadership and accountability issues are elaborated.

Meacham, M. R., et al. (2017). "Professional Development of Healthcare Management Students: A

Survey of Programs." The Journal of Health Administration Education 34(1): 49-61.
Professional development of healthcare management students has become an important area of
focus by the healthcare management practice community. The literature on healthcare
management competencies addresses the importance of professional development, but does
not suggest how educational programs should specifically engage students to build these
competencies. Moreover, there is no literature that describes how the concept of professional
development is defined by healthcare management programs or what programs do to advance
professional development in their students. To address this knowledge gap, we developed and
 administered a survey to AUPHA undergraduate and graduate program directors. In all, 110
program directors responded to the survey, and we present findings that show how programs
are approaching professional development in their curriculums, as well as program director
perceptions of the importance and effectiveness of professional development for their students.
We discuss implications of our findings for the academic and practice communities.

Megli, C. M. A., et al. (2011). "New Paradigms in Continuing Medical Education." Pediatric Annals 40(12):
617-620.
[...]medical grand rounds might offer unique lecture topics, but seldom reflect major CME
educational objectives, often have inconsistent attendance, limit questions from the audience
and do not always take into account a particular audience's educational needs.5 CME does not
always succeed in updating, improving, and developing clinical practices and patient outcomes;
systems of care and quality improvement are not always emphasized.3,5,7,8 Paradigm Shift from
CME to CPD Learning Theory Kolb described four learning styles along the continuums of
perception and experience: divergence; assimilation; convergence; and accommodation.8
Learners tend to favor one style, but ideally use all four to acquire new information, internalize
it, and make it practical for them. Transformation of Culture Perhaps the largest barriers to a
meaningful implementation of CPD are cultural. Since all of us are learners regardless of our
level of experience, CPD allows faculty and trainees to deviate from the hierarchical form of
education.

Mendonc¸a, D. F., et al. (2013). "Knowledge of the nurse in advanced life support and the impact of
continuing education in cardiopulmonary arrest in the ICU." Critical Care 17.
Background: The knowledge of the nurse in advanced life support and the impact of continuing
education in cardiopulmonary arrest in the ICU. Faced with the complications of
cardiopulmonary arrest (CPA) in the ICU it is important for nurses to be prepared for emergency
actions, mastering the techniques of care and maintaining well-trained staff. The objective was
to identify and describe the knowledge of the nurse in advanced life support (ALS) and the
impact of continuing education PCR in ICU. Materials and methods: Exploratory, descriptive
bibliographical integrative analysis of available literature, using the keywords 'PCR', 'ICU',
'Continuing Education', 'Education', 'Nursing', which were published between 2002 and 2012, in
both conventional and virtual libraries. Results: Twenty-six publications found and gave rise to
two categories. First, the identification of clinical signs and CPR maneuver by the nursing staff
and the nurse in the PCR are essential for successful resuscitation: the authors agree that the
service systematized-based SAV protocol is essential for there to be success in CPR. Recognition
theoretical and practical skills of the staff are among the most important determinants of the
success rates of RC [1]. Thus, it is necessary that health professionals, especially nursing staff, be
aware of the clinical signs of PCR. Furthermore, the residence time of the professional nursing
staff in the ICU causes them to gain more experience, making it easier to identify clinical signs
and cardiac rhythms [2,3]. Second, the impact of continuing education on quality of nursing care
in a PCR: the proper training of the nursing staff, especially those that operate in the ICU, is vital
for emergency treatment PCR. Identifying the theoretical and practical knowledge of staff about
the PCR and PCR is an important prerequisite for planning a training service [2]. The nurse as
team leader and organizer of the ICU is the right professional to establish measures to be taken
at the time of the PCR. The nurse has a responsibility to properly distribute the measures to be
implemented at the time of service of the PCR, identifying it early and minimizing damage [4].
Conclusion: Continuing education has significant impact in improving the level of knowledge of
nursing professionals, leading to survival of patients in a hospitalized ICU, as it ensures the
 identification of the signs and symptoms of CRP in patients in the ICU.

Meng, M., et al. (2018). "Development and psychometric pilot-testing of a questionnaire for the
evaluation of satisfaction with continuing education in infection control nurses." Nurse Education in
Practice 31: 77-82.
Satisfaction with continuing education can be defined as positive attitudes towards educational
programs, which has potential to strengthen learning outcomes. A multi-dimensional construct
may enhance continuing education program evaluation processes. The objective is to describe
the development and psychometric testing of the 'affective - behavioral - cognitive - satisfaction
questionnaire' (ABC-SAT) for assessing participants' satisfaction with a continuing education
program for nurses in infection control. The multi-staged development of a satisfaction
questionnaire comprised of three subscales. The pilot tool was administered to a nationwide
sample of 126 infection control nurses to assess satisfaction after participating in a continuing
education program. Satisfaction scores were calculated and psychometric testing was performed
to determine reliability, using Cronbach's alpha, face validity, objectivity, and economy. A
principle component analysis using varimax rotation and Kaiser normalization was performed.
The analysis led to a three-factor solution of the questionnaire with 11 items, explaining 61.4%
of the variance. Internal consistency of three scales using Cronbach's alpha was 0.83, 0.60, and
0.66, respectively. Selectivity coefficients varied between 0.39 and 0.70. Participants needed
approximately three minutes to complete the questionnaire. Initial findings refer to a satisfying
scale structure and internal consistency of the 3-dimensional ABC-SAT questionnaire. Further
research is required to confirm the questionnaires’ psychometric properties.

Meng, M., et al. (2018). "Development and psychometric pilot-testing of a questionnaire for the
evaluation of satisfaction with continuing education in infection control nurses." Nurse Education in
Practice 31: 77-82.
Satisfaction with continuing education can be defined as positive attitudes towards educational
programs, which has potential to strengthen learning outcomes. A multi-dimensional construct
may enhance continuing education program evaluation processes. The objective is to describe
the development and psychometric testing of the 'affective - behavioral - cognitive - satisfaction
questionnaire' (ABC-SAT) for assessing participants' satisfaction with a continuing education
program for nurses in infection control. The multi-staged development of a satisfaction
questionnaire comprised of three subscales. The pilot tool was administered to a nationwide
sample of 126 infection control nurses to assess satisfaction after participating in a continuing
education program. Satisfaction scores were calculated and psychometric testing was performed
to determine reliability, using Cronbach's alpha, face validity, objectivity, and economy. A
principle component analysis using varimax rotation and Kaiser normalization was performed.
The analysis led to a three-factor solution of the questionnaire with 11 items, explaining 61.4%
of the variance. Internal consistency of three scales using Cronbach's alpha was 0.83, 0.60, and
0.66, respectively. Selectivity coefficients varied between 0.39 and 0.70. Participants needed
approximately three minutes to complete the questionnaire. Initial findings refer to a satisfying
scale structure and internal consistency of the 3-dimensional ABC-SAT questionnaire. Further
research is required to confirm the questionnaires’ psychometric properties.

Mersel, A. (2018). "The difficulties in continuing education in geriatric dentistry; analysis: Official
Publication of Indian Society for Dental Research." Indian Journal of Dental Research 29(5): 541-542.
[...]in meetings with huge number of participants very few speakers with the concept of
gerodontology were present. [...]it is necessary to find out the reasons for this situation.
 Geriatric dentistry is their constant wish. [...]we have reached in a paradoxal situation where too
much elderly patients are present and many dentists are able to provide an effective care.

Meryn, S. (1998). "Changes in professional development." Digestion 59(5): 619-623.

Recent changes in society, the practice in medicine, the health care delivery and new
technologies will have a direct impact on the development of the medical profession. Thus,
there is a need for more efficient, evidence-based and evaluated continuing medical education
(CME) programs. But CME in one's own speciality interest is not enough. CME has to be
extended into a broader context of continuing professional development (CPD) including
personal, social and political aspects of medical practice. New methods have to concentrate on
adult learning principles, individual needs and self-directed learning and have to promote
performance-based assessment, outcome evaluation, communication skills, patient education
and the use of computers and telecommunication technologies. All principles have to begin
before entering medical school and then be continued and supported through a new medical
curriculum from undergraduate to postgraduate training according to the 'lifelong learning'
principle. All honorable gastroenterology, hepatology and endoscopy societies throughout the
world should further define professionalism and develop leadership and management programs
for their members. Nevertheless, every doctor always has a personal responsibility for lifelong
learning.

Mestrovic, A. M. and M. J. B. M. P. S. Rouse (2015). "Pillars and Foundations of Quality for Continuing
Education in Pharmacy." American Journal of Pharmaceutical Education 79(3): 1-11.
In recent years, the International Pharmaceutical Federation's Education Initiative (FIPEd)
initiated and developed competency-based educational models, including programs and
frameworks to evaluate and enhance the quality of education and to support countries in their
own quality improvement and capacity-building initiatives.13 New models for self-directed
lifelong learning are advocated, which, can be used to tailor, document, and evaluate
individualized educational plans to develop health care professionals' competencies. 14-16
Competency evaluation and development using the CPD approach To optimally achieve
educational goals and increase competent pharmacy practice, the current level of practitioners'
competency needs to be evaluated.17 The evaluation can be done on an individual,
organizational, or national level, and undertaken as self-assessment or by external assessors,
peers, or national organizations. According to this model, the professional and scientific
competencies of pharmacists are divided into 4 basic groups of competencies: (1)
pharmaceutical care, (2) public health, (3) organization and management, and (4) professional
and personal.\n 58-60 DISCUSSION Before pharmacists decide to participate in an educational
activity, they need to assess whether the activity is based on the foundations of science,
practice, and ethics, and whether its context, structure, process, outcomes, and (intended)
impact suit their current needs, goals, and professionalorientation with the guidance ofa reliable
quality criteria framework such as the one provided in Appendix 1.

Methley, A. M., et al. (2017). "A qualitative study of patient and professional perspectives of healthcare
services for multiple sclerosis: implications for service development and policy." Health & Social Care in
the Community 25(3): 848-857.
Multiple sclerosis (MS) is a chronic degenerative condition, with heterogeneous symptoms, and
an unpredictable prognosis. Previous literature suggests patients' experiences of healthcare are
unsatisfactory. Primary care may play a key role in the management of people with MS (PwMS);
however, provision of services for PwMS has received little focus in the primary care literature.
 This study aimed to explore perspectives and experiences of PwMS and healthcare professionals
of UK healthcare services for MS. Semi-structured interviews were conducted with 24 PwMS, 13
Practice Nurses, 12 General Practitioners and 9 MS Specialist Nurses in northern England,
between October 2012 and April 2014. Participants were purposively selected. Data were
analysed thematically using constant comparative analysis. The theoretical framework of
candidacy was used to interrogate data, with themes mapping onto the National Institute for
Health and Care Excellence (NICE) guideline for MS. How PwMS interpreted symptoms as leading
to candidacy for care dictated help-seeking. PwMS required additional support in identifying
symptoms due to MS. Participants reported poor experiences of care including poor access to
services, poor continuity of care and poor interpersonal interactions with perceptions of limited
person-centredness. PwMS and professionals identified that MS-related disability and
progression of symptoms required responsive care. Relational continuity enabled PwMS to feel
understood, and professionals to holistically appraise symptoms and progression. In conclusion,
continuity and patient-centredness of care are central to positive healthcare experiences for
PwMS and professionals. Services need to be more accessible to ensure responsive and effective
MS management. This study provides unique findings on the role of primary care for PwMS, and
the relationship between findings and MS NICE guideline recommendations with implications for
service delivery in the community.

Meuser, T. M., et al. (2006). "Driving and Dementia in Older Adults: Implementation and Evaluation of a
Continuing Education Project." The Gerontologist 46(5): 680-687.
Purpose: We aimed to develop and evaluate a multimedia workshop curriculum to educate
physicians and other health professionals about (a) driving-related assessment in older adults
with dementia, and (b) strategies to encourage driving retirement for impaired individuals.
Design and Methods: A curriculum developed by the Older Drivers Project of the American
Medical Association was expanded for presentation by a multidisciplinary team. One pilot and
seven test workshops were offered. A program evaluation method-testing knowledge,
confidence, attitudes, and practice behaviors-was employed at four points in time: T1 (Time 1;
pretest focusing on the previous 12 months), T2 (Time 2; sameday post-test), T3 (Time 3; post-
test at 3 months), and T4 (Time 4; post-test at 12 months). Results: At T1, participants (N = 147)
expressed high agreement that an assessment of driving ability is an important issue in clinical
dementia care, but they reported low knowledge of assessment strategies, resources, and state
reporting requirements. Modest gains in knowledge and confidence were demonstrated at both
T3 (n=93) and T4 (n= 63). In addition, the frequency of driving-related practice behaviors (i.e.,
incorporation of driving-related questions into clinical evaluation, chart documentation,
reporting of impaired drivers) had increased significantly by T3 and T4. Implications: The results
indicate that a focused workshop curriculum, with practical and immediate applications to care,
can motivate measurable changes in clinical practice. Once they are informed, health
professionals can address issues of driving ability in older patients with dementia and, with the
support of available resources, encourage impaired individuals to retire from driving for the
safety of everyone on the road. [PUBLICATION ABSTRACT]

Meyers, G. L., et al. (2019). "Designing an innovative professional development experience to build
infection control professionals' educational expertise." Canadian Journal of Infection Control 34(1): 19-
29.
Background: Advances in networked learning technologies have impacted our understanding
and organization of teaching and learning. In the modern context of a learning society,
conventional classroom-style education and transfer of knowledge is being challenged. Infection
 prevention and control (IPAC) educational practice must respond to the changes that technology
brings to teaching and learning. While education is an important component of IPAC professional
practice, few Infection Control Professionals (ICPs) have formal pedagogical training. ICPs need
support in shifting from teaching-as-telling approaches to becoming designers of contemporary
active and engaged teaching and learning environments. Methods: To build ICP pedagogical
expertise and practice within the Alberta Health Services (AHS) IPAC program, a Design-Based
Research methodology was used to systematically engineer an intentionally disruptive
professional development experience (PDE) for ICPs that aligned with contemporary teaching
and learning strategies. The PDE was situated in the context of a Community of Learning (CoL)
located within the ICPs' workplace practice. Learning in the CoL was mediated through
participation in collaborative design, teaching, and learning activities over a period of one year.
Results: The PDE framework that emerged in this study facilitated changes in the AHS ICP CoL
participants' understanding of teaching and learning, their sense of identity as educators, and
their educational practices. The core of the framework focused on designing for a flexible,
responsive collaborative learning environment supported by four strategies: a) creating an
awareness of ICP educational practice, b) building pedagogical knowledge, c) experiencing
different teaching and learning strategies, and d) building ICPs' identity as educators. Discussion:
Creating conceptual change and new designs for teaching practice is not easy, as it involves
significant transformation that can be uncomfortable and complex and often requires new ways
of learning. This paper discusses the guiding principles used in the design of this intentionally
disruptive yet positive and responsive learning experience to build the participating ICPs'
pedagogical expertise and practice.

Mickan, S. (2009). "A university challenge: Responding to continuing professional education and
development needs." Healthcare Papers 9(2): 35-38.
Educational institutions have a pivotal role in identifying and responding to emerging health
human resource needs. However, the educational context for pre-registration qualification is not
the same as that required for continuing professional education. This short paper suggests that a
structured framework similar to that proposed by Tzountzouris and Gilbert for strategic analysis
be applied to encourage universities to be more responsive in their post-registration education
of healthcare professionals. Further, it proposes that universities set a goal of becoming learning
organizations and encourage staff to challenge their thinking and adaptability to meet the needs
of employers.

Miçoogullari, B. O. (2016). "Psychological Skills Development and Maintenance in Professional Soccer

Players: An Experimental Design with Follow Up Measures." Educational Research and Reviews 11(12):
1138-1148.
Psychological skills training and Psychological well-being (PWB) are two essential concepts not
only for general mental health but also for athletic performance in sport settings. However, the
effects of problems in Sport Training Scale (PSTS) on sport performance and general
psychological well-being have not been systematically examined through experimental designs,
especially in professional soccer teams. Consequently, the goal of this research was to
investigate the relationship between performance related psychological skills (team cohesion,
confidence, and anxiety) and PWB and the effects of twelve weeks of cognitive-behavioral
conceptual framework-based PST program on psychological skills of a professional soccer team.
Results showed improved psychological skills and PWB after 12 weeks of PST. Follow up
measurements indicated that improved psychological skills were preserved up to six months.
Finally, psychological skills and PWB were found to be interconnected parameters, with
 congruence components. Overall, the PST program improved athletes' team cohesion, self-
confidence, anxiety and PWB levels.

Middleton, H., et al. (2008). "Education and training - A professional development framework." Hospital
Pharmacist 15(5): 175-176.
A professional development framework, for the benefit of the pharmacy workforce with roles in
education, training and workforce development, will be launched this month. This article
describes the rationale for developing the framework and its use in practice.

Mielgo Casado, A. and M. Ortiz (2001). "El rol del psicólogo que trabaja con personas mayores. Definición
y desarrollo profesional." Intervención Psicosocial 10(3): 395-409.
El ritmo de crecimiento de la población mayor en España y las previsiones hasta el año 2010,
(8.000.000 personas con más de 65 años, el 23.1% de la población mayor de 65 años, y 2.5
millones mayores de 80 años), constituyen un cambio histórico sin precedentes en la
distribución de la pirámide de población. Estas variaciones poblacionales cuantitativas, conllevan
un rápido cambio sociocultural que genera problemas nuevos, tanto de carácter funcional como
social y psicológico de la población mayor. La intervención del psicólogo en este colectivo ya es
un hecho. Las políticas de las tres administraciones españolas reconocen la importancia de este
profesional, pero es la iniciativa privada la que lo contrata al constatar que su intervención incide
directamente en la calidad del servicio que ofertan, e invertir en calidad es rentable. La escasa
implantación de la psicología en este campo viene determinada en gran medida, por la novedad
del fenómeno del envejecimiento, pero sobre todo por la falta de clarificación conceptual y
operativa del rol del psicólogo. En este trabajo, partiendo de la teoría del rol propuesta por
Argyle, Furham y Graham (1981), se hace una aproximación al rol del psicólogo que trabaja en
centros de mayores en el territorio de la Comunidad de Madrid, desde la perspectiva del propio
psicólogo y la de las gerencias que lo contratan.Alternate abstract: The growth rate of the
population of older persons in Spain and the projections for 2010 (8.000.000 persons over 65
years old, 23.1% of the population over 65, and 2.5 millions over 85), represents an historical
variation in the distribution of the population´s pyramid. These quantitative variations in the
population imply social and cultural changes generating new problems of functional, social and
psychological characteristics in the older persons population. The role of the psychologists in this
field is a fact. The policies of the three Spanish levels of Administration recognize the importance
of the accomplishment of the psychologists working with older persons, but in general only the
private sector engage them taking into account that their role directly influences the quality of
the services, and to invest in quality is profitable. The limited implementation of the psychology
in this field is determined to a great extent, due to a lack of conceptual and operative
clarification of the psychologist´s role. In this work, starting from the theory of the role proposed
by Argyle, Furham and Graham (1981), an approach is made to the psychologists role in nursing
centers for older persons belonging to the Autonomous Community of Madrid, considering the
perspectives of the psychologists and of the managers of the centers.

Mignon, J. (1973). "The law on continuing professional education and medicine." Medecine Hospitaliere
9(3): 135-138.
The French law on continuing professional education of July 16, 1971 applies to all workers, both
salaried and self employed, and thus applies to doctors as well. The author presents an
explanation of the working principles of this law and examines the various sources of financial
aid it provides for continuing professional education. The necessity of applying this law to the
field of medicine is emphasized, for in this way it would provide self employed doctors with the
 opportunity of financing more specialized education, possibly with funds provided by health
insurance programs. With certain modifications, the author sees this law as the basis of an
effective program of continuing education for the specialization and promotion of practising
physicians.

Mikkonen, K., et al. (2020). "Development and testing of an instrument (HeSoEduCo) for health and
social care educators' competence in professional education." Nurse Education Today 84: 1.
Background Health and social care education is highly important for preparing future
professionals for their future roles in sustainable health and social care. However, previous
studies have emphasized that health and social care educators' competence is complex and
poorly defined. Thus, there is a clear need for a psychometrically validated instrument to enable
clarification and assessment of the required skills. Objective To develop and psychometrically
validate an instrument (the HeSoEduCo) for assessing health and social care educators'
competence in higher and professional education. Design Cross-sectional study. Methods A
HeSoEduCo instrument, with items inviting 1–4 Likert scale responses, was developed, based on
one systematic review and one qualitative study, then validated in terms of face, content and
construct validity and internal consistency (Cronbach's alpha values). All health and social care
educators based in all 21 universities of applied sciences in Finland and seven vocational colleges
were subsequently invited to participate in a large-scale application of the instrument in fall
2018. In total, responses of 390 of these educators are analyzed here. Results: The face and
content validity of 71 newly developed items were assessed by experts in two evaluation rounds.
The final content validity showed high scores for the instrument's relevance and clarity.
Confirmatory factor analysis (to test construct validity) yielded eight factors (43-items
remaining), defining the following competence areas of educators: evidence-based practice,
digital collaborative learning, student-centered pedagogy, collaboration & societal, leadership &
management, cultural & linguistic diversity, mentoring student into professional competence
development and subject & curriculum. Cronbach's alpha values for the factors ranged from 0.70
to 0.89. Conclusion The instrument can be used to obtain self-evaluations of educators'
competence when assessing their general competence levels and help human resources
departments and managers to identify suitable continuous education programs for their staff.

Miles, E., et al. (2019). "W5 A course within a course: implementing peer-observation of debriefing as a
means of continuous faculty development within your simulation programme." BMJ Simulation &
Technology Enhanced Learning 5(Suppl 2).
Who should attend:Simulation educators with an interest in debriefing, course directors, those
interested in faculty development and retention.Level: IntroductoryThe ASPiH Standards
Framework1 highlights the importance of simulation faculty receiving training, and undertaking
continued professional development in debriefing. However, whilst many choose to undertake
introductory ‘train-the-trainers’ styled courses, further learning opportunities can be rare and/or
prohibitively expensive. The Novice Course is a simulation programme for all newcomer trainees
to Anaesthesia within the Severn Deanery (Health Education England, South West). Our faculty
comprises volunteer anaesthetic trainees, more senior than our novices, but who are
themselves relatively junior simulation educators. We introduced a peer-coaching of debriefing2
programme into our course and have managed to successfully embed an exciting, innovative,
and cost-neutral faculty development strategy, which runs in parallel to our simulation
programme. Its implementation has transformed our course for the better, providing benefits to
faculty and novices alike, and we hope to share our experiences with those attending this
workshop.Intended learning outcomesWith reference to the published literature on peer–
 coaching, identify potential benefits of its implementation within your simulation
programme.With reference to our experiences of adopting peer–coaching, construct an action
plan for its incorporation into your simulation programme.With reference to recorded footage of
simulations and their debriefs, experiment with tools which support the delivery of peer–
coaching.Structure of workshopThe workshop will be divided into five sections.Introduction and
background, including a description of the driving factors which influenced our adoption of
peer–coaching.A short review of the literature pertaining to peer–coaching.A detailed,
interactive case–study of how we evolved our programme to include peer–coaching.An
opportunity to partake in simulated peer–coaching of debriefing.Final reflections and
close.Educational Methods to be usedParts 1–3 will be delivered as an interactive lecture with
facilitated breakout table-top discussions, to include an ice-breaker activity at the beginning of
part one. Both the lecture and the table-top discussions will address the first two intended
learning outcomes, described above. In part four, video footage of the workshop facilitators will
be used to frame a simulated ‘debrief of a debrief’ for the participants in the
workshop.ReferencesThe ASPiH Standards Project Team. Simulation Based Education in
Healthcare: Standards Framework and Guidance. Lichfield: Association for Simulated Practice in
Healthcare 2016.Cheng A, Grant V, Huffman J, et al. Coaching the Debriefer. Simul Healthc
2017;12:319–25. doi:10.1097/SIH.0000000000000232

Miller, C., et al. (2018). "Is online stroke-specifc education suitable, acceptable, and effective for the
continued professional development of stroke unit staff? An evaluation of the stroke-facts online
educational resource." European Stroke Journal 3(1): 294.
Background and Aims: People affected by stroke require care from staff with appropriate
knowledge. The Stroke-Specific Education Framework (SSEF) details the knowledge healthcare
professionals (HCPs) require to deliver safe and effective care. Research shows undergraduate
programmes may not equip staff with SSEF levels of required knowledge. We developed Stroke-
FACTS, an educational resource aligned to the SSEF, to supplement multidisciplinary
undergraduate curriculum. This research aimed to evaluate the suitability, acceptability, and
effectiveness of Stroke-FACTS for the education of practicing HCPs. Method: All HCPs (N=26)
delivering care in a stroke unit in northwest England were invited to participate. A mixed-
methods design included pre/post testing of participant knowledge against the SSEF, completion
of Stroke-FACTS, and a survey of HCPs perceptions. Results: Eighteen HCPs were recruited. Of the
ten HCPs (Nurses (N=6); Healthcare Assistants (N=4)) completing the study, 90% had unmet
learning needs according to the SSEF. A Wilcoxon signed-rank test revealed a statistically
significant increase in HCP knowledge following completion of Stroke-FACTS, Z=-2.023, p<.043,
with a medium effect size (r=.45). HCPs felt the resource was suitable for practicing staff (90%),
and an acceptable addition to continued professional development (100%). Conclusion: The
findings support previous research suggesting that practicing HCPs have unmet stroke-specific
learning needs. Access to educational resources, like Stroke-FACTS, can potentially increase
knowledge. Utilising frameworks to identify learning needs, and develop educational resources,
can contribute to the provision of clinically relevant teaching. Further evaluation is required to
understand impact on not only knowledge, but on patient outcomes when rolled out more
widely.

Miller, L. L. D. and M. Cocchetto David (1997). "The Regulatory Affairs Professional in the “Hot Seat” in
the Drug Development Process." Drug Information Journal 31(3): 805-823.
The role of regulatory affairs in the drug development process must and has expanded to meet
the goals of quicker and more efficient drug development. The regulatory affairs professional
 participating in the process of development will be to a greater degree placed in the proverbial
“hot seat” to achieve expedited clinical development and rapid review. To achieve this goal, the
regulatory affairs professional needs to be proactive and futuristic in his/her thinking, be able to
monitor regulatory trends, possess scientific expertise in one or more therapeutic areas,
maintain constructive relations with regulatory authorities, work effectively with project teams,
and develop an international perspective on drug development issues. This manuscript will
explore these increasingly important issues and illustrate their application to various case studies
of drug development.

Miller, S., et al. (2022). "Beyond competence: rethinking continuing professional development in the age
of competence-based medical education." CJEM : Journal of the Canadian Association of Emergency
Physicians 24(6): 563-565.

Mills, E., et al. (2008). "The General Level Framework: Use in primary care and community pharmacy to
support professional development." International Journal of Pharmacy Practice 16(5): 325-331.
Objectives: To compare practice pharmacists and community pharmacists based on the use of
the General Level Framework (GLF) as a tool to support continuing professional development
(CPD). Setting: Primary care and community pharmacy in London and the East of England.
Method: The study pharmacists were self-selected after distribution of recruitment packs in the
study area through local pharmaceutical committees, primary care trusts and two large
multiples. Sixty-nine pharmacists used the framework to support their CPD (42 community
pharmacists and 27 with a role in primary care pharmacy). Pharmacists made an initial self-
assessment against the GLF and then used the framework over a 12-month period to identify
learning needs for CPD. Pharmacists identified their desired performance levels for the
behaviours in the framework, based on guidance from the project team, and then identified
their learning needs by comparing the desired performance level with their self-assessment.
Pharmacists were visited at 4 and 8months by a trained facilitator to support their self-
assessment and progress with CPD. Final self-assessments were collected at 12 months.
Assessment ratings for the delivery of patient-care competencies were compared. Key findings:
There was no difference in the probability of either group achieving their desired performance
level (log rank= 0.023, 1 df, P=0.878): pharmacists achieved their desired performance level
irrespective of their sector of work, demonstrating the applicability of the GLF to the different
sectors of practice. Practice pharmacists had a higher aggregated score for the desired
performance levels than the community pharmacists (Mann-Whitney U = 10.500, P< 0.001;
median = 133.0 and 119.5 respectively). Conclusion: Both groups of pharmacists were able to
apply the framework to their practice and use it to support their CPD, resulting in increasing self-
assessed competency scores over time. The higher desired performance level for practice
pharmacists compared with community pharmacists conveys a difference, perceived or actual,
between the two roles. Irrespective of the difference in desired performance levels, both groups
of pharmacists have improved, to meet their level of expectation, over the 12-month period.

Minzhanov, N. A., et al. (2016). "Professional Training of Social Workers: Development of Professionally
Significant Qualities in the Future Social Workers." International Journal of Environmental and Science
Education 11(10): 3746-3754.
Today, the traditional approach to professional training is obsolete. This problem has determined
the need to create new didactic forms related to the organization of training in the modern
education system. The purpose of this study was to analyze possible development of
professionally important qualities and abilities in the future social care teachers through the role
 plays. The value of role plays lies in their diagnostic, developmental, training, correctional,
educational and psychotherapeutic potential. Role plays provide development of personal and
professional attitude of the future social worker, along with approximation to the chosen
profession. Different types of role plays give the possibility to model quasi-professional
situations, realizing the future propaedeutic socio-pedagogical activity of students. Role plays
has a positive impact on the development of competencies related to social interaction: the
ability to constructively resolve conflicts; competent communication with different groups of
people; willingness to build tolerant relations with people of different nationalities, religions,
ethnic groups, political and ideological convictions, etc. The use of role plays in the training of
social workers provided deliberate and purposeful use of group therapy in practical activities as
well as active learning methods, pedagogical correction and social diagnosis. It was important
that the game fostered mastering diverse behaviours by students. Using various types of role
plays in the psychological and pedagogical training proved to be very useful and promising for
professional and personal development of the future social care workers.

Miranda, J. P., et al. (2021). "Interdisciplinary Class Observation in Higher Education: Lessons Learned
from the Professional Development Experience of Four Teachers." Education Sciences 11.
Peer observation of teaching has been adopted as a method to improve the quality of teaching.
It involves observers providing descriptive feedback to their peers on learning and teaching
practices. However, although extensively described in the literature in the education field, its use
as a tool for development beyond teaching skills has not been explored deeply, nor the best
practices described. Therefore, the objective of this study was to compare quantitative with
qualitative peer observation, as well as to investigate the role of interdisciplinarity in the
observation process. The present study results from experimental observation work carried out
by four professors of higher education. Veterinary science, social work, pharmaceutical sciences,
and education, the disciplinary areas of origin of the teachers, were the ecosystems in which the
initial observation techniques were explored and applied, and the intention was to share good
practices and pedagogical improvements through peer support. This study reports the
experience of building an observation grid and its application, as well as the lessons learned
during the observation experience. The aim was to evaluate whether the constructive criticism
was focused on the pedagogical practices rather than on the content, which can be useful in
understanding if the learning objectives are being attained, from the teacher's point of view. As
such, we employed and assessed peer observation as a constructive, developmental process for
higher education teachers from different fields of knowledge. The study concludes that feedback
by peers is essential for the development of professional practice in higher education teaching,
with the experience of qualitative observation being a fundamental path for teacher self-
reflection in the search for their own authenticity. It further supports the notion that
interdisciplinary differences, methodologies, styles, contexts, and practices can be used in a
constructive way to improve course content and delivery, and, ultimately, to reinforce good
teaching.

Miskelly, P. and L. Duncan (2014). "'I'm actually being the grown-up now': leadership, maturity and
professional identity development." Journal of Nursing Management (John Wiley & Sons, Inc.) 22(1): 38-
48.
Aim This study reports on an evaluation of an in-house nursing and midwifery leadership
programme within a New Zealand District Health Board aimed at improving leadership capacity
within clinical environments. Background The programme associated with this study is based on
Practice Development concepts which aim to improve patient care and service delivery as well as
 empower practitioners to foster and support a transformational culture. Methods Mixed
methods were used. Results Evidence indicated participants' self-confidence improved leading to
a 'growing up'. This was demonstrated in a number of ways: taking more responsibility for
individual clinical practice, undertaking quality and safety roles as well as postgraduate study.
These findings can be constructed in terms of linking leadership training with the development
of professional identity. Conclusions This study provides evidence that in-house leadership
programmes can provide front-line nurses and midwives with opportunities to enhance their
professional identity and expand their skills in a variety of ways. Implications for nursing
management Organisational investment in in-house programmes aimed at leadership skills have
the potential to enhance patient care as well as improve the work environment for nurses and
midwives. However, in-house programmes should be considered as augmenting rather than
replacing tertiary education institutions' leadership courses and qualifications.

Mislan, T., et al. (2021). "Leading the Development of a Network-Wide Professional Practice Model."
Nursing Administration Quarterly 45(4): 285-294.
The health care settings of today are rapidly evolving in form and function, challenging nurse
executives to adopt, adapt, and develop new ways to lead and find professional fulfillment in
their roles. The organizational design of many health care settings has changed from a functional
to a matrix structure to facilitate more effective and efficient operations. While the structures
and reporting relationship of contemporary nurse executives may have changed significantly, the
primary responsibility of championing the advancement of the profession of nursing remains
essential. The mastery of change management methods is critical for the nurse executive to
successfully lead in today's dynamic health care settings. A well-developed and actualized
nursing professional practice model is a foundational tool for the nurse executive to employ to
advance the profession of nursing in any health care setting or structure. This article describes
how a nurse executive used change management methods and principles to lead the
development of a new network-wide unifying nursing professional practice model in a highly
matrixed health care setting.

Mislan, T., et al. (2021). "Leading the Development of a Network-Wide Professional Practice Model: The
Role of the Contemporary Nurse Executive." Nursing Administration Quarterly 45(4): 285-294.
The health care settings of today are rapidly evolving in form and function, challenging nurse
executives to adopt, adapt, and develop new ways to lead and find professional fulfillment in
their roles. The organizational design of many health care settings has changed from a functional
to a matrix structure to facilitate more effective and efficient operations. While the structures
and reporting relationship of contemporary nurse executives may have changed significantly, the
primary re- sponsibility of championing the advancement of the profession of nursing remains
essential. The mastery of change management methods is critical for the nurse executive to
successfully lead in today's dynamic health care settings. A well-developed and actualized
nursing professional practice model is a foundational tool for the nurse executive to employ to
advance the profession of nursing in any health care setting or structure. This article describes
how a nurse executive used change management methods and principles to lead the
development of a new network-wide unifying nursing professional practice model in a highly
matrixed health care setting.

Mitsunaga, B. and L. Shores (1977). Evaluation in Continuing Education: Is it Practical?, Journal of

Continuing Education in Nursing. 8: 7.
The authors discuss approaches used in the evaluation of continuing education for nurses,
 defined as planned learning experiences beyond a basic nursing program and excluding
academic credit courses. A framework for evaluation of continuing education is offered. (MF)

Mohamed Osama, O. and J. E. Gallagher (2018). "Role models and professional development in
dentistry: an important resource: The views of early career stage dentists at one academic health science
centre in England." European journal of dental education : official journal of the Association for Dental
Education in Europe 22(1): e81-e87.
BACKGROUND: The importance of role models, and their differing influence in early, mid- and
late careers, has been identified in the process of professional development of medical doctors.
There is a paucity of evidence within dentistry on role models and their attributes. AIM: To
explore the views of early career dentists on positive and negative role models across key phases
of professional development, together with role models' attributes and perceived influence.
METHODS: This is a phenomenological study collecting qualitative data through semi-structured
interviews based on a topic guide. Dentists in junior (core training) hospital posts in one
academic health science centre were all invited to participate. Interviews were recorded,
transcribed verbatim and analysed using framework analysis. RESULTS: Twelve early career stage
dentists, 10 of whom were female, reported having role models, mainly positive, in their
undergraduate and early career phases. Participants defined role models' attributes in relation to
three distinct domains: clinical attributes, personal qualities and teaching skills. Positive role
models were described as "prioritising the patient's best interests", "delivering learner-centred
teaching and training" and "exhibiting a positive personality", whilst negative role models
demonstrated the converse. Early career dentists reported having largely positive dentist role
models during- and post-dental school and report their impact on professional values and
aspirations, learning outcomes and career choice. CONCLUSION: The findings suggest that these
early career dentists in junior hospital posts have largely experienced and benefitted from
positive role models, notably dentists, perceived as playing an important and creative influence
promoting professionalism and shaping the career choices of early career stage dentists.

Mohamed Osama, O. and J. E. Gallagher (2018). "Role models and professional development in
dentistry: an ￂ important resource." European Journal of Dental Education 22(1): e81-e87.
Background The importance of role models, and their differing influence in early, mid- and late
careers, has been identified in the process of professional development of medical doctors.
There is a paucity of evidence within dentistry on role models and their attributes. Aim To
explore the views of early career dentists on positive and negative role models across key phases
of professional development, together with role models' attributes and perceived influence.
Methods This is a phenomenological study collecting qualitative data through semi-structured
interviews based on a topic guide. Dentists in junior (core training) hospital posts in one
academic health science centre were all invited to participate. Interviews were recorded,
transcribed verbatim and analysed using framework analysis. Results Twelve early career stage
dentists, 10 of whom were female, reported having role models, mainly positive, in their
undergraduate and early career phases. Participants defined role models' attributes in relation to
three distinct domains: clinical attributes, personal qualities and teaching skills. Positive role
models were described as "prioritising the patient's best interests", "delivering learner-centred
teaching and training" and "exhibiting a positive personality", whilst negative role models
demonstrated the converse. Early career dentists reported having largely positive dentist role
models during- and post-dental school and report their impact on professional values and
aspirations, learning outcomes and career choice. Conclusion The findings suggest that these
early career dentists in junior hospital posts have largely experienced and benefitted from
 positive role models, notably dentists, perceived as playing an important and creative influence
promoting professionalism and shaping the career choices of early career stage dentists.

Mollica, M. and Z. Hyman (2016). "Professional development utilizing an oncology summer nursing
internship." Nurse Education in Practice 16(1): 188-192.
The aim of this study was to examine the effect of an oncology student nursing internship on
role socialization and professional self-concept. This mixed-methods study utilized a convergent
parallel approach that incorporated a quasi-experimental and qualitative design. Data was
collected through pre and post-survey and open-ended questions. Participants were 11
baccalaureate nursing students participating in a summer oncology student nursing internship
between their junior and senior years. Investigators completed a content analysis of qualitative
questionnaires resulted in categories of meaning, while the Wilcoxon signed-ranks test was used
to compare pre and post internship scores. Aggregated mean scores from all instruments
showed an increase in professionalism, role socialization, and sense of belonging from pre to
post-internship, although no differences were significant. Qualitative data showed participants
refined their personal philosophy of nursing and solidified their commitment to the profession.
Participants did indicate, however, that the internship, combined with weekly debriefing forums
and conferences, proved to have a positive impact on the students' role socialization and sense
of belonging. Despite quantitative results, there is a need for longitudinal research to confirm
the effect of nursing student internships on the transition from student to professional.

Monique Van, D., et al. (2007). "North-South exchange and professional development: experience from
Mali and France." Family Practice 24(2): 102-107.
Background. Developing countries are facing the challenge of developing a family practice
culture in a context in which clinical practice remains strongly associated with hospital practice.
To what extent can professional exchange between GPs from North and South fuel novel
professional identities in family practice? Objectives. Assess to what extent a North-South
professional exchange programme involving rural GPs from Mali and France affected practice
development and professional identity formation of Malian GPs. Methods. Qualitative analysis of
19 exchanges between rural GPs from Mali and France based on (i) interviews; (ii) retrospective
report analysis; (iii) field observation of three exchanges; (iv) workshop with Malian GPs; and (v)
workshop with French GPs. Results. Malian GPs reported increased self-esteem, increased
concern for doctor-patient communication and innovations in practice organization. Although
Malian participants considered a transfer from France's general practice irrelevant, the
experience was thought provoking. The interpersonal and professional interaction was crucial.
The Malian Rural Doctors Association provided a platform to capitalize on individual experiences
in a process of collective professional identity construction. Costs of the programme were kept
low, limiting possible side expectations of participants. Conclusions. North-South professional
exchange can contribute to professional development. Exchange programmes should be
designed as mutual learning processes, rather than unilateral assistance or transfer of practice
models. Southern family practitioners are likely to improve primary care to individuals and
families, while Northern GPs can draw lessons from the community perspective of primary
health care in the South. Recruitment and preparation of participants are crucial, as well as
collective reflection upon return.

Monteiro, S. and T. Xenodemetropoulos (2019). "Resident Practice Audit in Gastroenterology (RPAGE): an

innovative approach to trainee evaluation and professional development in medicine." Can Med Educ J
10(3): e72-e77.
 BACKGROUND: The Resident Practice Audit in Gastroenterology (RPAGE) captures assessments
of knowledge, professionalism, and technical skills, in real time. This brief report describes this
innovative instrument and aspects of its utility. METHODS: Assessment data on colonoscopy,
endoscopy, and sigmoidoscopy procedures in 2016 were submitted to a repeated measures
ANOVA with six within subjects' assessments and one between subjects' factor of year of
specialization to evaluate construct validity. The validity hypothesis tested was that more
experienced residents would be rated higher than less experienced residents. Reliability was
assessed using Cronbach's alpha. RESULTS: The proportion of completed assessments was
relatively low (9 to 22%). Overall reliability was high (α >0.8). There was evidence of validity as
global ratings indicated higher competence for senior residents at colonoscopy (1.6) and upper
endoscopy (1.4) than for more junior residents (1.9 and 2.1 respectively). These differences were
significant for both colonoscopy, (F (1, 282) = 14.8, p <0.001) and endoscopy, F (1, 136) = 56.9, p
<0.001. CONCLUSION: These findings suggest RPAGE is an acceptable electronic log of practice
data, but may not be acceptable for workplace based assessment. A key next step will be to
evaluate how information collected through RPAGE can help inform resident competency
committees.

Moody, M. (1993). "Wound dressing: principles of choice. Pt 2 (continuing education credit)." Nursing
standard (Royal College of Nursing (Great Britain) : 1987) 7(35 Suppl NU): 3-13.
The ability to select an appropriate wound dressing is an integral part of the nurse's role in
assisting the wound healing process. The sheer range of dressings available can make that
selection seem complex. This Learning Unit is the second of a series designed to help nurses
choose appropriate dressings and so improve the care offered to patients and clients.

Moon, J. and J. Fowler (2008). "'There is a story to be told...'; A framework for the conception of story in
higher education and professional development." Nurse Education Today 28(2): 232.
The use of 'story' in higher education is obvious in some disciplines such as drama, English
literature and other art subjects - but there is story in other disciplines, including nursing, which
is often unrecognised and undervalued. When something is unrecognised, we have less power to
work with it and exploit its potential. This paper identifies a theoretical structure for the use of
story in higher education and provides illustrative examples from nursing and other academic
disciplines. [PUBLICATION ABSTRACT]

Moore, B. and T. F. Tonniges (2004). "The 'every child deserves a medical home' training program: more
than a traditional continuing medical education course." Pediatrics 113(5 Part 2): 1479-1484.
OBJECTIVES: 1) To develop and implement an innovative, interactive, and nontraditional
continuing medical education (CME) curriculum to educate primary care physicians, pediatric
office staff, child health advocates, allied health care professionals, and parents of children with
special health care needs (CSHCN) about the medical home concept of care and 2) to identify key
partners in communities to plan the CME program and ultimately plan for fostering medical
homes at the community and state levels. METHODS: Participant outcomes for the CME program
and planning process include 1) explaining the elements of the medical home concept as applied
to their practice environment or child's care; 2) understanding the concepts, skills, and
information necessary to care successfully for CSHCN who are enrolled in managed care
organizations; 3) accurately describing trends and developments in caring for CSHCN; 4)
identifying programs in the community that serve CSHCN; and 5) assessing and, if necessary,
improving pediatric office practices to ensure that they are sensitive to families of children and
youths with special health care needs. CONCLUSION: A diverse national committee that included
 physicians, nonphysicians, and family members developed the Medical Home Training Program
curriculum. The medical home curriculum was written to meet the needs of the local
community. The training program can offer CME credit and use a direct, outcome-based adult
learning technique (eg, determine short- and long-term goals). Furthermore, the program
parallels and complements the Healthy People 2010 goals and objectives.

Moore, D. A. (2003). "Evaluating the stages of veterinary practitioner learning for continuing education
needs assessment and program evaluation." Journal of Veterinary Medical Education 30(1): 50-56.
Rationale for the study - Recent behavioral change theory suggests that individuals go through
stages of readiness for change. This theory has been applied to continuing medical education as
a four stage theory of physician learning. The purpose of this project was to test a method that
used the four-stage learning theory to evaluate differences between continuing veterinary
medical education (CVME) program attendees and non-attendees and to evaluate movement
from one stage to another after a continuing education activity. Methods - A survey using eight
clinical scenarios was used to elucidate the stage of learning of dairy practitioner participants
before and after a CVME course and of non-participating dairy practitioners. Differences in
response rates before and after the course and between participants and non-participants were
analyzed using Chi-square contingency table analysis. Results - Responses to six of the eight
scenarios were different between participants and non-participants (p < 0.10). Attendees were
more likely to report needing to update to solve the specific problems. Depending on the
scenario, participants changed their responses after completing the continuing education course
(range 31-81% change). Conclusions - The four stage theory of learning can be used for
continuing education needs assessment, for understanding program participation, and for
program evaluation. A continuing education activity can move practitioners from one stage of
learning to another.

Moore, D. E., et al. (2018). "A conceptual framework for planning and assessing learning in continuing
education activities designed for clinicians in one profession and/or clinical teams." Medical Teacher
40(9): 904-913.
Purpose: The purpose of this article is to provide a more actionable description of the
components of the outcomes framework published in 2009.Methods: Synthesis of recent
research in the learning sciences.Results: The authors propose a conceptual framework to be
used planning learning activities and assessing learning in CPD.Conclusions: CPD practitioners
will have a more explicit approach to help clinicians provide the very best care to their patients.

Moorley, C. and T. Chinn (2019). "Social media participatory CPD for nursing revalidation, professional
development and beyond." British Journal of Nursing 28(13): 870-877.
Background: In 2016 the Nursing and Midwifery Council in the UK introduced revalidation, which
is the process nurses are required to follow to renew their registration. This provides an
opportunity for nurses to shape, develop and evolve social media to meet their professional
requirements. Aims: to examine different ways nurses can use social media tools for continuous
professional development (CPD) and revalidation. Methods: using a qualitative reflective design,
data were gathered from content on the @WeNurses platform and activities organised with
other leading health organisations in England. These data were analysed using the social media
relationship triangle developed by the authors with a thematic analysis approach. Findings:
analysis revealed that social media was used in six categories: publishing, sharing, messaging,
discussing, collaborating, and networking. Organised social media events such as: blogs,
tweetchats, Twitter storms, webinars, infographics, podcasts, videos and virtual book clubs can
 support nurses with revalidation and professional development. Conclusion: Through using a
participatory CPD approach and embracing professional social media applications nurses have
moved social media from the concept of a revolution to an evolution.

Moran, V., et al. (2021). "Leadership development of nursing professionals: Education and influences of
self-efficacy." Nursing Outlook 69(4): 589-597.
• The women of our study reported moderate to high leader self-efficacy. • Nursing leadership
development is defined and delivered in the nursing curriculums of graduate education. •
Leadership development is influenced by self-efficacy. • Disconnect of what is learned in
graduate education and its application of academic nurse leaders utilize and report self-efficacy
leadership in teaching and patient care. According to Bandura's theory, understanding the
relationship of traits and leader self-efficacy in the various roles of nursing can aid in leader
development and the growth of the profession. The purpose of this study was to explore the
perceptions of leader self-efficacy of academic nursing professionals to determine if traits and
participation in certain activities was predictive of leader self-efficacy. A validated survey tool,
the Leader Efficacy Questionnaire (LEQ) was administered to nursing professionals using
snowball sampling from publicly available email addresses. Statistical significance was found
between the academic degrees and the 4 scores of the LEQ. Overall, the participants reported
moderate to high leader self-efficacy with an LEQ overall score (LSME) of 70 or greater. The
dynamic challenges of health care require an understanding of nursing professionals' leader self-
efficacy in light of their academic preparation and activities to grow the profession.

Moreau, C. and D. L. Wilson (2015). "Review of Continuing Education and Published Literature Related to
Women's Health and Pharmacy." Journal of Pharmacy Technology 31(2): 69-77.
Background: In 2004, the American Association of Colleges of Pharmacy and collaborating
organizations created a framework for women's health instruction as a guide for integrating
women's health into pharmacy curricula. This article expands on the findings of that project by
identifying educational opportunities with a women's health focus that are available for
pharmacists. Objective: To review educational opportunities available to pharmacists related to
women's health and to review the pharmacist's role in women's health in the published
literature. Methods: The continuing education requirements for each of the 50 states and the
District of Columbia were reviewed, and a search of continuing education programs for
pharmacists on women's health was conducted. A review of published literature about
pharmacy and women's health was conducted. Results: One state had a continuing education
requirement related to emergency contraception, and 62 continuing education programs were
found to have a focus on women's health. The literature review returned 331 articles describing
the role of pharmacy in women's health, of which 55 were included. Conclusions: Pharmacists
across different practice settings have a role in women's health care. There is much emphasis
placed on the pharmacist's role in relation to contraception but increased education in other
topics is also important. National pharmaceutical organizations can promote women's health
education for pharmacists.

Morgan, J. M., et al. (2005). "Educational governance for the regulation of industry sponsored continuing
medical education in interventional and device based therapies." Heart 91(6): 710.
The relationship between industry and clinicians in educational programmes needs to be
regulated. Industry may be best placed to deliver educational programmes in "craft" related
specialties and particularly in areas where device implantation/technology based therapy has a
major clinical role. The authors supervise industry sponsored clinical teaching at a purpose built
 independent teaching facility, and have developed the concept of educational governance to
regulate their relationship with their industry sponsor and that concept is presented.

Moritz, K., et al. (2021). "Evidence-based self-medication: development and evaluation of a professional
newsletter concept for community pharmacies." International Journal of Clinical Pharmacy 43(1): 55-65.

Morle, K. and C. Maggs (1993). "Informed opinion: an exercise in gathering the opinions of experts to
facilitate the planning of continuing professional education." Nurse Education Today 13(2): 100-106.
In 1989 The English National Board for Nursing Midwifery and Health Visiting reviewed the
organisation and provision of continuing professional education in order to identify a new
structure which would meet most effectively the changing health care needs of clients and
patients. Researchers were engaged in conducting a series of projects looking at key areas of
concern in continuing professional education. During the research concern was expressed about
levels of practice and preparation for practice. Respondents suggested that practitioners make
highly complex decisions for which there is no apparent continuing education preparation. The
research director decided that this issue should be explored further by selected individuals from
the research team. This paper describes one of the approaches used to explore this area. Using
the work of Benner (1984) as a framework for debate during three 1-day workshops, a panel of
experts in nursing education and practice explored skill acquisition and attainment of expert
clinical practice and considered these in relation to potential continuing educational
development strategies for nursing, midwifery and health visiting. The conclusions drawn from
this exercise were then 'fed' back to the research team. This paper examines the process of
utilising experts in facilitating planning.

Morozova, T. E., et al. (2022). "Conceptual Approaches to the Development of Continuing Medical
Education for General Practitioners in Moscow." Journal of Adult and Continuing Education 28(1): 291-
303.
The article is devoted to the current state of continuing medical education for general
practitioners in the city of Moscow and is based on a survey of general practitioners working in
Moscow. Results demonstrate a lack of satisfaction with the organisation and content of training
in its previous format, the absence of significant changes in the learning objectives following
education reform and an ambiguous attitude towards this reform. The minimum continuing
education requirements for general practitioners working in the city of Moscow were shown to
consist of day release, short-term training, theoretical and practical orientation and the
application of contemporary educational technologies. Conceptual approaches to the
development of continuing medical education in the field of general medical practice in Moscow
were formulated. These comprised organisation of training, setting of learning objectives,
selection of forms and methods of training, determination of interactive training content,
application of a competency-based approach and individualisation of the educational path.

Morphet, J., et al. (2015). "The effect of Transition to Specialty Practice Programs on Australian
emergency nurses’ professional development, recruitment and retention." Australasian Emergency
Nursing Journal 18(4): 204-211.
Summary Background To date, emergency nursing Transition to Specialty Practice Program
(TSPP) evaluations have been single-site observational studies. The aim of this paper was to
examine the professional development, recruitment and retention outcomes of Australian
emergency nursing TSPPs. Methods An explanatory sequential design was used. Data were
collected via online surveys and interviews of emergency Nurse Unit Managers and Nurse
 Educators. Survey data from EDs with TSPPs and EDs without TSPPs were compared. Qualitative
data were analysed using content analysis. Results Data were collected from 118 EDs, and 13
interviews. TSPPs were offered in 72.1% of EDs. EDs with TSPPs had higher proportions of nurses
with postgraduate qualifications ( Mdn 28.3% vs. 22.1%, p = 0.45) and Clinical Specialists ( Mdn
16.4% vs. 6.3%, p = 0.04). The median proportion of currently rostered nurses with TSPP
completion was 34.2% in EDs with TSPPs introduced in 2000–2005 indicating ED high levels of
retention. Conclusion Emergency nursing TSPPs have had a positive effect on nursing
professional development, recruitment and retention. To ensure consistency in outcomes and
optimise reliability of emergency nursing skills and knowledge, a national emergency nursing
TSPP framework is needed.

Morrison, L. S. (1978). "The continuing education needs of licensed practical nurses in Minnesota."
Abstracts of Hospital Management Studies 14(3): 18646NU.
The purpose of this study was to determine the continuing education needs of the licensed
practical nurses in Minnesota as those needs were perceived by licensed practical nurses and
directors of nursing of hospitals and nursing homes and to identify the differences, if any,
between the perceptions of the licensed practical nurse and the director of nursing regarding the
primary purpose of continuing education for the licensed practical nurse in educational
institutions. Questionnaires were sent to 784 licensed practical nurses, to 190 directors of
nursing of hospitals, and to 369 directors of nursing of nursing homes. The continuing education
needs of licensed practical nurses in Minnesota included the following areas: Death and Dying,
Myocardial Infarction-Cardiovascular, Chemical Dependency, Patient Education, Drug
Interactions, Aging Process, Chronic Illness and Chronic Brain Syndrome. The preferred
presentation form was the workshop with content emphasis on psycho-social concepts.

Morrow, J. C. and D. Collins (2010). "The BMT Network in New South Wales, Australia provides BMT
nurses with comprehensive education programmes in order to promote professional development."
Bone Marrow Transplantation 45: S374.
The BMT Network has the resources to provide many educational opportunities to support those
nurses working in BMT and haematology units across New South Wales (NSW). The BMT
Network is a clinician-led network which aims to assist all NSW BMT units in improving patient
outcomes, by using a collaborative and communicative method towards enhancing service
delivery. New South Wales is the most populated state in Australia, with 7.0 million persons in
802,000 km2. There are 15 BMT units in NSW with all being located in metropolitan Sydney,
where the majority of the population reside, 4.5 million. The regional and rural hospitals in NSW
support BMT patients with pre and post transplant care. The BMT Network employs an expert
clinical nurse to the role of BMT Clinical Nurse Consultant, whose responsibility is to ensure that
appropriate, interesting and relevant educational opportunities are provided to BMT nurses
throughout each year. The BMT Network is fortunate to have received a recurrent 'clinical
initiative funding' grant from the NSW Department of Health, which funds these educational
opportunities. Each year the nurses are supported with single education days for senior, junior
and paediatric BMT nurses covering myeloma, apheresis, ECP and donor follow-up, to name a
few. Intensive programs of three consecutive days, being the 'Introduction to BMT Nursing'
course and the 'Paediatric BMT Nursing' course, are also provided annually. All of these courses
are free of charge and educational material such as learning packages, are also provided.
Additional support through payment of airfares and accommodation is provided to those nurses
from rural/regional sites in NSW to attend the educational days. The BMT Network also supports
those nurses in rural/regional NSW through on-site education sessions in both theory and
 clinical practice. On these days, the BMT Network organises support to be provided by BMT
Coordinators and Clinical Nurse Consultants from the larger metropolitan Sydney BMT units. The
addition of staff from the metropolitan units builds relationships and improves communication
between nurses in these areas for the benefit of their patients. The BMT Network also provides
scholarships on an annual basis, for up to three nurses to undertake the 'Graduate Certificate in
Apheresis Nursing' Course. This course is run as an external course through the University of
Adelaide. The BMT Network provides a scholarship for tuition fees.

Moura, C., et al. (2022). "Laying the Foundations of Continuing Education in Health in the Family Health
Strategy." Education Sciences 12(8): 521.
Primary healthcare must guarantee health and well-being for the community as a whole,
ensuring equity and quality in different responses. For this goal to be achieved, teams must be
trained and integrated, and service flows must be functional. Continuing education in health, as
a form of training professionals in the workplace, helps to center responses around the needs
and preferences of people and families, and to balance the fulfillment of demands by using
better work management as a starting point. The objectives of the present qualitative study
were to elucidate the meaning given by health professionals who developed their activities in
the Family Health Strategy in order to continue education in health, and to discuss the
qualification and structuring of work management with this type of education as a background.
The methodology used was Straussian grounded theory. Thirty professionals in four Brazilian
health units who had experience in the family health field participated in the study. Data were
collected between June 2018 and May 2019. Based on three categories, the emerging
substantive theory was as follows: laying the foundations of continuing education in health in a
collective dialogic and dialectical effort to contribute to the qualification of the work processes in
the Family Health Strategy. The professionals’ accounts showed that they recognize the
importance of continuing education in health and the need to discuss it, given its potential to
transform and to assist in the education of professionals with autonomy in the management of
their work processes.

Mourad, F., et al. (2022). "Management of whiplash-associated disorder in the Italian emergency
department: the feasibility of an evidence-based continuous professional development course provided
by physiotherapists." Disability & Rehabilitation 44(10): 2123-2130.
The management of whiplash and associated disorders (WAD) in the Italian Health System is still
empirical and influenced by a single professional's expertise. Therefore, the purpose of our study
is to describe a structured management changes in an Italian emergency department (ED) after
an evidence based continuous professional development (CPD) course. A CPD course was
organized by Orthopedic Manipulative Physical Therapists (OMPT) for personnel of ED in the
hospital Girolamo Fracastoro (San Bonifacio, Verona, Italy), based on latest scientific evidence.
Data regarding the number of X-Rays, computed tomography (CT) scan, orthopaedic referrals,
neck collars and WAD IV (i.e., severe diagnosis) before and after the course were compared.
3066 cases of WAD have been analyzed in 2016 and 2185 in 2017/2018. The number of X-Rays
dropped down from 15.1% to 13.5%; the CT scans increased from 1.3% to 1.9%; the WAD IV
diagnosis increased from 0.7% to 1.6%; the orthopaedic referrals dropped from 1.5% to 1.1%;
the collars prescription dropped from 8.8% to 2.5%. An updated framework increased the
efficiency of ED's maintaining the same level of safety (i.e., WAD IV diagnosis). Given that, it can
also be argued that, in line with other countries, the implementation of an OMPT role within the
ED multidisciplinary team is advised also in Italy. Physiotherapists were commissioned to
organize a management change of patients in an Italian Emergency Department clinical setting
 for the management of whiplash; Guidelines and other appropriate clinical rules facilitate the
delivery of an evidence-based and more appropriate management and care plan; An inter-
disciplinary continuous professional development course has the potential to positively influence
patients' journey and to optimize the use of departmental resources; The involvement of other
health professionals (e.g., Physiotherapists) within the Italian Emergency Department
organizational chart might lead to further improvement of service provided.

Mundet-Tuduri, X., et al. (2017). "Expectations and perceptions of primary healthcare professionals
regarding their own continuous education in Catalonia (Spain): a qualitative study." BMC Medical
Education 17(1): 212.
BACKGROUND: The planning and execution of continuous education in an organization that
provides health services is a complex process. The objectives, learning sequences, and
implementation strategies should all be oriented to improving the health of the population. The
aim of this study was to analyse the expectations and perceptions of continuous educations by
primary healthcare professionals (physicians and nurses) and identify aspects that hinder or
encourage the process. METHODS: A qualitative study with 5 focus groups made up of 25
primary healthcare professionals from the Catalan Health Institute, Barcelona (Catalonia, Spain).
The focus groups were audio-recorded and the results transcribed. The analysis involved: a)
Reading of the data looking for meanings b) Coding of the data by themes and extracting
categories c) Reviewing and refining codes and categories d) Reconstruction of the data
providing an explanatory framework for the meanings e) Discussion about the interpretations of
the findings and f) Discussed with relevant professionals from PHC (physicians and nurses)"Data
regarding thematic content were analyzed with the support of Atlasti 5.1 software. RESULTS: The
health needs of the population were often at the core of the learning processes but the
participants' views did not always spontaneously refer to improvements in these issues.
Common themes that could hinder learning and where identified, including contextual aspects
such as work constraints (timetables, places being covered during training) and funding policies.
New learning strategies to improve the effectiveness of continuous education were proposed
such as the exchange of knowledge, the activation of personal commitment to change, and the
improvement of organizational aspects. CONCLUSIONS: The primary healthcare professionals in
our study viewed continuous education as a professional necessity and would like to translate
the knowledge acquired to improving the health of the population. Nevertheless, professional,
structural, and organizational issues impede the process.

Munk, N., et al. (2020). "Massage therapy education needs: Qualitative analysis of massage education
stakeholder views on foundation training, continuing education, and employment." Global Advances in
Health and Medicine 9: 123-124.
Purpose: Apply qualitative data analysis methods to massage education stockholder views
systematically collected during the 2017 Alliance for Massage Therapy Education (AFMTE)
Educational Congress; attendees reported what should be stopped, started, continued and done
more in massage education regarding foundation and continuing education, and employment.
Methods: Collected comments (n=647) were arranged high to low by forum participants'
assigned value points. Four independent reviewers conducted multiple readings and attended
biweekly meetings to finalize a coding framework. Two researchers applied the coding
framework to all comments; disagreements were reconciled by the lead researcher. Theme
development sought to provide an overarching assessment of what massage education
stakeholders deemed most needed to progress the massage field. Member checking for
developed themes occurred during the 2019 AFMTE Congress with a REDCap delivered
 agreement slider scale for each theme (0=totally disagree to 100=totally agree). Results: Four
themes developed related to (1) tension regarding qualifications and inconsistent practices in
the massage field; (2) need for the massage field to elevate its education, policies, and practice;
(3) the existence of bias and competitive narratives/motivations within the sample and those in
the massage field; and (4) desire for wage dignified and valued employment environments for
massage therapists. Sixty-seven education stakeholders participated in member checking and
confirmed themes (median agreement values=77, 89, 81.5, and 95, respectively). Conclusion:
Massage education stakeholders provided critical reflection on common practices within
massage education and employment. Feedback items within developed themes point to several
massage field-derived practices and “behaviors” that may (1) threaten the field's ability to
integrate into health care, (2) reinforce negative public and/or related health professionals' views
of the massage field generally and with regard to therapist training and competencies, or (3)
limit the extent to which a massage therapy career is viable and sustainable. More opportunities
are needed for massage field stakeholders to provide critical profession related feedback.

Munro, K., et al. (2004). "Developing and accrediting a CPD framework." Nursing Standard (through
2013) 19(8): 40-44.
This article describes the process to formally accredit existing in-house education courses in a
continuing professional development (CPD) framework. The partnership was between two
Lothian NHS organisations and a higher education institution (HEI). The nature of the partnership
and the differing approaches taken by the organisations are discussed. The authors explore the
context of learning in the NHS in relation to the different organisations, and describe the issues
identified and the strategies used to address these. The benefits to all stakeholders are listed.
Although this case study refers to an initiative in Scotland, the framework model for flexible and
work-based education could be adopted across the UK.

Murdoch-Eaton, D. and J. Sandars (2014). "Reflection: moving from a mandatory ritual to meaningful
professional development." Arch Dis Child 99(3): 279-283.
Reflection has become established as a key principle underpinning maintenance of standards
within professional education and practice. A requirement to evidence reflection within
performance review is intended to develop a transformative approach to practice, identify
developmental goals, and ultimately, improve healthcare. However, some applications have
taken an excessively instrumental approach to the evidencing of reflection, and while they have
provided useful templates or framing devices for recording individualistic reflective practice, they
potentially have distorted the original intentions. This article revisits the educational theory
underpinning the importance of reflection for enhancing performance and considers how to
enhance its value within current paediatric practice.

Murdock, J. E. and P. J. Neafsey (1995). "Self-efficacy measurements: an approach for predicting practice
outcomes in continuing education?" Journal of Continuing Education in Nursing 26(4): 158-165.
This study assessed the usefulness of measurements of self-efficacy in evaluating practice
outcomes following a continuing education course in advanced practice pharmacology. Self-
efficacy, a central construct in social-cognitive theory, refers to an individual's confidence in
being able to perform a specific task to successful completion. The study demonstrated that a
valid and reliable measure of self-efficacy could be developed from program objectives and used
in conjunction with pre- and post-knowledge measures to gain a broader perspective of learning
outcomes. Measurement of self-efficacy was a useful adjunct in postinstruction evaluation and
may be a cost-effective alternative to longitudinal impact evaluation.
Murdock, J. E. E. and P. J. P. Neafsey (1995). "Self-Efficacy Measurements: An Approach for Predicting
Practice Outcomes in Continuing Education?" The Journal of Continuing Education in Nursing 26(4): 158-
165.
This study assessed the usefulness of measurements of self-efficacy in evaluating practice
outcomes following a continuing education course in advanced practice pharmacology. Self-
efficacy, a central construct in social-cognitive theory, refers to an individual's confidence in
being able to perform a specific task to successful completion. The study demonstrated that a
valid and reliable measure of self-efficacy could be developed from program objectives and used
in conjunction with pre- and post-knowledge measures to gain a broader perspective of learning
outcomes. Measurement of self-efficacy was a useful adjunct in postinstruction evaluation and
may be a cost-effective alternative to longitudinal impact evaluation. [PUBLICATION ABSTRACT]

Murphy, J. R. N. (1981). "Notes on Continuing Education." The Journal of Continuing Education in Nursing
12(3): 38-41.
The course content includes: orientation to mental health concepts, understanding human
behavior, the employee and his/her total environment, basic categories of mental disorders, the
functional disorders, professional relations and ethics, nurse-employee interaction, problem
behavior patterns and special problems, and resources for consultation and referral. " "Because
of the knowledge gained through this course in regard to confidential and privileged information,
I was able to successfully communicate with management to their advantage and to the
advantage of the employee.

Murphy, M. M., et al. (2004). "Open Exchange as a Model for Continuing Education." Nursing
Administration Quarterly 28(1): 6-10.
The Global Nursing Exchange is a unique, annual opportunity for a select group of nurses to
confer with each other and learn in an unstructured, nonrestrictive forum for free uncensored
exchange of ideas. It is an unusual "conference" in that both the structure and process have
been designed to encourage spontaneity, creativity, and group sharing. Relaxation and work
comingle. Networking, dialog, and inclusiveness are operating themes at all times. Started in
1988 by 9 nurses with a mix of backgrounds and experience, the Global Nursing Exchange has
expanded to include international participants. In 2003, over 60 nurses joined in celebrating the
15th year of this group gathering. Examples of outcomes that have resulted from this unique
"conferencing" experience are described. [PUBLICATION ABSTRACT] Key words: dialogue
conferencing, nursing case management, nursing continuing education, professional nursing
education

Murray, K. and K. Ward (2019). "Attitudes to Social Media Use as a Platform for Continuing Professional
Development (CPD) within Occupational Therapy." Journal of Further and Higher Education 43(4): 545-
559.
Introduction: This study explored what influences the use of social media platforms within the
CPD of occupational therapy students and qualified occupational therapists. It also considered
perceived barriers to its use and whether age in line with generation theory, in particular digital
natives vs digital immigrants impacted on willingness to utilise social media within CPD. Method:
A mixed method survey design was utilised to collect qualitative and quantitative data through
an online questionnaire. Content analysis was used to code and identify themes. Descriptive
statistics were used to quantify the findings and consider variations across the digital
native/immigrant divide. Findings: Results highlighted that there was a predominantly positive
 attitude to social media use within CPD. Accessibility, networking and learning were highlighted
advantages to its use. The results suggest that the digital native/immigrant divide does not
impact on willingness to use social media within CPD but does impact on confidence in using
platforms professionally. Conclusion: The study has highlighted a need for more structured
teaching on professional social media use within the occupational therapy curriculum in both
undergraduate and post graduate programmes. It has also highlighted a need for more training
among qualified occupational therapists if platforms are to be embraced more universally.

Murray, P. J. (1997). "E-discourse and continuing professional education: the fusion of nursing knowledge
and informatics to close the theory-practice gap." Studies in health technology and informatics 46: 442-
447.
Several modes of electronic discourse (e-discourse) are currently used by nurses, and have
potential for meeting their formal and informal continuing professional education (CPE) needs.
After defining e-discourse in relation to computer-mediated communications (CMC), the author
outlines some recent examples of it use. There follows discussion of the argument that, through
e-discourse, nurses can reflect on their practice, incorporating and developing theory and meet
their CPE needs. Some important constraining issues are presented, and the author suggests
that, for many nurses, e-discourse will have more educational application than multimedia in the
foreseeable future. The paper is set within the context of UK requirements, but the issues raised
are pertinent to nurses around the world, particularly where CPE is incorporated within the re-
registration cycle.

Muscat, D. M., et al. (2021). "Development and evaluation of a health literacy training program for allied
health professionals: A pre‐post study assessing impact and implementation outcomes." Health
Promotion Journal of Australia 32(S1): 88-97.
Issue addressedWe developed and evaluated a health literacy training program for allied health
professionals, and explored the feasibility of a train‐the‐trainer model to support
dissemination.MethodsThe program combined didactic and experiential teaching methods and
behaviour change techniques, with a focus on teach‐back and developing easy‐to‐understand
written materials. Outcomes included participant reactions, confidence (range: 6‐30),
behavioural intentions (range: 6‐42), and dissemination of training content. Implementation
outcomes were evaluated using the Normalization MeAsure Development (NoMAD) tool,
assessing the constructs of coherence (range: 4‐20), cognitive participation (range: 4‐20),
collective action (range: 7‐35) and reflexive monitoring (range: 5‐25).ResultsOf the 29 allied
health professionals who participated, 90% rated the program as ‘excellent’/‘very good’, and
97% said the information was ‘extremely’/‘very’ helpful for their everyday practice. We observed
increases in confidence (mean difference [MD] = 6.3, standard deviation [SD] = 2.7, t25 = 11.87,
P < .001) and intentions (MD = 3.6, SD = 8.1, t23 = 2.2, P = .04) related to health literacy practices
after 6 weeks. Improved confidence was retained over 6 months (MD = 7.1, SD = 5.2, t18 = 5.96,
P < .001). After 6 months, 95% of participants (n = 19) reported using teach‐back and 50%
(n = 10) reported having used a readability formula. Eight‐five per cent of participants (17/20)
had trained others in health literacy, reaching n = 201 allied health professionals and students.
NoMAD scores were highest in relation to cognitive participation (/20) (M = 18.2, SD = 2.1) and
lowest in relation to collective action (/35) (M = 25.4, SD = 3.0).ConclusionsA train‐the‐trainer
model appears to be a feasible method to disseminate health literacy training, but additional
work may be needed to improve the collective work done to enable health literacy practices in
real‐world clinical contexts.So whatStaff training is particularly important in highly diverse areas
where patients are disproportionately affected by low health literacy.
Musolino, G. M. P. T. M. E., et al. (2010). "Understanding and Eliminating Disparities in Health Care:
Development and Assessment of Cultural Competence for Interdisciplinary Health Professionals at The
University of Utah-A 3-Year Investigation." Journal of Physical Therapy Education 24(1): 25-36.
In 2003, The University of Utah initiated the Cultural Competency and Mutual Respect (CCMR)
educational program for the Interdisciplinary Health Sciences Students (IHSS), professionals in
medicine (MED), pharmacy (PHARM), nursing (NSG), physical therapy (PT), and others. This 3-
year study assessed the pre/post learning outcomes of the CCMR program through Campinha-
Bacote's Inventory for Assessing the Process of Cultural Competence-Revised (IAPCC-R©).1-4 A
total of 2,124 IHSS students, participating in CCMR learning modules, completed the Inventory
for Assessing the Process of Cultural Competence-Revised (IAPCC-R©), with 114 PT and MED
subjects as controls. This study was approved by The University of Utah Health Sciences Center
Institutional Review Board. Verbal and written permission was received for use of the IAPCC-R©.
Following informed consent procedures, IAPCC-R© pre/post data was collected each semester
from fall 2003 through spring 2006. Paired and nonpaired analyses were performed, comparing
Cultural Competence (CC) scores and constructs, P < .05, for each discipline, along with
demographics. Study outcomes resulted in 1,974 usable, completed inventories, with overall
IAPCC-R© pre/post scores demonstrating gains in progression towards cultural competence. In
year 2, the curriculum was adjusted based upon student feedback and facilitator input; however,
overall CC was not necessarily further enhanced. In terms of CC-Asian, Hispanic, and Other
demographic IHSS subject categories outpaced Caucasians. Overall CC was improved for all
disciplines. In terms of the 5 constructs of CQ results indicated that PT, MED, PHARM, and NSG
disciplines attained significant scores for the cultural constructs of "attitudes," "knowledge," and
"skills" but not "encounters" and "desires." Although posttest scores indicated marked
progressions, approaching CC, IHSS did not yet demonstrate Cultural Proficiency. The constructs
of cultural "desires" and "encounters" warrant further curricular enhancement and examination
for progression towards attainment of Cultural Proficiency. Results of this 3-year investigation
indicate that the IHSS are becoming more Culturally Aware as a result of CCMR program
participation and are significantly progressing towards Cultural Competence. However, overall,
these interdisciplinary health science student subjects have not achieved the level of Cultural
Proficiency. Ongoing support is needed to assist facilitators in teaching matters of Cultural
Competence, in a way that is sensitive to the core values, beliefs, and attitudes of health care
professionals. Further investigation, in both academic and clinical education, is warranted to
examine culturally competent practice opportunities within interprofessional health care
interactions and to reduce health care disparities and medical errors for the patients/clients
served.

Mylrea, M. F., et al. (2019). "Design and Evaluation of a Professional Identity Development Program for
Pharmacy Students." American Journal of Pharmaceutical Education 83(6): 1320-1327.
Objective. To design and evaluate a professional identity program (PIP) based on self-
determination theory (SDT) for entering Bachelor of Pharmacy (BPharm) students. Methods. The
PIP, which featured autonomy-supportive teaching approaches, was delivered as 10 workshops
that were integrated into existing pharmacy courses over the first four semesters (2 years) of the
BPharm program. The program was evaluated using a student satisfaction survey and two
previously validated tools for measuring professional identity (MCPIS-9) and motivation to study
pharmacy (Pharm-S). Nonparametric statistical techniques were used to compare students'
scores before and after introducing the PIP. Results. Students responded positively to the
introduction of the PIP in the pharmacy program. Based on survey responses, the students
 valued opportunities to engage in activities and discussions related to professional development
and identity formation. Student scores on the motivation-based tool (Pharm-S) increased by the
end of the first year of participation in the PIP, indicating an increase in student autonomy levels.
There was no change in students' scores on the professional identity measure (MCPIS-9) after
the first year. Conclusion. The use of SDT-based instruction in professional identity education
resulted in increased levels of autonomy in pharmacy students, indicating a transition to more
intrinsic levels of motivation. This has the potential to positively impact student professional
identity and future professional practice.

Mylrea, M. F., et al. (2018). "Commencing and graduating pharmacy students’ perceptions of their
professional development during undergraduate study." Pharmacy Education 18(1): 259-267.
Objective: Professional development is key to professional conduct and behaviour in the
practice. The aim of this study was to ascertain the factors affecting professional development of
commencing and graduating pharmacy students. Methods: Student volunteers participated in
two focus groups for an in-depth exploration of their opinions and experiences which impacted
their professional development. Focus group transcripts were analysed for emergent themes.
Results: Three common themes were revealed by both commencing and graduating students,
namely pharmacisteducators, curriculum and placement/part-time work, were identified as
contributing positively to student professional development. Conclusions: Although factors
influencing professional development are similar, differences do occur in the prioritisation and
emphasis placed on these factors by the two student groups. Pharmacist-educators are pivotal in
student professional development, however the nature of the interactions between student and
educator increases in complexity during the degree programme. Autonomy-supportive teaching
potentially provides an instructional framework to support student professional development
needs.

Mylrea, M. F. P., et al. (2019). "Design and Evaluation of a Professional Identity Development Program for
Pharmacy Students." American Journal of Pharmaceutical Education 83(6): 1320-1327.
Objective. To design and evaluate a professional identity program (PIP) based on self-
determination theory (SDT) for entering Bachelor of Pharmacy (BPharm) students. Methods. The
PIP, which featured autonomy-supportive teaching approaches, was delivered as 10 workshops
that were integrated into existing pharmacy courses over the first four semesters (2 years) of the
BPharm program. The program was evaluated using a student satisfaction survey and two
previously validated tools for measuring professional identity (MCPIS-9) and motivation to study
pharmacy (Pharm-S). Nonparametric statistical techniques were used to compare students'
scores before and after introducing the PIP. Results. Students responded positively to the
introduction of the PIP in the pharmacy program. Based on survey responses, the students
valued opportunities to engage in activities and discussions related to professional development
and identity formation. Student scores on the motivation-based tool (PharmS) increased by the
end of the first year of participation in the PIP, indicating an increase in student autonomy levels.
There was no change in students' scores on the professional identity measure (MCPIS-9) after
the first year. Conclusion. The use of SDT-based instruction in professional identity education
resulted in increased levels of autonomy in pharmacy students, indicating a transition to more
intrinsic levels of motivation. This has the potential to positively impact student professional
identity and future professional practice.

Naccarella, L., et al. (2016). "Evaluation of population health short courses: implications for developing
and evaluating population health professional development initiatives." Australian Journal of Primary
Health 22(3): 218-225.
Population health as an approach to planning is key to improving the health and well-being of
whole populations and to reduce inequities within and between population groups. The
Victorian Department of Health North and West Metropolitan Region, in collaboration with The
University of Melbourne (School of Population Health), have delivered four annual population
health short courses. The short courses were designed to equip participants with knowledge and
skills to implement population health approaches upon their return to their workplaces. For
three consecutive years, online surveys (N = 41) and semi-structured interviews (N = 35),
underpinned by participatory and realist evaluation approaches, were conducted to obtain the
perceptions and experiences of the population health short course participants. Evaluation
findings indicate that participants' understanding of population health concepts increased;
however, there were mixed outcomes in assisting participants' implementation of population
health approaches upon their return to their workplaces. A core list of perceived requirements,
enablers and barriers emerged at an individual, organisational and system level as influencing
the capability of participants to implement population health approaches. Evaluation
recommendations and actions taken to revise short course iterations are presented, providing
evidence that the evaluation approaches were appropriate and increased the use of evaluation
learnings. Implications of evaluation findings for professional development practice (i.e. shift
from a 'Course' as a one-off event to a Population Health 'Program' of inter-dependent
components) and evaluation (i.e. participatory realist evaluation approaches) are presented.

Naccarella, L. and B. Murphy (2018). "Key lessons for designing health literacy professional development
courses." Australian Health Review 42(1): 36-38.
Health literacy courses for health professionals have emerged in response to health
professionals' perceived lack of understanding of health literacy issues, and their failure to
routinely adopt health literacy practices. Since 2013 in Victoria, Australia, the Centre for Culture,
Ethnicity and Health has delivered an annual health literacy demonstration training course that it
developed. Course development and delivery partners included HealthWest Partnership and
cohealth. The courses are designed to develop the health literacy knowledge, skills and
organisational capacity of the health and community services sector in the western metropolitan
region of Melbourne. This study presents key learnings from evaluation data from three health
literacy courses using Wenger's professional educational learning design framework. The
framework has three educational learning architecture components (engagement, imagination
and alignment) and four educational learning architecture dimensions (participation, emergent,
local/global, identification). Participatory realist evaluation approaches and qualitative methods
were used. The evaluations revealed that the health literacy courses are developing leadership in
health literacy, building partnerships among course participants, developing health literacy
workforce knowledge and skills, developing ways to use and apply health literacy resources and
are serving as a catalyst for building organisational infrastructure. Although the courses were not
explicitly developed or implemented using Wenger's educational learning design pedagogic
features, the course structure (i.e. facilitation role of course coordinators, providing safe learning
environments, encouraging small group work amongst participants, requiring participants to
conduct mini-projects and sponsor organisation buy-in) provided opportunities for engagement,
imagination and alignment. Wenger's educational learning design framework can inform the
design of future key pedagogic features of health literacy courses.

Naccarella, L. B. G. P. and B. B. Murphy (2018). "Key lessons for designing health literacy professional
development courses." Australian Health Review 42(1): 36-38.
 Health literacy courses for health professionals have emerged in response to health
professionals' perceived lack of understanding of health literacy issues, and their failure to
routinely adopt health literacy practices. Since 2013 in Victoria, Australia, the Centre for Culture,
Ethnicity and Health has delivered an annual health literacy demonstration training course that it
developed. Course development and delivery partners included HealthWest Partnership and
cohealth. The courses are designed to develop the health literacy knowledge, skills and
organisational capacity of the health and community services sector in the western metropolitan
region of Melbourne. This study presents key learnings from evaluation data from three health
literacy courses using Wenger's professional educational learning design framework. The
framework has three educational learning architecture components (engagement, imagination
and alignment) and four educational learning architecture dimensions (participation, emergent,
local/global, identification). Participatory realist evaluation approaches and qualitative methods
were used. The evaluations revealed that the health literacy courses are developing leadership in
health literacy, building partnerships among course participants, developing health literacy
workforce knowledge and skills, developing ways to use and apply health literacy resources and
are serving as a catalyst for building organisational infrastructure. Although the courses were not
explicitly developed or implemented using Wenger's educational learning design pedagogic
features, the course structure (i.e. facilitation role of course coordinators, providing safe learning
environments, encouraging small group work amongst participants, requiring participants to
conduct mini-projects and sponsor organisation buy-in) provided opportunities for engagement,
imagination and alignment. Wenger's educational learning design framework can inform the
design of future key pedagogic features of health literacy courses.

Nadeem Gire, D., et al. (2022). "Development of a mHealth Intervention (TechCare) for First Episode
Psychosis: A Focus Group Study With Mental Health Professionals." BJPsych Open 8(S1): S52.
AimsResearch in the area of mHealth, has shown much promise in the development of mobile
phone interventions which look at the assessment and treatment in real-time of psychiatric
disorders. Within the context of Severe Mental Illnesses (SMI), such as psychosis, communication
and understanding between health professionals and service users in the reporting of distress
and reoccurrence of symptoms is essential in reducing the chances of relapse. An alternative
pathway which uses mobile technology to engage with services, may hold the key to gaining a
deeper understanding of the lived experiences of those with mental health difficulties, in
particular experiences of recovery from SMI's. AIM: The aim of the study was to explore the
perspectives and opinions of health professionals on the development and refinement of the
TechCare App for psychosis. A qualitative approach was adopted for data collection, which
provided an understanding of factors in relation to the development of the
intervention.MethodsA total of two focus groups were held with health professionals to elicit
their views on optimising the utility of the TechCare App. The total sample size for the focus
groups was n = 16 with a total of 6 males and 10 females. This qualitative study was part of a
feasibility study, investigating a novel intervention (TechCare) (Husain et al., 2016; Gire et al.,
2021) which monitored participants symptoms and provided a tailored psychosocial response in
real-time. Data obtained from the focus groups was transcribed. Framework analysis were used
to analyse the data for emerging themes, focusing on feasibility, acceptability and further
development.ResultsThe key themes that emerged from the data were; access and usage of
digital technologies, implications for clinical practice, challenges & barriers to delivery and
development and refinement considerations for the TechCare App.ConclusionResults of the
focus group with health professionals provided a unique perspective of conducting mHealth
research within an EIS context, and the differing challenges professionals anticipated facing in
 delivering the TechCare App intervention. The main finding of the focus group was that
professionals saw the potential for the TechCare App to increase access to digital technologies,
providing service users with an alternative medium to communicate with EIS health
professionals. However, the participants felt that despite mHealth Apps being a useful platform
to deliver interventions, face-to-face contact should remain an important aspect of routine care.

Nadelson, L. S., et al. (2012). "i-STEM Summer Institute: An Integrated Approach to Teacher Professional
Development in STEM." Journal of STEM Education: Innovations and Research 13(2): 69-83.
The importance of STEM education to societal developments provides justification for assuring
K-12 teachers are prepared to teach the related content. Inservice teacher professional
development is critical to achieving the goal of enhanced student knowledge of STEM.
Combining the need for increased capacity to teach STEM and the extant literature on teacher
development, we created a four-day residential summer institute for 230 grade 4-9 teachers. The
institute was designed to enhance the participants' content knowledge, use of inquiry for
instruction, and efficacy for teaching STEM. A combination of content strands, plenary sessions,
field trips and planning time were augmented by the provision of the resources necessary to
implement the curriculum the participants learned. Pre- and post-test results of the participants'
comfort, pedagogical discontentment, inquiry implementation, perceived efficacy, and content
knowledge in the context of STEM revealed significant changes (p less than 01). In addition, pre-
and post-test results indicate the participants' perceptions and conceptions of STEM achieved
substantial gains. Our report provides the details, outcomes, and potential implications for STEM
education. (Contains 2 figures and 2 tables.)

Namara, K. P., et al. (2009). "Community pharmacists' preferences for continuing education delivery in
Australia." J Contin Educ Health Prof 29(1): 52-57.
INTRODUCTION: New technologies such as the Internet offer an increasing number of options
for the delivery of continuing education (CE) to community pharmacists. Many of these options
are being utilized to overcome access- and cost-related problems. This paper identifies learning
preferences of Australian community pharmacists for CE and identifies issues with the
integration of these into contemporary models of CE delivery. METHODS: Four focus group
teleconferences were conducted with practicing community pharmacists (n = 15) using a
semistructured format and asking generally about their CE and continuing professional
development (CPD) experiences. RESULTS: Pharmacists reported preferences for CE that were
very closely aligned to the principles of adult learning. There was a strong preference for
interactive and multidisciplinary CE. Engaging in CPD was seen as valuable in promoting
reflective learning. DISCUSSION: These results suggest that pharmacists have a strong preference
for CE that is based on adult learning principles. Professional organizations should take note of
this and ensure that new CE formats do not compromise the ability of pharmacists to engage in
interactive, multidisciplinary, and problem-based CE. Equally, the role of attendance-based CE in
maintaining peer networks should not be overlooked.

Nash, R., et al. (2017). "CPD Aligned to Competency Standards to Support Quality Practice." Pharmacy
(Basel) 5(1).
As medication experts, pharmacists are key members of the patient's healthcare team.
Pharmacists must maintain their competence to practice to remain responsive to the
increasingly complex healthcare sector. This paper seeks to determine how competence training
for pharmacists may enhance quality in their professional development. Results of two
separately administered surveys (2012 and 2013) were compared to examine the reported
 continued professional development (CPD) practices of Australian pharmacists. Examination of
results from both studies enabled a focus on how the competency standards inform CPD
practice.In the survey administered in 2012, 91% (n = 253/278) pharmacists reported that they
knew their current registration requirements. However, in the survey administered in 2013, only
43% (n = 46/107) reported utilization of the National Competency Standards Framework for
Pharmacists in Australia (NCS) to self-asses their practice as part of their annual re-registration
requirements. Fewer, 23% (n = 25/107), used the NCS to plan their CPD. This may be
symptomatic of poor familiarity with the NCS, uncertainty around undertaking self-directed
learning as part of a structured learning plan and/or misunderstandings around what CPD should
include. This is supported by thematic analysis of pharmacists' social media comments. Initial
and ongoing competence training to support meaningful CPD requires urgent attention in
Australia. The competence (knowledge, skills and attributes) required to engage in meaningful
CPD practice should be introduced and developed prior to entry into practice; other countries
may find they are in a similar position.

Nash, R., et al. (2017). "CPD Aligned to Competency Standards to Support Quality Practice." Pharmacy
5(1): 12.
As medication experts, pharmacists are key members of the patient’s healthcare team.
Pharmacists must maintain their competence to practice to remain responsive to the
increasingly complex healthcare sector. This paper seeks to determine how competence training
for pharmacists may enhance quality in their professional development. Results of two
separately administered surveys (2012 and 2013) were compared to examine the reported
continued professional development (CPD) practices of Australian pharmacists. Examination of
results from both studies enabled a focus on how the competency standards inform CPD
practice.In the survey administered in 2012, 91% (n = 253/278) pharmacists reported that they
knew their current registration requirements. However, in the survey administered in 2013, only
43% (n = 46/107) reported utilization of the National Competency Standards Framework for
Pharmacists in Australia (NCS) to self-asses their practice as part of their annual re-registration
requirements. Fewer, 23% (n = 25/107), used the NCS to plan their CPD. This may be
symptomatic of poor familiarity with the NCS, uncertainty around undertaking self-directed
learning as part of a structured learning plan and/or misunderstandings around what CPD should
include. This is supported by thematic analysis of pharmacists’ social media comments. Initial
and ongoing competence training to support meaningful CPD requires urgent attention in
Australia. The competence (knowledge, skills and attributes) required to engage in meaningful
CPD practice should be introduced and developed prior to entry into practice; other countries
may find they are in a similar position.

Naug, H., et al. (2017). "A peer observation program for the professional development of laboratory
tutors." The Asia Pacific Scholar 2(1): 21-24.
As undergraduate allied health programs continue to expand, there is increasing reliance on
laboratory tutors, to engage, mentor and teach students. The bioscience laboratory is a
specialised, tightly regulated learning environment and a potentially rich learning platform for
students, but when the laboratory tutors are inadequately trained, the flow-on effects to the
students can produce unfavourable learning outcomes. Traditionally, new tutors attend a generic
sessional training workshop offered by the university. Due to the added health & safety
considerations and the type of learning (kinaesthetic) that occurs in the laboratory, we identified
a need for a specific professional development program for laboratory tutors. Our aim was to
develop a program that allowed tutors to work within a framework tailored for laboratory
 teaching and, in a supportive environment, build teaching skills that promote student learning.
Based on Lave’s theory of situated learning (Lave, 1991) and the recognised approach of
supported reflective practice (Bell, 2001) we placed opportunities for peer observation at the
centre of the program. The framework presented here (3P’s) was developed specifically for
laboratory tutors and served as behavioural guidelines for peer observation sessions. Ten
participants volunteered for the pilot program which concluded in 2015. Peer observation
records and focus group data were gathered to evaluate the pilot program. Tutor feedback has
initiated improvements in the program, and due to its overall success, it has been embedded
into the recruitment/induction process for laboratory tutors in our department.

Nayar, S., et al. (2009). "Enhancing cultural competence in mental health settings: from undergraduate
training to continuing education." The Journal of Mental Health Training, Education, and Practice 4(3):
30-36.
New Zealand is a country of many cultures and ethnicities. With a growing Asian community,
cultural capability of the mental health workforce is essential to ensure that Asians have equity
in access to appropriate and high quality services. Literature indicates a growing need to develop
resources and enhance knowledge on cultural competence to assist health service providers to
address the needs of people from diverse backgrounds. Yet, at what stage of training and/or
practice are health professionals gaining access to this knowledge?Consultation with local health
services and tertiary education institutions revealed a gap in the knowledge of Asian mental
health being taught in the curriculum of students undertaking training to become health
professionals. Further research indicated a need and desire from tertiary institutions to have
access to Asian mental health material for both enhancing students' learning, and promoting the
concept of continuing education following graduation. As a result, an interactive, self-
administrative CD-rom comprising three modules: self-reflection; Asian philosophies; and clinical
issues was compiled.Early feedback indicates that the CD-rom has tremendous potential in terms
of applicability to enhancing current curriculum and for teaching students skills such as accessing
articles and web based resources, valuable for the purposes of continuing education. Continuing
education with regards to cultural competence is not just for qualified health professionals but
needs to be integrated as part of students training as health practitioners, in order to ensure
health care providers are able to provide effective and culturally responsive services.

Nazareth, M. and N. Heneghan (2022). "E-mentoring to support professional development in healthcare

practitioners: A scoping review of approaches to inform implementation." Physiotherapy (United
Kingdom) 114: e28-e29.
Keywords: E-mentoring, Musculoskeletal physiotherapy, Virtual mentoring Purpose: Electronic
mentoring, termed ‘e-mentoring’ is a focus of interest for those concerned with professional
development. Although conventionally mentoring is delivered face-to-face in MSK
physiotherapy, e-mentoring provides a contemporary alternative to support mentee
development, improve confidence, knowledge translation, higher order thinking, critical
reflection and clinical reasoning skills, to enhance patient centred care. With reduced access to
experienced clinical mentors and barriers such as time away from work and/or costs, an
opportunity now exists to embrace e-mentoring and establish new ways of professional growth.
The purpose of this study was to explore and synthesise evidence on e-mentoring in allied health
professionals, with a focus to physiotherapy. Methods: This review was designed in line Arksey
and O’Malley's systematic framework for scoping reviews and reported using PRISMA guidelines.
Inclusion criteria: studies published in English, evaluating e-mentoring interventions for allied
health professionals, any form of digital technology for e-communication. Search dates
 01/01/2005 to 29/04/2020 (‘e-mentorship’ emerged within healthcare in 2005). Electronic
databases (MEDLINE, EMBASE, CINAHL Plus, AMED, ERIC, PubMed), grey literature (OpenGrey,
Zetoc, ProQuest) and hand searching of key journals. Two reviewers independently searched
information sources to identify relevant studies, assess study eligibility and extract data. A
deductive thematic analysis approach was employed involving open coding, theme creation and
abstraction. Themes were conceived based upon analytic summaries created by the reviewers
that focused on the research question, derived directly from the texts of included studies.
Results: Twelve studies (n = 966) fulfilled eligibility and were included in the analysis. Six main
themes (subthemes) were identified: defining e-mentoring (characterisation, goals, modes of
delivery, types, specific platforms), preparation (introductions, mentor/mentee preparation and
training, pairing), process (duration, frequency, mentoring uptake, activities, feedback,
evaluation), e-mentorship implementation (benefits, challenges, recommendations), evaluation
of e-mentoring interventions (mentee/mentor satisfaction, effectiveness). Findings suggest that
e-mentoring had a favourable outcome on mentees/mentors; ‘level of satisfaction’ was rated
highly for most mentees/mentors. A range of outcome measures were used to evaluate the
effectiveness of e-mentorship on mentees. Results demonstrated statistically significant (p ≤
0.05) improvements in mentee spirometry skills (interpretation, knowledge, use); self-efficacy in
counselling skills; level of higher-order thinking; confidence measures and self-selected clinical
goals. Five studies investigated e-mentoring within physiotherapy; two specifically within
MSK/outpatients and four focussed solely on e-mentoring in isolation. No studies investigated
patient outcomes. Conclusion(s): Findings support the use of e-mentoring as a contemporary
alternative to face-to-face mentoring, enabling development of a range of advanced practice
skills. Successful implementation for e-mentorship necessitates appropriate matching, explicit
planning and preparation, provision of a variety of e-communication platforms, collaboration, e-
mentoring evaluation, promotion and engagement. Further research is required to investigate
the effectiveness of e-mentoring interventions on mentee, mentor and patient outcomes within
healthcare, and more specifically MSK physiotherapy. Impact: Implementation of e-mentoring as
either a standalone intervention or combined with face-to-face mentoring may help address
known barriers to accessing experienced mentors. Uptake of this approach may afford allied
health professionals, including physiotherapists a more time and cost-efficient means to develop
professionally and meet mutually agreed goals, enhancing opportunities for clinical practice-
based skil development and knowledge translation. Funding acknowledgements: MACP/CSP
Keywords: E-mentoring, Musculoskeletal physiotherapy, Virtual mentoring

Nazy, N. L., et al. (2021). "Improving staff engagement and development using pharmacy professional
advancement career tract program." Journal of the American Pharmacists Association: JAPhA 61(3):
e138-e142.
Background: To describe the benefits of an employee engagement and development program
and provide an outline on how it may be adapted by other health system pharmacies.Practice
Innovation: The pharmacy Professional Advancement Career Tract (PACT) program has been
active for over 10 years. A concept borrowed from nursing; it has become the primary employee
engagement program within the pharmacy department. The program attracts self-motivated
staff to participate in activities that benefit departmental operations and enhance the
participant's project management and professional skills. This has provided an opportunity for
staff to demonstrate their abilities and potential for future growth. The resources needed to
initiate and maintain the program are program liaisons at the site level, mentorship time, and
moderate bonus payments. A vast majority of the projects were completed (including cost
savings initiatives) and the beneficial outcomes gained from those outweighed the minimal
 cost.Conclusion: Development and implementation of the pharmacy PACT program was a
success for both staff and the pharmacy department. This program may benefit other pharmacy
departments across the nation.

Ndaa, P. O., et al. (2022). "Exploring Students' Experiences in Occupational Therapy Education: A
Phenomenological Study of Professional Identity Development." The Qualitative Report 27(1): 44-63.
The existing literature on professional identity enactment and development, subscribes to
students' socializing in a learning environment, where they regularly encounter practicing
professionals throughout their education period. However, in most countries with less resourced
occupational therapists like Ghana, education in occupational therapy is fraught with inadequate
number of same professionals to mentor undergraduate occupational therapy students. The
students are thus faced with serious dilemma regarding their professional identity which tends
to elicit a bleak perception of their chosen career. The present study was therefore envisaged to
interpret and analyse the students' lived experiences, with the view to capture the process of
constructing and developing professional identity. The study focused on purposively sampled
group of nine undergraduate occupational therapy students during their practice placement
education, and their learning styles on didactic lectures. A hermeneutic phenomenological
approach was adopted for the study. The students were followed up throughout their four-year
study program for data collection, using one-to-one semi-structured interviews each year. With
reference to the threshold concepts, transcribed interview data were analyzed using
interpretative phenomenological procedures. The study established a transformational
development of professional identity from the novice stage into graduate professionals, amidst
complex interaction of co-constructed themes which included: personal knowing, professional
knowing and experiential knowing.

Neary, M. (2000). "Supporting students' learning and professional development through the process of
continuous assessment and mentorship." Nurse Education Today 20(6): 463-474.
This paper is based on the results of two studies carried out by the writer, over a period of 6
years (1991-1996), aimed to establish what happens in nursing practice in relation to assessing
clinical competence of nursing students and the support they receive during their Nurse
Education Programme.Study number one (1991-1995) was based upon the experiences and
perceptions of 155 skilled practitioners and 300 students from three Colleges of Nursing and 45
interested practitioners, who volunteered to join the research at a later date because they were
experienced assessors and mentors. Many themes and categories emerged. One in particular
was that of the role of the practitioner who has been charged with the responsibility of assessing
student performance on practice placement. Initial interviews with 155 practitioners of varying
experience as assessors were used to design a questionnaire containing both context free and
context specific items. Subsequent follow-up interviews were undertaken with both students
and practitioners and non-participant observation of practitioners working with students were
carried out.The majority of students accepted the dual role and at times, even the triple role of
assessors, mentors and/or supervisors forced upon practitioners, provided that the practitioners
assessing them were well prepared and 'trained' as assessors, were perceived to be 'fair',
'competent', 'skilful' and 'knowledgeable' (Neary 1997a).Study two (1992-1994) aimed to
establish the process and outcomes of practitioner-teachers and mentorship in Wales, and was
based on the data from a much extended period of semistructured interviews with policy
makers, managers, teachers and nurse practitioners (n = 360, 330 analyzed in detail) spanning 10
months, which gave an invaluable pictures of ongoing changes in the placement areas and the
basis from which to construct a widely administered questionnaire (n = 1332) dealing with
 context-free and context-specific factors underpinning the definition of the mentor role,
selection and relationship with students. Similar logic lay behind the use of reflective semi-
structured diaries which asked 138 students and 133 practitioners to keep during practice
placements. This study showed the practitioners readily adopted the term 'mentor' to describe
their role in their relationship with students in clinical practice. How they were selected for this
role proved to be more complex (Davies et al. 1994). for the purpose of this paper the data from
both studies is merged to give a stronger and more focused picture of how both students and
practitioners perceived their roles in the assessment and support systems which were in action
at the time of the studies. (c) 2000 Harcourt Publishers Ltd

Neimeyer, G. J., et al. (2012). "On hope and possibility: Does continuing professional development
contribute to ongoing professional competence?" Professional Psychology: Research and Practice 43(5):
476-486.
What kinds of professional development activities do psychologists participate in and to what
extent do these activities contribute to ongoing professional competence? A conceptual
framework for understanding the diverse array of continuing professional development (CPD)
activities is followed by a review of the outcomes associated with these activities and a survey of
1,606 licensed psychologists concerning their CPD participation and perceptions. Results
indicated that respondents participated in a diverse range of CPD activities, marked by
considerable variation in both the extent and the nature of those activities. CPD activities such as
self-directed learning, peer consultation, and formal continuing education were perceived as
contributing highly to ongoing professional competence, while serving on professional boards,
conducting client assessments, and taking graduate courses were perceived as contributing
relatively little. These and other findings are interpreted in relation to the continuing
competency movement within professional psychology, leading to some provisional
recommendations, and further challenges, for the field of professional psychology. (PsycInfo
Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Nelson Chidinma, O., et al. (2022). "Behavior, social and economic impact of COVID‐19 responses among
healthcare professionals: Development and validation of COVID‐19 Responses Impact Questionnaire
(COVRiQ)." Nursing and Health Sciences 24(3): 579-590.
As the world goes through the fourth wave and the continued emergence of new COVID‐19
variants, the general and work‐related risks of healthcare professionals are expected to rise. This
has the capacity to adversely affect productivity and efficiency in the healthcare delivery system,
particularly in this era of global shortage of trained healthcare professionals. We aimed to
develop and validate a new instrument known as the COVID‐19 Responses Impact Questionnaire
(COVRiQ) to evaluate the impact of the pandemic on the healthcare professionals managing the
COVID‐19 pandemic. This methodological study involved three steps: the formulation of the
COVRiQ draft, content and face validation, and construct validity. A total of 61 questions were
drafted with 3‐point Likert scale answers. From the list, 39 were rated valid by a panel of experts
and subsequently tested on 301 participants. The results were analyzed and validated using
exploratory factor analysis on SPSS. Components were extracted and questions with low factor
loading were removed. The internal consistency was measured with Cronbach's alpha. Following
analysis, three components were extracted and named as behavioral, social, and economic
impacts. In general, 29 items were deleted leaving 32 out of 61 questions retained as the final
validated COVRiQ. Internal consistency showed high reliability with Cronbach's alpha of 0.91.
Participants scored a total cumulative mean of 118.74 marks. A subanalysis by occupation
showed that medical assistants scored the lowest in the group with a score of 22.3% whereas
 medical specialists scored the highest at 77.7%. Higher score indicates higher impact of COVID‐
19 responses among healthcare professionals. The new COVRiQ consisting of 32 items
demonstrated to be user friendly with good psychometric properties and valid for assessing the
impacts of COVID‐19 responses among healthcare professionals.

Nestel, D., et al. (2005). "Personal and professional development in undergraduate health sciences
education." Journal of Veterinary Medical Education 32(2): 228-236.
During the last decade, ''medical professionalism'' has been scrutinized as a consequence of
pressures from within and outside the health sciences professions. In response, professional
organizations have reviewed ethical principles and developed explicit guidelines for the behavior
of their members. Medical educators have revised undergraduate curricula with a view to
supporting the development and maintenance of these essential professional behaviors. This
article outlines perspectives on professionalism before describing the evolution of personal and
professional development curricula in undergraduate health science education. While the bulk
of data on personal and professional development in the health sciences has come from human
medicine, the principles are being recognized as applying to the breadth of the health
professions. In the veterinary profession, the dyad of the physician-patient relationship of
human medicine is expanded to the triad of the veterinarian-patient-client relationship, and this
brings with it an added set of professional relationships and responsibilities. In order to be
faithful to the primary literature and not expand beyond the various authors' data and
conclusions, this article is presented principally in the terms of human medical education. For
those in veterinary education, it is hoped that the inferences and applications will be readily
apparent. In this article, challenges associated with defining content and educational methods
are outlined, as well as selection criteria for medical school and promoting the value of PPD to
students. Approaches to assessment, implementation, and evaluation of PPD curricula are also
discussed. Two case studies are presented. The article concludes with suggestions for curriculum
development.

Neville, L. (2006). "Linking the Knowledge and Skills Framework to CPD." Nursing times 102(32): 36-39.
To help staff to make links between the NHS Knowledge and Skills Framework and their
continuing professional development, staff at the School of Nursing, University of Salford, have
linked all educational provision for qualified healthcare professionals to the NHS KSF. This was
carried out in partnership with NHS colleagues.

Newby, D., et al. (2008). "Exploring the role of clinical self-audits as a professional development tool."
International Journal of Pharmacy Practice 16(6): 395-401.
Aims and objectives: To explore the knowledge, attitudes and practices of pharmacists towards
continuing education and continuing professional development (CPD) in general and clinical self-
audits specifically as a CPD tool. Setting: Newcastle, New South Wales, Australia. Method: Two
focus groups were used, involving 22 hospital and community pharmacists, with a range of
professional experience. The focus groups explored the barriers and enablers to participating in
continuing education and professional development activities, and clinical self-audits in
particular. Key findings: Participants indicated support for CPD, although sometimes found it
difficult to distinguish between CPD and continuing education. Not all pharmacists supported
CPD being compulsory for continuing registration. The barriers to involvement in educational
activities included time, cost and lack of locums. The main barriers to involvement in clinical self-
audits were lack of time, and a lack of awareness of what they involved. Once explained, there
was support for the concept of clinical self-audits as a professional development tool.
 Conclusion: Pharmacists want professional development activities suitable for the variety of
practice settings in which they now work. Clinical self-audits appear to address many of the
limitations of current educational activities, being practice-focused, flexible, able to be
accommodated within working routines and available at low cost. However, better promotion
and increased exposure to them is required to improve their uptake.

Newell, R. (1992). "Anxiety, accuracy and reflection: the limits of professional development." J Adv Nurs
17(11): 1326-1333.
Reflection is a key concept in the development and maintenance of nursing expertise in theory
and practice, yet commentators have rarely examined difficulties associated with it. This paper
describes the role of reflection in nursing and relates it to information-processing accounts of
human memory. The issues raised by the role of memory in mediating reflection are discussed,
in the context of an examination of the importance of accuracy in reflection-on-practice. It is
argued that anxiety is of particular importance in mediating accurate reflection. Whilst it is
concluded that reflection is inherently flawed, a range of tactics to enhance it are explored, with
particular emphasis on anxiety reduction and reduction of the burden of the memory task.

Newman, C., et al. (2009). "Survey of a videoconference community of professional development for
rural and urban nurses." Rural & Remote Health 9(2): 1134-1134.
INTRODUCTION: Videoconferencing technology has the potential to increase opportunities for
healthcare professionals in rural and remote areas to access continuing professional
development. This research used a quantitative approach to an evaluation of the effectiveness of
videoconferencing technology in the development of a community of professional development.
METHOD: In 2008 a videoconference symposia was held across four sites in New South Wales,
Australia. A survey developed and adapted from an existing model of online teaching and
learning was completed by 55% (n = 56) of attendees. RESULTS: Survey findings revealed that
successful aspects of the videoconference community included 'being welcoming and providing
useful information', as partially or fully agreed by all respondents. Less successful aspects of the
community included ease of use, with 44.6% (n = 25) either disagreeing or partially disagreeing
that the videoconference was easy to use; reliability, with 33.9% (n = 37) either disagreeing or
partially disagreeing that the community platform was reliable; and knowledge construction,
with 69.1% (n = 38) identifying that they only took information and did not add ideas or content.
CONCLUSION: The findings indicate that although the videoconference ran effectively with the
experience of minor technical difficulties, respondents demonstrated more of a passive role than
constructive in their development of new knowledge, despite the promotion of an interactive
environment.

Ngenzi, J. L., et al. (2021). "Information and communication technology to enhance continuing
professional development (CPD) and continuing medical education (CME) for Rwanda: a scoping review
of reviews." BMC Medical Education 21(1): 245.
BACKGROUND: Access to high quality continuing professional development (CPD) is necessary
for healthcare professionals to retain competency within the ever-evolving worlds of medicine
and health. Most low- and middle-income countries, including Rwanda, have a critical shortage
of healthcare professionals and limited access to CPD opportunities. This study scoped the
literature using review articles related to the use of information and communication technology
(ICT) and video conferencing for the delivery of CPD to healthcare professionals. The goal was to
inform decision-makers of relevant and suitable approaches for a low-income country such as
Rwanda. METHODS: PubMed and hand searching was used. Only review articles written in
 English, published between 2010 and 2019, and reporting the use of ICT for CPD were included.
RESULTS: Six review articles were included in this study. Various delivery modes (face to face,
pure elearning and blended learning) and technology approaches (Internet-based and non-
Internet based) were reported. All types of technology approach enhanced knowledge, skills and
attitudes. Pure elearning is comparable to face-to-face delivery and better than 'no intervention',
and blended learning showed mixed results compared to traditional face-to-face learning.
Participant satisfaction was attributed to ease of use, easy access and interactive content.
CONCLUSION: The use of technology to enhance CPD delivery is acceptable with most
technology approaches improving knowledge, skills and attitude. For the intervention to work
effectively, CPD courses must be well designed: needs-based, based on sound educational
theories, interactive, easy to access, and affordable. Participants must possess the required
devices and technological literacy.

Nicholson, S. (2011). "Understanding the professional development of medical students using a

bourdieuian framework." Medical Education, Supplement 45: 72.
Background and Purpose: Previous work has clearly outlined theories of medical student
socialisation which highlight the importance of developing common values, attitudes and
behaviours. 1,2 This process facilitates the students' passage through medical school and its
adversities and the development of ultimately a professional identity. However, while
professional socialisation focuses on common pathways and shared student perspectives, how
students engage with the medical culture to successfully become doctors is insufficiently
explored. This paper therefore examines in greater depth the relationships between institutional
structures and medical student practice, often referred to as the 'hidden curriculum', and its
association with the professional development of medical students.3 Methodology: A
Bourdieuian framework that specifically explored the inter-relationships between the conceptual
tools of field, capital and habitus4 was used to further elucidate the processes involved in the
professional development of medical students. A series of 3 focus groups and 15 subsequent
follow up individual interviews with students spanning all 5 years of the curriculum explored the
opinions of students concerning their initial and late socialisation into medical student culture,
their engagement with the medical curriculum particularly the clinical environment, and how
this affected their professional development. Initial results from the focus groups helped devise
further questions to be asked of students during the in-depth one-to-one interviews. The
discussions were audio-taped, transcribed and analysed thematically. Results: Students outlined
how they developed a 'way of fitting in' and 'playing the game' particularly relevant to a clinical
setting that is compatible with a previously described understanding of the medical habitus.5 By
developing a medical habitus students engage more fully with the established medical culture
which they believe enhances their professional development. A student's medical habitus forms
from the dynamic relationships between the 'medical field', constituting students' clinical
learning and interaction with the medical hierarchy, and the capital of the student. The social
and cultural capital of students refers to tacit knowledge students possess which they described
as originating from their peer friendships and social networking. Discussion and Conclusions:
Using a Bourdieuian framework facilitates our understanding of how medical students engage
more fully with the medical culture by developing a medical habitus. This process highlights the
active role of students in their own professional development rather than a previously accepted
overemphasis on a passive socialisation. These findings confirm the importance of examining the
relationships between institutional structures and student practices in understanding
professional development.
Nickerson, A. B., et al. (2022). "An Initial Evaluation of the Helping Students at Risk for Suicide
Professional Development Workshop." School Psychology Review 51(3): 343-353.
Youth suicide is an urgent public health problem. However, schools often lack standardized
protocols for suicide intervention, and many school-based mental health professionals are not
prepared adequately to assess and respond to students at risk for suicide. This paper describes a
professional development workshop, Helping Students At-Risk for Suicide, developed
collaboratively by a state school psychology association, a state Office of Mental Health Suicide
Prevention Center, and a university center. The workshop includes an integrated theoretical
model of risk that serves as a foundation, introduces standardized procedures and evidence-
based tools, and provides support for a collaborative process that guides school personnel from
risk assessment through the student's safe return to school. Results of preliminary evaluations of
the workshop, including pilot testing (N = 71) and satisfaction data from workshop participants
(N = 251) are presented, in addition to other evidence of impact and future directions.

Nieri, M. and S. Mauro (2008). "Continuing professional development of dental practitioners in Prato,
Italy." Journal of dental education 72(5): 616-625.
The three objectives of this study were 1) to evaluate the frequency of access to instruments of
continuing education by dental practitioners belonging to the Order of Dental Practitioners of
the Province of Prato, Italy; 2) to ascertain their understanding and use of evidence-based
medicine; and 3) to identify their preferences for obtaining continuing education in dental
therapy. Of the 177 members of this order, 123 (69 percent) responded to a telephone interview.
The typical dentist of Prato reads articles in Italian journals once a week, consults colleagues
once a week, reads books once a month, accesses the Internet every three months, goes to
congresses or courses every six months, and does not read articles published in international
journals. Forty-one percent of those interviewed did not know the meaning of the term
"evidence-based medicine." Practical training was considered the most important form of
update in therapy and reaches statistical significance (p<0.05) when compared to consultation
with colleagues, videos, and the Internet (which received the lowest score). The conclusions
were that dentists of Prato obtain continuing education episodically and in a passive way. They
do not understand the concept of evidence-based medicine and often employ it superficially.

Niesen, C. R., et al. (2018). "Use of Motivational Interviewing by Nurse Leaders: Coaching for
Performance, Professional Development, and Career Goal Setting." Health Care Manager 37(2): 183-192.
Motivational interviewing (MI) is a mentoring style used in various health care settings to guide
patients toward health promotion and disease management. The aims of this project were (1) to
identify evidence supporting the application of MI strategies and principles by nurse leaders to
promote healthful leadership development among direct-report staff and (2) to report outcomes
of an educational pilot project regarding MI use for new nurse leaders. Correlations between MI
and the American Organization of Nurse Executives nurse executive competencies are reviewed
and summarized. These competencies shape the roles, responsibilities, and skills required for
nurse executives to function proficiently and successfully within health care organizations.
Survey responses were gathered from new nurse supervisors and nurse managers following the
MI educational session for nurse leaders. The results show acceptability for MI use in
professional development of direct- report staff and in other aspects of nursing leadership roles.

Niesen, C. R. D. N. P. M. S. R. N. N. E. A. B. C., et al. (2018). "Use of Motivational Interviewing by Nurse

Leaders: Coaching for Performance, Professional Development, and Career Goal Setting." The Health
Care Manager 37(2): 183.
 Motivational interviewing (MI) is a mentoring style used in various health care settings to guide
patients toward health promotion and disease management. The aims of this project were (1) to
identify evidence supporting the application of MI strategies and principles by nurse leaders to
promote healthful leadership development among direct-report staff and (2) to report outcomes
of an educational pilot project regarding MI use for new nurse leaders. Correlations between MI
and the American Organization of Nurse Executives nurse executive competencies are reviewed
and summarized. These competencies shape the roles, responsibilities, and skills required for
nurse executives to function proficiently and successfully within health care organizations.
Survey responses were gathered from new nurse supervisors and nurse managers following the
MI educational session for nurse leaders. The results show acceptability for MI use in
professional development of direct-report staff and in other aspects of nursing leadership roles.

Nilsson, J., et al. (2014). "Development of critical attitude in fundamentals of professional care discipline:
A case study." Nurse Education Today 34(4): 581.
To develop and validate a new tool intended for measuring self-reported professional
competence among both nurse students prior to graduation and among practicing nurses. The
new tool is based on formal competence requirements from the Swedish Board of Health and
Welfare, which in turn are based on WHO guidelines. A methodological study including
construction of a new scale and evaluation of its psychometric properties. 1086 newly graduated
nurse students from 11 universities/university colleges. The analyses resulted in a scale named
the NPC (Nurse Professional Competence) Scale, consisting of 88 items and covering eight
factors: "Nursing care", "Value-based nursing care", "Medical/technical care", "Teaching/learning
and support", "Documentation and information technology", "Legislation in nursing and safety
planning", "Leadership in and development of nursing care" and "Education and supervision of
staff/students". All factors achieved Cronbach's alpha values greater than 0.70. A second-order
exploratory analysis resulted in two main themes: "Patient-related nursing" and "Nursing care
organisation and development". In addition, evidence of known-group validity for the NPC Scale
was obtained. The NPC Scale, which is based on national and international professional
competence requirements for nurses, was comprehensively tested and showed satisfactory
psychometrical properties. It can e.g. be used to evaluate the outcomes of nursing education
programmes, to assess nurses' professional competences in relation to the needs in healthcare
organisations, and to tailor introduction programmes for newly employed nurses.

Nimmo, S., et al. (2017). "CPD needs of opioid nurse prescribers: A survey." Nurse Prescribing 15(6): 297-
302.
Background: The Misuse of Drugs Act non-medical prescribing legislation permits nurse
independent prescribers (NIPs) to prescribe any controlled drug that is within their scope of
professional practice. Continuing professional development (CPD) is essential for safe effective
prescribing and is required for professional revalidation. This study was conducted to explore the
educational requirements of non-medical opioid prescribers. Methods: Informed by a critical
realism position, an electronic survey was distributed to 147 NIPs working in a Scottish NHS
Health Board. The aim was to identify how many NIPs were prescribing opioids and to explore
their CPD requirements regardless of whether they prescribed opioids or not, including
preferred method of delivery of education and to explore whether the single competency
framework was sufficient to facilitate safe and effective prescribing. Results: The response rate
was 46% (n=68). The majority of respondents (69%, n=37) prescribed opioids. Ninety-four
percent of respondents (n=64) stated they felt that ongoing education was necessary to ensure
safe opioid prescribing practice. Face-to-face methods of learning in small group discussions
 were the preferred option. Two thirds of the respondents (66%, n=45) felt that there should be
protected time for prescribing CPD and 64% (n=27) felt the single competency framework
provided a good standard for prescribing CPD. Conclusions: The results from this study suggest
that nurses are prescribing opioids in acute and community hospitals. Group opioid education is
recommended and using a structured competency framework to inform clinical practice may
ensure safe, effective prescribing practice.

Nisar Ahmed, D., et al. (2021). "Factors Influencing the Acceptance of Mobile Collaborative Learning for
the Continuous Professional Development of Teachers." Sustainability 13(23): 13222.
The COVID-19 epidemic has not only triggered a worldwide health catastrophe, it has also
affected learning processes all over the world. While COVID-19 was in its initial wave of
transmission, educational systems around the world witnessed bitter experiences in the form of
the closure of institutes or a shift to distance (or online) learning techniques. The delivery of
quality education was affected the most where the educational system was already weak due to
the unavailability of effective teachers’ professional development programs and the lack of the
integration of technology. This study extends the conventional continuous professional
development (CPD) model of in-service teachers adopted in the province of Sindh, Pakistan. The
extensions are based on the integration of mobile technology and support for collaborative
learning and ongoing assistance, which are missed in the current traditional model. To assess the
acceptance and use of the app, an Mobile collaborative learning (MCL) based CPD acceptance
framework is designed by combining chosen components from a generally recognized Unified
theory of acceptance and use of technology (UTAUT2) and other well-recognized acceptance
models for the acceptance and use of the technology. In the context of CPD, a total of 14
constructs have been selected which include performance expectancy; effort expectancy;
facilitating conditions; hedonic motivation; mobility; knowledge acquisition; content and
information quality; on-the-job support; reward; behavioral intention; engagement; interactivity
with peer & experts; self-management and collaborative learning. Based on these constructs; a
total of 13 hypotheses were developed with 55 measurement items. A total of 494 teachers
participated in a two-week training session using the designed app. Based on the activity, a
questionnaire was designed and distributed among the participants using WhatsApp groups
during the academic year of 2021–2022. Out of 494 participants; 472 participants correctly filled
in the questionnaires, which were selected for analysis. The data was analyzed using IBM SPSS
version 21; and, for Structural Equation Modeling (SEM) analysis, IBM AMOS version 21 was
used. According to the results, all thirteen hypotheses were found statistically significant
showing the positive impact on the acceptance and use of the CPD app. The results of this study
promote teachers’ and experts’ engagement and participation in CPD activities which not only
improve the knowledge and skills of the learners but also impact their long-term professional
development and success. This research may help the teachers’ training and related institutions
to make better choices and develop a mobile collaborative learning system for school-based
teacher support and training programs. As a basis, this study may also be used in other provinces
of Pakistan and beyond to make it a CPD standard.

Nofziger, A. C., et al. (2010). "Impact of peer assessment on the professional development of medical
students: A qualitative study." Academic Medicine 85(1): 140-147.
Purpose: Peer assessment can predict future academic performance and provide medical
students with reliable feedback about professionalism. It is unclear whether peer assessment
fosters personal growth or transformations in attitudes or behaviors. The authors investigated
what types of peer feedback students remember and what reactions or transformations
 students experience as a result of peer assessment. Method: In May 2005, the authors invited
medical students from the second-year (n = 101) and fourth-year (n = 83) classes to provide
narratives about how peer assessment affected their personal and professional development. All
students had participated in peer assessment during required, formative comprehensive
assessments. The authors analyzed responses using mixed qualitative-quantitative methods.
Results: The 138 responses represented 82% and 69% of students from the fourth-year and
second-year classes, respectively. Students recalled peer assessment content about both positive
(e.g., teaching skills) and negative (e.g., overconfidence) qualities. Both positive (e.g.,
appreciation) and negative (e.g., anger) emotional reactions were reported. Many (67%) found
peer assessment helpful, reassuring, or confirming of something they knew; 65% reported
important transformations in awareness, attitudes, or behaviors because of peer assessment.
Change was more likely when feedback was specific and described an area for improvement.
Wholly negative responses to the peer assessment process were rare. Conclusions: Peer
assessment can be a powerful tool to assess and encourage formation of professional behaviors,
particularly the interpersonal dimensions. Participants should receive training to provide
specific, constructive feedback. The institutional culture should emphasize safety around
feedback, while committing to rewarding excellence and addressing concerning behaviors.

Noguera, A., et al. (2019). "Student’s inventory of professionalism (Sip): A tool to assess attitudes
towards professional development based on palliative care undergraduate education." International
Journal of Environmental Research and Public Health 16(24).
Introduction: Quality medical education, centered on a patient’s needs, is crucial to develop the
health professionals that our society requires. Research suggests a strong contribution of
palliative care education to professionalism. The aim of this study was to design and validate a
self-report inventory to measure student’s professional development. Method: Sequential
exploratory strategy mixed method. The inventory is built based on the themes that emerged
from the analysis of four qualitative studies about nursing and medical students’ perceptions
related to palliative care teaching interventions (see Ballesteros et al. 2014, Centeno et al. 2014
and 2017, Rojí et al. 2017). The structure and psychometrics of the inventory obtained is tested
in two different surveys with two different groups of medical students. Inventory reliability and
construct validity are tested in the first survey group. To verify the inventory structure, a
confirmatory factor analysis is performed in a second survey group. Results: The inventory has
33 items and seven dimensions: a holistic approach, caring for and understanding the patient,
personal growth, teamwork, decision-making, patient evaluation, and being a health care
professional. Cronbach’s-alpha was 0.73–0.84 in all seven domains, ICC: 0.95. The confirmatory
factor analysis comparative fit index (CFI) was 1 with a standardized root mean square Index
0.088 (SRMR) and obtained a 0.99 goodness-of-fit R-square coefficient. Conclusions: this new
inventory is grounded on student’s palliative care teaching experiences and seems to be valid to
assess student’s professional development.

Nolan, M., et al. (2000). "Reconceptualising the outcomes of Continuing Professional Development." Int J
Nurs Stud 37(5): 457-467.
This paper considers the potential outcomes, both positive and negative, of continuing
professional development from the perspectives of practitioners and managers. Following a
consideration of the literature it draws upon data collected during a 3-year evaluation of the
English National Board Framework and Higher Award to highlight divergent views and tensions
within Continuing Professional Development (CPD). Considerable discrepancies between
practitioners and managers emerge which raise a number of searching questions about the value
 each group accords to continuing professional development. Based on the data a new
framework for conceptualizing the outcomes of CPD is presented which fundamentally
undermines a quasi-market approach.

Nolan, M., et al. (1995). "Continuing professional education: identifying the characteristics of an effective
system." Journal of Advanced Nursing (Wiley-Blackwell) 21(3): 551-560.
The need for a functioning system of continuing professional education (CPE) in nursing,
midwifery and health visiting has received increased attention in 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 of the important
components of a CPE programme. Using the results of a recent evaluation of the Welsh National
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 indicate a strong commitment to
the principles of CPE and identify a complex range of perceived benefits. Potential barriers
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.

Normann, B. (2016). "Physiotherapy and Professional clinical guidance in an out-patient clinic for people
with multiple sclerosis-body and movement in sense-making and professional development." Ceska a
Slovenska Neurologie a Neurochirurgie 79(4): 465-466.
Background: Some hospitals' out-patient (OP) clinics for people with multiple sclerosis (PwMS),
on a regular basis, offer single physiotherapy sessions and professional clinical guidance of
community physiotherapists (cPTs). This is an area of limited research. The purpose of this study
was to derive new knowledge regarding patient experiences from this service, the role of
movement in information to PwMS and in professional development for cPTs. Methods: 1. A
survey including 72 PwMS was conducted using the Out-Patient Experience Questionnaire
(OPEQ), Borgs Rating Scale of Perceived Exertion (BRSPE), patient Global Impression of Change
(PGIC). 2. Observations of single physiotherapy sessions in the OP clinic were performed with 12
PwMS and followed by qualitative research interviews of the patients. 3. Complemented with
nine observations of sessions with clinical guidance of cPTs followed by qualitative interviews of
the cPTs. Results: 1. The results from the OPEQ showed very high level of satisfaction regarding
PT's interpersonal and clinical skills, information, and instructions in self-assisted exercises.
BRSPE reported short-time significant improvement and PGIC improved in 60% of PwMS
following the consultation. 2. Contextualized perceptions of movements during the consultation
may expand PwMS' insights regarding their movement problems and performance of home
exercises, a process in which in situ perceived improvements of quality of movement appear
vital. 3. In situ clinical guidance is a strong element to promote professional development, in
which detailed movement analysis and exploration of possibilities for change leading to
observation improved movement quality appear essential. Better structures for collaboration
facilitating mutuality, are requested. Conclusions: The thesis emphasizes the significance of
perceptions of body and movement to deepen PwMS' insights in their own limitations and
possibilities and to augment professional development for cPTs. Phenomenology of the body,
providing a first-person conception of the body, allows for integration of neurosciences and an
expanded comprehension of PwMS, physical handling and inter-subjectivity in physiotherapy.

Normann, B., et al. (2014). "Clinical Guidance of Community Physiotherapists Regarding People with MS:
Professional Development and Continuity of Care." Physiotherapy Research International 19(1): 25-33.
Background and Purpose Clinical guidance to community physiotherapists (cPTs) is an integral
part of physiotherapy service offered in hospital outpatient (OP) clinics for people with multiple
sclerosis (PwMS). There is currently a lack of knowledge on the significance of such guidance.
The aims of this study were 1) to identify the features that cPTs perceive to be significant in
clinical guidance and 2) how this guidance may affect the cPTs' subsequent treatment of PwMS.
Methods A phenomenological-hermeneutical framework was selected, and qualitative research
interviews were performed and complemented with non-participating observations of a
strategic sample of nine cPTs who received clinical guidance for their patients. The interviews
were recorded and transcribed, and content analysis was conducted by using systematic text
condensation, using theories of practice knowledge as analytic perspectives. Results The results
indicate that cPTs identify participation in authentic movement analysis of a familiar patient as
significant for professional development. Vital features are evaluation of the interplay between
body parts, exploration of improvement of movement embedded in the OP clinic
physiotherapist's explanations, followed by discussion. These elements provide access to
dynamic elements in practice knowledge that are available only through first-hand experience
and promote clinical reasoning through enhanced reflection during action as well as following
action. Such guidance suggests direction for subsequent treatment and may enhance the
continuity of care, particularly if the cPTs are experienced. Mutual information flow
implementing the cPTs' perspective is requested, as are the use of plain language and
supervision of the cPTs handling skills. Professional guidance for cPTs in OP clinics for PwMS
should be considered when programmes aiming to develop competency in neurological
physiotherapy are designed and when continuity of care for PwMS is discussed. More research
regarding potential long-term impact of professional guidance in these clinics is requested.
Copyright © 2013 John Wiley & Sons, Ltd.

Norouzinia, R., et al. (2022). "Development and psychometric evaluation of the emergency nurses’
professional resilience tool." PLoS One 17(6).
Background There is no specific tool for measuring the professional resilience of emergency
nurses. Therefore, the present study aimed to design and psychometrically evaluate a new tool
named the emergency nurses’ professional resilience tool. Method This mixed-method
sequential exploratory study was conducted in two phases: (1) item generation using literature
review and evaluation of the results of a qualitative study and (2) psychometric evaluation of the
developed scale. The face, content, and construct validity (exploratory and confirmatory factor
analysis), reliability (internal consistency, relative, and absolute), and accountability were
assessed in the population of Iranian nurses (N = 465) during March 2019-June 2020. Results The
tool designed for assessing the professional resilience of Iranian nurses included 37 items. The
average scale content validity index (S-CVI/Ave) was equal to 0.94. The exploratory factor
analysis revealed five factors, including professional competencies, emotional-cognitive
characteristics, external support, in addition to behavioral and cognitive strategies, and
explained 75.59% of the whole variance. Cronbach’s alpha and intraclass correlation were 0.915
and 0.888, respectively. Construct validity for five factors was established with acceptable model
fit indices [Chi–square/df = 1336.56/619, p < .001]; [Comparative Fit Index [CFI] = 0.96]; [Non-
Normed Fit Index [NNFI] = 0.96]; [Root Mean Square Error of Approximation (RMSEA) = 0.074
and 90 Percent Confidence Interval = (0.069; 0.080)]; and [SRMR = 0.095]. Conclusions According
to the findings of the current study, the emergency nurses’ professional resilience tool can be
used by healthcare managers as a valid and reliable scale to evaluate the professional resilience
of nurses to designate them as nurses working in emergency and disaster situations.
Notarianni, M. A., et al. (2009). "Engaging learners across generations: the Progressive Professional
Development Model." Journal of Continuing Education in Nursing 40(6): 261-266.
The Progressive Professional Development Model (PPDM) is a framework to guide educators in
planning learning experiences that promote development in the cognitive, affective, and
psychomotor domains. The model marries the use of standardized patients and virtual and
simulated practice environments with traditional clinical practice and offers the opportunity to
address learning styles of a multigenerational work force. Proposed is the application of
technology in designing both instructional and evaluative experiences for new nurse orientation
and continuing education. Outcome measures include learning of increasingly complex
knowledge, values, skills, and demonstration of competency-based behaviors. Examples of
application are provided, including a discussion of considerations for operationalizing the model
in the health care setting.

Notarianni, M. A. D. F. N. P., et al. (2009). "Engaging Learners Across Generations: The Progressive
Professional Development Model." The Journal of Continuing Education in Nursing 40(6): 261-266.
The Progressive Professional Development Model (PPDM) is a framework to guide educators in
planning learning experiences that promote development in the cognitive, affective, and
psychomotor domains. The model marries the use of standardized patients and virtual and
simulated practice environments with traditional clinical practice and offers the opportunity to
address learning styles of a multigenerational work force. Proposed is the application of
technology in designing both instructional and evaluative experiences for new nurse orientation
and continuing education. Outcome measures include learning of increasingly complex
knowledge, values, skills, and demonstration of competency-based behaviors. Examples of
application are provided, including a discussion of considerations for operationalizing the model
in the health care setting. [PUBLICATION ABSTRACT]

Nsemo, A. D., et al. (2013). "Clinical nurses' perception of continuing professional education as a tool for
quality service delivery in public hospitals Calabar, Cross River State, Nigeria." Nurse Education in
Practice 13(4): 328-334.
This study was conducted to determine the perception of nurses on various aspects of
continuing professional education (CPE). A mixed method design (quantitative/qualitative) was
adopted. A self-explanatory, semi-structured questionnaire was validated and used to collect
data in addition to unstructured interview. One hundred and fifty nurses were selected through
stratified random sampling from two hospitals in Calabar, Nigeria and served as participants.
Participants generally perceived CPE as valuable and worthwhile and participated because it is
mandatory and helps them to retain their jobs. The content of CPE were perceived to be more
relevant for clinicians than for nurse educators; clinical skills and quantitative research
methodology were adequately covered while evidence-based practice, attitudinal issues, nursing
theories and patient safety were inadequately covered. CPE was perceived to be fragmented
without gaining points, follow-up monitoring and evaluation after CPE which make it dif cult to
objectively assess the influence of CPE on quality of care. It is recommended that nurse leaders
in Nigeria should develop online CPE modules for nursing, and allocate points to them so that
participation may contribute to career progression. Effective monitoring and evaluation systems
should be put in place to assess impact of CPE on staff competence and patient outcomes.

Nyoni, C. N., et al. (2021). "Towards Continuing Interprofessional Education: Interaction patterns of
health professionals in a resource-limited setting." PLoS One 16(7).
 There are challenges related to collaboration among health professionals in resource-limited
settings. Continuing Interprofessional Education initiatives grounded on workplace dynamics,
structure and the prevailing attitudes and biases of targeted health professionals may be a
vehicle to develop collaboration among health professionals. Workplace dynamics are revealed
as health professionals interact. We argue that insights into the interaction patterns of health
professionals in the workplace could provide guidance for improving the design and value of
CIPE initiative. The study was conducted through rapid ethnography and data were collected
from non-participant observations. The data were transcribed and analysed through an inductive
iterative process. Appropriate ethical principles were applied throughout the study. Three
themes emerged namely “Formed professional identities influencing interprofessional
interaction”, “Diversity in communication networks and approaches” and “Professional practice
and care in resource limited contexts”. This study revealed poor interaction patterns among
health professionals within the workplace. These poor interaction patterns were catalyzed by the
pervasive professional hierarchy, the protracted health professional shortages, limited
understanding of professional roles and the lack of a common language of communication
among the health professionals. Several recommendations were made regarding the design and
development of Continuing Interprofessional Education initiatives for resource-limited settings.

Nyström, S., et al. (2017). "Continuing Professional Development: Pedagogical Practices of

Interprofessional Simulation in Health Care." Studies in Continuing Education 39(3): 303-319.
The increasing complexity of health care practice makes continuing professional development
(CPD) essential for health care professionals. Simulation-based training is a CPD activity that is
often applied to improve interprofessional collaboration and the quality of care. The aim of this
study is to explore simulation as a pedagogical practice for the CPD of health care professionals.
Specifically, the study focuses on how a professional development activity, the simulation, is
enacted to support interprofessional collaboration and learning. A practice theory perspective is
used as the theoretical framework. In this, the professional practice is conceptualised as being
embodied, relational and situated in sociomaterial arrangements. Ten introduction and
reflection sessions following interprofessional full-scale manikin-based simulations with
professionals were video-recorded. The recordings were analysed following a stepwise
qualitative collaborative approach developed for the purpose. The key findings suggest that the
professional competence activity is enacted and interconnected with and governed by historical
traditions of institutional teaching practices as well as simulation practices. Despite the
intentions of team and interprofessional training, the institutional teaching and simulation
practices constrain and hinder the intended outcomes of professional development in
interprofessional collaboration.

O¿Leary, K. M., et al. (2012). "A Professional Development Framework for Pharmacists." Journal of
Pharmacy Practice & Research 42(4): 259-261.

O'Brien, M. A. (2001). "Keeping up-to-date: continuing education, practice improvement strategies, and
evidence-based physiotherapy practice." Physiotherapy Theory & Practice 17(3): 187-199.
The objective of this article is to provide information about evidence-based practice, continuing
education, or practice improvement strategies to assist physiotherapists in becoming life-long
learners and improving the care they provide to clients. Several theories and empirical evidence
relating to different behaviour change strategies are presented. An examination of the
similarities across theories of behaviour change together with the evidence presented can
provide direction for planning or choosing change strategies. Behaviour change is complex with
 many interacting influences on behaviour including personal characteristics, the practice
environment, and the local community. Several theories suggest that a behavioural diagnosis is
useful to identify potential problems that might impede any proposed change. Multifaceted
interventions involving several interventions are more effective than single strategies. Didactic
lectures and written educational materials alone are unlikely to result in practice change.
Physiotherapists should ensure that assessment procedures and treatments that lack support
from sound research and are inconsistent with biological and physiological mechanisms are not
provided to clients. Changing practice can be difficult, but multifaceted strategies can be
effective if potential facilitators and barriers to the change process are analyzed. Physiotherapists
need to critically assess the merits of continuing education courses and choose strategies that
are most likely to improve practice.

O'Connor, G. (1996). "Reflection on clinical practice: A means of fostering professional development."

Radiography 2(1): 53-56.
Faced with the escalation of imaging modalities, the danger exists of considering expertise only
in technological terms, overlooking the fundamental role of job satisfaction. The suggestion here
is that role development is facilitated by self-reflection and can be perceived as striving for
excellence in both human and technological skills. Gardner's theoretical framework of multiple
intelligences is put forward as a suitable practical model for development, as it offers a new
dimension in recognizing the intellectual worth of interpersonal intelligence.

O'Donnell, K. and M. Lewis-O'Donnell (2017). "Well-Being for All: Mental Health Professionals and the
Sustainable Development Goals." Journal of Psychology and Christianity 36(1): 70-75.
This article explores how mental health professionals (MHPs), especially Christians whose faith-
based values help shape and support their professional work, can connect and contribute to the
growing efforts to promote well-being for all people and the planet. We highlight three current
and unprecedented global efforts, foremost being the United Nations 2030 Agenda for
Sustainable Development (2015), followed by the World Health Organization's Mental Health
Action Plan (2013) and the United Nations One Humanity: Shared Responsibility (2016b). "Global
integration" and "global mental health" are also presented as frameworks to help guide MHPs'
global involvement. We finish with some convictions and commitments for Christian MHPs to
consider.

Odro, A., et al. (2010). "Bridging the theory-practice gap in student nurse training: an evaluation of a
personal and professional development programme." The Journal of Mental Health Training, Education,
and Practice 5(2): 4-12.
A key challenge facing pre-registration nurse educators is to turn out students who are fit for
practice by the end of their training (United Kingdom Central Council for Nursing, Midwifery and
Health Visiting, 1999). This includes developing their understanding of professionalism
(Department of Health, 2003; Nursing and Midwifery Council, 2004; 2007). This paper provides
an evaluation of a special personal and professional development scheme for mental health
student nurses implemented to improve the learning and development process. The scheme
required that in addition to individual meetings with personal tutors, students would meet in
small groups of 12-15, every six weeks, facilitated by their personal tutor and a clinician. The
meetings provided a space for students to discuss nursing topics, their clinical experiences and
performance to improve their understanding of professional standards in their role
transition.The outcome was that over 80% of the respondents were satisfied with the structure,
facilitation methods, contents, group size and the time allocated for the meetings. They also
 reported an increase in knowledge and level of understanding, awareness of professional
expectations, making better theory-practice links of learning and becoming more self-aware. The
authors suggest that nurse training departments should collaborate with their clinical partners
and adopt a similar framework to help bridge the theory-practice gap and enhance the transition
process from student to qualified practitioner.

Odro, A., et al. (2010). "Bridging the theory-practice gap in student nurse training: an evaluation of a
personal and professional development programme." Journal of Mental Health Training, Education &
Practice 5(2): 4-12.

Ogunyemi, D., et al. (2020). "A Professional Development Workshop to Facilitate Self-Forgiveness." J
Grad Med Educ 12(3): 335-339.
BACKGROUND: Evidence suggests that forgiving one's self, others, and events improves
relationships and self-esteem; reduces anxiety, depression, and stress; lowers blood pressure;
improves cardiovascular health; and boosts immune function. OBJECTIVE: We determined the
efficacy of a workshop to facilitate forgiveness in medical education professionals. METHODS: A
1-hour self-forgiveness workshop conducted by 4 facilitators was presented at a medical
education conference in 2018. The workshop included a didactic presentation on forgiveness
and Internal Family Systems, small group discussion on self-forgiveness concepts, a 15-minute
guided imagery audio meditation on self-forgiveness, and postintervention small group
discussion. The 18-item Heartland Forgiveness Scale (HFS), which measures forgiveness for self,
others, and situations, was completed preintervention and postintervention (score range, 18-
126). RESULTS: There were 91 participants, including graduate medical education managers and
directors (61%), deans/clerkship directors (19%), and academic faculty/others (20%). Participants
were from the South (20%), West (17%), Midwest (31%), and Northeast (32%) US regions.
Baseline HFS scores showed that 53% were forgiving, 47% were neutral, and no participants had
unforgiving tendencies. Total HFS score significantly increased (90.31 pre versus 95.7 post, P
= .013), with significant increases in forgiveness of self (53% pre versus 73% post; P = .012; odds
ratio = 2.47) and forgiveness of others (49% pre versus 69% post; P = .020; odds ratio = 2.3).
Preintervention group discussion topics focused on guilt, shame, and barriers to forgiving, while
postintervention discussions centered on challenges and benefits. CONCLUSIONS: A brief guided
meditation intervention with focused discussions was feasible and improved the immediate
tendency to forgive.

O'Hara Tompkins, N., et al. (2019). "Professional Development for Increased Classroom-based Physical
Activity: Elements and Strategies to Reduce Barriers and Facilitate Implementation." Journal of Physical
Education, Recreation & Dance 90(9): 38-52.
Classroom-based physical activity (CBPA) is an emerging strategy for increasing youth physical
activity, as well as improving academic achievement and on-task behavior. This paper describes
the rationale, development, implementation, and evaluation of a professional development
training designed for classroom and physical education teachers to increase implementation of
CBPA in elementary schools. Twenty-two 5th grade classroom and 12 physical education
teachers participated in the training, which was based on key principles of adult learning,
including modeling, active learning, and feedback and reflection. The training was also designed
to intentionally address known implementation barriers, such as insufficient resources, concerns
about detracting from academics' and teachers' comfort with teaching with physical activity.
Immediate post training evaluations showed that the training was very well received by both
classroom and PE teachers. Positive feedback received after teachers implemented the CBPA
 strategies in their classrooms further reinforced the premise that engaging and relevant
professional development is necessary to influence teachers' use of CBPA.

Ohr, S. O., et al. (2021). "AUnique Model for Developing Continuing Education Resources for Health
Professionals in Geographically Dispersed Health Organizations." Journal of Continuing Education in the
Health Professions 41(3): 221-225.
The provision of high quality, equitable, and accessible education resources is a key to
supporting continuing professional development (CPD) in health organizations. The Health
Education and Training Institute (HETI) and its operational model for districts (District HETI
Operational Model), is a novel approach that supports this imperative for over 155,000 staff
working across the state of New South Wales (NSW), Australia. The model uses three principles
in education and training development. These include collaborative partnerships, rapid resource
development, and effective leadership within virtual teams. A state-wide learning management
system has been implemented to support this initiative. Over 451 standardized, education, and
training online modules have been developed for medical, nursing and midwifery, dental, allied
health, and nonclinical NSW Health employees since 2013. These educational resources are
accessible 24 hours a day. Cost-effective online programs have enabled more than 13.6 million
learner completions. Program evaluations highlight the value of these resources in providing a
positive learning experience. Furthermore, the District HETI Operational Model has been
recognized by multiple national and international excellence awards in learning and
development. The principles of the District HETI Operational Model apply to other health
organizations that may choose to adopt a similar model. Such a model may support equity of
access to contemporary, standardized, evidence-based education resources for health
professionals working across geographically and clinically diverse environments. Implementation
of a similar model for future CPD interventions warrants consideration by practitioners,
researchers, and policymakers.

Ohr, S. O., et al. (2021). "A Unique Model for Developing Continuing Education Resources for Health
Professionals in Geographically Dispersed Health Organizations." The Journal of continuing education in
the health professions 41(3): 221-225.
ABSTRACT: The provision of high quality, equitable, and accessible education resources is a key
to supporting continuing professional development (CPD) in health organizations. The Health
Education and Training Institute (HETI) and its operational model for districts (District HETI
Operational Model), is a novel approach that supports this imperative for over 155,000 staff
working across the state of New South Wales (NSW), Australia. The model uses three principles
in education and training development. These include collaborative partnerships, rapid resource
development, and effective leadership within virtual teams. A state-wide learning management
system has been implemented to support this initiative. Over 451 standardized, education, and
training online modules have been developed for medical, nursing and midwifery, dental, allied
health, and nonclinical NSW Health employees since 2013. These educational resources are
accessible 24 hours a day. Cost-effective online programs have enabled more than 13.6 million
learner completions. Program evaluations highlight the value of these resources in providing a
positive learning experience. Furthermore, the District HETI Operational Model has been
recognized by multiple national and international excellence awards in learning and
development. The principles of the District HETI Operational Model apply to other health
organizations that may choose to adopt a similar model. Such a model may support equity of
access to contemporary, standardized, evidence-based education resources for health
professionals working across geographically and clinically diverse environments. Implementation
 of a similar model for future CPD interventions warrants consideration by practitioners,
researchers, and policymakers.

Okamo, R., et al. (2010). "Creation of a professional development scale for public health nurses and
investigation of its reliability and validity." [Nippon kōshū eisei zasshi] Japanese journal of public health
57(5): 355-365.
PURPOSE: To contribute to public benefit, each professional is required to improve his/her
specific skills and to acquire competencies that affect his/her professional development. The
purpose of this study was to develop a Professional Development Scale (PDS) for Public Health
Nurses (PHNs) and to investigate its reliability and validity. METHODS: The subjects were full-
time PHNs working at 135 prefectural public health centers and 115 municipal health centers
that were randomly chosen. Questionnaires were distributed by mail. The item pool of the PDS
was selected from previous studies and refined by the present researchers. RESULT: Of a total of
250 health centers, 184 (73.6%) returned questionnaires; a total of 1261 (70.1%) PHNs
responded, and 1112 responses were valid. Item and factor analyses showed the PDS to consist
of 4 factors and 16 items. The factors were: "Competency development by self-responsibility",
"Competency development by learning from others/resources", "Succession and improvement
of one's specialty", and "Behavior according to professional principles". Cronbach's alpha values
ranged from 0.77 to 0.93; hence, reliability was proven. The correlation coefficient between the
PDS score and external variables was 0.7. CONCLUSION: The results obtained proved the
reliability and validity of a PDS containing 4 factors. The PDS could thus be used for self-
evaluation and setting of learning goals by PHNs.

O'Leary, K. M., et al. (2012). "A Professional Development Framework for Pharmacists." Journal of
Pharmacy Practice and Research 42(4): 259-261.

Olson, C. A. (2013). "Reflections on Using Theory in Research on Continuing Education in the Health
Professions." Journal of Continuing Education in the Health Professions 33(3): 151-152.

Olubunmi Comfort, A.-O. (2022). "Awareness of the LEED requirements for green housing development
among built-environment professionals in Nigeria." Built Environment Project and Asset Management
12(4): 521-536.
Purpose>The study aims to assess the gap in the awareness of the Leadership in Energy and
Environmental Design (LEED) requirements for green housing development among built-
environment professionals in meeting the housing need in
Nigeria.Design/methodology/approach>The study is a cross-sectional survey of built-
environment professionals in the Physical Planning Units (PPUs) of Federal Tertiary Educational
Institutions in South-Western Nigeria. The LEED v4 scoring system for New Construction and
Renovation was adopted for the survey questionnaire on five point Likert scale. Data were
analyzed using the MIS and Kruskal–Wallis Rank sum Test.Findings>Awareness of the LEED
requirements varies across the categories. Sustainable site is ranked first while innovation and
regional priority ranked from the rear. There is variation in awareness among the professionals.
The Land Surveyors are followed by the Architects while the Builders ranked last.Research
limitations/implications>The scope of the study is limited to the professionals in the PPUs in the
study area. However, the findings are indicative. The low level of awareness of some of the
requirements and the extent of variation among the professionals will negatively impact the
integrated design approach and collaborative effort needed for green housing to meet the
housing deficit in Nigeria.Practical implications>The study is limited in scope. The low level of
 awareness of the requirements coupled with the extent of variation among the professionals will
negatively impact the integrated design approach and collaborative effort needed for green
housing to meet the huge housing deficit in Nigeria.Originality/value>The study takes the lead to
assess the awareness of the requirements for green housing development based on the LEED
impact categories. Improving the awareness of these requirements will enhance their
implementation and consequently impact the quality of housing provision. The professionals
need to bridge the knowledge gap to enhance collaboration and productivity for green housing
development.

Oman, K. S., et al. (2013). "Rural hospital web-based, evidence-based practice professional development:
challenges and opportunities." Journal for Nurses in Professional Development 29(2): 58-63.
To provide quality patient care and achieve positive patient outcomes, it is widely recognized
that organizations must develop a supportive environment that encourages individuals to
practice from a research- and evidence-based framework. This article describes a Web-based
professional educational program designed to teach principles of evidence-based practice to
nurses in rural hospitals. Nurses working in staff development will find this useful for designing
educational programs for staff in rural hospitals.

Omrani, S., et al. (2012). "Exploring an Appropriate Instructional Design Model for Continuing Medical
Education." Turkish Online Journal of Distance Education 13(3): 347-361.
Instruction, even when designed and based on sound instructional principles, oftentimes does
not stimulate learners' motivation to learn. The result may be that learners may not be
motivated to pursue lifelong learning and use the knowledge and skills learned to deliver patient
care. The purpose of this study was to identify an appropriate integrated instructional design
model for Continuing Medical Education using electronic learning method and compare it with
traditional method. In this quasi-experimental study 60 General physicians and assistants
according to the recall of Kermanshah University of Medical Sciences in Iran and by available
sampling method in two 30-staff groups were participated. One group learned through
traditional learning method and the other group by e-learning method and by Macromedia flash
CS5 software that was based on the integration of instructional and motivational design models;
consisting of slides and case studies focusing on the pathogenesis, diagnosis, and clinical
management of Acute Respiratory Failure. The data were collected by pretest, posttest, and
physicians' motivation questionnaires. There was no significant difference between pretest
scores of the two groups (11.37 plus or minus 1.42 VS. 11.73 plus or minus 0.69, P greater than
0.05) but there was significant difference between posttest learning scores (15.2 plus or minus
1.29 VS. 17.53 plus or minus 0.94, p less than 0.05) and motivation of physicians (126.10 plus or
minus 3.97 VS. 160.63 plus or minus 22.41, p less than 0.05) in both groups. The physicians'
learning and motivation were different in these two instructional methods; therefore, it is
recommended that instructional and motivational design be used in future electronic continuing
medical education programs. (Contains 3 tables.)

O'Neill, D., et al. (2020). "Mainstreaming medical humanities in continuing professional development
and postgraduate training." Clinical Medicine 20(2): 208-211.
Format of masterclass The introductory talk gave an overview of medical humanities, ranging
from definitions and significance to its long history, as well as underlining that medicine was also
one of the humanities; in the words of a modern pioneer, Edmund Pellegrino, 'Medicine is the
most humane of the sciences, the most empiric of arts, and the most scientific of the
humanities.'6 As well as outlining the many resources available, including the space accorded to
 humanities in many generalist and specialist journals and most notably in the Perspectives
section in the Lancet, the introduction touched on the challenges and opportunities of
interdisciplinary working with scholars in the arts and humanities.7 History, law and medicine
The imperative for doctors to engage with historians in the history of medicine is compelling.
[...]medical history focused increasingly on medicine as an aspect of cultural or social history.
More specifically, if 'humanities' are defined as subjects concerned with human societies and
culture, then medical law is undoubtedly a humanities subject, not least because the chasm
between the theory of law and its application is mediated, in large part, by society and
culture.11 For medical law, this is arguably most evident in psychiatry, the branch of medicine in
which legislation plays the greatest role in day-to-day practice, owing to the occurrence of
involuntary care.12 The roles of society and culture are vital in this context. [...]history, law and
other humanities richly merit places in

Ong, I. L., et al. (2019). "Development and validation of interprofessional learning assessment tool for
health professionals in continuing professional development (CPD)." PLoS One 14(1).
Interprofessional learning (IPL) is increasingly recognized as a promising strategy in addressing
the burgeoning challenges in healthcare. Its assessment remains to be perplexing and requires
accurate measurements. Thus, this study intended to develop a valid and reliable reflective tool
in assessing IPL as a Continuing Professional Development (CPD) outcome. Methods A one-group
post-posttest pre-experimental design with tool development was employed to establish the
validity and reliability of the "Inventory of Reflective Vignette-Interprofessional Learning" (IRV-
IPL). This tool was developed from an extensive literature review and designed with three
segments to assess interprofessional competencies before, after, and what if scenarios using
vignettes. After it was validated by education experts (n = 5) and written consent forms were
signed by the participants, the IRV-IPL was pilot tested among healthcare professionals (n = 10)
for analysis and improvement. During the actual implementation, it was administered to
healthcare professionals (n = 45) who participated in a university-provided CPD event. Collected
data underwent validity and reliability testing. Results IRV-IPL generated excellent internal
consistency (? = 0.98), and across all segments of collaboration (? = 0.96), coordination (? =
0.96), cooperation (? = 0.96), communication (? = 0.97), and commendation (? = 0.98). Items
exhibited significantly positive large correlations (r > 0.35, p < 0.05) in all segments showing
beneficial measures for postdictive validity in recalling prior interprofessional competencies, and
predictive validity in estimating interprofessional learning as an outcome of CPD and alternative
interventions. Conclusion This study provided a piece of groundwork evidence on the use of IRV-
IPL as a reflective assessment tool for interprofessional learning in CPD contexts. Further studies
are essential to explore the educational utility of IRV framework in crafting relevant assessments
and to establish construct validity of IRV-IPL using exploratory and confirmatory factor analyses.

Ong, I. L., et al. (2018). "Developing a valid and reliable assessment of knowledge translation (KT) for
continuing professional development program of health professionals." PeerJ.
Introduction Knowledge Translation (KT) is expected to be a critical learning outcome of a
Continuing Professional Development (CPD) program. It continues to serve as an area of interest
among educators and healthcare providers due to its importance to evidence-based practice.
This study endeavored to develop a valid and reliable KT learning assessment tool in CPD.
Methods The Inventory of Reflective Vignettes (IRV), an innovative approach of integrating
research vignettes, was utilized in crafting the 20-item IRV-KT tool. This instrument includes
knowledge creation and action as essential KT constructs. KT competency was assessed in three
segments (i.e., before and after CPD event and if in a lecture) using a one-group post-posttest
 pre-experimental design. Health professionals who successfully completed a CPD program on a
knowledge translation topic were asked to complete the IRV-KT during the pilot study (n = 10)
and actual implementation (n = 45). Responses were subjected to Cronbach’s reliability and
criterion-validity testing. Results The initial test of the IRV-KT tool demonstrated a high internal
reliability (α = 0.97) and most items yielded acceptable validity scores. During the actual
implementation, a higher reliability score of 0.98 was generated with significant correlations
between the before-after segments for both KT constructs of creation (r = 0.33, p < 0.05) and
action (r = 0.49, p < 0.05). All items have significant positive validity coefficients (r > 0.35, p <
0.05) in all segments of the tool. Discussion The study produced a reflective assessment tool to
validly and reliably assess KT learning in a CPD. IRV-KT is seen to guide the curriculum process of
CPD programs to bridge learning and healthcare outcomes.

Ong, I. L., et al. (2018). "Developing a valid and reliable assessment on knowledge translation in the
continuing professional development (CPD) of health professionals." PeerJ PrePrints.
Introduction Knowledge Translation (KT) is expected to be a critical learning outcome of a
Continuing Professional Development (CPD) program. It continues to serve as an area of interest
among educators and healthcare providers due to its importance to evidence-based practice.
This study endeavored to develop a KT learning assessment tool in CPD. Methods The Inventory
of Reflective Vignettes (IRV), an innovative approach of integrating research vignettes was
utilized in crafting the 20-item IRV-KT tool. This instrument identified knowledge creation and
action as essential KT constructs. Using a one-group post-posttest pre-experimental design, the
KT competency was assessed in 3 moments (i.e. before and after CPD event and if in a lecture).
Health professionals who successfully completed a CPD program using alternative teaching
approaches were asked to complete the IRV-KT during the pilot study (n = 10) and actual
implementation (n = 45). Responses were subjected to Cronbach’s reliability and criterion-
validity testing. Results The initial test of the IRV-KT tool revealed a high internal reliability (α =
0.97) and most items yielded acceptable validity scores. During the actual implementation, a
higher reliability score of 0.98 was generated with significant correlations between the before-
after segments for both KT constructs of creation (r = 0.33, p < 0.05) and action (r = 0.49, p <
0.05). All items have significant positive large validity coefficients (r > 0.35, p < 0.05) in all
segments. Discussion The study practically produced reflective assessment tool to assess validly
and reliability KT learning in a CPD. IRV-KT is seen to guide curriculum process of CPD programs
to bridge learning and healthcare outcomes.

Ong, I. L., et al. (2019). "Development and validation of interprofessional learning assessment tool for
health professionals in continuing professional development (CPD)." PLoS One 14(1).
Introduction Interprofessional learning (IPL) is increasingly recognized as a promising strategy in
addressing the burgeoning challenges in healthcare. Its assessment remains to be perplexing and
requires accurate measurements. Thus, this study intended to develop a valid and reliable
reflective tool in assessing IPL as a Continuing Professional Development (CPD) outcome.
Methods A one-group post-posttest pre-experimental design with tool development was
employed to establish the validity and reliability of the “Inventory of Reflective Vignette–
Interprofessional Learning” (IRV-IPL). This tool was developed from an extensive literature
review and designed with three segments to assess interprofessional competencies before, after,
and what if scenarios using vignettes. After it was validated by education experts (n = 5) and
written consent forms were signed by the participants, the IRV-IPL was pilot tested among
healthcare professionals (n = 10) for analysis and improvement. During the actual
implementation, it was administered to healthcare professionals (n = 45) who participated in a
 university-provided CPD event. Collected data underwent validity and reliability testing. Results
IRV-IPL generated excellent internal consistency (α = 0.98), and across all segments of
collaboration (α = 0.96), coordination (α = 0.96), cooperation (α = 0.96), communication (α =
0.97), and commendation (α = 0.98). Items exhibited significantly positive large correlations (r >
0.35, p < 0.05) in all segments showing beneficial measures for postdictive validity in recalling
prior interprofessional competencies, and predictive validity in estimating interprofessional
learning as an outcome of CPD and alternative interventions. Conclusion This study provided a
piece of groundwork evidence on the use of IRV-IPL as a reflective assessment tool for
interprofessional learning in CPD contexts. Further studies are essential to explore the
educational utility of IRV framework in crafting relevant assessments and to establish construct
validity of IRV-IPL using exploratory and confirmatory factor analyses.

Oriekhova, O. V. and О. I. Pavlenko (2018). "Determination of the risk of professional pathology

development in workers of mining and metallurgical industry of Ukraine." Medicni Perspektivi 23(3
part1): 148-153.
Professional health is one of the informative indicators of the state of public health, which reacts
sensitively to working conditions; this requires the development of new preventive technologies,
taking into account the accumulated new scientific developments and the current economic
state of the state. An upgradated existing method for determining the individual risk of
developing occupational pathology by introducing ratio of class of working conditions, duration
of work experience (years) and a ball, depending on the severity of the disease, allows to
objectivize the risk of causing harm to health and offer adequate measures to manage
occupational risk. There is a significant difference in the levels of relative risk of morbidity for
occupational pathology among workers engaged in underground mining of iron ore (RR 5,45
with CI 95% 5,29-5,60 (p <0,05)), open ore extraction ( RR 1,82 at CI 95% 1,67-2,0 (p <0.05)) due
to the peculiarities of the technological process and the levels of harmful production factors
affecting the organism. The indicator of group relative risk for metallurgical production does not
reflect the real state of occupational morbidity, which requires the identification of individual
occupational risk in metallurgists. The conducted research opens the prospects for the
development and introduction of modern and effective principles of professional risk
management in the mining and metallurgy industry of Ukraine in order to improve working
conditions and reduce occupational pathologies.

Orlandi Barth, P., et al. (2014). "Educação permanente em saúde: concepções e práticas de enfermeiros
de unidades básicas de saúde...eti Continuing health care education: concepts and practices of nurses in
basic health units." Revista Eletronica de Enfermagem 16(3): 604-611.
Continuing education in health care is a strategy for constructing new health care and nursing
practices. This study aimed to identify the concepts and practices of continuing education in
health held by primary care nurses in the municipalities of the 19th Regional Health
Coordination of Rio Grande do Sul, Brazil. It was a descriptive exploratory study of quantitative
approach. Data were collected through semi-structured interviews with 28 nurses and analyzed
using Thematic Analysis. The results displayed that nurses have questions about the meaning
and practice involved in continuing health care education, continuing education and health care
education. Although continuing health care education is a public policy, it is still carried out in a
fragmented and inflexible way. Professionals must have a clear idea this policy's directionality in
order for health care practices to be transformed.

Orlob, S., et al. (2016). "The Graz Summer School for ultrasound: From first contact to bedside
application: three-and-a-half-day undergraduate ultrasound training: Résumé after two years of
continuous development." Critical Ultrasound Journal 8(1).
Purpose: Ultrasound, and especially the focused, bedside application, becomes a common tool
in good daily practice. However, most medical schools do not represent this development in
their undergraduate trainings yet. Our group designed a three-and-a-half-day multicenter
undergraduate course to offer an introduction into the examination modality of point-of-care
ultrasound. Methods: In this emergency ultrasound course, three focused ultrasound protocols
(FAST, RUSH, and Lung sonography + DVT) are taught in their clinical context. Each protocol is
introduced after having discussed the differential diagnosis and the clinical pathways of a
traumatized, hypotensive, and dyspneic patient, respectively. While the lectures are given by
experienced physicians, the hands-on workshops are held by student peer teachers in small
groups (5 participants: 2 peer teachers). All lectures are made open accessible via YouTube-
Livestream. To facilitate viewers' interaction, a parallel videoconference is held. The last day is
concluded by a 'sonography ward round' giving every student the opportunity to gain first
experiences in bedside application in ICU and normal ward patients. Results: The program covers
8.25 h of lectures and 10.25 h of handson training, resulting in 125 min of active scanning per
participant. Asked for their curricular training, just 10 % of the participants replied that they are
trained very good in sonography, and 40.8 and 44.9 % stated to be trained poor or even very
poor, respectively. Regarding the didactical approach, 93.9 % of the students stated that the
didactical concept is very good. 60 students had a spot in Graz. Students at the universities of
Berlin and Heidelberg received the lectures via webconference, providing hands-on sessions
locally. Conclusions: The Summer School not just teaches image acquisition and interpretation,
but rather puts the ultrasound examination in a clinical context and finalises with bedside
application of the course content. With 60 participants and provision of 15 ultrasound machines,
the local maximum capacity is almost reached. The conjunction of lectures via Livestream and
local hands-on sessions generates more spots in total with minimized efforts organizing the
course at a remote location. Incorporating new broadcasting techniques increased the outreach
of the course by manyfold, gaining awareness for the importance of bedside ultrasound, until
now just poorly represented in undergraduate training.

Othaganont, P. R. N. E. (1994). "Continuing Education Nursing Program in Thailand." The Journal of

Continuing Education in Nursing 25(3): 133-134.
The needs are classified as (1) upgrading the competency of those who have been inadequately
prepared; (2) updating the knowledge and skills of those who have stayed behind or those who
would like to assume new tasks or go further in their position; (3) preparing nurse leaders; and
(4) motivating staff nurses to continue to learn through their own efforts - reading or
independent study. THE CONTINUING EDUCATION NURSING PROGRAM IN THAILAND The
continuing education nursing program in Thailand can be categorized into four groups: certificate
or non-degree short-course training; baccalaureate level; master's level; and doctoral level.
Master's degree program in nursing science (in a particular area of nursing, e.g., public health
nursing, adult nursing, medical-surgical nursing, maternity and child nursing, family nursing,
community nursing, and psychiatric /mental health nursing, maternity and newborn nursing,
parent-child nursing, pediatric nursing, and infection control nursing). The program aims to
prepare nurse leaders who will be able to acquire knowledge in developing nursing theory,
nursing practice, health system, and also work effectively with the allied health team.

Overeem, K., et al. (2012). "Evaluation of physicians' professional performance: An iterative development
and validation study of multisource feedback instruments." BMC Health Services Research 12: 80.
 Background: There is a global need to assess physicians' professional performance in actual
clinical practice. Valid and reliable instruments are necessary to support these efforts. This study
focuses on the reliability and validity, the influences of some sociodemographic biasing factors,
associations between self and other evaluations, and the number of evaluations needed for
reliable assessment of a physician based on the three instruments used for the multisource
assessment of physicians' professional performance in the Netherlands. Methods: This
observational validation study of three instruments underlying multisource feedback (MSF) was
set in 26 non-academic hospitals in the Netherlands. In total, 146 hospital-based physicians took
part in the study. Each physician's professional performance was assessed by peers (physician
colleagues), co-workers (including nurses, secretary assistants and other healthcare
professionals) and patients. Physicians also completed a self-evaluation. Ratings of 864 peers,
894 co-workers and 1960 patients on MSF were available. We used principal components
analysis and methods of classical test theory to evaluate the factor structure, reliability and
validity of instruments. We used Pearson's correlation coefficient and linear mixed models to
address other objectives. Results: The peer, co-worker and patient instruments respectively had
six factors, three factors and one factor with high internal consistencies (Cronbach's alpha 0.95 -
0.96). It appeared that only 2 percent of variance in the mean ratings could be attributed to
biasing factors. Self-ratings were not correlated with peer, co-worker or patient ratings. However,
ratings of peers, co-workers and patients were correlated. Five peer evaluations, five co-worker
evaluations and 11 patient evaluations are required to achieve reliable results (reliability
coefficient ≥ 0.70). Conclusions: The study demonstrated that the three MSF instruments
produced reliable and valid data for evaluating physicians' professional performance in the
Netherlands. Scores from peers, co-workers and patients were not correlated with self-
evaluations. Future research should examine improvement of performance when using MSF.

Overeem, K., et al. (2012). "Evaluation of physicians' professional performance: an iterative development
and validation study of multisource feedback instruments." BMC Health Services Research 12(1): 80-80.
Background: There is a global need to assess physicians' professional performance in actual
clinical practice. Valid and reliable instruments are necessary to support these efforts. This study
focuses on the reliability and validity, the influences of some sociodemographic biasing factors,
associations between self and other evaluations, and the number of evaluations needed for
reliable assessment of a physician based on the three instruments used for the multisource
assessment of physicians' professional performance in the Netherlands.Methods: This
observational validation study of three instruments underlying multisource feedback (MSF) was
set in 26 non-academic hospitals in the Netherlands. In total, 146 hospital-based physicians took
part in the study. Each physician's professional performance was assessed by peers (physician
colleagues), co-workers (including nurses, secretary assistants and other healthcare
professionals) and patients. Physicians also completed a self-evaluation. Ratings of 864 peers,
894 co-workers and 1960 patients on MSF were available. We used principal components
analysis and methods of classical test theory to evaluate the factor structure, reliability and
validity of instruments. We used Pearson's correlation coefficient and linear mixed models to
address other objectives.Results: The peer, co-worker and patient instruments respectively had
six factors, three factors and one factor with high internal consistencies (Cronbach's alpha 0.95 -
0.96). It appeared that only 2 percent of variance in the mean ratings could be attributed to
biasing factors. Self-ratings were not correlated with peer, co-worker or patient ratings. However,
ratings of peers, co-workers and patients were correlated. Five peer evaluations, five co-worker
evaluations and 11 patient evaluations are required to achieve reliable results (reliability
coefficient ≥ 0.70).Conclusions: The study demonstrated that the three MSF instruments
 produced reliable and valid data for evaluating physicians' professional performance in the
Netherlands. Scores from peers, co-workers and patients were not correlated with self-
evaluations. Future research should examine improvement of performance when using MSF.

Overstreet, K. M., et al. (2007). "Addressing disparities in diagnosing and treating depression: a
promising role for continuing medical education." Journal of Continuing Education in the Health
Professions 27: S5-8.
Depression is a very common reason that individuals seek treatment in the primary care setting.
However, advances in depression management are often not integrated into care for ethnic and
racial minorities. This supplement summarizes evidence in six key areas-current practices in
diagnosis and treatment, disparities, treatment in managed care settings, quality improvement,
physician learning, and community-based participatory research-used to develop an intervention
concept described in the concluding article. Evidence of gaps in the care for minorities, while
discouraging, presents unique opportunities for medical educators to develop interventions with
the potential to change physician behavior and thereby reduce disparities and enhance patient
outcomes.

Owen, J. A., et al. (2014). "Designing and evaluating an effective theory-based continuing
interprofessional education program to improve sepsis care by enhancing healthcare team
collaboration." Journal of Interprofessional Care 28(3): 212-217.
Continuing interprofessional education (CIPE) differs from traditional continuing education (CE)
in both the learning process and content, especially when it occurs in the workplace. Applying
theories to underpin the development, implementation, and evaluation of CIPE activities informs
educational design, encourages reflection, and enhances our understanding of CIPE and
collaborative practice. The purpose of this article is to describe a process of design,
implementation, and evaluation of CIPE through the application of explicit theories related to
CIPE and workplace learning. A description of an effective theory-based program delivered to
faculty and clinicians to enhance healthcare team collaboration is provided. Results
demonstrated that positive changes in provider perceptions of and commitment to team-based
care were achieved using this theory-based approach. Following this program, participants
demonstrated a greater appreciation for the roles of other team members by indicating that
more responsibility for implementing the Surviving Sepsis guideline should be given to nurses
and respiratory therapists and less to physicians. Furthermore, a majority (86%) of the
participants made commitments to demonstrate specific collaborative behaviors in their own
practice. The article concludes with a discussion of our enhanced understanding of CIPE and a
reinterpretation of the learning process which has implications for future CIPE workplace
learning activities.

Owen, J. A., et al. (2020). "Advancing the Adoption of Continuing Professional Development (CPD) in the
United States." Pharmacy 8(3): 157.
Over the last four decades, the expanded patient care roles of pharmacists in the United States
(U.S.) have increased focus on ensuring the implementation of processes to enhance continuing
professional development within the profession. The transition from a model of continuing
pharmacy education (CPE) to a model of continuing professional development (CPD) is still
evolving. As pharmacists assume more complex roles in patient care delivery, particularly in
community-based settings, the need to demonstrate and maintain professional competence
becomes more critical. In addition, long-held processes for post-graduate education and
licensure must also continue to adapt to meet these changing needs. Members of the pharmacy
 profession in the U.S. must adopt the concept of CPD and implement processes to support the
thoughtful completion of professional development plans. Comprehensive, state-of-the-art
technology solutions are available to assist pharmacists with understanding, implementing and
applying CPD to their professional lives.

Oyamada, M., et al. (2018). "Development of understanding of DOHaD concepts in students during
undergraduate health professional programs in Japan and New Zealand." Journal of Developmental
Origins of Health and Disease 9(3): 253-259.
Evidence in support of the Developmental Origins of Health and Disease (DOHaD) hypothesis has
reached the level where it can appropriately be used to inform practice. DOHaD informed
interventions supporting primary noncommunicable disease risk reduction should target the
pre- and periconceptional periods, pregnancy, lactation, childhood and adolescence. Such
interventions are dependent on a health workforce (including dietitians, nurses, midwives,
doctors, and nutrition teachers), that has a deep understanding of DOHaD concepts. This study
assessed development of awareness of DOHaD concepts during undergraduate health
professional training programs. Using a cross-sectional design, a standardized questionnaire was
completed by Year 1–4 undergraduate students studying nutrition in Japan (n=309) and Year 1–3
nursing students in New Zealand (n=151). On entry to undergraduate study, most students had
no awareness of the terms ‘DOHaD’ or ‘First 1000 Days’. While awareness reached 60% by Year 3
in courses that included DOHaD-related teaching, this remains inadequate. More than 95% of
Year 1 undergraduates in both countries demonstrated an appreciation of associations between
maternal nutrition and fetal health. However, awareness of associations between parental
health status and/or nutritional environment and later-life health was low. While levels of
awareness increased across program years, overall awareness was less than optimal. These
results indicate evidence of some focus on DOHaD-related content in curricula. We argue that
DOHaD principles should be one pillar around which health training curricula are built. This study
indicates a need for the DOHaD community to engage with faculties in curriculum development.

Pakkonen, M., et al. (2010). "Continuing nurse education students' conceptions of barriers and
facilitators of research utilization." Nursing Evidence / Tutkiva Hoitotyo 8(3): 30-37.
The purpose of this study was to investigate continuing nurse education students' conceptions of
barriers and facilitators of research utilization and to describe their conceptions of teaching
methods. The data were collected from the continuing education students (n = 178, response
rate was 70%).The questionnaire consisted of the Barriers Scale (Funk 1991 et al.) and TuTik-scale
(Heikkilä 2005a). The data were analysed statistically and by content analysis. Factors that
promoted utilization of research knowledge were easy availability of research knowledge,
practical research knowledge, the nurses' interest and positive attitude, the superior's example
and positive attitude, and supplementary education. On the other hand, the biggest barriers
related to the organization and to publication, availability and acceptability of research
utilization. According to the respondents, the teaching methods were good. Learning by doing,
i.e. information search and integrating the research knowledge in teaching, was the best learning
method to learn research utilization. This study shows that supplementary education does have
significance in promoting utilization of research knowledge among the nurses.The received
information can be used in planning supplementary studies.

Pakkonen, M., et al. (2021). "Continuing education interventions about person-centered care targeted
for nurses in older people long-term care: a systematic review." BMC Nursing 20(1): 1-20.
Background: Person-Centered Care is often seen as an indicator of quality of care. However, it is
 not known whether and to what extent person-centered care can be enhanced by continuing
education interventions in older people's long-term care settings. This systematic review aimed
to analyze and synthesize the existing research literature about person-centered care-based
continuing educational interventions for nurses working in long-term care settings for older
people. Methods: Five databases were searched 6/2019 and updated 7/2020; PubMed
(Medline), CINAHL, PsycINFO, Cochrane and Eric using the keywords person-centered car* OR
person-centred car * OR patient-centered car* OR client-centered car* OR tailored car* OR
resident-centered car* OR individualized car* AND older* OR elder* OR old person* AND Long-
Term Care OR Nursing home OR 24-h treatment OR long-term treatment. Twenty-seven full texts
from 2587 initially retrieved citations were included. Results: The continuing educational
interventions found were divided into five themes: person-centered interventions focusing on
medication; interaction and caring culture; nurses' job satisfaction; nursing activities; and older
people's quality of life. The perspective of older people and their next of kin about the influence
of continuing education interventions were largely absent. The background theories about
interventions, the measurements taken, and the clarity around the building blocks of the
continuing-care interventions need further empirical verification. The pedagogical methods used
were mainly quite behavioristic mostly lectures and seminars. Conclusion: Most of person-
centered care continuing education interventions are effective. Still more empirical research-
based continuing education interventions are needed that include learner-centered pedagogical
methods, with measurable outcomes that consider the opinions of older people and their next
of kin. Continuing educational interventions for nurses need to be further developed to
strengthen nurse's competence in person-centered care, job satisfaction and for better quality of
care.

Palmer, A. B. R. N. R. M. R. N. T. (1994). "Continuing Professional Education: Individual Responsibility,

Collective Consciousness." The Journal of Continuing Education in Nursing 25(2): 59-64.
Continuing professional education in the United Kingdom is discussed and the influences
examined. Within a framework of national, nursing, and local perspectives, the issues and
implications for the various individual agencies and personnel are identified. An overview is
provided to include agendas for action. [PUBLICATION ABSTRACT]

Palmer, S. and E. Montgomery (2017). "Improving continuing education in a hospital system in ecuador."
Annals of Global Health 83(1): 127.
Program/Project Purpose: Many times in developing countries hospitals struggle to maintain
properly trained medical personnel. A successful project for continuing education in a hospital
system in Ecuador was initiated with cooperation from a nursing college in the United States.
The education program was to help improve outcomes in patient care. In addition, health care
workers morale and satisfaction was low due to staffing shortages and high patient load. To
spark a renewed interest in their careers, and foster a sense of comradery within the hospital the
decision was made to start implementing education classes. Project objectives included up-to-
date skills and basic life support. It was hoped this increased education, as well as improved
satisfaction, could then trickle down to improved patient outcomes. It was also imperative to
study the effects and outcomes of the classes that were taught as much of the concepts were
new to Ecuadorians. Furthermore, it is essential to determine education outcomes to provide
direction for further teaching in subsequent years. Structure/Method/Design: Basic life-saving
(BLS) courses were taught for the neonatal, pediatric and adult care nurses and ancillary
personnel. Technical skill classes also were taught which were identified by the hospital
organization. Over 900 hospital personnel attended classes over a 3 week period. Excitement
 over the classes and new knowledge was phenomenal. The hospitals were very cooperative in
providing transportation, time, and access for their employees to attend the classes. A year later,
questionnaires and interviews were conducted to determine recall of skills and concepts that
were previously taught. Outcome & Evaluation: Results from the follow up survey varied. The
highest retention was from the BLS class that was taught, with at least 85% attendees
remembering at least two or more steps (from the four steps taught). However, it was a concern
to see only 50% of attendees remembered the right order. Other results will be shown. Going
Forward: When teaching new skills, planned repetition of continuing education should be an
important part of health care worker development. The following year, we were able to train
local leaders to carry on efforts for continuing education.

Panagiotopoulou, K., et al. (2016). "Continuing professional development of Greek doctors and nurses:
Translation and validation of the participation reasons scale (PRS)." Archives of Hellenic Medicine 33(6):
796-806.
OBJECTIVE To confirm the validity and reliability of the Participation Reasons Scale (PRS), which
explores reasons for participating in continuing professional education (CPE), with a sample of
Greek doctors and nurses. MATERIAL With the permission of the authors, translation into Greek
of the PRS, back translation, validation by a panel of experts (content and face validity), and test-
retest reliability were performed. The study entailed a descriptive, comparative, correlational
design, using a self-completed questionnaire, including the Likert type PRS, for data collection,
and it was conducted between March and September 2010. The sample consisted of 971 health
professionals (531 military doctors and 440 military nurses), of a total population of 2,025
working in the Hellenic Army health services, throughout Greece (response rate 47.2%). In order
to establish the construct validity of the scales the responses to the PRS were factor analyzed by
the method of principal components analysis with varimax rotation. Loadings of >0.4 were
accepted. The reliability of the scale was measured with Cronbach’s α. Statistical analysis was
performed using descriptive and inferential statistics. The level of significance was set at p=0.05.
RESULTS Analysis of the testretest reliability showed a statistically significant level of agreement
for each item (p<0.001). Factor analysis of the 30 possible reasons for participating in CPE
revealed four main motivational factors: “Improvement of professional competence and patient
service”, “professional commitment”, “collegial learning and interaction” and “personal benefits
and job security”, which explained 64.0% and 66.4%, respectively, of the total variance in the
Greek PRS for doctors (α=0.92) and for nurses (α=0.93). CONCLUSIONS The PRS is a valid and
reliable instrument for measuring the reasons of doctors and nurses for participating in CPE. It is
well documented that the exploration of such factors facilitates the planning and
implementation of the most appropriate educational programs for the good of all stakeholders:
The health professionals, the patients, the managers, the policy makers and society as a whole.

Park, J. J., et al. (2018). "Identifying Key Influencers of Professional Identity Development of Asian
International STEM Graduate Students in the United States." The Asia - Pacific Education Researcher
27(2): 145-154.
This qualitative study involves tracking the process by which Asian STEM (Science, Technology,
Engineering, and Math) graduate students encounter graduate studies as they build professional
identities. We derived data from interviews and observations of 27 Asian international STEM
graduate students at various stages of their graduate careers at a large research university
located in the United States. The following research question guided this investigation: What are
key influencers of STEM students’ professional identity? We conducted this study using a
qualitative grounded theory approach, and we developed a central professional identity
 development model from emergent themes that related to the central phenomenon. Findings
indicated Asian international STEM graduate students’ previous work experiences, disciplinary
skills acquisition, English proficiency, and socialization with peers and faculty advisors were
significant influential factors to their professional identity development. These influencers
interacted to both positively facilitate and negatively hinder the student’s progress toward
professional identity development. Together, this work suggests academic socialization is a
crucial factor for student success and professional identity development.

Park, S., et al. (2021). "Remote e-Workers’ Psychological Well-being and Career Development in the Era
of COVID-19: Challenges, Success Factors, and the Roles of HRD Professionals." Advances in Developing
Human Resources 23(3): 222-236.
The Problem As most employees have been forced to work from home during the COVID-19
pandemic, there is considerable concern about how to preserve employee health and well-being
by supporting their work in this unpredictable situation. In this sense, research highlighting how
to support remote e-workers in the COVID-19 pandemic era is urgently needed to inform
scholars and practitioners about effective strategies and interventions to support remote e-
workers. The Solution By reviewing conceptual and empirical studies, we discuss the challenges
of remote e-workers from the perspective of psychological well-being. We also summarize the
factors that support psychological well-being. Based on the findings, we suggest how human
resource development (HRD) professionals can support remote e-workers’ psychological well-
being and career development in the COVID-19 pandemic era. The Stakeholders This article has
relevance for scholars, scholar-practitioners, and practitioners who are interested in seeking
ways to support remote e-workers from an HRD perspective across countries, disciplines, and
contexts in the COVID-19 pandemic era.

Parker, L., et al. (2022). "Developing and Evaluating a Rheumatology Nurse Competency Framework to
Guide Professional Development and Career Progression." Arthritis and Rheumatology 74: 424-425.
Background/Purpose: The role of the Rheumatology Nurse Specialist is a complex one, with wide
variation in titles, practice and responsibility,world wide. Therefore, in the united Kingdom, the
Royal College of Nursing (RCN) Rheumatology Forum developed a Competency Framework for
Rheumatology Nurses, which was published in March 2020. The competency aims to support
personal development plans, continuing professional development and career progression for
rheumatology nurses to advance practice acting as a benchmarking tool, providing a framework
to support succession planning and service development, forming a base for an international
standard curriculum for training. Following its launch, we carried out an evaluation of
rheumatology nurses views of the competency, and identified benefits limitations, and any
recommendations. Methods: We used a sequential research design utilising a questionnaire
circulated form 13th March to 25th April 2021 followed by semi-structured interviews between
May 2021 and August 2021. Results: 106 people responded to the survey, 99(93%) working as
adult rheumatology nurses there were 55(52%) band 7 nurses and a wide range of job titles.
Most nurses, 93(87%) had academic qualification at degree or Masters level. Most
respondents77(73%) were from England. 74(70%) found out about the competency via the RCN
Rheumatology Nurse Forum page or via the British Society for Rheumatology website (35%).
Most (71%) respondents had been in their present role for 5 years or more, and 53(50%) nurses
had been on their role for more than 10 years. When asked whether they had used the
competency framework in their practice; 57(54%) said they had. Reasons for using it were; to
provide a framework for learning, to use as a benchmarking tool, for CPD, for teaching, to
demonstrate skills and knowledge, when managing others, to show managers how their role can
 develop. Redeployment due to COVID 19 and work force issues were the main reason why the
competency was not implemented fully. However using it with new staff was cited as beneficial.
Free text comments described very good detail and identification of learning needs giving good
understanding of the underpinning knowledge. 15 nurses responded for interviews and 14 were
conducted. The average length of the interview was 12 minutes totalling 171 minutes. We asked
why they used they used the competency, for any potential strengths or limitations, how much
time it took to complete, and if they would use it again, improvement suggestions. if they would
recommend it to others, and whether it was easy to locate. People said a paediatric
rheumatology module and an accessible course focussed on leadership is needed. When asked
to summarise the competency in 5 words. One said it was “a reliable tool to improve quality of
care and set standards for Rheumatology Nurses. Conclusion: The competency was well received
as a strengthening resource for UK Rheumatology Nurses. We recommend that these
competencies are universally adopted. Further dissemination is required and education needs
must be addressed. A development framework is planned. Further analysis will be published
later in 2022 with a review of the competency due in 2023.

Parker, S. (2007). "Verifiable CPD paper: Introduction, history of lasers and laser light production." British
Dental Journal 202(1): 21-31.
The word laser conjures in the mind's eye many aspects of what might be described as 'modern'
life. The words 'powerful', 'precise' and 'innovative' complement our conception of the world in
terms of technology, whereas patients often associate the words 'magical' and 'lightening quick'
with the use of lasers in medical practice. The purpose of this series of articles is to explore the
history and development of lasers, the integration of lasers into clinical dentistry and the
safeguards as to their regulated use.

Parle, M., et al. (1997). "The development of a training model to improve health professionals' skills, self-
efficacy and outcome expectancies when communicating with cancer patients." Social Science &
Medicine 44(2): 231-240.
Health professionals are in a key position to help reduce the high prevalence of affective
disorders and psychological problems experienced by cancer patients. Parle et al developed a
conceptual model of communication behavior in the cancer setting.

Parsons, S., et al. (2016). "What do pharmaceutical industry professionals in Europe believe about
involving patients and the public in research and development of medicines? A qualitative interview
study." BMJ Open 6(1).
ObjectivesTo explore European-based pharmaceutical industry professionals’ beliefs about
patient and public involvement (PPI) in medicines research and development
(R&D).SettingPharmaceutical companies in the UK, Poland and Spain.Participants21
pharmaceutical industry professionals, four based in the UK, five with pan-European roles, four
based in Spain and eight based in Poland.MethodQualitative interview study (telephone and
face-to-face, semistructured interviews). All interviews were audio taped, translated (where
appropriate) and transcribed for analysis using the Framework approach.Results21
pharmaceutical industry professionals participated. Key themes were: beliefs about (1) whether
patients and the public should be involved in medicines R&D; (2) the barriers and facilitators to
PPI in medicines R&D and (3) how the current relationships between the pharmaceutical
industry, patient organisations and patients influence PPI in medicines R&D.ConclusionsAlthough
interviewees appeared positive about PPI, many were uncertain about when, how and which
patients to involve. Patients and the public's lack of knowledge and interest in medicines R&D,
 and the pharmaceutical industry's lack of knowledge, interest and receptivity to PPI were
believed to be key challenges to increasing PPI. Interviewees also believed that relationships
between the pharmaceutical industry, patient organisations, patients and the public needed to
change to facilitate PPI in medicines R&D. Existing pharmaceutical industry codes of practice and
negative media reporting of the pharmaceutical industry were also seen as negative influences
on these relationships.

Pascal, J., et al. (2000). "Difficulties with implementation and institutional stakes for continuing education
for private practice doctors." Sante Publique 12(2): 177-189.
The Formation Medicale Continue (FMC) is a continuing education programme for private
practice doctors (generalists and specialists), and was established in the legislation of April 1996.
In analysing the stages of the policy's introduction, an attempt was made to understand the
difficulties encountered in its implementation. Using a semi-directive questionnaire, the opinions
concerning the policy were collected from the different actors in the process: professionals,
social welfare organisations, government agencies and health organisations. The analysis of their
perceptions was complemented by an analysis of historical data and a review of the literature.
The greatest difficulties with implementation related to the interactions among the stakeholders:
the << game >> of the medical unions, among themselves and with social security and
government agencies; the under-representation of the medical profession, exacerbated by its
divisions and the split between generalists and specialists; the indecision of government
agencies, leaving the stakeholders waiting; the << game >> of the social security funds, which act
as if the principle of << mutualisation >> of FMC funds can be by-passed. Conflicts of interest
regarding the FMC have << crystallised >> among the different stakeholders, as well as within the
medical corpus. These conflicts relate in particular to the creation of the memorandum
agreement and to the definition of the relationship with the pharmaceutical industry.

Pascal, J., et al. (2000). "[Difficulties with the implementation and institutional stakes in the continuing
education of private physicians]." Sante Publique 12(2): 177-189.
The Formation Medical Continue (FMC) is a continuing education programme for private practice
doctors (generalists and specialists), and was established in the legislation of April 1996. In
analysing the stages of the policy's introduction, an attempt was made to understand the
difficulties encountered in its implementation. Using a semi-directive questionnaire, the opinions
concerning the policy were collected from the different actors in the process: professionals,
social welfare organisations, government agencies and health organisations. The analysis of their
perceptions was complemented by an analysis of historical data and a review of the literature.
The greatest difficulties with implementation related to the interactions among the stakeholders:
the "game" of the medical unions, among themselves and with social security and government
agencies; the under-representation of the medical profession, exacerbated by its divisions and
the split between generalists and specialists; the indecision of government agencies, leaving the
stakeholders waiting; the "game" of the social security funds, which act as if the principle of
"mutualisation" of FMC funds can be by-passed. Conflicts of interest regarding the FMC have
"crystallised" among the different stakeholders, as well as within the medical corpus. These
conflicts relate in particular to the creation of the memorandum agreement and to the definition
of the relationship with the pharmaceutical industry.

Paschoal, A. S., et al. (2007). "The perception of permanent, continuous, in service education for nurses
in a school hospital." Revista da Escola de Enfermagem da USP 41(3): 478-484.
This study is aimed at discussing the conception of permanent, continuous, in service education
 among nurses at a school hospital. It is a research of qualitative nature, for which the data was
gathered using the technique of focal group in six sessions recorded in audio and video. Nine
nurses of a school hospital took part in it. For the analysis of the data was used the technique of
collective subject speech, which consists of the organization and computation of the qualitative
data of oral nature recorded, from which resulted a single speech. The research showed that the
nurses differentiated the terms permanent education, continuous education and in service
education, building their own concepts, highlighting the importance of differentiation in order to
define the kind of approach to be taken to address the educative need presented.

Patel, M. S., et al. (2014). "The role of MD and MBA training in the professional development of a
physician: A survey of 30 years of graduates from the wharton health care management program."
Academic Medicine 89(9): 1282-1286.
PURPOSE: The number of medical schools offering MD and MBA training has increased fivefold
in the last two decades. The authors evaluated graduates' perceptions of the role of such
training on their career and professional development. METHOD: In 2011, the authors surveyed
physician graduates from the Wharton School MBA Program in Heath Care Management at the
University of Pennsylvania from 1981 to 2010. Survey responses were analyzed and evaluated
using grounded theory. RESULTS: Among 247 eligible graduates, 59.9% (148/247) completed the
questionnaire and 89.9% (133/148) of them provided free-text responses. Approximately 85.1%
(126/148) of respon dents were male and 79.7% (118/148) entered residency training; however,
both rates declined slightly over time. Among respondents within their first decade after
graduation, 46.2% (24/52) reported clinical practice as their primary work sector compared with
39.5% (15/38) among respondents 11 to 20 years after graduation and 19.2% (5/26) of
respondents 21 to 30 years after graduation. Overall, graduates reported mostly positive
attitudes and often noted the benefits of career acceleration, professional flexibility, and
credibility in multidisciplinary domains. The few negative remarks were focused on the
opportunity cost of time and how peers in one discipline may negatively perceive the role of the
other discipline's degree. CONCLUSIONS: Graduates with an MD and MBA report mostly positive
attitudes towards their training, and many are pursuing leadership and primarily nonclinical roles
later in their careers. These findings reveal new insights for policies affecting physician
workforce. Further study is necessary to evaluate whether similar trends exist more broadly.

Patrick Michel, A., et al. (2014). "Development and Validation of Questionnaires Exploring Health Care
Professionals' Intention to Use Wiki-Based Reminders to Promote Best Practices in Trauma." JMIR
Research Protocols 3(4).
Background: Little is known about factors influencing professionals’ use of wikis. Objective: We
developed and validated two questionnaires to assess health care professionals’ intention to use
wiki-based reminders for the management of trauma patients. Methods: We developed
questionnaires for emergency physicians (EPs) and allied health professions (AHPs) based on the
Theory of Planned Behavior and adapted them to the salient beliefs of each, identified in an
earlier study. Items measured demographics and direct and indirect theoretical constructs. We
piloted the questionnaires with 2 focus groups (5 EPs and 5 AHPs) to identify problems of
wording and length. Based on feedback, we adjusted the wording and combined certain items. A
new convenience sample of 25 EPs and 26 AHPs then performed a test-retest of the
questionnaires at a 2-week interval. We assessed internal consistency using Cronbach alpha
coefficients and temporal stability of items with an agreement intraclass correlation coefficient
(ICC). Results: Five EPs and 5 AHPs (3 nurses, 1 respiratory therapist, and 1 pharmacist) formed 2
focus groups; 25 EPs and 26 AHPs (12 nurses, 7 respiratory therapists, and 7 pharmacists)
 completed the test and retest. The EP questionnaire test-retest scores for consistency (Cronbach
alpha) and stability (ICC) were intention (test: Cronbach alpha=.94; retest: Cronbach alpha=.98;
ICC=.89), attitude (.74, .72, .70), subjective norm (.79, .78, .75), perceived behavioral control
(.67, .65, .66), attitudinal beliefs (.94, .86, .60), normative beliefs (.83, .87, .79), and control
beliefs barriers (.58, .67, .78) and facilitators (.97, .85, .30). The AHP questionnaire scores for
consistency and stability were: intention (test Cronbach alpha=.69, retest Cronbach alpha=.81,
ICC=.48), attitude (.85, .87, .83), subjective norm (.47, .82, .62), perceived behavioral control
(.55, .62, .60), attitudinal beliefs (.92, .91, .82), normative beliefs (.85, .90, .74), and control
beliefs barriers (.58, .55, .66) and facilitators (.72, .94, –.05). To improve the psychometric
properties of both questionnaires, we reformulated poorly consistent or unstable items.
Conclusions: Our new theory-based questionnaires to measure health care professionals’
intention to use wiki-based reminders have adequate validity and reliability for use in large
surveys. In the long run, they can be used to develop a theory-based implementation
intervention for a wiki promoting best practices in trauma care.

Patterson, B. J., et al. (2013). "Pilot evaluation of a continuing professional development tool for
developing leadership skills." Research in Social and Administrative Pharmacy 9(2): 222-229.
Background: Strategies are needed to assure essential nonclinical competencies, such as
leadership, can be gained using a continuing professional development (CPD) framework.
Objective: The objective of this study was to explore student pharmacists' utilization and
perceived effectiveness of a CPD tool for leadership development in an elective course.
Methods: Students completed 2 CPD cycles during a semester-long leadership elective using a
CPD tool. A questionnaire was used to measure students' perceptions of utility, self-efficacy, and
satisfaction in completing CPD cycles when using a tool to aid in this process. Results: The CPD
tool was completed twice by 7 students. On average, students spent nearly 5 hours per CPD
cycle. More than half (57.1%) scored themselves as successful or very successful in achieving
their learning plans, and most (71.4%) found the tool somewhat useful in developing their
leadership skills. Some perceived that the tool provided a systematic way to engage in leadership
development, whereas others found it difficult to use. Conclusions: In this pilot study, most
student pharmacists successfully achieved a leadership development plan and found the CPD
tool useful. Providing students with more guidance may help facilitate use and effectiveness of
CPD tools. There is a need to continue to develop and refine tools that assist in the CPD of
pharmacy practitioners at all levels. © 2013 Elsevier Inc.

Payler, J., et al. (2007). "Theorizing interprofessional pedagogic evaluation: framework for evaluating the
impact of interprofessional continuing professional development on practice change." Learning in Health
& Social Care 6(3): 156-169.

Payne, L. K. (2015). "Intuitive Decision Making as the Culmination of Continuing Education: A Theoretical
Framework." Journal of Continuing Education in Nursing 46(7): 326-332.
The ability to make sound clinical decisions is the cornerstone of excellent nursing care and the
goal of continuing nurse educators. Research has revealed that expert nurses make fewer errors
in decision making; it also has shown differences in the decision-making process of expert
nurses, compared with novice nurses. Specifically, expert nurses report a greater use of intuitive
decision making. Accordingly, an important goal for continuing nurse educators is the
development of intuitive decision making by nurses. This article proposes a pattern- based,
constructivist educational framework that synthesizes Benner's novice to expert (NTE) theory,
Damascio's somatic marker hypothesis (SMH), and Hammond's cognitive continuum theory
 (CCT). This framework provides a foundation for continuing education that fosters the
development of intuitive decision making in nurses. Although this framework needs further
empirical validation, it is theoretically sound and applicable to all areas of nursing, and its
implementation could help reduce errors in decision making by nurses, thus improving patient
outcomes. J Contin Educ Nurs. 2015;46(7):326-332.

Pearson, C. L. and W. D. Care (2002). "Meeting the continuing education needs of rural nurses in role
transition." Journal of Continuing Education in Nursing 33(4): 174-179.
Background: The community health center WHO model of care delivery is gaining acceptance
throughout Canada's newly created rural health regions. The resulting change in nursing
functions presents a challenge to regional health authorities to ensure the attainment and
maintenance of practice competencies.Method: This qualitative study examined strategies used
in selected parts of Canada to prepare and support rural diploma-prepared nurses for role
transition from acute care into CHCs.Results: In light of CHC nurses' increased degree of
autonomy, skill level, and focus on community wellness, the findings indicate a need for
additional educational preparation and supportive strategies for transitioning nurses.Conclusion:
Regions should educate the public and staff about the principles of primary health care,
population health, and factors that determine health to help stakeholders understand their
community, the current gaps in service delivery, and the role of CHC nurses. Key players at the
provincial level should work together to address competency issues and continuing education
needs of nurses in career transition.

Pearson, C. L. M. C. E. R. N. and W. D. E. R. N. Care (2002). "Meeting the continuing education needs of

rural nurses in role transition." The Journal of Continuing Education in Nursing 33(4): 174-179.
According to Manga (1994), reduced funding to hospitals has been a necessary first step to
bringing about a more balanced and reformed health care system. According to Tomey (2000):
Role theory is a collection of concepts, definitions, and hypotheses that predict how actors will
perform in certain roles and under what circumstances given behaviors can be expected (p. 265).

Peaslee, A., et al. (2007). "Making Our Thinking Visible: Using Documentation for Professional
Development." YC Young Children 62(4): 28-29.
Informed by the concept of the documentation process as a cycle of inquiry-an ongoing process
of observing, reflecting, and responding (Gandini & Goldhaber 2001)-teachers worked in small
groups, sharing ideas and offering possibilities to one another on how to expand the concepts
that were surfacing.

Pehlke-Milde, J., et al. (2006). "Vocational analysis of health care professions as a basis for innovative
curricular planning. An analysis and prognosis of the development of the professional competencies of
midwives -- cornerstones of innovative curricula in tertiary education." Nurse Education Today 26(3):
183-190.
This article describes current and future tendencies in the development of curriculum planning
for health care professions in Germany, using the example of midwifery education. In particular,
it discusses 'output-based control' of curriculum planning giving consideration to issues related
to German education, health policies and professional educational theories with a view to the
general international development. The results of this analysis constitute the starting point for
the conceptual planning of a dissertation at the medical faculty of the Berlin Charité with the
goal of developing a competency model for the curriculum planning of midwifery education,
thus creating a modern curriculum as a basis for a fundamental reform of German midwifery
 education.

Peiser, G., et al. (2018). "The role of the mentor in professional knowledge development across four
professions." International Journal of Mentoring and Coaching in Education 7(1): 2-18.
PurposeAgainst a British policy backdrop, which places an ever- increasing emphasis on
workplace learning in pre-service professional programmes, the purpose of this paper is to
investigate the contribution of the mentor to professional knowledge development in nursing,
paramedicine, social work and teaching.Design/methodology/approachTaking the form of a
literature review, it explores the influence of policy, professional and theoretical
conceptualisations of the mentor role, and structural factors influencing the mentor's
contribution to professional knowledge.FindingsWhere there are clearly delineated policy
obligations for the mentor to "teach", mentors are more likely to make connections between
theoretical and practical knowledge. When this responsibility is absent or informal, they are
inclined to attend to the development of contextual knowledge with a consequent disconnect
between theory and practice. In all four professions, mentors face significant challenges,
especially with regard to the conflict between supporting and assessor roles, and the need to
attend to heavy contractual workloads, performance targets and mentoring roles in
tandem.Practical implicationsThe authors argue first for the need for more attention to the
pedagogy of mentoring, and second for structural changes to workload allocations, career
progression and mentoring education. In order to develop more coherent and interconnected
professional knowledge between different domains, and the reconciliation of different
perspectives, it would be useful to underpin mentoring pedagogy with Bhabba's notion of "third
space".Originality/valueThe paper makes a contribution to the field since it considers new
obligations incumbent on mentors to assist mentees in reconciling theoretical and practical
knowledge by the consequence of policy and also takes a multi-professional perspective.

Pelser, D., et al. (2020). "Professional development for clerkship administrators: a 16-year overview of
the clerkship administrator certificate program." Med Educ Online 25(1): 1710327.
BACKGROUND: Increasing accreditation requirements as well as transformations in medical
school curricula necessitate administrative staff who are not only invested in the clerkship
coordinator role but also view what they do as a career. To date, there has been a lack of
professional development opportunities for clerkship administrators. METHODS: In 2003, the
Central Group on Educational Affairs of the Association of American Medical Colleges recognized
a need for professional development for clerkship administrators. The Clerkship Administrator
Certificate Program emerged from that decision and presented for the first time in 2004 in
Omaha, Nebraska. This article provides an overview of the program, how it has been evaluated,
and how it continues to evolve. RESULTS: The program had two guiding principles: to offer
professional development opportunities for clerkship administrators through interactive
workshops and to ensure the program was feasible both in terms of completion and in cost.
Over the past 16 years, the Clerkship Administrator Certificate Program workshops have been
delivered to over 300 clerkship administrators. Of those, 206 have completed a project in order
to receive their certificate. Projects have related to innovations in medical education (n = 41),
grading (n = 26), professional development (n = 26), and patient care (n = 20) to name a few.
DISCUSSION: In order to meet the demands for presenting the workshops, a train-the-trainer
model has been employed to expand the number of individuals presenting the workshops.
Additional research needs to be done to determine influence of the program on future
professional development endeavors.
Penciner, R. (2015). "Crowdsourcing: an instructional method at an emergency medicine continuing
education course." CJEM : Journal of the Canadian Association of Emergency Physicians 17(4): 433-436.
This study has several limitations. The concept of wisdom or expertise can be quite complex. In
this study, expertise of the crowd was described based on years in practice, type of practice, and
leadership positions held. Expertise was self-reported by participants. Although the response
rate (81%) was significant, it may represent only those who participated in the crowdsourcing
discussion or found the discussion valuable. Many participated in the discussion, but their
motivation was not explored.

Penny, J. T. (1989). "A description of Florida's mandatory continuing education system." Journal of
Continuing Education in Nursing 20(1): 8-15.
The Florida Board of Nursing feels that consumer health and welfare are influenced by the ability
of nurses to offer safe care. Board members advocate the theory that currency in nursing
practice is enhanced by continuous updating of knowledge and skills. To this end, the Board
requires 24 contact hours of approved continuing education every two years as a license renewal
condition for Florida's nurses. This article reflects a description of this system as it was in place in
1986. In-depth evaluation of the extensive continuing education database compiled since 1979
has enabled the Board to identify strengths and weaknesses of the system. As a result,
modification and refinement of certain elements currently are underway.

Penny, J. T. P. R. N. A. (1989). "A Description of Florida's Mandatory Continuing Education System." The
Journal of Continuing Education in Nursing 20(1): 8-15.
The Florida Board of Nursing feels that consumer health and welfare are influenced by the ability
of nurses to offer safe care. Board members advocate the theory that currency in nursing
practice is enhanced by continuous updating of knowledge and skills. To this end, the Board
requires 24 contact hours of approved continuing education every two years as a license renewal
condition for Florida's nurses. This article reflects a description of this system as it was in place in
1986. In-depth evaluation of the extensive continuing education database compiled since 1979
has enabled the Board to identify strengths and weaknesses of the system. As a result,
modification and refinement of certain elements currently are underway. [PUBLICATION
ABSTRACT]

Pereira, T. (2017). "The role of continuing dental education in clinical practice." Journal of Education and
Ethics in Dentistry 7(2): 25-29.
The dental education forms the foundation of professional lives for the dentists with respect to
students, faculties, and curriculum which are considered the main aspects of the dental
education. The important perspectives of these three arenas should be analyzed with plausible
suggestions for improvising them. In order to meet the inevitable increase in demand for
training, teaching, and learning, innovative approaches are required and dental academia should
be asked to respond. The educational needs can be viewed as a three-dimensional problem,
increased breadth across the dental team, vertical integration within and between specialties,
and the longitudinal expansion with lifelong learning and continuing professional development.
The present dental curriculum needs to be reformed by correcting some inherent concerns and
flaws such as inadequate clinical relevance of basic science concepts, lack of comprehensive
patient care model for clinical education, and overcrowding of the curriculum. In many
countries, the practice of dentistry is only permitted after passing an examination to get dental
license for few years. Furthermore, this license should be renewed with essential continuing
dental education, which is considered an international trend for reconciling. The Dental Council
 of India and the Union Government should be more stringent with reinforcing rules and
regulations to assure adequate infrastructure and quality education in all the dental colleges.

Pérez, I. E. (2020). "La necesaria simbiosis entre el Trabajo Social y el desarrollo regional: formación y
perfil profesional para la intervención social en el territorio." Comunitania(20): 51-80.
Abstract: Through this article, claiming the relevance of the exercise of interdisciplinarity, a
theoretical/methodological strategy is exposed to venture into what we consider as a
relationship or reciprocal incidence between the discipline of Social Work and the theory and
politics of regional development. [...]it is recognized that there can be two-way
complementarities and links between the two, since the Social Worker requires -in their training
and professional practice- development studies and other knowledge and tools that help to
inscribe and contextualize the social issue and its problems in the territory, as a sociohistorical
construction endowed with an unbalanced and uneven dynamics that merits the promotion,
participation and social intervention exercised by this professional. Keywords: Social Work,
territory and policy of regional development, interdisciplinarity, local/regional development
projects, social intervention. El estudio y la intervención, tanto en el curso del proceso de
desarrollo como en la construcción del territorio, no es monopolio exclusivo de alguna disciplina
académica o profesional como lo puede ser la economía en el primer caso, o la geografía en el
segundo, sino que precisa del concurso de múltiples miradas y de una sensibilidad
interdisciplinaria que lo mismo incida en el oficio de la investigación como en el diseño y
ejercicio de proyectos de desarrollo local/regional.

Peter, K. A., et al. (2020). "Development and psychometric testing of an observation-based assessment
tool focusing on work-related stressors among health professionals: the STRAIN-External Observation of
work Stressors." Journal of Occupational Medicine and Toxicology 15: 1-13.
Background Health professionals are especially affected by various stressors in their daily work,
such as a high workload, physical and emotional challenges. The aim of this study was to develop
and test the validity, reliability and usability of an observation-based instrument designed to
assess work stressors in the healthcare sector. Methods Using a cross sectional design, 110
health professionals were observed during one entire shift by an external observer. Factor
analysis was used to test construct validity, Cronbach’s alpha to test internal consistency and
correlations using Kendall’s Tau were computed to test for convergent validity. Results For 9 out
of 10 tested scales the results showed a one-factor solution for all observation scales (explained
variance ranged from 55.5 to 80.2%), satisfactory reliability (Cronbach’s alpha between .67
and .92), sufficient usability and satisfactory convergent validity. Conclusions The newly
developed STRAIN-EOS, an observation-based assessment tool designed to assess stressors
specifically in the healthcare sector, was shown to be potentially useful. However, further
refinement and testing is necessary before it can be widely used.

Peterson, S. (1989). "Designing Continuing Education Programming Based upon Futurist Literature."
Journal of Continuing Education in the Health Professions 9(2): 87-93.
The typical retrospective approach to planning continuing professional education fails to close
the knowledge gap of health professionals. The futurist literature is reviewed to determine new
knowledge, role conceptions, related basic disciplines, and personal growth that nurses will need
to master to avoid professional obsolescence. (Author)

Petit, P. (1994). "Continuing education. Closing the performance gap." HealthAction(8): 4-5.
The justifications for continuing education of health workers are: to assure adequate basic
 training, to update skills and techniques, to supplement skills when jobs change, and to fill what
is referred to as a "performance gap." Lack of appropriate knowledge is a reason for continuing
education, as lack of resources, poor motivation, and poor work organization are reasons for
training health workers through continuing education. The greatest impact of continuing
education occurs when there is a degree of stability in the health system and health workers
remain in their positions for some time. The advantages of continuing education are the
immediacy of putting skills into practice, the ability to give the practical examples and correct
mistakes, the ability to reduce backlogs and bottlenecks in service, make provisions for support
and motivation of health workers, function without additional need for buildings or extra
teaching staff, reach numbers of people at low cost. Financial resources are needed from either
national governments or donor agencies. The problem with donor support is the development of
vertical programs that compete or conflict with other integrated primary health care operations.
Continuing education approaches are commonly either "cascade" or "mushroom" approaches.
Cascade approach refers to the construction of a body of knowledge, which is then passed
through different levels of training programs until it reaches local health workers. Cascade
approach is ineffective when the message gets too diluted after changing hands so many times,
or when continuation is not possible after training has stopped. In contrast, the mushroom
strategy begins locally with strong leadership and community participation and is extended to
other areas. The same criticism can be applied to mushroom strategies. Sample strategies
include Tanzania's distance education in the form of correspondence courses, and zonal
continuing education centers. The African Medical Research Foundation provides health learning
materials and newsletters. Other community development approaches have been developed by
Paolo Friere, David Werner, and Bill Bower, but, whatever the approach, there is always a gap
between plans and program activity. Simple measures such as using ward or supervisory
meetings to provide information to health workers are possible.
eng

Pettman, H., et al. (2020). ""We Deal Here With Grey": Exploring Professional Boundary Development in
a Forensic Inpatient Service." Journal of Forensic Nursing 16(2): 118-125.
Background: Maintaining appropriate professional boundaries with clients in mental health
settings can be complex, particularly for forensic inpatient nurses and healthcare workers. The
literature in this area has mainly focused on boundary violations, with little research on how
staff members develop and maintain boundaries in forensic inpatient units, despite safe working
relationships being beneficial for staff experience and client recovery. Method: Interviews with
11 nurses and healthcare workers from forensic inpatient wards were analyzed using a
constructivist grounded theory methodology. Results: A cyclical model of boundary development
was developed in which staff initially acclimatize to the forensic environment before entering a
calibration phase of constantly assessing and addressing professional boundary issues in daily
working life. Staff members use this experience alongside reflection, social learning, and clinical
supervision to undergo individual learning and team development. In the fourth phase, they use
this learning to recalibrate their views on boundaries, themselves, and how they work with
clients. This recalibration impacts on staff members' further management of daily boundaries,
providing more materials for learning, which leads to further recalibration. Conclusions: This
study echoes previous literature suggesting the importance of supervision and reflective spaces
in professional boundary understanding. The model is comparable with existing learning theory
and reflects a clinical drive toward safe uncertainty. The importance of social and experiential
learning is highlighted and has important implications for forensic nurses.
Pettman, H. D., et al. (2020). ""We Deal Here With Grey": Exploring Professional Boundary Development
in a Forensic Inpatient Service." Journal of Forensic Nursing 16(2): 118.
Background: Maintaining appropriate professional boundaries with clients in mental health
settings can be complex, particularly for forensic inpatient nurses and healthcare workers. The
literature in this area has mainly focused on boundary violations, with little research on how
staff members develop and maintain boundaries in forensic inpatient units, despite safe working
relationships being beneficial for staff experience and client recovery. Method: Interviews with
11 nurses and healthcare workers from forensic inpatient wards were analyzed using a
constructivist grounded theory methodology. Results: A cyclical model of boundary development
was developed in which staff initially acclimatize to the forensic environment before entering a
calibration phase of constantly assessing and addressing professional boundary issues in daily
working life. Staff members use this experience alongside reflection, social learning, and clinical
supervision to undergo individual learning and team development. In the fourth phase, they use
this learning to recalibrate their views on boundaries, themselves, and how they work with
clients. This recalibration impacts on staff members' further management of daily boundaries,
providing more materials for learning, which leads to further recalibration. Conclusions: This
study echoes previous literature suggesting the importance of supervision and reflective spaces
in professional boundary understanding. The model is comparable with existing learning theory
and reflects a clinical drive toward safe uncertainty. The importance of social and experiential
learning is highlighted and has important implications for forensic nurses.

Peyre, P. (1988). "Continuing education in hospital." Gestions Hospitalieres(280): 677-687.

This article's subtitle reflects its major concern: Elements for a management theory of continuing
education in a hospital setting. Using a cybernetics approach as the main analytical tool the
author sets out to describe the hospital setting in a systems sense. Three main functions are
described: the political function, the administrative function and the psychosocial function.
Continuous education, it is argued, is an investment in manpower resources and hospitals should
take a lead in providing significant in-service training facilities for their staff.

Phillips, D., et al. (2002). "From personal reflection to social positioning: the development of a
transformational model of professional education in midwifery." Nursing Inquiry 9(4): 239-249.
A transformational model of professional identity formation, anchored and globalized in
workplace conversations, is advanced. Whilst the need to theorize the aims and methods of
clinical education has been served by the techno-rational platform of 'reflective practice', this
platform does not provide an adequate psychological tool to explore the dynamics of social
episodes in professional learning and this led us to positioning theory. Positioning theory is one
such appropriate tool in which individuals metaphorically locate themselves within discursive
action in everyday conversations to do with personal positioning, institutional practices and
societal rhetoric. This paper develops the case for researching social episodes in clinical
education through professional conversations where midwifery students, in practice settings, are
encouraged to account for their moment-by-moment interactions with their
preceptors/midwives and university mentors. It is our belief that the reflection elaborated by
positioning theory should be considered as the new epistemology for professional education
where professional conversations are key to transformative learning processes for persons and
institutions.

Phillips, J., et al. (2019). "Designing a Professional Development Course Sequence to Address Standard 4
Elements Using a CPD Framework." Innov Pharm 10(2).
 ACPE defines personal and professional development as an expected outcome of the Doctor of
Pharmacy degree program, but there is scarce data in the literature discussing methods for
systematically addressing these concepts in curricula. This paper describes the development and
attributes of a four-year professional development course sequence within a college of
pharmacy designed to develop students' knowledge, skills, abilities, behaviors, and attitudes
necessary to demonstrate self-awareness, leadership, innovation and entrepreneurship, and
professionalism through their life-long career. Each course has at least one required activity
addressing each of the four elements of Standard 4. The continuous professional development
framework is used as a backbone to the course sequence structure, utilizing the four elements of
CPD-reflect, plan, act, evaluate.

Phillips, J. L., et al. (2019). "Effectiveness of the spaced education pedagogy for clinicians’ continuing
professional development: a systematic review." Medical Education 53(9): 886-902.
ContextEnsuring clinical practice reflects current evidence is challenging given the rapid
proliferation of new knowledge. Changing entrenched clinical behaviours and facilitating the
adoption of best practice evidence requires a range of strategies, including affordable, scalable
and effective continuing professional development (CPD). Yet, identifying the CPD delivery
method most likely to effectively change and improve patient outcomes is difficult given the
variability in the evidence for different learning approaches. Although there is moderate level
evidence for outreach education, audit and feedback, and face‐to‐face or online learning, little is
known about the capacity of spaced education to change ineffective clinical practice(s). Spaced
education harnesses the power of spacing, repetition and testing learning content to increase
topic‐specific knowledge. Although spaced education is widely used in undergraduate and
postgraduate medical programmes, its effectiveness as a CPD delivery method that improves
patient outcomes is less certain.AimTo determine the effectiveness of the spaced education CPD
programmes to change targeted clinical knowledge and practice(s) to improve patient
outcomes.MethodA systematic review, appraising the spaced education CPD evidence generated
from searching six specialist medical and psychosocial databases. Studies published in English
peer‐reviewed journals from 1 January, 2000 to 31 August, 2018 were eligible for inclusion. A
modified Kirkpatrick four levels of evaluation framework assisted with appraising the effect of
spaced education CPD interventions on clinicians and patients.ResultsOf the 2396 studies
identified, 17 met the inclusion criteria, involving 2701 practising clinicians from multiple
disciplines and specialties. Five randomised controlled trials generated level II evidence, with the
remaining 12 studies generating lower levels of evidence. The majority of studies (n = 14)
involved the delivery of online spaced education. All studies were evaluated using the modified
Kirkpatrick four levels of evaluation framework with: 10 studies demonstrating significant
increases in participants’ knowledge; seven studies reporting significant changes in clinician
behaviour; four studies showing significant increases in clinician confidence; and three studies
identifying significant and sustained increases in participants’ clinical skills. Only two studies
reported positive improvements in patient outcomes.ConclusionSpaced education via an online
platform offers a scalable CPD format that can increase clinical knowledge and change practice.
However, further adequately powered randomised controlled trials are required to confirm that
spaced education CPD can impact positively on patients’ reported outcomes.

Phillips, R., et al. (1998). "Applying theory to practice -- the use of 'ripple effect' plans in continuing
education." Nurse Education Today 18(1): 12-19.
The difficulties students experience in applying theory to practice are well documented and
educationalists have employed a variety of techniques in an effort to enhance effective
 application. This paper describes the utilization of one such teaching/learning strategy in a
diploma level course in management for registered nurses and midwives. As problem-solving
individual contracts of learning, 'ripple effect' plans enabled course participants to apply general
principles of management theory to specific nursing management practice in their everyday
world of nursing and midwifery work, making changes in practice and procedure which were
visible and real.

Philp, S., et al. (2017). "Nurse confidence in gynaecological oncology practice and the evaluation of a
professional development module." Contemporary Nurse: A Journal for the Australian Nursing
Profession 53(2): 203-216.
Background: A tertiary-based education program on gynaecological oncology was attended by 62
registered nurses (RN). Aims: The program aimed to update nurses’ knowledge, improve skills
and ability to manage common situations and to assess program efficacy. Design: Evaluation
framework with specifically designed pre-post questionnaire about program content and nurse
confidence. Method: RN interested in gynaecological oncology were invited to attend. Nurses
rated their confidence about gynaecological oncology skills one week prior to the program,
immediately post-course, 3 months post and 12 months post. Speaker presentations were
evaluated immediately post-course. Results: Participants indicated improved confidence
immediately after participating in the course (z = −6.515,p < .001); whilst confidence
subsequently declined and stabilised up to 12 months post-course, it still remained significantly
higher than before the course: 3 months post- (z = −5.284,p < .001) and 12 months post- (z =
−4.155,p < .001). Conclusions: Results support the value of continuing professional education for
improving nurse confidence in the gynaecological oncology setting.

Picksak, G., et al. (2013). "GRP-089 Implementation of a "Medication Safety" Curriculum as Part of the
Continuing Education Programme For Pharmacists." European Journal of Hospital Pharmacy. Science and
Practice, suppl. 1 20.
Background The 'action plan for the improvement of medication safety' issued by the German
ministry of health demands a culture of safety awareness. To achieve this goal, an emphasis on
medication safety should be placed in the education of health care professionals. In this context
the German Society of Hospital Pharmacists (ADKA) has developed a curriculum on medication
safety. Purpose A workshop has been developed to improve the awareness of health care
professionals regarding medication errors and the risks involved. The tools allow the pharmacist
to perform a self-contained failure analysis as a basis for a goal-oriented prevention strategy.
Materials and Methods The curriculum consists of three parts. After a brief introduction, the
tools to develop strategies for error prevention are explained. These tools are then applied to
real life examples of medication errors in the clinical routine or in the community pharmacy
respectively. The curriculum has been presented to the local boards of pharmacy and the
association of statutory health insurance physicians. Results After approval by the board of
pharmacy of Lower Saxony, a pilot course was conducted. Within four days of the first invitation
being sent, almost 30 participants had enrolled. Finally more than 50 participants, the majority
of whom were community pharmacists successfully completed the curriculum, which was
evaluated by the local board of pharmacists. Conclusions The rapid and strong response to the
invitation is a sign that the subjects 'medication safety and medication errors' are of particular
interest to community pharmacists. It also tells us that medication safety is not a substantial part
of continuing education. An evaluation has shown that the time allotted for the curriculum (90
min.) is apparently too short and should be extended to at least 150 min. The participants
appreciated the opportunity to develop their own strategies to prevent medication errors. The
 experience accumulated so far demonstrates that the basic concept of the curriculum, now
available to all interested boards of pharmacists, is a promising strategy. No conflict of interest.

Picksak, G., et al. (2013). "GRP-089 Implementation of a “Medication Safety” Curriculum as Part of the
Continuing Education Programme For Pharmacists." European Journal of Hospital Pharmacy. Science and
Practice 20(Suppl 1): A32.
BackgroundThe ‘action plan for the improvement of medication safety’ issued by the German
ministry of health demands a culture of safety awareness. To achieve this goal, an emphasis on
medication safety should be placed in the education of health care professionals. In this context
the German Society of Hospital Pharmacists (ADKA) has developed a curriculum on medication
safety.Purpose A workshop has been developed to improve the awareness of health care
professionals regarding medication errors and the risks involved. The tools allow the pharmacist
to perform a self-contained failure analysis as a basis for a goal-oriented prevention
strategy.Materials and Methods The curriculum consists of three parts. After a brief
introduction, the tools to develop strategies for error prevention are explained. These tools are
then applied to real life examples of medication errors in the clinical routine or in the community
pharmacy respectively. The curriculum has been presented to the local boards of pharmacy and
the association of statutory health insurance physicians.ResultsAfter approval by the board of
pharmacy of Lower Saxony, a pilot course was conducted. Within four days of the first invitation
being sent, almost 30 participants had enrolled. Finally more than 50 participants, the majority
of whom were community pharmacists successfully completed the curriculum, which was
evaluated by the local board of pharmacists.Conclusions The rapid and strong response to the
invitation is a sign that the subjects ‘medication safety and medication errors’ are of particular
interest to community pharmacists. It also tells us that medication safety is not a substantial part
of continuing education. An evaluation has shown that the time allotted for the curriculum (90
min.) is apparently too short and should be extended to at least 150 min. The participants
appreciated the opportunity to develop their own strategies to prevent medication errors. The
experience accumulated so far demonstrates that the basic concept of the curriculum, now
available to all interested boards of pharmacists, is a promising strategy.No conflict of interest.

Pierce, C., et al. (2020). "A BEME realist synthesis review of the effectiveness of teaching strategies used
in the clinical setting on the development of clinical skills among health professionals: BEME Guide No.
61." Medical Teacher 42(6): 604-615.
Background: Literature describing the effectiveness of teaching strategies in the clinical setting is
limited. This realist synthesis review focuses on understanding the effectiveness of teaching
strategies used in the clinical setting. Methods: We searched ten databases for English language
publications between 1 January 1970 and 31 May 2017 reporting effective teaching strategies,
used in a clinical setting, of non-procedural skills. After screening, we used consensus to
determine inclusion and employed a standardised instrument to capture study populations,
methodology, and outcomes. We summarised what strategies worked, for whom, and in what
settings. Results: The initial search netted 53,642 references after de-duplication; 2037 were
retained after title and abstract review. Full text review was done on 82 references, with ultimate
inclusion of 25 publications. Three specific teaching strategies demonstrated impact on
educational outcomes: the One Minute Preceptor (OMP), SNAPPS, and concept mapping. Most
of the literature involves physician trainees in an ambulatory environment. All three have been
shown to improve skills in the domains of medical knowledge and clinical reasoning.
Discussion/conclusions: Apart from the OMP, SNAPPS, and concept mapping, which target the
formation of clinical knowledge and reasoning skills, the literature establishing effective teaching
 strategies in the clinical setting is sparse.

Pilcher, J. (2019). "The Flipped Classroom Format and Nursing Professional Development." The Journal of
Continuing Education in Nursing 50(10): 449-454.
The flipped classroom is increasingly described in the education literature. In the most basic
terms, the phrase flipped classroom refers to learners doing some type of preparatory work prior
to attending a class. Class time is then spent applying the content. This article includes an
overview of evidence related to the flipped classroom, as well as examples of how the flipped
format has been used in nursing professional development. Hints are included regarding
planning and implementing a flipped classroom. [J Contin Educ Nurs. 2019;50(10):449–454.]

Pilnick, A., et al. (2018). "Using conversation analysis to inform role play and simulated interaction in
communications skills training for healthcare professionals: identifying avenues for further development
through a scoping review." BMC Medical Education 18.
Background This paper responds to previously published debate in this journal around the use of
sociolinguistic methods in communication skills training (CST), which has raised the significant
question of how far consultations with simulated patients reflect real clinical encounters. This
debate concluded with a suggestion that sociolinguistic methods offer an alternative analytic
lens for evaluating CST. We demonstrate here that the utility of sociolinguistic methods in CST is
not limited to critique, but also presents an important tool for development and delivery.
Methods Following a scoping review of the use of role play and simulated interaction in CST for
healthcare professionals, we consider the use of the specific sociolinguistic approach of
conversation analysis (CA), which has been applied to the study of health communication in a
wide range of settings, as well as to the development of training. Discussion Role play and
simulated interaction have been criticised by both clinicians and sociolinguists for a lack of
authenticity as compared to real life interactions. However they contain a number of aspects
which healthcare professionals report finding particularly useful: the need to think on one’s feet
in real time, as in actual interaction with patients; the ability to receive feedback on the
simulation; and the ability to watch and reflect on how others approach the same simulation
task in real time. Since sociolinguistic approaches can help to identify inauthenticity in role play
and simulation, they can also be used to improve authenticity. Analysis of real-life interactions
using sociolinguistic methods, and CA in particular, can identify actual interactional practices that
are used by particular patient groups. These practices can then be used to inform the training of
actors simulating patients. In addition, the emphasis of CA on talk as joint activity means that
proper account can be taken of the way in which simulated interaction is co-constructed
between simulator and trainee. Summary We suggest that as well as identifying potential
weaknesses in current role play and simulation practice, conversation analysis offers the
potential to enhance and develop the authenticity of these training methods.

Pinkus, R. L. B. (1999). "The Consortium Ethics Program: Continuing Ethics Education for Community
Healthcare Professionals." HEC Forum 11(3): 233-246.
This paper discusses the University of Pittsburgh's Consortium Ethics Program (CEP), a nationally
recognized regional ethics education network. In existence since 1990, the CEP has grown from a
grant-funded pilot project of 12 acute-care hospitals to its current self-supporting status funded
by participation fees from 38 member institutions. The CEP's main goal is to provide on-going
education in clinical ethics in a cost-effective manner. The paper describes the key aspects of the
program including its origins, goals, membership requirements, educational curricula and
funding base. While focusing on the concepts of "creating a moral community," it addresses
 "stewardship," "preventive ethics," and "justice," and some practical wisdom about how to
institute and maintain such a program.

Pinneri, K. (2020). "Education, Training, and Continuing Certification in Forensic Pathology." Forensic
Anthropology 3(2): 97-97–102.
Forensic pathology is different from many other forensic disciplines because the basis is
medicine rather than science. The training, certification, and licensure of forensic pathologists
follows that of physicians and requires career-long continuing education. Education consists of
medical school, followed by training in a pathology residency and a forensic pathology
fellowship. The medical school curriculum varies between schools; however, all have a common
core classroom curriculum and required clinical clerkships. Pathology residency programs follow
specific guidelines and milestones set forth by the Accreditation Council for Graduate Medical
Education. Certification is by the American Board of Pathology and is currently issued in 10-year
cycles. Licensure requirements are set by the state medical licensing boards and therefore vary
from state to state. While onerous, these tasks ensure that individuals have met certain defined
standards and that they maintain continuous professional development. The well-established
programs employed in forensic pathology can be utilized as a framework for other forensic
disciplines, such as forensic anthropology.

Pinosa, C. and R. Gagnayre (1998). "Assessment of professional development of cambodian male nurses
specialised in anaesthesia and intensive care trained through humanitarian aid programmes." Annales
Francaises d'Anesthesie et de Reanimation 17(5): 423-429.
Objectives: To assess the working conditions of Cambodian male nurses specialised in
anaesthesia and intensive care (NSAIs), degree of satisfaction, whether training was suited to the
Cambodian needs and practical application of training. Study design: Prospective survey.
Persons: Two training years including 30 NSAIs. Method: External assessors evaluated working
conditions, practice of anaesthesia, analysed logbooks and theatre reports, organised semi-
directive interviews and examinations using clinical cases. Results: Out of the 30 NSAIs, 28 had
an appointment, mainly in anaesthesia (80% of their activity) and three-quarters of them felt
that their skills were appreciated by their superiors. Seventeen had some form of responsibility
in the management of a department. For the administration of an anaesthetic, 13 NSAIs of the
second year had achieved an acceptable level of performance and resolved effectively 85% of
the submitted cases. Twenty- two NSAIs reported difficulty in applying techniques learned during
their training to real working conditions. The causes were poor equipment, poor organization
and poor relations with the hierarchy. The latter cause decreased the capacity to take
appropriate decisions, which was the most common error made by the second year NSAIs.
Finally, as their wages remained unchanged, 19 out of the 28 NSAIs were obliged to look for an
additional source of income. Conclusions: This survey shows the medium-term effectiveness of
an NSAI training programme basing on teaching and public health principles and organised in the
humanitarian aid sector.

Pinosa, C. and R. Gagnayre (1998). "[Evaluation of professional development of Cambodian male nurses
specializing in anesthesia and intensive care, trained through humanitarian care programs]." Ann Fr
Anesth Reanim 17(5): 423-429.
OBJECTIVES: To assess the working conditions of Cambodian male nurses specialised in
anaesthesia and intensive care (NSAIs), degree of satisfaction, whether training was suited to the
Cambodian needs and practical application of training. STUDY DESIGN: Prospective survey.
PERSONS: Two training years including 30 NSAIs. METHOD: External assessors evaluated working
 conditions, practice of anaesthesia, analysed logbooks and theatre reports, organised semi-
directive interviews and examinations using clinical cases. RESULTS: Out of the 30 NSAIs, 28 had
an appointment, mainly in anaesthesia (80% of their activity) and three-quarters of them felt
that their skills were appreciated by their superiors. Seventeen had some form of responsibility
in the management of a department. For the administration of an anaesthetic, 13 NSAIs of the
second year had achieved an acceptable level of performance and resolved effectively 85% of
the submitted cases. Twenty-two NSAIs reported difficulty in applying techniques learned during
their training to real working conditions. The causes were poor equipment, poor organisation
and poor relations with the hierarchy. The latter cause decreased the capacity to take
appropriate decisions, which was the most common error made by the second year NSAIs.
Finally, as their wages remained unchanged, 19 out of the 28 NSAIs were obliged to look for an
additional source of income. CONCLUSION: This survey shows the medium-term effectiveness of
an NSAI training programme basing on teaching and public health principles and organised in the
humanitarian aid sector.

Pitts, J., et al. (1999). "'Practice professional development plans': general practitioners' perspectives on
proposed changes in general practice education." Br J Gen Pract 49(449): 959-962.
BACKGROUND: The Chief Medical Officer has presented a report proposing a change in general
practitioners' education towards a 'Practice Professional Development Plan', which, in principle,
is based around formal needs assessment, practice-based learning in areas identified by those
involved, and with the potential for multi-professional learning. This aims to replace the present
system of a financial allowance earned by attending a certain amount of educational activity.
AIM: To study the opinions of a group of general practitioners attending a course that included
workshops that introduced and considered this educational initiative. METHOD: Semi-structured
interviews four weeks after the course. RESULTS: Educational benefits were clearly seen, while
issues such as funding and time will present difficulties in implementation. CONCLUSIONS: This
proposal was seen as an improvement to the existing postgraduate educational allowance
system. To maintain enthusiasm, successful introduction will depend on the issues of support
and resources.

Player, M., et al. (2018). "The role of Balint group training in the professional and personal development
of family medicine residents." International Journal of Psychiatry in Medicine 53(1/2): 24-38.
This paper presents a study based on the participation of PGY2 and PGY3 family medicine
residents in Balint seminars that occurred twice monthly for 24 months. Balint groups were
cofacilitated by leader pairs experienced with the Balint method. Prior to residency graduation,
18 of 19 eligible resident physicians (94.5%) completed 30- to 60-min semistructured interviews
conducted by a research assistant. Resident physicians were told that these individual interviews
concerned “…how we teach communication in residency.” The deidentified transcripts from
these interviews formed the raw data that were coded for positive (n = 9) and negative (n = 3)
valence themes by four faculty coders utilizing an iterative process based on grounded theory.
The consensus positive themes included several elements that have previously been discussed in
published literature concerning the nature of Balint groups (e.g., being the doctor that the
patient needs, reflection, empathy, blind spots, bonding, venting, acceptance, perspective
taking, and developing appreciation for individual experiences). The negative themes pointed to
ways of possibly improving future Balint offerings in the residency setting (repetitive, uneasiness,
uncertain impact). These findings appear to have consistency with seminal writings of both
Michael and Enid Balint regarding the complex nature of intrapsychic and interpersonal skills
required to effectively manage troubling doctor–patient relationships. The implications of
 findings for medical education (curriculum) development as well as future research efforts are
discussed.

Pogge, E. K. and L. E. Davis (2021). "Fostering Mindfulness in Continuing Pharmacy Education Using a
Board Game: Initial Experiences and Perceptions." Journal of Continuing Education in the Health
Professions 41(3): 230-233.
Introduction: Expansion of pharmacists' scope of practice creates a need to optimize learning
within continuing professional development (CPD) that can simultaneously promote mindfulness
and enhance clinical decision-making. An educational board game embracing the principles of
situated learning was developed with the purpose of promoting clinical reasoning skills and
mindfulness. Methods: Iter Vitae was used in a national pharmacy meeting CPD session. An
evaluation was conducted by a voluntary survey to gather perceptions of game-based
instruction. Results: Ninety of 115 session-attendees completed the anonymous survey.
Participants strongly agreed that Iter Vitae is an effective learning tool of appropriate complexity
for CPD sessions. Participant perceptions suggest that playing Iter Vitae may enhance clinical
knowledge, foster critical thinking, and influence provider empathy. Open-ended responses
revealed appreciation of collaborative learning within authentic case scenarios. Discussion: This
game-based CPD session gave participants an opportunity to develop elements of mindful
practice embedded within authentic case scenarios. Further research on game-based instruction
is needed to determine its effects on knowledge and skill acquisition, retention, and impact on
clinical practice.

Pokhrel, S. and C. Retis (2015). "Supporting physiotherapy professional development through skill
assessment within a mentoring process: An experience in Nepal." Physiotherapy (United Kingdom) 101:
eS1217-eS1218.
Background: In Nepal poor maternal and child health, non-communicable diseases and injuries
are the main causes of impairment and greatly limit activities and participation in society. The
situation of children with disabilities is of particular concern given the limited access to quality
care. Despite the huge health needs throughout the country, physiotherapists work mainly in
urban-based private facilities. Furthermore, the profession is not regulated and continuing
professional development (CPD) opportunities are very limited. Physiotherapists in rural areas
have even less access to CPD to help develop clinical skills appropriate for the Nepalese
population. The Health Systems Strengthening Programme by the World Health Organisation
promotes the need for workforce development and retention to strengthen a country's health
system, however physiotherapy is often neglected in low-resource settings. Purpose: In order to
increase the responsiveness of physiotherapy services and strengthen staff skills, a mentoring
system for physiotherapists working in five physical rehabilitation centres (one urban, four rural)
was set up in 2012 with the support of Handicap International Federation, an international
humanitarian organization working in disability. Methods: A framework for on-the job mentoring
was developed by Handicap International to support a senior therapist in delivering mentoring
to five physiotherapists. Individual assessment of each therapist is carried out through
observation and review of treatment files. The evaluation is based on a grid that includes areas
such as skills, knowledge, values and managerial capacities; scores range from 0 (requires
immediate review) to 3 (strong). Individual capacity development plans are then defined
together with physiotherapists and implemented through on-the-job mentoring, remote support
such as provision of on-line resources, and exposure to various training opportunities including
the ones by the national professional physiotherapy organization. Based on objective assessment
and demand from physiotherapists, mentoring focused on management of developmental
 disorders in children. Results: Since 2012, four cycles of skill assessment, capacity development
plans and mentoring have been implemented. Mode scores in 2012, 2013 and 2014 were 2
(acceptable, but development is possible), while mean scores were 2.48, 1.65 and 1.68
respectively. The drop between 2012 and 2013 can be explained by turn over from experienced
to junior staff. The instrument used appeared sensitive to attrition of senior staff.
Physiotherapists showed an increased motivation for self-learning and autonomously searched
additional resources, especially on-line. Conclusion(s): Findings from the mentoring system
appears to support its use in improving professional skills of staff working in both urban and
rural areas in the absence of a formal system of CPD. The modest improvement in professional
skills shows the need of continuing support for professional development to ensure quality
services and to create a positive working environment. Implications: National physiotherapy
training institutes and the Nepali health system, possibly in partnership with support agencies
like Handicap International, should look at ways of developing sustainable and collaborative
mechanisms for professional development for better responsiveness. Further research is needed
on the effectiveness and relevance of approaches to CPD in this and similar contexts, including
the validity and appropriateness of instruments to monitor professional performance to ensure
optimal resource allocation.

Politi, E. D. and K. N. Souliotis (2013). "Understanding The Weaknesses And The Threats Of Continuous
Medical Education In The 21st Century." Problems of Education in the 21st Century 56: 105-114.
The European Union of Medical Specialties is taking efforts to harmonize Continuous Medical
Education (CME) requirements in Europe. However, in an era of financial crisis, some countries
may undervalue the long-term public health impact of weak and budget-limited CME national
systems. Appreciating the statement of the Greek ancient philosopher Socrates: “If you think
that education is expensive, you should consider ignorance”, an assessment of the Greek CME
system and its possible areas of improvement is attempted. From a questionnaire-based survey
conducted to one hundred Greek practicing physicians, it seems that the vast majority respects
the values of CME. However, they do not seem to clearly perceive CME as an obligatory, neither
as an outcomes controlled process. They also confess CME access difficulties and geographic and
financial discriminations. Overall, the Greek CME system was characterized as a non-satisfactory
one and it did not seem to meet the physicians’ specific needs. Reviewing for relevant concerns
also in a global context, it appears that institutionally mandating CME, controlling for the quality
and the outcomes of it, as well as CME funding issues, they are all concepts where either robust
evidence lacks and/or improvements warrant. Taking into consideration the above, a Greek CME
system reformation is considered as utmost relevant and the comprehensive establishment of a
National CME Authority, dedicated to address the above issues, is also suggested.

Pololi, L., et al. (2001). "One Year′s Experience with a Program to Facilitate Personal and Professional
Development in Medical Students Using Reflection Groups." Education for Health 14(1): 36-49.
Purpose: (1) to integrate sociobehavioral science concepts into the early curriculum through a
continuity ambulatory clinical experience in primary care, and (2) to expose students to a
learning environment in which self-awareness and emotional development are nurtured in the
context of dealing with the stresses of an early clinical experience. Methods: Second-year
students spent half a day twice monthly in a primary care community practice, kept a journal of
their experiences, and attended biweekly 60-minute Reflection Groups designed to foster
personal awareness and empathic witnessing. Analysis of journal entries and Reflection Group
field notes identified stressors occurring during the students′ clinical encounters. Results: Three
sources of stress are illustrated: the role and responsibility of the physician, death and dying, and
 racial issues. Reflection Groups provided students with opportunities to identify and describe
stressors, to feel less isolated, to begin the process of self-awareness development, and to
integrate behavioral and social science concepts into clinical practice. Our program incorporates
students′ early clinical experience with facilitated opportunities to reflect on the emotional
challenges of becoming a physician.

Pololi, L., et al. (2001). "One year's experience with a program to facilitate personal and professional
development in medical students using reflection groups." Education for Health: Change in Learning &
Practice 14(1): 36-49.
Purpose: (1) to integrate sociobehavioral science concepts into the early curriculum through a
continuity ambulatory clinical experience in primary care, and (2) to expose students to a
learning environment in which self-awareness and emotional development are nurtured in the
context of dealing with the stresses of an early clinical experience. Methods: Second-year
students spent half a day twice monthly in a primary care community practice, kept a journal of
their experiences, and attended biweekly 60-minute Reflection Groups designed to foster
personal awareness and empathic witnessing. Analysis of journal entries and Reflection Group
field notes identified stressors occurring during the students' clinical encounters. Results: Three
sources of stress are illustrated: the role and responsibility of the physician, death and dying, and
racial issues. Reflection Groups provided students with opportunities to identify and describe
stressors, to feel less isolated, to begin the process of self-awareness development, and to
integrate behavioral and social science concepts into clinical practice. Our program incorporates
students' early clinical experience with facilitated opportunities to reflect on the emotional
challenges of becoming a physician.

Pololi, L. P., et al. (2001). "One year's experience with a program to facilitate personal and professional
development in medical students using reflection groups." Educ Health (Abingdon) 14(1): 36-49.
PURPOSE: (1) to integrate sociobehavioral science concepts into the early curriculum through a
continuity ambulatory clinical experience in primary care, and (2) to expose students to a
learning environment in which self-awareness and emotional development are nurtured in the
context of dealing with the stresses of an early clinical experience. METHODS: Second-year
students spent half a day twice monthly in a primary care community practice, kept a journal of
their experiences, and attended biweekly 60-minute Reflection Groups designed to foster
personal awareness and empathic witnessing. Analysis of journal entries and Reflection Group
field notes identified stressors occurring during the students' clinical encounters. RESULTS: Three
sources of stress are illustrated: the role and responsibility of the physician, death and dying, and
racial issues. Reflection Groups provided students with opportunities to identify and describe
stressors, to feel less isolated, to begin the process of self-awareness development, and to
integrate behavioral and social science concepts into clinical practice. Our program incorporates
students' early clinical experience with facilitated opportunities to reflect on the emotional
challenges of becoming a physician.

Ponte, P. R. and C. Barrett (1992). "The professional issues forum for primary nurses: a method for
professional development." Journal of Continuing Education in Nursing 23(1): 34-37.
This article describes a formal mechanism for facilitating a theory-based practice through
professional development of primary nurses in a large teaching hospital. The use of the
theoretical concepts in clinical decision-making by primary nurses is illustrated by a case
presentation. The continuing nurse educator's role in planning and conducting the forums is
discussed.
Ponte, P. R. D. R. N. and C. M. S. R. N. Barrett (1992). "The Professional Issues Forum for Primary Nurses:
A Method for Professional Development." The Journal of Continuing Education in Nursing 23(1): 34-37.
This article describes a formal mechanism for facilitating a theory-based practice through
professional development of primary nurses in a large teaching hospital. The use of the
theoretical concepts in clinical decision-making by primary nurses is illustrated by a case
presentation. The continuing nurse educator's role in planning and conducting the forums is
discussed. [PUBLICATION ABSTRACT]

Ponton, R. F. (2015). "Evaluating continuing professional education in ethics." The Psychologist Manager
Journal 18(1): 12.
Currently 31 states and the District of Columbia require psychologists to acquire some form of
continuing education in ethics throughout their careers. Of the jurisdictions that do have
mandated continuing ethics training, there is wide variation in the minimum hours, specificity of
content, and acceptable delivery methods. Psychologist-managers both for their own
development and to promote the ethical behavior of organizations often evaluate ethics training
programs. This review suggests that a framework for the conceptualization of the goals of ethics
education and the evaluation of ethics training programs is needed to move beyond the current
self-reported satisfaction model of evaluation toward valid outcome measures. Rest's (1986)
model of moral decision making is extended to organizational ethics and a conceptual model of
evaluation is suggested.

Pool, I., et al. (2013). "Nurses' and managers' perceptions of continuing professional development for
older and younger nurses: A focus group study." International Journal of Nursing Studies 50(1): 34-43.
Background: Continuing professional development of nurses is increasingly necessary to keep
abreast of rapid changes in nursing care. Concurrently, the nursing workforce is growing older.
Therefore, future strategies for continuing professional development should be directed at both
younger and older nurses. Although there is some evidence that various personal, organisational
and social factors result in lower participation of older workers in development activities, age-
related differences in continuing professional development among nurses remain under-
explored. Objective: This study explored nurses' and their managers' perceptions of the
differences in continuing professional development between younger and older nurses. Design:
A qualitative study using focus groups. The interviews were analysed using a thematic analysis
strategy. Settings: A large academic hospital in the Netherlands. Participants: 22 nurses in three
age groups (20-34 years, 35-49 years and 50-65 years) and 10 nurse managers participated in
four focus groups. Results: Six themes regarding differences in continuing professional
development for younger and older nurses emerged from the data: (1) level of focus, (2) creating
possibilities to leave the bedside, (3) ambitious young nurses, (4) same resources, different
requirements, (5) ceiling in courses for older nurses, and (6) social status and self esteem.
Overall, participants seemed to conceptualise continuing professional development along three
dimensions: purpose, level of formality of learning activities, and scope of development.
Conclusions: The findings suggest that participants perceive differences in continuing
professional development between younger and older nurses. Its purpose and the contributing
learning activities are considered to change during the lifespan. When developing strategies for
continuing professional development, the requirements and needs of different age groups need
to be taken into account. Whether the scope of professional development is confined to
''keeping up to date'' or used more broad, including ''expansion of skills and knowledge'' seems
to relate more to nurses' attitudes towards work than to their age.
Pool, I., et al. (2013). "Nurses' and managers' perceptions of continuing professional development for
older and younger nurses: a focus group study." International Journal of Nursing Studies 50(1): 34-43.
Continuing professional development of nurses is increasingly necessary to keep abreast of rapid
changes in nursing care. Concurrently, the nursing workforce is growing older. Therefore, future
strategies for continuing professional development should be directed at both younger and older
nurses. Although there is some evidence that various personal, organisational and social factors
result in lower participation of older workers in development activities, age-related differences
in continuing professional development among nurses remain under-explored. This study
explored nurses' and their managers' perceptions of the differences in continuing professional
development between younger and older nurses. A qualitative study using focus groups. The
interviews were analysed using a thematic analysis strategy. A large academic hospital in the
Netherlands. 22 nurses in three age groups (20-34 years, 35-49 years and 50-65 years) and 10
nurse managers participated in four focus groups. Six themes regarding differences in continuing
professional development for younger and older nurses emerged from the data: (1) level of
focus, (2) creating possibilities to leave the bedside, (3) ambitious young nurses, (4) same
resources, different requirements, (5) ceiling in courses for older nurses, and (6) social status and
self esteem. Overall, participants seemed to conceptualise continuing professional development
along three dimensions: purpose, level of formality of learning activities, and scope of
development. The findings suggest that participants perceive differences in continuing
professional development between younger and older nurses. Its purpose and the contributing
learning activities are considered to change during the lifespan. When developing strategies for
continuing professional development, the requirements and needs of different age groups need
to be taken into account. Whether the scope of professional development is confined to
"keeping up to date" or used more broad, including "expansion of skills and knowledge" seems
to relate more to nurses' attitudes towards work than to their age. Copyright © 2012 Elsevier
Ltd. All rights reserved.

Pool, I. A., et al. (2016). "Motives and activities for continuing professional development: An exploration
of their relationships by integrating literature and interview data." Nurse Education Today 38: 22-28.
BACKGROUND: To effectively enhance professional development, it is important to understand
the motivational factors behind nurses' engagement in particular types of learning activities.
Nurses have various motives for professional development and utilise different learning
activities. Not much is known about how these relate. OBJECTIVES: The aim of this study was to
explore the relationship between nurses' motives and activities for continuing professional
development, by examining in which types of learning activities nurses engage, with which
motives, and whether certain motives are associated with certain learning activities. DESIGN: A
qualitative study using semi-structured interviews. SETTINGS AND PARTICIPANTS: Twenty-one
nurses in academic and general Dutch hospitals participated. METHODS: Interview data on
nurses' learning biographies were analysed using a literature-based framework on motives and
learning activities for continuing professional development. As recent classifications of nurses'
motives for professional development were absent, the literature was reviewed for motives,
using three databases. The interview transcripts were analysed for motives, learning activities
and their relationships. RESULTS: Nine motives and four categories of learning activities for
continuing professional development were delineated. Increasing competence was the primary
motive that stimulated nurses to engage in self-directed learning during work, and in formal
learning activities. To comply with requirements, they engaged in mandatory courses. To deepen
knowledge, they registered for conferences. To develop their careers, they enrolled in
 postgraduate education. Five other motives were not mentioned as frequently. CONCLUSIONS:
Specific motives were found to be related to engagement in particular learning activities. Nurses
could use these findings to increase their awareness of why and how they develop
professionally, and managers and human resource development professionals could develop
approaches that would better suit nurses' needs.

Pool, I. A., et al. (2016). "Motives and activities for continuing professional development: An exploration
of their relationships by integrating literature and interview data." Nurse Education Today 38: 22.
To effectively enhance professional development, it is important to understand the motivational
factors behind nurses' engagement in particular types of learning activities. Nurses have various
motives for professional development and utilise different learning activities. Not much is known
about how these relate. The aim of this study was to explore the relationship between nurses'
motives and activities for continuing professional development, by examining in which types of
learning activities nurses engage, with which motives, and whether certain motives are
associated with certain learning activities. A qualitative study using semi-structured interviews.
Twenty-one nurses in academic and general Dutch hospitals participated. Interview data on
nurses' learning biographies were analysed using a literature based framework on motives and
learning activities for continuing professional development. As recent classifications of nurses'
motives for professional development were absent, the literature was reviewed for motives,
using three databases. The interview transcripts were analysed for motives, learning activities
and their relationships. Nine motives and four categories of learning activities for continuing
professional development were delineated. Increasing competence was the primary motive that
stimulated nurses to engage in self directed learning during work, and in formal learning
activities. To comply with requirements, they engaged in mandatory courses. To deepen
knowledge, they registered for conferences. To develop their careers, they enrolled in
postgraduate education. Five other motives were not mentioned as frequently. Specific motives
were found to be related to engagement in particular learning activities. Nurses could use these
findings to increase their awareness of why and how they develop professionally, and managers
and human resource development professionals could develop approaches that would better
suit nurses' needs.

Pool, I. A., et al. (2016). "Motives and activities for continuing professional development: An exploration
of their relationships by integrating literature and interview data." Nurse Education Today 38: 22-28.
Summary Background To effectively enhance professional development, it is important to
understand the motivational factors behind nurses' engagement in particular types of learning
activities. Nurses have various motives for professional development and utilise different
learning activities. Not much is known about how these relate. Objectives The aim of this study
was to explore the relationship between nurses' motives and activities for continuing
professional development, by examining in which types of learning activities nurses engage, with
which motives, and whether certain motives are associated with certain learning activities.
Design A qualitative study using semi-structured interviews. Settings and Participants Twenty-
one nurses in academic and general Dutch hospitals participated. Methods Interview data on
nurses' learning biographies were analysed using a literature-based framework on motives and
learning activities for continuing professional development. As recent classifications of nurses'
motives for professional development were absent, the literature was reviewed for motives,
using three databases. The interview transcripts were analysed for motives, learning activities
and their relationships. Results Nine motives and four categories of learning activities for
continuing professional development were delineated. Increasing competence was the primary
 motive that stimulated nurses to engage in self-directed learning during work, and in formal
learning activities. To comply with requirements, they engaged in mandatory courses. To deepen
knowledge, they registered for conferences. To develop their careers, they enrolled in
postgraduate education. Five other motives were not mentioned as frequently. Conclusions
Specific motives were found to be related to engagement in particular learning activities. Nurses
could use these findings to increase their awareness of why and how they develop
professionally, and managers and human resource development professionals could develop
approaches that would better suit nurses' needs.

Pool, I. A., et al. (2013). "Perspectives on Age and Continuing Professional Development for Nurses: A
Literature Review." Vocations and Learning 6(3): 297-321.
The need for nurses to participate in continuing professional development (CPD) is growing to
keep abreast of rapid changes in nursing care. Concurrently, the nursing workforce is growing
older. Ageing leads to changes in biological, psychological, and social functioning. Little is known
about the effects of age-related changes on nurses' CPD. A literature review was conducted to
examine whether and how CPD differs across age groups. A framework with five perspectives on
age was used in an attempt to distinguish factors contributing to these age differences. Given the
limited research on this topic with respect to nurses, we also included studies of workers in
general. The literature search revealed 27 relevant studies. In general, older workers appeared
less likely to participate in CPD, when considering formal learning activities and late-career
workers (older than 50/55 years). We found no clear age patterns for motivation to participate in
CPD, for learning outcomes, and for participation in informal and non-formal learning activities.
The study showed that more nuanced results are found when studies distinguish at least three
age groups. By using different perspectives of age, a comprehensive overview of age-related
factors in CPD was generated and gaps in current research were identified. Recommendations
for further research are discussed, such as the need for research on whether the types of
learning activities that nurses undertake change with ageing.

Poole, J. L. (1985). "Using audiotapes in occupational therapy continuing education." Occupational

Therapy Journal of Research 5(3): 185-196.
The purpose of this study was to evaluate the use of audiotapes as an alternate method for
continuing education. Thirty randomly selected practicing occupational therapists were
randomly assigned to either a control group, which did not listen to the audiotape, or to an
experimental group, which listened to the audiotape. Analysis of variance revealed that the
audiotape group scored significantly higher than the control group (p < .01) on a specially
constructed achievement test. Responses to a questionnaire by participants in the audiotape
group revealed that they felt that the audiotape method was convenient and that the study
guide was useful. Significant negative correlations were found between test scores and the
number of years a participant had practiced and between test scores and perceived difficulty in
locating a particular section on the tape. Suggestions for improving future audiotape courses are
discussed.

Poole, J. L. (1985). "Using Audiotapes In Occupational Therapy Continuing Education: Occupation,

Participation and Health." The Occupational Therapy Journal of Research 5(3): 185-196.
The purpose of this study was to evalute the use of audiotapes as an alternate method for
continuing education. Thirty randomly selected practicing occupational therapists were
randomly assigned to either a control group, which did not listen to the audiotape, or to an
experimental group, which listened to the audiotape. Analysis of variance revealed that the
 audiotape group scored significantly higher than the control group (p < .01) on a specially
constructed achievement test. Responses to a questionnaire by participants in the audiotape
group revealed that they felt that the audiotape method was convenient and that the study
guide was useful. Significant negative correlations were found between test scores and the
number of years a participant had practiced and between test scores and perceived difficulty in
locating a particular section on the tape. Suggestions for improving future audiotape courses are
discussed. [PUBLICATION ABSTRACT]

Poore, J., et al. (2022). "Redefining Health-Care Simulation Facilitator Professional Development Through
Online Learning." Creative Nursing 28(3): 170-176.
Competition for nursing clinical sites has intensified as universities have increased enrollment to
meet the growing demand for nurses. Hospital mandates have reduced opportunities for nursing
students to practice clinical skills, leading nursing programs to use simulation to help learners
gain the knowledge, skills, and attitudes needed for transition to clinical practice. Simulation
offers a safe learning environment and a guarantee that every student will have experience with
critical clinical encounters. To be effective, health-care simulation must be facilitated by trained
educators knowledgeable in simulation pedagogy, including theory-based simulation frameworks
and debriefing models. Training simulation facilitators is often challenged by financial and time
constraints. The need for an easily accessible, asynchronous, cost-effective method of providing
foundational simulation training led a group of experienced simulationists to develop a series of
seven online educational modules grounded in simulation best practices.

Porter, J., et al. (2008). "Development of an Evidence-Based Data Skills Curriculum for Public Health
Professionals." American Journal of Health Education 39(5): 314-317.
This article examines the development and implementation of "Prove It! Let the Data Tell the
Story", a day-and-a-half replicable training curriculum designed to enhance the data and
information skills of public health professionals. Prove It! emphasizes the importance of reliable
and valid health data collection, analysis, and reporting in identifying the surrounding issues that
have a measurable impact on communities. A total of 56 participants attended Prove It! in 2004
and 2005 during three sessions across New Hampshire. Participants were administered pre- and
post-tests to evaluate knowledge and satisfaction. Attendees showed marked improvement in
the understanding of statistical concepts, and a majority of attendees felt the course would
assist them personally in their work and reported that they would recommend Prove It! to
colleagues. The Prove It! curriculum provides an effective and user-friendly format for enhancing
data and information skills within a train-the-trainer format. Prove It! allows organizations to
enhance the analytic skill sets of the public health and social service workforce personnel within
their communities. [PUBLICATION ABSTRACT]

Porter, S., et al. (2022). "Development of entrustable professional activities for regional anesthesia and
pain medicine fellowship training." Regional Anesthesia and Pain Medicine 47(11): 672-677.
IntroductionThe Accreditation Council for Graduate Medical Education (ACGME) offers
descriptions of competencies and milestones but does not provide standardized assessments to
track trainee competency. Entrustable professional activities (EPAs) and special assessments
(SAs) are emerging methods to assess the level of competency obtained by regional
anesthesiology and acute pain medicine (RAAPM) fellows.MethodsA panel of RAAPM physicians
with experience in education and competency assessment and one medical student were
recruited to participate in a modified Delphi method with iterative rounds to reach consensus
on: a list of EPAs, SAs, and procedural skills; detailed definitions for each EPA and SA; a mapping
 of the EPAs and SAs to the ACGME milestones; and a target level of entrustment for graduating
US RAAPM fellows for each EPA and procedural skill. A gap analysis was performed and a heat
map was created to cross-check the EPAs and SAs to the ACGME milestones.ResultsParticipants
in EPA and SA development included 19 physicians and 1 medical student from 18 different
programs. The Delphi rounds yielded a final list of 23 EPAs, a defined entrustment scale,
mapping of the EPAs to ACGME milestones, and graduation targets. A list of 73 procedural skills
and 7 SAs were similarly developed.DiscussionA list of 23 RAAPM EPAs, 73 procedural skills, and
7 SAs were created using a rigorous methodology to reach consensus. This framework can be
utilized to help assess RAAPM fellows in the USA for competency and allow for meaningful
performance feedback.

Power, A., et al. (2006). "Professional development of pharmaceutical care in type 2 diabetes mellitus: A
multidisciplinary conceptual model." International Journal of Pharmacy Practice 14(4): 289-299.
Objective: To generate a validated model of care providing a framework for continued
professional development of the community pharmacist for patients with type 2 diabetes
mellitus. Setting: A purposive sample of medical, nursing and community pharmacist
interviewees in 10 health boards in Scotland. Method: Investigation, using a semi-structured
questionnaire approach, of the views held by 19 healthcare practitioners. Key findings: A model
of multidisciplinary diabetes care was generated to aid definition of pharmaceutical care
provision. Processes emphasised in the model were: compliance monitoring, agreed
multidisciplinary protocols and the continuity of patient education. Potential areas for
community pharmacist contributions included the running of diabetes clinics, provision of
patient education, near-patient testing, repeat dispensing and identification of clinic defaulters.
Conclusions Development of the community pharmacists' role for patients with type 2 diabetes
mellitus requires extensions to current independently delivered patient-centred services through
working in partnership with other professionals. Methods of improved communication and
attention to methods of referral, where appropriate, are important focal points. The targeting of
this care and the care model that is best suited to particular settings will be subject to local
variation. The generation of a diabetes care model offers pharmacists a means of matching
learning opportunities to their needs. It is also a step towards the development of appropriate
continued professional development tools and systems to equip community pharmacists for the
future. © 2006 The Authors.

Power, A. and J. Underwood (2018). "CPD and revalidation: Theory, practice and lessons from teachers."
British Journal of Midwifery 26(6): 409-411.
As part of the revalidation process, midwives are required to undertake 35 hours of continuing
professional development (CPD), of which 20 must be ‘participatory’. Participatory learning
includes any learning activity that involves interaction with other people, providing the
opportunity to learn with and from each other. Participation can take place face-to-face such as
attendance at a study day or conference; or virtually, such as an online discussion group using a
social media platform. As oposed to a didactic methods, a participatory approach to ongoing
professional development is more likely to lead to positive changes in practice and thus better
levels of care. This article will look at the theory of CPD and compare CPD activities of midwives
and teachers to consider how ‘teacher research’ might be adopted by midwives, with the
potential for service improvement and better quality of care as a consequence.

Prastyoningsih, A., et al. (2022). "Continuing Midwifery Education: Midwifery Encouragements of

Continuing Professional Education in Profession Stage in Indonesia: A Qualitative Study." Open Access
Macedonian Journal of Medical Sciences 10: 311-317.
BACKGROUND: High maternal and child morbidity and problems related to maternal and child
health requires increasing the professionalism of the midwife profession through continuing
education. The main competencies of midwives as service providers, educators, community
leaders, managers, and decision-makers are carried out to provide midwifery services. AIM: The
purpose of this study was to determine the motivation of midwives in continuing education at
the professional level. METHODS: This research is qualitative research with a theoretical basis.
Collecting data through focus group discussion and followed by in-depth interviews with nine
midwives who are continuing their professional education four midwives education and
professional organization. Analysis of the data used using fixed comparison analysis. RESULTS:
The results of the qualitative analysis produced two themes, namely: internal encouragement
with the sub-themes of midwives’ understanding of the body of knowledge of professional
education, academic progress, self-development, professional recognition; and external
encouragement with the sub-themes of career paths, policies, workplace, and professional
organization. CONCLUSION: There are internal and external incentives that affect midwives who
have worked to continue their education to a higher level.

Premi, J. N. (1988). "Problem-Based, Self-Directed Continuing Medical Education in a Group of Practicing

Family Physicians." Journal of Medical Education 63(6): 484-486.
A study using problem-based, small-group techniques drawing on adult learning theories
suggests this is a feasible approach to continuing medical education. Physicians use current and
previous experience in the learning process and integrate new information with peer support,
while the teacher facilitates learning and monitors the group process. (MSE)

Pressato, L. (2002). "The Italian way to Continuing Education in Medicine." Clin Chim Acta 319(2): 155-
159.
BACKGROUND: Continuing education is a right and a duty for all professionals working in the
healthcare system, and the Ministry of Health, has recently developed and introduced an
experimental program for Continuing Education in Medicine (ECM) throughout Italy. METHODS:
The guiding principles and values of ECM are to assure the quality of educational events and to
ensure that professionals can choose from among several opportunities for gaining credits.
Although promoted by regional healthcare authorities, the educational program must be
homogeneous throughout the national territory. RESULTS: Over the last few months, the
National Commission for ECM has defined the role and responsibilities of different organisms
and authorities involved in the ECM program. Each professional is expected to gain a total score
of at least 150 credits over a 5-year timespan. Moreover, the Commission has established criteria
for the accreditation of educational initiatives, the verification of their quality, and the evaluation
of the educational benefit participants have from them. CONCLUSIONS: The ECM program in
Italy is here to stay. It provides professionals with the opportunity to improve the quality of their
knowledge, competence, and skills. Medical associations can now reevaluate their role and
commitment to improving the quality of healthcare by providing all professionals with a better
education and qualifications.

Price, B. (2010). "Continuing professional development. The older woman's body image." Nursing Older
People 22(1): 31-37.
Body image is an important concept that has a significant effect on a person's self-esteem and
self-confidence. Appreciating how the older body is perceived by a woman is an important first
step to understanding how nurses might support patient dignity. This article reviews the latest
 literature on ageing and body image and suggests practical dialogues that nurses and patients
can share.

Price, D. (2005). "Continuing medical education, quality improvement, and organizational change:
implications of recent theories for twenty-first-century CME." Medical Teacher 27(3): 259-268.
Healthcare providers and systems are being asked to measure and improve the quality of care
delivered to their patients. Additionally, the American Board of Medical Specialties now requires
physicians to participate in systems-based practice and practice-based learning and
improvement activities as part of maintenance of specialty board certification. These changing
paradigms provide opportunities for continuing medical education to become more aligned with
health system goals and help prepare clinicians to practice in this new environment.
Organizational change and quality improvement principles have much in common with
continuing medical education planning processes. Medical education can play a role in helping
organizations improve. Continuing medical education must move beyond delivering content to
individual clinicians towards becoming a facilitator of organizational improvement. Research is
needed to determine the effect of integrating continuing medical education with organizational
change approaches on professional competence, organizational processes and patient
outcomes.

Price, J. H., et al. (2004). "Continuing-education needs of public health educators: their perspectives."
Journal of Public Health Management & Practice 10(2): 156-163.
The objective of the study described in this article was to determine the perceived continuing-
education needs of employed public health educators. A three-wave mailing of a questionnaire
was sent to a national sample of 500 public health educators who were asked to rate their
preparation on 41 subcompetencies. Of 299 returned surveys (63%), 149 indicated that they
were not currently practicing public health educators. Thus, analysis was based on 150
respondents. Six subcompetencies were perceived by 25% or more of the respondents as topics
in which they needed more training. Health educators reported a need for continuing education,
focused primarily on administration and evaluation of programs and applying appropriate
research principles. Furthermore, the public health educators overwhelmingly preferred to
attend a conference or workshop (85%) as their method of obtaining further continuing
education. Health education programs and professional organizations need to take note of the
identified continuing-education needs when developing future educational programs to
adequately update health educators.

Price, J. H., et al. (2004). "Continuing-Education Needs of Public Health Educators: Their Perspectives:
JPHMP." Journal of Public Health Management and Practice 10(2): 156-163.
The objective of the study described in this article was to determine the perceived continuing-
education needs of employed public health educators. A three-wave mailing of a questionnaire
was sent to a national sample of 500 public health educators who were asked to rate their
preparation on 41 subcompetencies. Of 299 returned surveys (63%), 149 indicated that they
were not currently practicing public health educators. Thus, analysis was based on 150
respondents. Six subcompetencies were perceived by 25% or more of the respondents as topics
in which they needed more training. Health educators reported a need for continuing education,
focused primarily on administration and evaluation of programs and applying appropriate
research principles. Furthermore, the public health educators overwhelmingly preferred to
attend a conference or workshop (85%) as their method of obtaining further continuing
education. Health education programs and professional organizations need to take note of the
 identified continuing-education needs when developing future educational programs to
adequately update health educators.

Primeau, M. S. and B. Talley (2019). "Intellectual Disabilities and Health Care Communication: A
Continuing Education Program for Providers." Journal of Continuing Education in Nursing 50(1): 20-25.
Communication with others is a core human imperative; this is especially true in health care.
Individuals with intellectual disabilities often face daunting challenges in both health literacy and
communicating their health needs and questions. Education for professionals in specialized
communication is critical in improving care for their clients with intellectual disabilities. To
address this issue, an educational framework, ID-COMMUNICATE, was created to guide
improved interactions between health care providers and clients with intellectual disabilities and
was further developed into a continuing education program. The modules of the ID-
COMMUNICATE program focus on specialized communication techniques and strategies and
related professional practice issues. This program can be disseminated in a variety of ways and is
easily adapted for professionals in many disciplines.

Pritchard, M. J. (2006). "Professional development. Making effective clinical decisions: a framework for
nurse practitioners." British Journal of Nursing 15(3): 128-130.
Much has been written and researched about the decision-making process. Many agree it is one
of the most difficult processes a health professional has to undertake. It is also one of the most
important parts of nursing practice. There is increasing evidence that formal decision techniques
applied sensibly can improve decision-making (Aitkin, 2003). Nurse practitioners must strive to
find ways to improve and enhance their decision-making abilities. This article explores one such
framework for decision-making that can be used by both novice and experienced nurses.

Pryor, P., et al. (2019). "Development of a global framework for OHS professional practice." Safety
Science 117: 404.
There have long been discussions on the professionality of occupational health and safety (OHS)
and concerns about standards of practice, with the recognition of OHS as a profession further
inhibited by lack of clarity on role and variations in terminology and principles underpinning
practice. In 2013, the International Network of Safety and Health Practitioner Organisations
(INSHPO) recognized the need for a global approach to reconceptualise OHS professionals as
influential leaders who can work to integrate OHS within business processes. The Occupational
Health and Safety Professional Capability Framework: A Global Framework for Practice was
subsequently developed by this international body representing OHS professional associations
across 10 countries with the outcome endorsed by 53 organisations at a ceremonial signing of
the Singapore Accord. This paper reviews the development of the framework and the
emergence of two clear roles; the OHS Professional and OHS Practitioner. It explores the process
for clarifying the roles and required knowledge and skills together with the challenges
experienced along the way. The paper recognises that the framework should not be a static
document and so concludes by considering the work still to be done.

Pucko, Z. and J. Przybek-Mita (2021). "The beauty of continuous development of the nurse as the beauty
of nursing as an art." Nursing in the 21st Century 20(1): 65-71.
Introduction. Looking from a philosophical perspective at the continuous process of the nurse's
education, one can see in it a dimension that has not yet been brought to light. Meanwhile, it
gives the nurse greater splendour and respect. It also changes the perception of the nurse in
collective consciousness and creates her new image in the cultural code. This aspect is beauty,
 which also defines nursing understood as an art. The theoretical frame of this consideration is
the concept of aesthetics of Cyprian Kamil Norwid. His approach determines the aesthetic shade
of the nurse's continuous development and legitimizes the aesthetic status of such thought
categories as e.g. dynamism, purposefulness, proportionality, depth, originality,
complementation, rigor or asceticism. It also authorizes the identification of nursing with art and
opens the door for contemporary explanations of such identification. Aim. To show the beauty of
the continuous development of the nurse. Indication of the constitutive features of the beauty
of continuous learning. An attempt to justify giving nursing the title of an art. Method.
Phenomenological method. This method was developed by Edmund Husserl and consists in
viewing and describing a phenomenon or an object given to the researcher by eye. The purpose
of this method is to get to the essence of the cognitively understood object and to recognize it
clearly and distinctly. Capturing the quintessence of a phenomenon or an object is achieved
through phenomenological reduction, meaning presuppositionlessness in the research approach
and the so-called eidetic view. Conclusions. The permanent continuum of the nurse's
development process has an aesthetic value. Nursing has been elevated to the rank of art for
several decades. The introduction of nursing to the pantheon of an art is proved from various
points of view. Nursing understood as an art does not yet have a consistent theory or precise
conceptual grid. Based on the resultant of many arguments, this ennoblement of nursing is
difficult to challenge.

Puetz, B. E. (1978). "A Formative Evaluation of the Indiana Statewide Plan for Continuing Education in
Nursing (ISPCEN)." The Journal of Continuing Education in Nursing 9(1): 11-13.
The functions of regional coordinators include serving as liaison among the institutions of higher
education, other departments of that institution, the community, and ISPCEN; and continuously
identifying needs, resources, and facilities in continuing education in nursing; developing and
implementing continuing education courses for nurses in assigned specific region or regions; and
coordinating courses between regions, utilizing the CEU concept and the recording of such;
participating in local, state, regional, or national organizational activities related to continuing
education in nursing and other similar duties. Regional committees in cooperation with the
ISPCEN Regional Coordinators set the priorities for offering courses, establish and implement the
review process for the use of the CEU, interpret ISPCEN to the groups, agencies, and
organizations that regional committee members represent, and provide a forum for discussion of
concerns for improving health care.

Pugh-Clarke, K., et al. (2010). "CE: Continuing education article-prevention of infection in patients with
chronic kidney disease part 1: Application of infection control principles to the renal care environment."
Journal of Renal Care 36(4): 191-198.
This first paper, in a three-part CE series on the prevention of infection in patients with chronic
kidney disease, focuses on infection susceptibility in this patient population and the application
of infection control principles to the renal care environment. The second and third papers in this
series will focus on specific aspects of infection control including the prevention and
management of blood-borne virus and other healthcare-associated infections. © 2010 European
Dialysis and Transplant Nurses Association/European Renal Care Association.

Pullen, D. L. (2005). "Online Continuing Professional Education: An Evaluative Case Study." Journal of
Adult and Continuing Education 11(2): 129-141.
An evaluation study, assessing the pedagogical and instructional design (e-pedagogy)
effectiveness of online continuing professional education (CPE) courses offered by a large
 Australasian CPE provider to health care professionals (HCPs). The study used a naturalistic
theory approach in conjunction with a multilevel evaluation to examine the impact of Web-
based learning on over 300 HCPs. Several evaluative criteria (participant satisfaction, learning
achievement, self-reported practice performance change and e-pedagogical courseware
characteristics) were assessed by various qualitative and quantitative data collection methods.
The evaluation revealed that learning online was an effective means for increasing CPE
knowledge (p < 0.05) and improving self-reported practice performance change (p < 0.05).
Additionally the study revealed that of the 42 courses examined, those which included a
pedagogically scaffolded clinical or diagnostic learning support tool (57 per cent) resulted in an
increased self-reported practice performance change compared with those courses which did
not include the scaffolded support tool (Z[subscript obs] 3.757). Participants were very satisfied
with the self-paced instruction, timing of both the facilitator and server-generated course
comments and the amount of learning content which could be undertaken in a learning sitting.

Purdy, N. (2016). "Impact of a Leadership Development Institute on Professional Lives and Careers."
Nursing Leadership 29(2): 10.
An evaluation study was conducted to determine the impact of a leadership institute, The
Dorothy Wylie Health Leaders Institute (DWHLI), over the decade since its inception. The aim
was to better understand the perceived influence of the Institute over time on professional lives
and careers of alumni and identify the critical design features that supported leadership
development. Nurses and other health disciplines from all levels of leadership and from most
provinces completed an online survey (n = 165) and a subset was interviewed (n = 33). The
majority of alumni (50-68%) rated the impact of the Institute as significant or very significant on
seven of the eight selected intended leadership outcomes. For 73-78% of the alumni, the
Institute had a recurring or profound positive impact on their professional lives as leaders and
personal careers. Alumni who reported the greatest impact of the program on their knowledge,
skills and confidence as leaders also had higher levels of career satisfaction and work
engagement. Design elements that impacted their development included the theoretical and
conceptual content, interactive and experiential structure and mentoring. Recommendations for
organizational sponsors included the need for opportunities to apply learning, ongoing coaching,
mentoring and career counseling specific to their leadership career path.

Pyörälä, E. (2014). "How we developed a role-based portfolio for teachers' professional development."
Medical Teacher 36(9): 765.
Faculty development requires practical tools for supporting teachers' professional development.
In a modern medical education context, teachers need to adapt to various educational roles. This
article describes how a role-based portfolio with a qualitative self-assessment scale was
developed. It strives to encourage and support teachers' growth in different educational roles.
The portfolio was developed between 2009 and 2012 at the University of Helsinki in dialogue
with teachers involved in faculty development. It is based on the role framework presented by
Harden and Crosby. Today, it also involves the educational premises of constructive alignment,
reflection and a scholarly approach to teaching. The role-based portfolio has led the teachers to
discover new educational roles and set goals in their professional development.

Qu, Y. B. S. N. R. N., et al. (2019). "The Development and Implementation of Nursing Professional Practice
Model in a Tertiary Hospital in China." Journal of Nursing Administration 49(12): 583.
Developing a professional practice model (PPM) is essential for hospitals seeking Magnet®
designation. The article describes the development and implementation of a PPM in a tertiary
 hospital that was the 1st hospital in mainland China applying for Magnet recognition. This article
provides a framework for hospital administrators who wish to reference a successful process
when creating their own Magnet PPMs.

Quesenberry, A. and S. Doubet (2006). "A Framework for Professional Development Focused on Social
and Emotional Competencies." YC Young Children 61(6): 30-32.
Quesenberry and Doubet present a framework for planning professional development
opportunities to increase teachers' confidence and competence in supporting young children's
social-emotional development and addressing challenging behaviors. The framework makes use
of a comprehensive collection of training materials developed by the Center on the Social and
Emotional Foundations for Early Learning to help address the social and emotional needs of all
children in their care.

Radhakrishnan, S. (2007). "Rethinking knowledge for development: Transnational knowledge

professionals and the “new” India." Theory and Society 36(2): 141-159.
As questions of “knowledge economy” have come to the center of studies of the global political
economy, the World Bank and other international organizations have begun promoting
“knowledge for development” (K4D) in many postcolonial contexts over the last several years.
These strategies toward broad goals of social and economic development presume a neoliberal
orientation of the individual towards state and society. Using the example of contemporary
urban India, this study examines the unexpected outcomes of imposing and legitimating the
neoliberal political rationality that underpins K4D practices at individual and societal levels.
Rather than having successfully produced a “new middle class,” as touted in media
representations of India’s success, emphasis on K4D and a knowledge economy in India has had
the effect of producing an elite with formidable economic strength, as well as the cultural
dominance to re-imagine and negotiate meanings of Indianness. Here, I approach the knowledge
economy as a “global assemblage” concretized and specified through the everyday practices of
individuals, and aim to critique the assumptions of the knowledge economy by drawing on the
articulations of contemporary Indian knowledge professionals.

Rafidah Aga Mohd, J., et al. (2023). "Development and validation of a multicultural counseling
competency scale for Malaysian professional counselors." Journal of Multicultural Counseling and
Development 51(1): 12-31.
This study describes the development and validation of a 32‐item instrument to assess the
multicultural counseling competencies of 508 Malaysian professional counselors. Exploratory
factor analysis identified five underlying factors of multicultural counseling competency (MCC),
and this five‐factor model of MCC, confirmed by confirmatory factor analysis, has more than the
three dimensions proposed in the literature. These findings provide strong evidence for
construct validity and encourage the use of this instrument among counselors.Alternate
abstract:Este estudio describe el desarrollo y la validación de un instrumento de 32 elementos
para evaluar las competencias en consejería multicultural de 508 consejeros profesionales
malasios. El Análisis Factorial Exploratorio identificó cinco factores subyacentes de la
Competencia en Consejería Multicultural (MCC, por sus siglas en inglés) y este modelo de cinco
factores de la MCC, confirmado por el Análisis Factorial Exploratorio, tiene más que las tres
dimensiones propuestas en las investigaciones publicadas. Estos hallazgos proporcionan una
prueba sólida de la validez del constructo y apoyan el uso de este instrumento por parte de
consejeros.
Ragg, M. and J. Piers (2017). "Competency-Based Blended Learning: Flipping Professional Practice
Classes to Enhance Competence Development." IAFOR Journal of Education 5: 47-66.
In the past decade, health and human service educational programs have transitioned to
competence-based outcomes to enhance the quality of graduating professionals. While such
outcomes are a critical step in ensuring professional quality, they require curricular and
pedagogical adjustments that do not fit easily within university environments. Technology has
eased many problems of fit through the development of hybrid and flipped courses that allow
on-campus time to be better focused on developing professional skills. This study explored the
question: Can flipped delivery improve competence-based outcomes in social work practice
classes? The study assessed pedagogical adjustments that integrated competence-based
learning principles with flipped classroom delivery. Principles of organizing the class to maximize
competence development are explored and illustrated. Improved competence development and
student satisfaction were demonstrated in three flipped practice courses with a combined
sample size of 269 Bachelor of Social Work (BSW) and Masters of Social Work (MSW) students.
Researchers concluded that using flipped-classroom methods enhanced the students' capacity to
apply concepts and develop skills. In particular, the ability to receive and process feedback on
applied skills was improved.

Rahimaghaee, F., et al. (2013). "Self-development: The Process of Professional development in Iranian
Nurses." i-Manager's Journal on Nursing 2(4): 25-34.
Nowadays, change is inevitable, especially in the health care organizations, so Commitment to
professional development is vital to most professions, including nursing. In Iran, nurses
constitute a sizable amount of the people in the health care organizations, but no sufficient
attention is paid to them and their development by the organization and the staff development
programs available is assessed as inefficient by nurses. Therefore, it seems that understanding
the concept and the process of development as viewed by nurses could assist the organizations
and management and the nurses to achieve the same. The purpose of this study was to explore
Iranian clinical nurses professional development process. Grounded theory was chosen as the
method for conducting this inquiry that was carried out at Tehran medical university hospitals. A
total of 21 clinical nurses and nursing managers participated through a purposeful and
theoretical sampling frame. The participants had nursing experience ranging from 3 to 28 years
and worked in various clinical areas. Data were mainly collected through open-ended interviews
to engage participants in dialogical interview relationships. No additional participants were
sought when analysis indicated that data saturation had been reached. Data was analyzed using
Corbin and Strauss (2008) grounded theory approach to analysis. After analyzing the data, we
identified four categories that included participants experiences regarding processing of Self-
Authorized Professional Development. The stages of this process are Self-awareness,
Engagement to work, Self-acceptance, and Experimental self-proceeding. This research
contributes to nursing knowledge by identifying a process through which nurses developed
professionally. This understanding can be useful in nursing education to help prepare nurses for
workplace realities and to help managers adopt an active role in developing their employees.
[PUBLICATION ABSTRACT]

Rahimaghaee, F., et al. (2015). "Organization-based self-development prescriptive model for the
promotion of professional development of Iranian clinical nurses." Iranian Journal of Nursing and
Midwifery Research 20(5): 604-612.
Background: Professional development is reiterated in the new definition of modern
organizations as a serious undertaking of organizations. This article aims to present and describe
 a prescriptive model to increase the quality of professional development of Iranian nurses within
an organization-based framework. Materials and Methods: This article is an outcome of the
results of a study based on grounded theory describing how Iranian nurses develop. The present
study adopted purposive sampling and the initial participants were experienced clinical nurses.
Then, the study continued by theoretical sampling. The present study involved 21 participants.
Data were mainly collected through interviews. Analysis began with open coding and continued
with axial coding and selective coding. Trustworthiness was ensured by applying Lincoln and
Guba criteria such as credibility, dependability, and conformability. Based on the data gathered
in the study and a thorough review of related literature, a prescriptive model has been designed
by use of the methodology of Walker and Avant (2005). Results: In this model, the first main
component is a three-part structure: Reformation to establish a value-assigning structure, a
position for human resource management, and a job redesigning. The second component is
certain of opportunities for organization-oriented development. These strategies are as follows:
Raising the sensitivity of the organization toward development, goal setting and planning the
development of human resources, and improving management practices. Conclusions: Through
this model, clinical nurses′ professional development can transform the profession from an
individual, randomized activity into more planned and systematized services. This model can
lead to a better quality of care.

Rahimaghaee, F., et al. (2015). "Organization-based self-development prescriptive model for the
promotion of professional development of Iranian clinical nurses." Iran J Nurs Midwifery Res 20(5): 604-
612.
BACKGROUND: Professional development is reiterated in the new definition of modern
organizations as a serious undertaking of organizations. This article aims to present and describe
a prescriptive model to increase the quality of professional development of Iranian nurses within
an organization-based framework. MATERIALS AND METHODS: This article is an outcome of the
results of a study based on grounded theory describing how Iranian nurses develop. The present
study adopted purposive sampling and the initial participants were experienced clinical nurses.
Then, the study continued by theoretical sampling. The present study involved 21 participants.
Data were mainly collected through interviews. Analysis began with open coding and continued
with axial coding and selective coding. Trustworthiness was ensured by applying Lincoln and
Guba criteria such as credibility, dependability, and conformability. Based on the data gathered
in the study and a thorough review of related literature, a prescriptive model has been designed
by use of the methodology of Walker and Avant (2005). RESULTS: In this model, the first main
component is a three-part structure: Reformation to establish a value-assigning structure, a
position for human resource management, and a job redesigning. The second component is
certain of opportunities for organization-oriented development. These strategies are as follows:
Raising the sensitivity of the organization toward development, goal setting and planning the
development of human resources, and improving management practices. CONCLUSIONS:
Through this model, clinical nurses' professional development can transform the profession from
an individual, randomized activity into more planned and systematized services. This model can
lead to a better quality of care.

Rahimi, S. A., et al. (2021). "Continuing professional education of Iranian healthcare professionals in
shared decision-making: lessons learned." BMC Health Services Research 21: 1-9.
Background In this study, we sought to assess healthcare professionals’ acceptance of and
satisfaction with a shared decision making (SDM) educational workshop, its impact on their
intention to use SDM, and their perceived facilitators and barriers to the implementation of SDM
 in clinical settings in Iran. Methods We conducted an observational quantitative study that
involved measurements before, during, and immediately after the educational intervention at
stake. We invited healthcare professionals affiliated with Tabriz University of Medical Sciences,
East Azerbaijan, Iran, to attend a half-day workshop on SDM in December 2016. Decisions about
prenatal screening and knee replacement surgery was used as clinical vignettes. We provided a
patient decision aid on prenatal screening that complied with the International Patient Decision
Aids Standards and used illustrate videos. Participants completed a sociodemographic
questionnaire and a questionnaire to assess their familiarity with SDM, a questionnaire based on
theoretical domains framework to assess their intention to implement SDM, a questionnaire
about their perceived facilitators and barriers of implementing SDM in their clinical practice,
continuous professional development reaction questionnaire, and workshop evaluation.
Quantitative data was analyzed descriptively and with multiple linear regression. Results Among
the 60 healthcare professionals invited, 41 participated (68%). Twenty-three were female (57%),
18 were specialized in family and emergency medicine, or community and preventive medicine
(43%), nine were surgeons (22%), and 14 (35%) were other types of specialists. Participants’
mean age was 37.51 ± 8.64 years with 8.09 ± 7.8 years of clinical experience. Prior to the
workshop, their familiarity with SDM was 3.10 ± 2.82 out of 9. After the workshop, their belief
that practicing SDM would be beneficial and useful (beliefs about consequences) (beta = 0.67,
95% CI 0.27, 1.06) and beliefs about capability of using SDM (beta = 0.32, 95% CI -0.08, 0.72) had
the strongest influence on their intention of practicing SDM. Participants perceived the main
facilitator and barrier to perform SDM were training and high patient load, respectively.
Conclusions Participants thought the workshop was a good way to learn SDM and that they
would be able to use what they had learned in their clinical practice. Future studies need to
study the level of intention of participants in longer term and evaluate the impact of cultural
differences on practicing SDM and its implementation in both western and non-western
countries.

Rahman, M. A., et al. (2021). "Development and validation of the medical professionals resilience scale."
BMC Health Services Research 21(1): 1-9.
Purpose: Most of the resilience scales were developed for the non-medical population, therefore
the purpose of this study was developing and validating a resilience scale for medical
professionals - namely Medical Professionals Resilience Scale (MeRS).Methods: A questionnaire
development and validation study was conducted. The resilience domains and items were
identified and generated through a literature review. The content validation was carried out by
content experts and the content validity index (CVI) was calculated. The face validation was
performed by medical officers and the face validity index (FVI) was calculated. The final MeRS
was administered to 167 medical officers, exploratory factor analysis (EFA) and reliability analysis
were performed to assess MeRS's factorial structure and internal consistency.Results: Four
domains with 89 items of medical professionals' resilience were developed. Following that, the
content and face validation was conducted, and a total of 41-items remained for construct
validation. EFA extracted four factors, namely growth, control, involvement, and resourceful,
with a total of 37 items. The items' CVI and FVI values were more than 0.80. The final MeRS's
items had factor loading values ranged from 0.41 to 0.76, and the Cronbach's alpha values of the
resilience domains ranged from 0.72 to 0.89.Conclusions: MeRS is a promising scale for
measuring medical professionals' resilience as it showed good psychometric properties. This
study provided validity evidence in terms of content, response process, and internal structure
that supported the validity of MeRS in the measurement of resilience domains among medical
professionals.
Rakow, C., et al. (2023). "Development of a Multidisciplinary Professional Advancement Framework."
Journal for Nurses in Professional Development 39(2): 87-91.
The creation of professional advancement programs is an important goal to support
development of nurses and other team members. Maintaining consistency among programs
within one institution poses a challenge. The development of an overarching framework has
provided this structure. Our framework is composed of core components, key elements, and
best practices that can be applied to ensure consistency among all programs. This framework
can be applied to existing programs or guide new eight programs.

Ramani, S., et al. (2019). "Continuing professional development to foster behaviour change: From
principles to practice in health professions education." Medical Teacher 41(9): 1045-1052.
Healthcare professionals need to continuously improve their knowledge, skills and performance
to effectively function in an ever-changing healthcare environment. They depend on continuing
professional development programs (CPD), either within or outside their institutions, to reflect
on and update their clinical practice. Professional growth requires more than knowledge
transfer; it requires curiosity, humility, self-awareness and a motivation for mastery. Educators
can build on these factors and create effective learning experiences to develop complex skills
including communication, interprofessional collaboration, teamwork, leadership and reflective
practice. CPD program leaders should adopt an evolved approach to program design that
leverages adult learning principles, active learning and longitudinal curricula, while identifying
and overcoming system barriers to change, and targeting meaningful behaviour and health
outcomes. In this article, we describe principles and strategies that CPD leaders can apply to
their own programs, categorized under three steps: (1) Program design, (2) Program
implementation and (3) Program evaluation. Under each step, we provide theoretical principles
as well as practical tips, focusing on strategies that can motivate and facilitate change.

Ramsburg, L. and R. Childress (2012). "AN INITIAL INVESTIGATION of the Applicability of the Dreyfus Skill
Acquisition Model to the Professional Development of Nurse Educators." Nursing Education Perspectives
(National League for Nursing) 33(5): 312-316.
Aim. This investigation represents an attempt to design and validate a skill acquisition model for
the nurse educator role. Background. The preparation and role development of nurse educators
has become a significant focus for the profession. The NLN Nurse Educator Competencies and
skill acquisition theory provide a basis for studying skill acquisition among nurse educators.
Method. A total of 339 nurse educators from North Carolina and West Virginia were surveyed
using an instrument designed to assess skill among nurse educators. Results. The survey
discriminated among five levels of skill (novice, advanced beginner, competent, proficient, and
expert). Participants reported a proficient level of total skill acquisition and a proficient level for
each of the eight NLN Nurse Educator Competencies. Internal consistency for the survey tool
was high at .977. Conclusion. Results of this study add to the body of knowledge of skill
acquisition, role development, and transition. The study provides a unique method to study skill
acquisition.

Ramsden, R., et al. (2022). "The role of digital technology in providing education, training, continuing
professional development and support to the rural health workforce." Health Education (0965-4283)
122(2): 126-149.
Purpose: Education, training and continuing professional development are amongst the
evidence-based initiatives for attracting and retaining rural and remote health professionals.
 With rapidly increasing access to and use of digital technology worldwide, there are new
opportunities to leverage training and support for those who are working in rural and remote
areas. In this paper we determine the key elements associated with the utility of digital
technologies to provide education, training, professional learning and support for rural health
workforce outside the University and tertiary sector. Design/methodology/approach: A scoping
review of peer-reviewed literature from Australia, Canada, US and New Zealand was conducted
in four bibliographic databases – Medline complete, CINAHL, Academic Search complete and
Education Complete. Relevant studies published between January 2010 and September 2020
were identified. The Levac et al. (2010) enhanced methodology of the Arksey and O'Malley
(2005) framework was used to analyse the literature. Findings: The literature suggests there is
mounting evidence demonstrating the potential for online platforms to address the challenges of
rural health professional practice and the tyranny of distance. After analysing 22 publications,
seven main themes were found – Knowledge and skills (n = 13), access (n = 10), information
technology (n = 7), translation of knowledge into practice (n = 6), empowerment and confidence
(n = 5), engagement (n = 5) and the need for support (n = 5). Ongoing evaluation will be critical
to explore new opportunities for digital technology to demonstrate enhanced capability and
retention of rural health professionals. Originality/value: To date there has been limited
examination of research that addresses the value of digital platforms on continuing professional
development, education and support for rural health professionals outside the university and
tertiary training sectors.

Ramsden, R., et al. (2022). "The role of digital technology in providing education, training, continuing
professional development and support to the rural health workforce." Health Education 122(2): 126-149.
Purpose>Education, training and continuing professional development are amongst the
evidence-based initiatives for attracting and retaining rural and remote health professionals.
With rapidly increasing access to and use of digital technology worldwide, there are new
opportunities to leverage training and support for those who are working in rural and remote
areas. In this paper we determine the key elements associated with the utility of digital
technologies to provide education, training, professional learning and support for rural health
workforce outside the University and tertiary sector.Design/methodology/approach>A scoping
review of peer-reviewed literature from Australia, Canada, US and New Zealand was conducted
in four bibliographic databases – Medline complete, CINAHL, Academic Search complete and
Education Complete. Relevant studies published between January 2010 and September 2020
were identified. The Levac et al. (2010) enhanced methodology of the Arksey and O'Malley
(2005) framework was used to analyse the literature.Findings>The literature suggests there is
mounting evidence demonstrating the potential for online platforms to address the challenges of
rural health professional practice and the tyranny of distance. After analysing 22 publications,
seven main themes were found – Knowledge and skills (n = 13), access (n = 10), information
technology (n = 7), translation of knowledge into practice (n = 6), empowerment and confidence
(n = 5), engagement (n = 5) and the need for support (n = 5). Ongoing evaluation will be critical
to explore new opportunities for digital technology to demonstrate enhanced capability and
retention of rural health professionals.Originality/value>To date there has been limited
examination of research that addresses the value of digital platforms on continuing professional
development, education and support for rural health professionals outside the university and
tertiary training sectors.

Ranahan, P. (2018). "De/valuing youth work: Revealing tensions in professional identity development
while enhancing and applying mental health literacy." Child & Youth Services 39(2/3): 137-157.
 Thirteen preservice youth work students participated in learning experiences designed to
enhance literacies in mental health. The aim of this grounded theory study was to explicate the
process of mental health literacy enhancement and application to child and youth care practice.
Sixty-two unique sources of data were used in analyses. Findings suggest that mental health
literacies are intertwined with the process of developing a professional identity. In this article,
the subcategory de/valuing youth work is explained and involves participants managing a
confusing role, adopting a misfit stance, battling and building a seat at the interprofessional
table, and valuing professional contributions. Implications for professional identity development,
professionalization and mental health education are offered.

Randall-Carrick, J. (2012). "Experiences of Combat Medical Technician Continuous Professional

Development on Operations." Journal of the Royal Army Medical Corps 158(3): 263.
Whilst on operations, British military medical staff strive to provide high quality medical care to
deployed soldiers. The application of UK Health Care Governance principles, particularly Clinical
Professional Development (CPD), is especially challenging on operations. This article highlights
some of the difficulties faced and the solutions generated to facilitate good CPD of Combat
Medical Technicians (CMTs) deployed to Afghanistan on Operation HERRICK 13. The article
describes the opportunities for CMTs to develop their skills in the assessment and management
of trauma and primary health complaints. It also describes the difficulties in capturing this
development especially when the supervision of CMTs was limited, with variable communication
modalities and within the current limitations of the CMT portfolio. Solutions described include
the use of individual reflective practice, face-to-face supervision and assessment by Medical
Officers, Significant Event Reports, the mandatory After Action Review Process, and the
development of formal standardised CMT CPD. This included refresher training after return from
leave, Senior Medical Officer (SMO) weekly lectures and the SMO weekly report. Finally, the
future of CMT CPD is raised and it is hoped that this article will stimulate debate into how to
approach these challenges and refine these processes further.

Randall-Carrick, J. V. (2012). "Experiences of combat medical technician continuous professional

development on operations." Journal of the Royal Army Medical Corps 158(3): 263-267.
Whilst on operations, British military medical staff strive to provide high quality medical care to
deployed soldiers. The application of UK Health Care Governance principles, particularly Clinical
Professional Development (CPD), is especially challenging on operations. This article highlights
some of the difficulties faced and the solutions generated to facilitate good CPD of Combat
Medical Technicians (CMTs) deployed to Afghanistan on Operation HERRICK 13. The article
describes the opportunities for CMTs to develop their skills in the assessment and management
of trauma and primary health complaints. It also describes the difficulties in capturing this
development especially when the supervision of CMTs was limited, with variable communication
modalities and within the current limitations of the CMT portfolio. Solutions described include
the use of individual reflective practice, face-to-face supervision and assessment by Medical
Officers, Significant Event Reports, the mandatory After Action Review Process, and the
development of formal standardised CMT CPD. This included refresher training after return from
leave, Senior Medical Officer (SMO) weekly lectures and the SMO weekly report. Finally, the
future of CMT CPD is raised and it is hoped that this article will stimulate debate into how to
approach these challenges and refine these processes further.

Rao, S., et al. (2019). "National borderline personality disorder training and professional development
strategy." Australian and New Zealand Journal of Psychiatry 53: 141.
 Background: The Australian BPD Foundation, Spectrum, and the Mental Health Professionals'
Network (MHPN) were funded by the National Mental Health Commission to deliver clinician
training to better support people living with a diagnosis of borderline personality disorder (BPD),
their families and carers. Objectives: This session aims to describe the six professional
development webinars; in each, a multidisciplinary panel commented on a case study: (i) What is
BPD?; (ii) treatment principles for BPD; (iii) evidence-based treatments and access; (iv) BPD in
youth and early intervention; (v) management of self-injury and suicidality; and (vi) management
in Mental Health Services, primary, public and private sectors. Methods: Participants registered
online for each webinar and could view it 'live' or in their own time. Findings: There were 4256
to 4994 registrations per webinar. Most learned about the series via MHPN email; others
through word of mouth. About 36% to 43% of registrants watched the 'live' broadcasts, with
thousands of views and downloads subsequently. Registrants included psychologists (37%),
counsellors (25%), social workers (15%), mental health nurses (7%), occupational therapists (5%),
general practitioners (4%), and psychiatrists (1%). Most resided in the eastern states; 92% in
major cities or inner regional areas. In feedback, 96% of viewers believed the webinar would
improve their work practice; 98% would attend future webinars. Conclusions: Specialist training
via free webinars was well supported by allied mental health professionals across Australia. The
flexibility of access and relevance of clinical, carer and consumer viewpoints was regarded as
beneficial for clinicians for their interactions with clients diagnosed with BPD.

Rapa, E. (2019). "PO 8388 The global health training centre professional development scheme: capacity
development and career tracking for researchers." BMJ Global Health 4(Suppl 3): A31-A32.
BackgroundHealth researchers need a free, online and reliable mechanism to record their skill
set, track their career development, and identify gaps in their knowledge. Research teams also
require ways to monitor and report their team’s capacity development over time. The Global
Health Network, a trusted and respected digital platform, is now able to provide researchers
with these tools (www.globalhealthtrainingcentre.org/pds).MethodsThe Global Health Network
compared diverse data types and took into account user feedback to create a professional
development scheme (PDS). Together with TDR (The Special Programme for Research and
Training in Tropical Diseases), a framework was developed with a list of the core competencies
that a research team needs to demonstrate to carry out a study succesfully. A multi-functional
dashboard was designed for team coordinators to assess the capacity development of
individuals and groups.ResultsThe PDS provides researchers with a step by step process for
recording their career and core competencies. The core competency framework can be applied
to any research study, regardless of size of the team, place, disease focus or type of research.
Team coordinators can quickly and easily produce visual records of the strengths and
weaknesses in the competencies of their team and implement plans to address these gaps.
Together with supporting tools in the PDS, research teams can plan staffing requirements for a
study, carry out appraisals and guide the career development and training programme of
research staff.ConclusionThe Global Health Network has created a flexible method and set of
tools (PDS) to support researchers and teams to document their professional career and core
competencies. It enables individuals and groups to easily identify and track capacity
development; an essential requirement for conducting effective health research.

Rapisarda, F., et al. (2020). "Development and validation of the mental health professional culture
inventory." Epidemiology and Psychiatric Sciences 29.
Copyright © The Author(s) 20192019The
Author(s)http://creativecommons.org/licenses/by/4.0/This is an Open Access article, distributed
 under the terms of the Creative Commons Attribution licence
(http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution,
and reproduction in any medium, provided the original work is properly cited.AimsNo
instrument has been developed to explicitly assess the professional culture of mental health
workers interacting with severely mentally ill people in publicly or privately run mental health
care services. Because of theoretical and methodological concerns, we designed a self-
administered questionnaire to assess the professional culture of mental health services workers.
The study aims to validate this tool, named the Mental Health Professional Culture Inventory
(MHPCI). The MHPCI adopts the notion of ‘professional culture’ as a hybrid construct between
the individual and the organisational level that could be directly associated with the professional
practices of mental health workers.MethodsThe MHPCI takes into consideration a
multidimensional definition of professional culture and a discrete number of psychometrically
derived dimensions related to meaningful professional behaviour. The questionnaire was created
and developed by a conjoint Italian-Canadian research team with the purpose of obtaining a
fully cross-cultural questionnaire and was pretested in a pilot study. Subsequently, a validation
survey was conducted in northern Italy and in Canada (Montreal area, Quebec). Data analysis
was conducted in different steps designed to maximise the cross-cultural adaptation of the
questionnaire through a recursive procedure consisting of performing a principal component
analysis (PCA) on the Italian sample (N = 221) and then testing the resulting factorial model on
the Canadian sample (N = 237). Reliability was also assessed with a test-retest
design.ResultsFour dimensions emerged in the PCA and were verified in the confirmatory factor
analysis: family involvement, users' sexuality, therapeutic framework and management of
aggression risk. All the scales displayed good internal consistency and reliability.ConclusionsThis
study suggests the MHPCI could be a valid and reliable instrument to measure the professional
behaviour of mental health services workers. The content of the four scales is consistent with
the literature on psychosocial rehabilitation, suggesting that the instrument could be used to
evaluate staff behaviour regarding four crucial dimensions of mental health care.

Rasmussen, P., et al. (2014). "Conceptualizing the clinical and professional development of child and
adolescent mental health nurses." International Journal of Mental Health Nursing 23(3): 265-272.
Aspects of mental health nursing and its subspecialties are not easily defined. Child and
adolescent mental health (CAMH) nursing is a subspecialty of mental health nursing, and some
of its characteristics are tacit. This paper presents a deeper understanding of the meaning that
CAMH nurses make of their role and work in the inpatient setting. The research was undertaken
through a PhD candidature. The epistemological framework for the research was social
constructionism. Interpretive enquiry was the methodology, as it allowed for the interpretation
of multiple realities, which resulted in a rich description of the role and work of CAMH nurses.
Methods of data collection were document analysis, focus group interviews, and individual
interviews. Participants included nurses and multidisciplinary staff. Iterative and aggregative
analyses were utilized for the documents. The focus group and individual interview data were
analysed utilizing a thematic analysis process. This paper presents the findings of the combined
analysis and the resultant holistic conceptual framework for the work of the CAMH nurse in the
inpatient unit. The findings have contributed new knowledge to mental health nursing,
specifically CAMH nursing, making the parameters of practice more explicit. Implications for
practice, education, and research are identified.

Rasmussen, P., et al. (2014). "Conceptualizing the clinical and professional development of child and
adolescent mental health nurses." International Journal of Mental Health Nursing 23(3): 265-272.
 Aspects of mental health nursing and its subspecialties are not easily defined. Child and
adolescent mental health ( CAMH) nursing is a subspecialty of mental health nursing, and some
of its characteristics are tacit. This paper presents a deeper understanding of the meaning that
CAMH nurses make of their role and work in the inpatient setting. The research was undertaken
through a PhD candidature. The epistemological framework for the research was social
constructionism. Interpretive enquiry was the methodology, as it allowed for the interpretation
of multiple realities, which resulted in a rich description of the role and work of CAMH nurses.
Methods of data collection were document analysis, focus group interviews, and individual
interviews. Participants included nurses and multidisciplinary staff. Iterative and aggregative
analyses were utilized for the documents. The focus group and individual interview data were
analysed utilizing a thematic analysis process. This paper presents the findings of the combined
analysis and the resultant holistic conceptual framework for the work of the CAMH nurse in the
inpatient unit. The findings have contributed new knowledge to mental health nursing,
specifically CAMH nursing, making the parameters of practice more explicit. Implications for
practice, education, and research are identified.

Rasmussen, P., et al. (2014). "Conceptualizing the clinical and professional development of child and
adolescent mental health nurses." International Journal of Mental Health Nursing 23(3): 265-272.

Ratnapradipa, D. and T. Abrams (2012). "Framing the Teaching Philosophy Statement for Health
Educators: What It Includes and How It Can Inform Professional Development." Health Educator 44(1):
37-42.
Teaching philosophy (TP) statements are increasingly required within academia for hiring and
promotion purposes. For health educators, a TP can be a valuable resource for academicians as
well as practitioners, linking educational theory with teaching techniques, philosophy with
practice. The process of formulating a TP statement provides the opportunity to fully reflect on
who you are as an educator and what you hope to accomplish in the learning process. The brief
statement is intended to be a written reflection of your instructional and practical philosophy in
both learning and the discipline of health education/public health. As an educator, the TP
statement provides a roadmap for you throughout your career, documenting where you are and
where you hope to grow, identifying both your pedagogical strengths and weaknesses. This
paper is intended to provide insights gained through the preparation of TP and from professional
and teaching experiences.

Rau, T. T., et al. (2022). "[A European comparison of continuing education in pathology]." Pathologie
(Heidelb) 43(Suppl 1): 106-110.
In the coming years, the shortage of pathologists will become internationally evident. In
addition, the increase in knowledge, technical transformation processes, and the attractiveness
of working conditions pose clear challenges for the field of pathology. A bi-directional opening
for international mobility of pathologists could be a potential solution.In this analysis, the
European training concept of the European Union of Medical Specialists (UEMS) was compared
with its implementation in the 27 countries of the EU plus its 4 associated countries with regard
to nationally differentiated concepts, type and implementation of the specialist examination,
and additional qualifications. Subsequently, questions regarding the recognition of exams, titles,
and specialist exams were elicited.The duration of training ranges between 4 and 6 years. The
number of cases also varies considerably. Obtaining the specialist title can be done by simply
completing the specifications up to a structured examination. In the EU, exams are mutually
recognized, but this does not necessarily apply to academic titles and additional qualifications.
 Increasingly, on-site training centers are also subject to auditing procedures.The European
agreements allow a high degree of permeability. However, national regulations pose hurdles for
international mobility. The UEMS is therefore focusing on harmonization, including the
certification of training centers. The so-called European Pathology Progress Test of the European
Society of Pathology (ESP) is a further step towards the development of a future European
specialist title. It remains the joint responsibility of residents and institutes to shape the future
of the next generation of pathologists from the variety of different concepts.

Ravin, C. R. (2012). "Implementation of a Journal Club on Adult Learning and Nursing Professional
Development." Journal of Continuing Education in Nursing 43(10): 451-455.
A provider unit in a nursing specialty organization sought ways to expand nurse planners'
knowledge of current theories in adult learning and methods of teaching and delivery of
continuing education while enhancing skills in the review and analysis of research. Taking a cue
from nurse educators in clinical settings, provider unit leaders launched the Provider Unit
Journal Club in 2007. This article describes the development, implementation, and evaluation of
this 5-year-old journal club. Included is a discussion of strategies for success and measurement
of effectiveness.

Ravin, C. R. M. S. N. C. N. M. R. N. B. C. (2012). "Implementation of a Journal Club on Adult Learning and

Nursing Professional Development." The Journal of Continuing Education in Nursing 43(10): 451-455.
A provider unit in a nursing specialty organization sought ways to expand nurse planners'
knowledge of current theories in adult learning and methods of teaching and delivery of
continuing education while enhancing skills in the review and analysis of research. Taking a cue
from nurse educators in clinical settings, provider unit leaders launched the Provider Unit
Journal Club in 2007. This article describes the development, implementation, and evaluation of
this 5-year-old journal club. Included is a discussion of strategies for success and measurement
of effectiveness.

Rawlings-Anderson, K. (2004). "Continuing professional development. Assessing the cultural and

religious needs of older people." Nursing Older People 16(8): 29-33.
Patients' cultural and religious needs can become particularly important during ill health. This
article describes two different frameworks and how they can be used by nurses to assess those
needs among older people in their care.

Raza, A., et al. (2009). "Best evidence continuous medical education." Archives of Gynecology and
Obstetrics 280(4): 683-687.
Health care professionals need to approach their profession with a view to life long learning.
They need to develop a strategy to meet their learning needs in a reflective and effective
manner. Continuous medical educational (CME) is the traditional tool for learning and updating
knowledge. Most of them are in the forms of courses, conferences, journal clubs and workshops.
They are mostly didactic sessions and evidence suggests that they are not effective to improve
the clinical skills and attitude. Systematic review of teaching evidence-based medicine shows
that interactive and clinically integrated learning is the most effective form of learning. It
enhances knowledge and skills. Professionals should view CME in a holistic manner in the
context of continuous professional development (CPD) and even in the wider concept of
knowledge translation, which encompasses both CME and CPD. e Learning is one of the most
important forms of non-traditional CME. It provides an efficient and increasingly interactive
delivery system that can handle complex and layered information. More work needs to be done
 to see its effectiveness for practising clinicians.

Reader, F. C., et al. (1999). "Professional development in reproductive and sexual health -- a pilot study
from Suffolk, UK." British Journal of Family Planning 24(4): 135-140.
Staff from two neighbouring trusts working in the fields of family planning and sexual health
worked together to develop joint guidelines and from this evolved a training initiative. It was
acknowledged that staff were either primarily trained in family planning or in the management
of sexually transmitted infections (ST1) and therefore the training would be interdisciplinary. In
line with current educational thinking it was also decided to make it multiprofessional. A pilot
training project was therefore set up to answer the question 'can self directed learning
combined with facilitated small group study sessions provide theoretical updating for a range of
health professionals within the field of reproductive and sexual health'. The project aimed to
increase theoretical knowledge of contraception, sexually transmitted infections and termination
of pregnancy for all relevant nursing and medical staff working within the two trusts. The stated
outcome of the project was for all staff to achieve a wider core knowledge of the identified
topics, regardless of whether their primary training and knowledge base was in family planning
or sexually transmitted infection. The project spanned five months and offered professional
development packages in hormonal contraception, non-hormonal contraception, termination of
pregnancy, bacterial and minor STIs and viral STIs. The pilot project was well received and the
process was shown to be an effective way of increasing the knowledge base. The knowledge shift
was greatest in the opposing discipline to the primary discipline of each participant. There were
added advantages in team building for staff within the same trust and networking across trusts.
The strengths and weaknesses of the process were identified and used to develop ideas for
future professional development initiatives.

Reale, S., et al. (2021). "Towards implementing exercise into the prostate cancer care pathway:
development of a theory and evidence-based intervention to train community-based exercise
professionals to support change in patient exercise behaviour (The STAMINA trial)." BMC Health Services
Research 21: 1-13.
Background The National Institute for Health and Care Excellence (NICE) recommend that men
on androgen deprivation therapy (ADT) for prostate cancer should receive supervised exercise to
manage the side-effects of treatment. However, these recommendations are rarely implemented
into practice. Community-based exercise professionals (CBEPs) represent an important target
group to deliver the recommendations nationally, yet their standard training does not address
the core competencies required to work with clinical populations, highlighting a need for further
professional training. This paper describes the development of a training package to support
CBEPs to deliver NICE recommendations. Methods Development of the intervention was guided
by the Medical Research Council guidance for complex interventions and the Behaviour Change
Wheel. In step one, target behaviours, together with their barriers and facilitators were
identified from a literature review and focus groups with CBEPs (n = 22) and men on androgen
deprivation therapy (n = 26). Focus group outputs were mapped onto the Theoretical Domains
Framework (TDF) to identify theoretical constructs for change. In step two, behaviour change
techniques and their mode of delivery were selected based on psychological theories and
evidence to inform intervention content. In step three, the intervention was refined following
delivery and subsequent feedback from intervention recipients and stakeholders. Results Six
modifiable CBEPs target behaviours were identified to support the delivery of the NICE
recommendations. Nine domains of the TDF were identified as key determinants of change,
including: improving knowledge and skills and changing beliefs about consequences. To target
 the domains, we included 20 BCTs across 8 training modules and took a blended learning
approach to accommodate different learning styles and preferences. Following test delivery to
11 CBEPs and feedback from 28 stakeholders, the training package was refined. Conclusion
Established intervention development approaches provided a structured and transparent guide
to intervention development. A training package for CBEPs was developed and should increase
trust amongst patients and health care professionals when implementing exercise into prostate
cancer care. Furthermore, if proven effective, the development and approach taken may provide
a blueprint for replication in other clinical populations where exercise has proven efficacy but is
insufficiently implemented.

Ream, E. and A. Richardson (1999). "Continuing education. From theory to practice: designing
interventions to reduce fatigue in patients with cancer." Oncology Nursing Forum 26(8): 1295-1305.
PURPOSE/OBJECTIVES: To review the evidence available to guide the development of
interventions to alleviate cancer-related fatigue. DATA SOURCES: Published fatigue theories and
research describing patients' self-care strategies and the efficacy of interventions for the
management of fatigue. DATA SYNTHESIS: Fatigue is a pervasive problem for patients with
cancer. Without guidance, patients adopt common-sense strategies that generally prove
unsuccessful in alleviating fatigue. Theories that identify self-care actions that can reduce fatigue
are becoming increasingly sophisticated. A small number of strategies, most notably exercise,
has been evaluated. Other interventions--educational, attention-restoring, and psychosocial--
have been tested to a lesser extent. The theoretical foundations of these experimental studies
frequently are unclear. However, primary evidence is favorable and supports further evaluation.
CONCLUSIONS: Passive approaches frequently fail to reduce fatigue in patients with cancer.
Alternative approaches based on the growing body of theoretical and research evidence should
be adopted. IMPLICATIONS FOR NURSING PRACTICE: Patients require guidance in managing
cancer-related fatigue. Nurses need to develop and evaluate relief interventions. Systematic
research programs based on sound theoretical premises and previous research will contribute to
the growing body of evidence to aid future management of this troublesome symptom.

Redfern, L. (1996). "Power and authority: is there a difference? ... (continuing education credit)." Nursing
times 92(37): 36-37.
Working with other people successfully entails understanding how relationships work. Authority
and power are important concepts to understand in this respect. This example of Macmillan
Open Learning material discusses the difference between authority and power and invites
readers to consider how applying these ideas can help them understand their place of work.

Reed, V. A., et al. (2012). "Motivating Learning and Assessing Outcomes in Continuing Medical Education
Using a Personal Learning Plan." Journal of Continuing Education in the Health Professions 32(4): 287-
294.
Introduction: Although there is increasing focus on provider behavior change as an outcome of
continuing medical education (CME), it has long been known that an increase in knowledge
alone is rarely sufficient to induce such change. The Personal Learning Plan (PLP), designed to
motivate and assess CME learning, was partly derived from SMART goals (specific, measurable,
attainable, realistic, and timely), a concept well supported as a strategy to promote behavior
change. The goal of this study was to explore the relationship between SMART goals developed
after attending a CME conference and subsequent provider behavior change, using the PLP as a
tool. Methods: PLPs were used as the outcome measure for Dartmouth-Hitchcock Continuing
Medical Education conferences conducted during the fall of 2010. Three months later,
 participants were asked how close they were to completing their goals. All participants' goals
were analyzed according to SMART criteria. Results: Of the 841 participants attending
conferences in fall 2010, 347 completed a PLP. An independent t-test found that among the 125
participants who completed the follow-up survey, those who indicated that they had completed
their goal or were "very close" or "extremely close" to completing their goal wrote SMARTer
goals than those who reported being "not at all close" to "moderately close" to completing their
goal (t = 2.48, df = 123, p = 0.015). Discussion: Our results corroborate previous research that has
found "use of specific strategies to implement research-based recommendations seems to be
necessary to ensure that practices change." Future directions include both a study of use of a
PLP compared to a simple intent to change document and work on helping participants to write
SMARTer goals. (Contains 1 table and 1 exhibit.)

Reeves, S. (2009). "An overview of continuing interprofessional education." Journal of Continuing

Education in the Health Professions 29(3): 142-146.
Interprofessional education, continuing interprofessional education, interprofessional
collaboration, and interprofessional care are moving to the forefront of approaches with the
potential to reorganize the delivery of health professions education and health care practice.
This article discusses 7 key trends in the scholarship and practice of interprofessional education:
conceptual clarity, quality, safety, technology, assessment of learning, faculty development, and
theory.

Regenold, T. A. and S. E. Murphy (2020). "Translating Theory to Practice: Applying Systems Thinking to
the Design of Professional Development." Distance Learning 17(1): 27-33.
Systems theory spans many disciplines and several decades. The field of biology has informed
systems theory, according to von Bertalanffy (1972) and Boulding (1956), as an organizing
principle of living beings. Extensions of this theoretical framework have led to the application of
systems theory as systems thinking in a diverse array of organizational fields, including but not
limited to health care, economics, and engineering. Within each field, different terminologies
have emerged to describe distinctive environments with different contextual situations. Across
numerous organizational disciplines, systems thinking is based on two coherent focal elements:
(1) a single, compelling, overarching goal or purpose for the system; and (2) connectivity among
parts of the system, including departments, processes, and people, to bring forth that single goal
or purpose (Checkland, 2000). Examining systems principles enriches the understanding of
instructional design practices that facilitate the effective design of professional development
initiatives. Three specific systems principles were examined as they inform three parallel
instructional design practices. The systems principles of the law of consequent production,
complementarity, and holism were presented as parallel to the instructional design practices of
needs assessment, learner analysis, and contextual analysis. As these three systems principles
are connected, it is discovered that they work together resiliently and informingly so that what is
done in instructional design provides a deeper foundation and connection among them.

Regnier, K., et al. (2021). "Standards for Substantive Equivalency between Continuing Professional
Development/Continuing Medical Education (CPD/CME) Accreditation Systems." Journal of European
CME 10(1).
The International Academy for Continuing Professional Development Accreditation (IACPDA) is
dedicated to advocating for and enhancing the development, implementation and evolution of
continuing medical education (CME)/continuing professional development (CPD) accreditation
systems throughout the world by providing an opportunity for individuals in leadership positions
 to (a) learn about the values, principles and metrics of varying CME/CPD accreditation systems;
(b) explore the accreditation standards for CME/CPD provider organisations and activities under
differing systems; and (c) foster evaluations to measure the impact of CME/CPD accreditation
systems on physician learning, competence, performance, and healthcare outcomes. IACPDA has
developed a shared set of international standards to guide the accreditation of CME/CPD for
medical doctors and healthcare teams globally, which have been adopted in the Cologne
Consensus Conference on 10 September 2020. These standards will also be used to determine
substantive equivalency between accrediting bodies.

Reis-Dennis, S., et al. (2021). "Tolerance for Uncertainty and Professional Development: a Normative
Analysis." Journal of General Internal Medicine 36(8): 2408-2413.
Scholars from a range of disciplines including medicine, sociology, psychology, and philosophy
have addressed the concepts of ambiguity and uncertainty in medical practice and training. Most
of this scholarship has been descriptive, focusing on defining and measuring ambiguity and
uncertainty tolerance or tracking clinicians’ responses to ambiguous and uncertain situations.
Meanwhile, scholars have neglected some fundamental normative questions: Is tolerance of
uncertainty good; if so, to what extent? Using a philosophical approach to these questions, we
show that neither tolerance nor intolerance of uncertainty is necessarily a good or bad trait.
Rather, both tolerance and intolerance of uncertainty can give physicians advantages while at
the same time exposing them to pitfalls in clinical practice. After making this case, we argue that
cultivating certain virtues—like courage, diligence, and curiosity—could help clinicians avoid the
dangers of excessive tolerance and intolerance of uncertainty. Finally, we suggest that medical
educators develop curricula and career counseling beginning with matriculation and proceeding
through specialty choice and residency training that explicitly address trainees’ responses to
clinical uncertainty. These programs should encourage trainees, students and residents, to be
mindful of their reactions to uncertainty and help them develop virtues that will allow them to
avoid the hazards of extreme tolerance or intolerance of uncertainty.

Renedo, A. and C. Marston (2011). "Healthcare professionals' representations of 'patient and public
involvement' and creation of 'public participant' identities: Implications for the development of inclusive
and bottom-up community participation initiatives." Journal of Community & Applied Social Psychology
21(3): 268.
Community participation is widely thought to be important in the improvement of healthcare
delivery and in health equity. Yet there is little agreement about what 'participation' means in
practice, or when it might be necessary. Drawing on the case of healthcare delivery in the UK, we
examine key socio-psychological elements at the heart of community engagement with
participatory processes. We explore the link between public participant identities and social
representations of patient and public involvement (PPI) among healthcare professionals, and
examine the role they play in supporting or undermining inclusive and bottom-up forms of PPI.
The study is ethnographic, using in-depth interviews with public participants and healthcare
professionals involved in PPI, and observation of PPI activities in London. We show that it is
crucial to take account of more than individual participants' capacities in order to understand
and improve PPI. Professionals' talk about PPI contains contradictory discourses about
participant identity. These contradictions are reflected in involvees' self-understanding and
experience as public participants, constraining their subjectivities and forms of knowledge, and
crystallizing in their participatory practices. Involvees must negotiate professionals' negative
discourses to develop self-images that reflect their own interests and projects, and that
empower them to produce an effect in the public sphere. These processes can hinder successful
 participation even where there is an institutional infrastructure to promote civic engagement
with healthcare. Understanding how involvees construct their own identities through
engagement with professional discourses will help develop processes that are positive and
enabling rather than negative and limiting. [PUBLICATION ABSTRACT]

Renner, M. (1990). "Continuing education meeting of child welfare nurses 1990 in Gwatt. New
challenge--strengthened self concept." Krankenpflege. Soins infirmiers 83(12): 50-53.

Renschler, H. E. (1995). "Systematic aspects of problem-based, case-related, practice-oriented,

professional continuing education." Zeitschrift für ärztliche Fortbildung 89(4): 392-396.
Traditional CME using lectures has not been shown to improve patient care, which is the
purpose of all learning in medicine. As knowledge taught mainly by lecturing is not useful for
dealing with clinical problems, problem-based courses were developed to integrate general
principles of basic and clinical sciences in undergraduate education. Case-based teaching is used
for effective teaching of patient care. Six components were defined as a case system for clinical
education: 1. Demonstration of patients; 2. free access to patients or data of patients, 3.
responsible care of the patients, 4. acquisition of basic knowledge integrated in clinical problem-
solving, 5. evaluation of documented work and 6. participation in patient related research.
Surveys of general physicians showed that they regard a multitude of the components of the
case system as desirable for learning in quality circles. Small group work can be implemented
using computer supported work.

Rentea, G. C., et al. (2021). "Perceived needs and barriers related to continuing professional
development of child protection social workers in Romania." Children & Youth Services Review 126:
N.PAG-N.PAG.
• This is the first study to document how Romanian child protection social workers perceive
engagement in CPD. • The respondents are positively motivated to participate in CPD despite
substantial barriers. • Perceived lack of power over the quantity, content and quality of CPD. •
Social workers struggle to enact their personal agency in meeting their learning needs. • The
tensions between professional regulations, work-related requirements and CPD needs. In
twentieth-century Romania, professional social work faced a tortuous development trajectory
following the collapse of the communist regime. Such discontinuity, nevertheless, positively
influenced specialized education. Trends included government-mandated (Labor Law) continuing
professional development (CPD) in 2003, the formation of the National College of Social Workers
of Romania in 2005, and specific regulations for child protection workers in 2006. Our paper fills
a gap in specialized knowledge regarding CPD in social work in Romania by examining how child
protection Romanian social workers experience CPD throughout their professional lives. Twenty-
seven in-depth qualitative interviews were conducted with child protection social workers with
varying years of experience employed in both public service agencies and NGOs. The findings
indicate that these social workers are generally motivated to engage in CPD despite barriers such
as finances and time. The unidirectional top-down decisions on participation, however, produced
discrepancies between completed CPD activities and employees' perceived educational/learning
needs. Implications for the enhancement of dialogue between the various key stakeholders (e.g.,
social workers, employers, professional bodies, government policymakers) as a measure for
optimizing the CPD framework for the child protection social workers are addressed.

Rice, K., et al. (2016). "The Learning Institute: Promoting Social Justice Advocacy within a Continuing
Education Program." Journal of Teaching in Social Work 36(4): 380-389.
 The pursuit of social justice is an overarching framework that defines the social work profession.
The goals of macro social work practice are centered on issues of social justice with strategies
that include changing community conditions and creating a sense of solidarity, with particular
emphasis on broadening the opportunities for marginalized populations. Given the natural
alignment between social justice and macro social work practice, the exclusion of macro practice
content in educational experiences should concern social workers and educators alike. The
Learning Institute emerged in large part from a school's shared concern with the micro/macro
dichotomy that often characterizes the profession, as well as the faculty's commitment to
renewing the profession's dedication to our social justice mandate. Results from this formative
assessment clearly suggest that participants in the Learning Institute series may have
experienced bifurcated education, exposure, and training to social justice advocacy on the
macrolevel. Implications for future research and continuing education are discussed.

Rice, T., et al. (2020). "Inpatient Child and Adolescent Psychiatry as an Extracurricular Venue for Medical
Student and Resident Education and Professional Development: Story Time and Teen Talk." Academic
psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the
Association for Academic Psychiatry 44(5): 577-580.
OBJECTIVE: Comparatively little systematic data exists concerning medical student education
from the inpatient child and adolescent psychiatry venue. Training in this venue is vulnerable to
pressures including increasingly reduced lengths of stay and greater emphasis on clinical
productivity. An extracurricular psychosocial opportunity during evening hours may be a
productive means through which to provide meaningful patient exposure, training, and
mentorship to trainees. We sought to evaluate the impact upon student beliefs and attitudes
through participation in an initiative titled "Story Time and Teen Talk." METHODS: Under the
direct supervision of postgraduate resident physicians in psychiatry, students read fairy tales and
children's literature to children and conducted group discussions with adolescents during weekly
held evening hours. Students were invited to complete a 15-item questionnaire that surveyed
the impact of their participation on their beliefs and attitudes concerning general medical
education and patient care, the field of psychiatry, and training in child and adolescent
psychiatry. A subset of students underwent a semi-structured interview which was evaluated via
grounded theory analysis to determine qualitative themes related to impact of program
participation. RESULTS: Thirty students (N = 30) completed the survey and five students (N = 5)
completed the interview. The majority of students reported strongly agreeing or agreeing that
participation impacted their attitudes and beliefs about general medical education and patient
care in twelve of the thirteen assayed items. Themes from qualitative analysis supported these
findings. CONCLUSIONS: Extracurricular opportunities may be a productive venue for graduate
medical education and, specifically, child and adolescent psychiatry.

Richard, L., et al. (2015). "An analysis of the adaptability of a professional development program in public
health: results from the ALPS Study." BMC Health Serv Res 15: 233.
BACKGROUND: Professional development is a key component of effective public health
infrastructures. To be successful, professional development programs in public health and health
promotion must adapt to practitioners' complex real-world practice settings while preserving the
core components of those programs' models and theoretical bases. An appropriate balance must
be struck between implementation fidelity, defined as respecting the core nature of the program
that underlies its effects, and adaptability to context to maximize benefit in specific situations.
This article presents a professional development pilot program, the Health Promotion Laboratory
(HPL), and analyzes how it was adapted to three different settings while preserving its core
 components. An exploratory analysis was also conducted to identify team and contextual factors
that might have been at play in the emergence of implementation profiles in each site.
METHODS: This paper describes the program, its core components and adaptive features, along
with three implementation experiences in local public health teams in Quebec, Canada. For each
setting, documentary sources were analyzed to trace the implementation of activities, including
temporal patterns throughout the project for each program component. Information about
teams and their contexts/settings was obtained through documentary analysis and semi-
structured interviews with HPL participants, colleagues and managers from each organization.
RESULTS: While each team developed a unique pattern of implementing the activities, all the
program's core components were implemented. Differences of implementation were observed
in terms of numbers and percentages of activities related to different components of the
program as well as in the patterns of activities across time. It is plausible that organizational
characteristics influencing, for example, work schedule flexibility or learning culture might have
played a role in the HPL implementation process. CONCLUSIONS: This paper shows how a
professional development program model can be adapted to different contexts while preserving
its core components. Capturing the heterogeneity of the intervention's exposure, as was done
here, will make possible in-depth impact analyses involving, for example, the testing of program-
context interactions to identify program outcomes predictors. Such work is essential to advance
knowledge on the action mechanisms of professional development programs.

Richard, L., et al. (2015). "An analysis of the adaptability of a professional development program in public
health: results from the ALPS Study." BMC Health Services Research 15(1): 233-233.
Background: Professional development is a key component of effective public health
infrastructures. To be successful, professional development programs in public health and health
promotion must adapt to practitioners' complex real-world practice settings while preserving the
core components of those programs' models and theoretical bases. An appropriate balance must
be struck between implementation fidelity, defined as respecting the core nature of the program
that underlies its effects, and adaptability to context to maximize benefit in specific situations.
This article presents a professional development pilot program, the Health Promotion Laboratory
(HPL), and analyzes how it was adapted to three different settings while preserving its core
components. An exploratory analysis was also conducted to identify team and contextual factors
that might have been at play in the emergence of implementation profiles in each site.Methods:
This paper describes the program, its core components and adaptive features, along with three
implementation experiences in local public health teams in Quebec, Canada. For each setting,
documentary sources were analyzed to trace the implementation of activities, including
temporal patterns throughout the project for each program component. Information about
teams and their contexts/settings was obtained through documentary analysis and semi-
structured interviews with HPL participants, colleagues and managers from each
organization.Results: While each team developed a unique pattern of implementing the
activities, all the program's core components were implemented. Differences of implementation
were observed in terms of numbers and percentages of activities related to different
components of the program as well as in the patterns of activities across time. It is plausible that
organizational characteristics influencing, for example, work schedule flexibility or learning
culture might have played a role in the HPL implementation process.Conclusions: This paper
shows how a professional development program model can be adapted to different contexts
while preserving its core components. Capturing the heterogeneity of the intervention's
exposure, as was done here, will make possible in-depth impact analyses involving, for example,
the testing of program-context interactions to identify program outcomes predictors. Such work
 is essential to advance knowledge on the action mechanisms of professional development
programs.

Richards, L. and E. Potgieter (2010). "Perceptions of registered nurses in four state health insititutions on
continuing formal education." Curationis 33(2): 41-50.
This study investigated registered nurses in four selected state health institutions' perceptions
with regard to continuing formal education. The relevance of continuing formal education is
being emphasised globally by the increasing quest for quality assurance and quality
management systems within an ethos of continuous improvement. According to Tlholoe
(2006:5), it is important to be committed to continual learning, as people's knowledge become
less relevant because skills gained early in a career are insufficient to avoid costly mistakes made
through ignorance. Continuing formal education in nursing is a key element to the maintenance
of quality in health care delivery. The study described: · registered nurses' views on continuing
formal education · registered nurses' perceived barriers to continuing formal education A
quantitative descriptive survey design was chosen using a questionnaire for data collection. The
sample consisted of 40 registered nurses working at four state health institutions in the Western
Cape Province, South Africa. Convenience sampling was selected to include registered nurses
who were on duty on the days during which the researcher visited the health institutions to
distribute the questionnaires. The questionnaire contained mainly closed-ended and a few open-
ended questions. Content validity of the instrument was ensured by doing a thorough literature
review before construction of items and a pretest. Reliability was established by the pretest and
providing the same information to all respondents before completion of the questionnaires. The
ethical considerations of informed consent, anonymity and confidentiality were adhered to and
consent to conduct the study was obtained from relevant authorities. Descriptive statistics,
based on calculations using the Microsoft (MS) Excel (for Windows 2000) programme, were used
to summarise and describe the research results. The research results indicated that most
registered nurses perceive continuing formal education as beneficial to their personal and
professional growth and that it could lead towards improving the quality of patient/client care,
but barriers exist which prevent or deter them from undertaking continuing formal education
programmes. The main structural barriers included lack of funding and lack of coherent staff
development planning and physical barriers including job and family responsibilities.

Richardson, B. (1999). "Professional development: 1. Professional socialisation and professionalisation."

Physiotherapy 85(9): 461-467.
This is the first of two papers which explore the relationship between the continuing
professional development of individual physiotherapists and the development of physiotherapy
as a profession. It questions how the education process can ensure that the professional purpose
of physiotherapy will continue to be fulfilled in the context of the major changes in policies and
practice of health care heralded by the National Health Service reforms. A clear distinction is
made between concepts of professional socialisation, professionalisation and professionalism
and the implications each holds for physiotherapy practice. It is suggested that an increased
emphasis on development of a motivation to professionalisation in undergraduates will facilitate
their personal professional development as practitioners and ensure a sustained development of
the profession of physiotherapy over future years.

Richardson, B. (1999). "Professional development: 2. Professional knowledge and situated learning in the
workplace." Physiotherapy 85(9): 467-474.
This is the second of two papers which look at the relationship between the development of
 individual physiotherapists and the development of physiotherapy as a profession. It explores
the nature of professional knowledge and the process of professional learning which is seen to
be crystallised through an integration of theory with practice in the workplace. Important
influences of situated cognition and situated learning on physiotherapy practice are identified
and discussed in the context of theories of social action and symbolic interaction. These theories
challenge the curricular assumptions on which many undergraduate education programmes are
based. It is concluded that education programmes which aim to facilitate professional
development may more effectively link theory and practice to promote professional learning
which is relevant to changes in the ethos and delivery of health services and work in healthcare
teams.

Richter, M., et al. (2020). "Consumers as partners in bedside professional development education for
nurses." Asia-Pacific Journal of Clinical Oncology 16(SUPPL 8): 79-80.
Introduction: The provision of cancer care is becoming increasingly complex. It is imperative that
the ongoing professional development needs of the oncology nursing workforce are met. In
2019, theDivision of Cancer Services (DOCs) of the Princess Alexandra Hospital introduced three
novel education interventions to meet the ongoing professional development needs of nursing
staff. These initiatives include: (1) ProfessionalDevelopment at the Bedside (PDBs) initiative, (2)
Around the Kitchen Table sessions, and (3) one-on-one mentoring from a clinical facilitator. Aim:
This paper outlines the structure, processes and outcomes of the introduction of PDBs in a
tertiary cancer care setting. Methods: This evaluation was conducted using theDonabedian
Model. Low-risk ethics approval was obtained from theMSHHuman Research Ethics Committee.
Results: Structure: Four nurse leaders including a Nurse Educator, a Clinical Nurse Consultant, a
Nurse Practitioner and a Professor of Cancer Nursing are the key facilitators of the PDBs.
Participants are nurses working in the inpatient and ambulatory areas within DOCS at the PAH.
Processes: The coordination of each PDBs session (including the identification of and gaining
consent from appropriate patients and staff) is managed by the Nurse Educator. Each session is
facilitated by two nurse leaders. During the session, the patient case is discussed according to
the EdCan Framework and the Evidence-based Practice Model (clinical expertise, evidence and
patient perspectives).Apeer-reviewed article relevant to the patient case is often discussed. The
patient is encouraged to be an active participant in the discussion. Outcomes: To date, 34 people
undertook the PDBs, 24 completed the evaluation survey. All participants reported they would
recommend this programto their colleagues,90%reported they would change their clinical
practice after the session. Free-text comments suggest high level of acceptability and
satisfaction. Conclusion: Early results suggest the acceptability and feasibility of PDBs.

Richter, S. and L. Idleman (2017). "Online Teaching Efficacy: A Product of Professional Development and
Ongoing Support." International Journal of Nursing Education Scholarship 14(1): 1-8.
The purpose of the pilot study was to investigate the perceptions of online teaching efficacy of
nursing faculty who teach courses in which 51% or more of the content is offered online.
Bandura's psychological construct of self-efficacy served as the conceptual framework. The
research survey was administered to nursing faculty in a state university system located in the
southeastern United States of America, plus two private universities. The Michigan Nurse
Educator's Sense of Efficacy for Online Teaching Scale, which contains 32 items that measure
how nurse educators judge their current capabilities for teaching online nursing courses, was
used to gather data. Overall, the scores reflected that faculty perceived themselves as quite a bit
efficacious on a scale that ranged from 1 to 9. As nursing educators received more support in
designing and implementing online courses, their efficacy increased. It is critical that faculty are
 supported on an ongoing basis to increase and develop online teaching skills in order to teach
high-quality courses in online programs. Faculty members must also be recognized for their
work, time, and commitment required to be effective online educators. The findings of this study
revealed those participants who had a number of professional development supports and
release time to develop online courses have a greater sense of efficacy.

Riemenschneider, C. K. and D. J. Armstrong (2021). "The Development of the Perceived Distinctiveness

Antecedent of Information Systems Professional Identity." MIS Quarterly 45(3): 1149.
This study explores the professional identity of information systems (IS) workers and explicates
the set of salient characteristics that comprise perceived distinctiveness of the IS profession. We
develop a more complete picture of IS workers' perceived distinctiveness including its
composition and outcomes. The perceived distinctiveness of the IS profession, in turn,
contributes to individuals' professional identity. We employ a mixed-methods design (qualitative
and quantitative) to leverage the strengths of each method. In Study 1, we analyze transcripts of
focus group interviews, using a robust qualitative method: revealed causal mapping. Utilizing the
mid-range theory that emerged from Study 1, we further explicate and empirically test that
method with a quantitative field survey in Study 2. The meta-inference from these relationships
can be stated as follows: The occurrence of change within the profession, the facets of
knowledge needed, and the continuous refinement and adaptation of the knowledge base
within a mentally demanding work context are what make the IS profession distinctive from
other professions. Specifically, the extent of change; need for continuous learning; use of
creativity and logic to solve problems; breadth of knowledge, skills, and abilities required; and
the level of technology and business integration, time pressure, and stress composed the
perceived distinctiveness of the IS professional. Future research might use the findings to
incorporate elements of the IS profession into IS-specific theories.

Riesch, S. K., et al. (1987). "Expanding the concept of continuing education conferences: the conference
participants as a Delphi method sample." Journal of Continuing Education in Nursing 18(2): 54-58.

Riesch, S. K., et al. (1987). "Expanding the concept of continuing education conferences: the conference
participants as a Delphi Method sample... the definition of a nursing center." Journal of Continuing
Education in Nursing 18(2): 54-58.
As the profession of nursing matures, new developments occur. To keep up with new and
continuing developments in their profession, nurses gather at meetings to share ideas, establish
networks, and extend their knowledge and skill base. When the meeting is organized around a
particular aspect of professional nursing, the attendees, organizers, and speakers form a rich
sample of experts from which valuable data can be collected. The purpose of this paper is to
describe how the participants of a national conference were utilized as a sample from which
data were collected to gain consensus on a concept of relevance to nursing. The concept
analyzed in this paper is the development, implementation, and evaluation of nursing centers.
Historically, nursing centers, sometimes referred to as nurse managed centers or nursing clinics,
have been defined as a setting which is owned, operated, and/or governed by professional
nurses and which provides direct access to nursing services for patients or clients (Riesch, Felder
& Stauder, 1980).

Riesch, S. K. D. R. N., et al. (1987). "Expanding the Concept of Continuing Education Conferences: The
Conference Participants as a Delphi Method Sample." The Journal of Continuing Education in Nursing
18(2): 54-58.
 [...] the National Planning Committee for the Second Biennial Conference on Nurse Managed
Centers employed the Delphi Method to gain consensus on the definition of a nursing center.
Items were constructed around the issue of the philosophy, organization, staffing, activities and
functions, and delivery of care in such centers.\n Other statements included opinions that the
focus of clinics should be upon the needs of consumers not those of the profession, that
diagnoses and treatments nursing can "own" should be examined and documented, and entry to
"independent practice" should be restricted to certain educationally qualified groups. [...]
without dedicated and trailblazing participants, the method cannot be accomplished.

Ringsted, C. V., et al. (2007). "Assessment of physicians' competence. The continuous professional
development." Ugeskrift for laeger 169(34): 2764-2766.
Several stakeholders now request some sort of continuous assessment of physician
performance. In the assessment of physicians it must be acknowledged that physicians often
work in teams and systems, rendering it impossible to attribute quality of practice to a single
person. The challenge is to design a concept that is a meaningful contribution to the
development of quality of practice. There is a need to rethink the traditional discourse known
from undergraduate and postgraduate specialist educations when applying concepts of
assessment to the continuous professional development.

Ritchie, A., et al. (2010). "Designing a Specialist Post-Graduate Qualification and Continuing Professional
Development Structure for the Health Librarian Workforce of the Future." Australian Academic &
Research Libraries 41(4): 276-299.
Through a grant received from the Australian Library and Information Association (ALIA), Health
Libraries Australia (HLA) is conducting a twelve-month research project with the goal of
developing a system-wide approach to education for the future health librarianship workforce.
The research has two main aims: to determine the future skills, knowledge, and competencies
for the health librarian workforce in Australia; and to develop a structured, modular education
framework for specialist post-graduate qualifications together with a structure for ongoing
continuing professional development. The paper highlights some of the drivers for change for
health librarianship as a profession, and particularly for educating the future workforce. The
research methodology is outlined and the main results of the second stage of the project are
described together with the findings and their implications for the development of a structured,
competency-based education framework. (Contains 2 figures and 4 tables.)

Rivers, K., et al. (1998). "Professional preparation and development for health promotion: a review of
literature." Health Education Journal 57(3): 254-262.
To enhance knowledge of the issues involved in the education and training of health
professionals in health promotion, a focused but broad-based literature review took place. More
than 70 studies of relevance were selected from the literature on human resource development
and education, as well as professional preparation and development in health promotion.
Studies reviewed covered current trends in initial professional education and training, continuing
professional development, validation and accreditation, and evaluation. In none of these fields
was there a significant literature based on systematic evaluation, but weaknesses in current
practice were identified. A number of specific recommendations relating to the education and
training of health professionals can be identified. These include: the importance of conceptual
development and the capacity to reflect critically on practice; the value of efforts to bridge
theory and practice through greater use of work-based systems of professional development;
and the need to specify more clearly the health promotion role of health and education
 professionals so as to facilitate the development of appropriate methods of initial and continuing
education and training.

Rizzuto, C. (1982). "Mandatory Continuing Education: Cost versus Benefit." Journal of Continuing
Education in Nursing 13(3): 37-43.
This article applies the principle of cost-benefit analysis to mandatory continuing education in
nursing. The costs and benefits, real and hypothetical, to the nurse, to the consumer of nursing
care, to institutions which supply health care, and to society, are explored. (Author/CT)

Roberts, J., et al. (2022). "Crucial, complex, caring: a new professional development framework for Lung
Cancer Nurse Specialists." Lung Cancer 165: S40.
Introduction: Lung cancer specialist nursing is a varied, valuable and rewarding career, and the
need for lung cancer nurse specialists (LCNS) is increasing. Lung Cancer Nursing UK (LCNUK)
wants to encourage nurses to aspire to becoming an LCNS, and to support those already working
in lung cancer teams to flourish professionally. We want employers to recognise LCNS’
capabilities and to recruit and reward them accordingly. LCNUK therefore set out to draft the
first professional development framework for LCNS. The Framework is intended to guide nurses,
line managers and employers on the core skills, knowledge and expertise that LCNS will gain and
demonstrate as they progress in role. Methods: LCNUK convened a working group which
reviewed exemplars and supporting literature. The team produced a draft framework setting out
the qualifications, skills and capabilities needed by nurses operating at different levels, aligned
with the (Figure Presented) four pillars of advanced practice. Feedback on the draft was sought
from expert stakeholders before the final document was approved by the LCNUK Steering
Committee. The Framework was developed in a collaboration between LCNUK and MSD, who
funded a policy consultancy to provide secretariat support. LCNUK retained editorial
independence of the framework content. Results: The Framework sets out the qualifications,
clinical skills, knowledge, leadership and management and research capabilities that LCNUK
expects aspiring and existing LCNS to demonstrate or be working towards. It includes case
studies of nurses’ career journeys and an example of a successful case for job matching and re-
banding. The Framework is available on the LCNUK website at www.lcnuk.org. Conclusions: The
Framework asserts the crucial role of LCNS in managing safety-critical and complex patient care
and in leading service delivery and improvement. We hope it will prove a valuable tool to nurses,
employers and policymakers in understanding the complexity and importance of this essential
role.

Roberts, K. L. (1996). "Mandatory continuing professional education: trends and issues." Contemporary
Nurse: A Journal for the Australian Nursing Profession 5(4): 177-183.
Mandatory Continuing Professional Education is a major issue for nurses in Australia today. The
overseas experience is that MCPE has been in force for nursing in half of the United States for
twenty years and has just been implemented in the United Kingdom. The major arguments
against it are that it violates the principles of adult education and professional behaviour. The
major arguments for it are that it protects the public against incompetence and voluntary CPE
does not work. The major issues are its effectiveness, cost, educational implications, impact on
the workplace and methods of regulation.

Roberts, N. K. and L. D. Coplit (2013). "Future focus for professional development." Teach Learn Med 25
Suppl 1: S57-61.
Professional development has evolved from individually focused sabbaticals and professional
 leaves to institutionally focused programs with an interest in developing faculty members' ability
to teach in various environments as well as to succeed in the many endeavors they undertake.
We address various issues related to professional development in the medical school arena.
Professional development in medical school takes place in a context where faculty are stretched
to engage in research and service not only for their own sake but also to financially support their
institutions. This obligates professional developers to acknowledge and address the
environments in which teaching faculty work, and to use approaches to professional
development that honor the time and efforts of teaching faculty. These approaches may be brief
interventions that make use of principles of education, and may include online offerings.
Professional development will be most effective when professional developers acknowledge that
most faculty members aspire to excellence in teaching, but they do so in an environment that
pushes them to address competing concerns. Offering professional development opportunities
that fit within the workplace environment, take little time, and build upon faculty's existing
knowledge will assist in enhancing faculty success.

Roberts, W. B. (1975). Learning Human Relations Technologies through Continuing Education in Health
Care Professions, Journal of Continuing Education in Nursing. 6: 33.
The paper describes how and why the human relations technologies of training institutes
(sponsored by the Indiana University's School of Nursing, Division of Continuing Education) are
presented from the vantage point of adult education principles, processes, and procedures.
(Author/MW)

Roberts, W. B. (1975). "LEARNING HUMAN RELATIONS TECHNOLOGIES THROUGH CONTINUING

EDUCATION IN HEALTH CARE PROFESSIONS." The Journal of Continuing Education in Nursing 6(2): 33-39.
Human relations skills within the parameters of adult education are necessary to a proficient
health care environment where men and women of various levels of professional and
occupational preparation collaborate to serve their patients. Typical expressions were these: *To
develop programs. *To develop effective skills in programming. *To develop, and/or sharpen
skills in group activity. *To learn program planning and methods of instituting these plans. *To
utilize principles of adult education. *To receive more knowledge of adult education processes.
*To develop skills that culminate in group selflearning and development. *To learn to give
feedback that will stimulate thinking and planning. *To have more information on the
teachertrainee process. *To improve ability to function in teaching and leadership roles.

Robertson, A. S., et al. (2017). "Sharing the Classroom: A Professional Development Opportunity for
Teachers and Social Workers." Power and Education 9(3): 161-176.
This article examines the impact of a service-learning program based on positive youth
development and social and emotional learning principles in two high-poverty urban middle
schools. A longitudinal mixed-methods design was implemented, and qualitative data analysis
yielded unexpected results associated with the professional development of teachers and social
workers involved in the program. The data suggests that participation in weekly program
sessions for students contributed to positively shifting adults' perceptions of students, and
expanding the repertoire of classroom management strategies, which, in turn, overflowed into
other areas of the school culture. This case analysis proposes a theoretical shift to
interdisciplinary professional development that incorporates social and emotional learning
strategies implemented in the classroom and through service learning as part of a
comprehensive program.
Robertson, E. M., et al. (1999). "Association between continuing education and job satisfaction of nurses
employed in long-term care facilities." Journal of Continuing Education in Nursing 30(3): 108-113.
BACKGROUND: The purpose of this descriptive, correlational study was to investigate the
relationship between continuing education and job satisfaction among RNs and licensed
practical nurses (LPNs) employed in long-term care facilities. METHOD: Herzberg's Motivational-
Hygiene Theory was used as a framework to guide the design of the study. The Professional
Educational Activities Scale and the McCloskey/Mueller Satisfaction Scale were completed by
110 nurses employed in long-term care facilities. RESULTS: No difference was found between
type of employment status (full-time versus part-time) on the level of professional educational
activities. However, RNs participated in more continuing education activities than LPNs. Nurses
who reported higher family incomes also had greater participation in educational activities.
Registered nurses reported greater job satisfaction than LPNs. No significant difference was
found between the degree of job satisfaction for Black and White nurses. The results of this
study indicated nurses who participated in more continuing education activities scored higher on
the job satisfaction scale. CONCLUSION: As the elderly population increases, a critical need exists
for nurses to be knowledgeable about current research-based information, including the
economic and psychosocial effects of illness in later life. To provide the most effective care for
the elderly population, nurses in long-term care must be knowledgeable about the complexity
and specific characteristics of chronic illnesses. Continuing education activities are an important
way to access this information.

Robijn, L., et al. (2021). "Continuous Palliative Sedation Until Death: The Development of a Practice
Protocol for Nursing Homes." Journal of the American Medical Directors Association 22(8): 1776.e1771-
1776.e1777.
Challenges inherent in the practice of continuous palliative sedation until death appear to be
particularly pervasive in nursing homes. We aimed to develop a protocol to improve the quality
of the practice in Belgian nursing homes. The development of the protocol was based on the
Medical Research Council Framework and made use of the findings of a systematic review of
existing improvement initiatives and focus groups with 71 health care professionals [palliative
care physicians, general practitioners (GPs), and nursing home staff] identifying perceived
barriers to the use of continuous palliative sedation until death in nursing homes. The protocol
was then reviewed and refined by another 70 health care professionals (palliative care
physicians, geriatricians, GPs, and nursing home staff) through 10 expert panels. The final
protocol was signed off by expert panels after 2 consultation rounds in which the remaining
issues were ironed out. The protocol encompassed 7 sequential steps and is primarily focused on
clarification of the medical and social situation, communication with all care providers involved
and with the resident and/or relatives, the organization of care, the actual performance of
continuous sedation, and the supporting of relatives and care providers during and after the
procedure. Although consistent with existing guidelines, our protocol describes more
comprehensively recommendations about coordination and collaboration practices in nursing
homes as well as specific matters such as how to communicate with fellow residents and give
them the opportunity to say goodbye in some way to the person who is dying. This study
succeeded in developing a practice protocol for continuous palliative sedation until death
adapted to the specific context of nursing homes. Before implementing it, future research should
focus on developing profound implementation strategies and on thoroughly evaluating its
effectiveness.

Rodney Hudson, M. and A. Ross (2023). "Developing a CPD model for Eswatini—a participatory action
research study." BMC Medical Education 23: 1-13.
BackgroundContinuing professional development (CPD) is a key aspect to fulfil a commitment to
lifelong learning for professionals registered with the Medical and Dental Council, the intention
being to promote the health of patients and develop clinical expertise. The absence of formal
CPD requirements for practitioners in Eswatini has resulted in a move to introduce an accredited
system.MethodsThe qualitative study followed a participatory action research (PAR)
methodology using a cooperative inquiry group of 10 medical practitioners in Eswatini to
investigate how the current CPD program could be improved and formalised. PAR entailed four
stages; observation, reflection, planning and action, using a semi-structured format to explore
the areas of concern.ResultsReflecting on the current situation resulted in three ways to improve
CPD being identified: (1) adopt a formal, compulsory CPD model; (2) recognise achievements by
practitioners who endeavour to improve their skills/knowledge through Entrustable Professional
Activities, and (3) ensure that CPD is relevant to the workplace by using Quality-Improvement
CPD (QI-CPD) and reflective diaries. These would be done by involving local practitioners, using
adult learning principles and ensuring continuous evaluation and improvement of the CPD
model.ConclusionsThere was general agreement on the need for a formalised CPD system to
improve skill levels and provide an open platform to enhance patient care in a resource
constrained setting. The findings provided information that can be used to plan and action its
implementation through engagement with the country’s doctors in various forums and through
ongoing research.

Rodríguez-Costa, I., et al. (2020). "Professional and Personal Physical Therapist Development through
Service Learning in Collaboration with a Prisoner Reinsertion Program: A Qualitative Study." International
Journal of Environmental Research and Public Health 17(24): 9311.
There is a great concern whether Physical Therapy students upon completion of their
educational program are ready and equipped with the requisite skills to construct and
implement a successful patient intervention with culturally diverse groups. The purpose of this
study is to describe the professional and personal physical therapist development of Physical
Therapy students after participating in Solidarity Activities in Collaboration with a Prisoner
reinsertion program as a service-learning course. A qualitative approach was used. A
convenience sample of twenty physical therapy students doing service learning and one teaching
professor were included. Student diaries were analyzed. Semi-structured interviews were done
to explore five students’ and the professor’s judgements. Internal and external observations and
filling out structure field-notes were also used as data triangulation in order to build the
conceptual model. The main findings include that the application of knowledge and practice of
skills in different environments are the most important skills attained with this service learning.
Five key themes emerged from the data analysis, namely: application of knowledge, adaptation
to different environments, improving communication with patients, assisting people and
providing treatment with self-confidence. A recommendation is that Physical Therapy programs
include workplace practice in different environments to enhance the development of
professionalism among students.

Roehm, M. E. (1974). "The continuing education unit: a new concept of measurement." Journal of
Nursing Administration 4(2): 56-59.
The development of a new concept of measurement for continuing education is reviewed. The
purpose of the continuing education is discussed in light of quality continuing education as a
means of improving the nurse's practice.
Roh, S. (1996). "For a harmony between ethics and esthetics. The course on esthetics training organized
within the framework of the continuing education program of the School of Dentistry of Geneva 14 June
1996." Schweizer Monatsschrift für Zahnmedizin = Revue mensuelle suisse d'odonto-stomatologie =
Rivista mensile svizzera di odontologia e stomatologia / SSO 106(10): 937.

Rohrbasser, A., et al. (2022). "Understanding how and why quality circles improve standards of practice,
enhance professional development and increase psychological well-being of general practitioners: a
realist synthesis." BMJ Open 12(5).
ObjectivesTo understand how and why participation in quality circles (QCs) improves general
practitioners’ (GPs) psychological well-being and the quality of their clinical practice. To provide
evidence-informed and practical guidance to maintain QCs at local and policy levels.DesignA
theory-driven mixed method.SettingPrimary healthcare.MethodWe collected data in four stages
to develop and refine the programme theory of QCs: (1) coinquiry with Swiss and European
expert stakeholders to develop a preliminary programme theory; (2) realist review with
systematic searches in MEDLINE, Embase, PsycINFO and CINHAL (1980–2020) to inform the
preliminary programme theory; (3) programme refinement through interviews with participants,
facilitators, tutors and managers of QCs and (4) consolidation of theory through interviews with
QC experts across Europe and examining existing theories.Sources of dataThe coinquiry
comprised 4 interviews and 3 focus groups with 50 European experts. From the literature search,
we included 108 papers to develop the literature-based programme theory. In stage 3, we used
data from 40 participants gathered in 6 interviews and 2 focus groups to refine the programme
theory. In stage 4, five interviewees from different healthcare systems consolidated our
programme theory.ResultRequirements for successful QCs are governmental trust in GPs’
abilities to deliver quality improvement, training, access to educational material and
performance data, protected time and financial resources. Group dynamics strongly influence
success; facilitators should ensure participants exchange knowledge and generate new concepts
in a safe environment. Peer interaction promotes professional development and psychological
well-being. With repetition, participants gain confidence to put their new concepts into
practice.ConclusionWith expert facilitation, clinical review and practice opportunities, QCs can
improve the quality of standard practice, enhance professional development and increase
psychological well-being in the context of adequate professional and administrative
support.PROSPERO registration numberCRD42013004826.

Rolandsson, B., et al. (2011). "Open source in the firm: Opening up professional practices of software
development." Research Policy 40(4): 576.
Opening up firms to open source has changed professional programmers' work in software
development. In their work practice they must cope with two modes of software production:
one based on proprietary, closed work situations, the other built around open source
community ways of cooperation and knowledge sharing. In this article we present a study of
how programmers cope with the co-existence of an industrial/commercial and a
community/commons based mode of production. We analyze how they develop strategies to
handle tensions that arise from contradictions between these two modes, and how it changes
programmers' approach towards open source software development in the company. The study
covers proprietary companies that have gradually incorporated open source software (hybrid
companies) and SMEs entirely built around open source business concepts (pure-play
companies). Four strategies are elaborated and discussed in-depth: Engineering in the lab,
Market driven tailoring, Developing the community consortium and Peer-production. At a more
general level, the study contributes to our understanding of how the transformation of
 proprietary production processes into a more open mode of knowledge work is not only
associated with company strategies, but also with tensions and new demands on how work is
strategically handled by knowledge workers. [PUBLICATION ABSTRACT]

Romer, N., et al. (2018). "Educator Perceptions of Preparedness and Professional Development for
Implementation of Evidence-Based Practices within a Multi-Tiered System of Supports." School Mental
Health 10(2): 122-133.
A multi-tiered system of supports provides a framework for high-quality implementation of
evidence-based mental health practices by educators so that all students have access to a
continuum of mental health supports based on need. The purpose of this study was to use
survey data to examine 700 educators' perceptions of professional development and
preparedness to implement mental health interventions within a multi-tiered system of
supports. Descriptive analyses provided information about educator preparedness and access to
training, resources, and coaching to support implementation of evidence-based mental health
practices across tiers of supports. Further analyses revealed that access to training, resources,
and coaching predicted preparedness to provide and assess mental health supports. Educators'
perceptions of student access to school and community mental health supports were predicted
by access to training, resources, and coaching, and support for evidence-based practices.
Perceived preparedness to provide mental health supports predicted whether or not educators
reported talking with students about social or emotional concerns. Implications of the findings
for professional development practices and policies within multi-tiered system of school-based
mental health supports are discussed.

Rønnestad, M. H. and T. Skovholt (1997). "The professional development and supervision of

psychotherapists." Psychotherapeut 42(5): 299-306.
From existing empirical and conceptual research, we can conclude that supervision, for both the
supervisee and the supervisor, seems to deserve the central role that it has attained in the
career development of psychotherapists. Although the emphasis of supervisory methods and
foci may vary across supervisee experience level, as we have suggested in this article, effective
supervision should at all times provide the structure that ensures collegial dialogues and thus
creates an opportunity for psychotherapists to continually reflect upon their professional
experiences.

Roschke, M. A., et al. (1993). "Continuing education and health work: a process under construction."
Educación médica y salud 27(4): 466-488.

Rose, J. S., et al. (2020). "Development and validation of the mental health professionals’ attitude
towards people living with HIV/AIDS scale (MHP-PLHIV-AS)." AIDS Care 32(S1): 10-18.
This study focused on the creation and validation of an instrument to measure mental health
professionals’ attitudes towards people living with HIV/AIDS. Rasch analyses (Rash, 1960, 1980)
provided evidence to support a twodimensional (societal and personal dimensions)
measurement of this attitude construct.

Rose, O. (2018). "Education and professional development-an international survey." International Journal
of Clinical Pharmacy 40(2): 490.
Background: Pharmaceutical practice has experienced a rapid transition towards patient-
centered care during the past decades. Whereas pharmacists in some countries have achieved a
fruitful professional change, others are still stuck in mere dispensing. Besides barriers in
 professional development, specific national causes seem to determine the pace of progress.
Purpose: The study aim was to investigate the current status of professional development in
different countries of the world. Results might help to detect deficiencies that need to be
addressed for further development. Method: This qualitative study was conducted as an expert
survey. The World Health Organization's (WHO) Framework for action on interprofessional
education and collaborative practice was considered in identifying fields of examination.
Outstanding experts from countries all over the world were asked to participate in this study and
to complete a survey on pharmaceutical development regarding practice, education and
research. Results are summarized and shown descriptively. Findings: Preliminary results,
restricted to national pharmacy education, are shown. The survey was filled by experts from 12
out of 14 requested countries from four continents. University curricula vary between 4 years
(Australia, Bosnia/Herzegovina and Germany) and 6 years (Canada, Japan, the Netherlands,
Thailand and US). Most countries require a residency before licensure, further specialization is
usually voluntarily. University curricula remained drug-oriented only in Austria,
Bosnia/Herzegovina and Germany; these are as well the three counties with the shortest
teaching of pharmacotherapy (plus Kosovo), without any consideration of patient counselling
and without training on the ward (plus Belgium and Kosovo). Some countries are currently at a
stage of transition. Experts' statements on Austria, Bosnia/Herzegovina, Germany and Kosovo
state little progress in implementing changes in pharmaceutical practice, whereas Canada and
US are leading the field. Pharmaceutical boards of all countries however have realized the
changing times. Conclusion: The immense discrepancy in professional development between the
studied nations is reflected by educational parameters. Implementation of cognitive
pharmaceutical services correlated to the length and orientation of the curricula. Education is
stated by the WHO as the first step towards professional change. Our findings support this
thesis, as improved curricula were linked to greater changes. Coauthors: Hartmut Derendorf,
Kenji Fujita, Janice Geers, Alexander Hartl, Kreshnik Hoti, Ines Krass, Markus Messerli, Emina
Obarcanin, Pornchanok Srimongkon, Martina Teichert, Ross T. Tsuyuki.

Rosen, M. A., et al. (2012). "In Situ Simulation in Continuing Education for the Health Care Professions: A
Systematic Review." Journal of Continuing Education in the Health Professions 32(4): 243-254.
Introduction: Education in the health sciences increasingly relies on simulation-based training
strategies to provide safe, structured, engaging, and effective practice opportunities. While this
frequently occurs within a simulation center, in situ simulations occur within an actual clinical
environment. This blending of learning and work environments may provide a powerful method
for continuing education. However, as this is a relatively new strategy, best practices for the
design and delivery of in situ learning experiences have yet to be established. This article
provides a systematic review of the in situ simulation literature and compares the state of the
science and practice against principles of effective education and training design, delivery, and
evaluation. Methods: A total of 3190 articles were identified using academic databases and
screened for descriptive accounts or studies of in situ simulation programs. Of these, 29 full
articles were retrieved and coded using a standard data extraction protocol (kappa = 0.90).
Results: In situ simulations have been applied to foster individual, team, unit, and organizational
learning across several clinical and nonclinical areas. Approaches to design, delivery, and
evaluation of the simulations were highly variable across studies. The overall quality of in situ
simulation studies is low. A positive impact of in situ simulation on learning and organizational
performance has been demonstrated in a small number of studies. Discussion: The evidence
surrounding in situ simulation efficacy is still emerging, but the existing research is promising.
Practical program planning strategies are evolving to meet the complexity of a novel learning
 activity that engages providers in their actual work environment.

Rosenblum, R. K. and J. Sprague-McRae (2014). "Using Principles of Quality and Safety Education for
Nurses in School Nurse Continuing Education." Journal of School Nursing 30(2): 97-102.

Rosewilliam, S., et al. (2019). "Patient-centred orientation of students from different healthcare
disciplines, their understanding of the concept and factors influencing their development as patient-
centred professionals: a mixed methods study." BMC Medical Education 19.
Background A patient-centred approach to care is increasingly the mandate for healthcare
delivery. There is a need to explore how health professional students develop patient-centred
attributes. This study aims to understand the extent of patient-centred orientations of health
professional students, their perceptions and factors influencing their adoption of the approach.
Methods The study used a cross-sectional, parallel mixed methods design combining a survey
using the Patient-Practitioner Orientation Scale (PPOS) followed by focus groups with medical,
nursing, physiotherapy and speech and language therapy students. Data included students’ age,
gender, programme, and placements experienced. Pearson’s chi squared and the non-parametric
equivalent Kruskal-Wallis H test were done to test for differences in demographics for
appropriate variables. One-way ANOVA or Welch test was done to explore differences in PPOS
scores. Regression analysis was done to test the influence of the demographic variables on PPOS
scores. Data from focus groups were coded, categorised and organised under themes
appropriate to the research aims. Results Of the 211 complete responses, significant differences
were observed between medical and physiotherapy students in total PPOS scores, (MD -8.11
[95% CI -12.02 - 4.20] p = 0.000), Caring component (MD -4.44 [95% CI - 6.69, − 2.19] p = 0.000)
and Sharing component (MD -3.67 [95% CI -6.12 -1.22] p = 0.001). The programme in which
students were enrolled i.e. Medicine and SALT were the only indicators of higher PPOS total
scores (F = 4.6 Df 10,69; p = 7.396e-06) and caring scores (F = 2.164 Df 10, 69 p = 0.022). Focus
groups revealed that students perceived patient-centredness as holistic yet individualised care
through establishing a partnership with patient. They identified that their student status,
placement pressures, placement characteristics especially mentoring influenced their
development of patient-centred attributes. Conclusion This study highlights the fact that the
pressures of training in the National Health Service affects the development of students’ patient-
centred orientation. There is a need for further work to explore aspects related to mentor
training, for the development of patient-centred attributes, in a curricular framework structured
on students’ needs from this study.

Ross, M. K., et al. (2012). "The impact of General Dental Council registration and continuing professional
development on UK dental care professionals: (2) dental technicians." British Dental Journal 213(8): 7.
To investigate the impact of General Dental Council (GDC) registration and mandatory CPD on
dental technicians' views, job satisfaction and intention to leave the profession. Postal/online
survey, conducted in parallel with a survey of dental nurses.

Ross, M. K., et al. (2012). "The impact of General Dental Council registration and continuing professional
development on UK dental care professionals: (2) dental technicians." British Dental Journal 213(8): E13-
E13.
Objective: To investigate the impact of General Dental Council (GDC) registration and mandatory
CPD on dental technicians' views, job satisfaction and intention to leave the profession. Design:
Postal/online survey, conducted in parallel with a survey of dental nurses. Setting: UK private and
NHS practices, community services, dental hospitals. Subjects and Methods: Representative
 sample of GDC registrants. Main Outcome Measures: job satisfaction; intention to leave
profession (dependent variable in regression analysis). Results: 605 were sampled: 40 were
ineligible (left the register in July 2011, re-qualified in another dental care profession, shared a
practice address with another selected DT); 193 responded (response rate 34%). 22% were
female (mean age 38.2 years) and 78% male (mean age 49.4 years). The general principle of
registration was endorsed by 52%, and compulsory registration by 54%, but the fee level by only
13%. Most technicians felt that registration had had either no effect or a negative effect on their
view of their career (80%), role (78%) or status within the dental team (85%), and 66% did not
agree that training helped them to do their job better. Fifty-one percent were not satisfied with
their job and 20% intended to leave the profession. Intention to leave was predicted by greater
dissatisfaction with remuneration. Conclusions: Criticisms regarding the cost and relevance of
registration and the cost, relevance and accessibility of CPD, coupled with potentially high level
of attrition from the profession, suggest a review of the fee and salary structure and greater
support for CPD is warranted.

Rouidi, M., et al. (2022). "Acceptance and use of telemedicine technology by health professionals:
Development of a conceptual model." Digital Health 8.
Recent developments in information technology (IT) in health are extended to highly specialized
services, an example is telemedicine technology, understood as the use of IT to enable the
transfer of medical information for diagnostic purposes, therapeutic and educational. Despite
the benefits of implementing such technology, healthcare professionals, as end users, do not
fully utilize it. The Technology Acceptance Model (TAM) and the Unified Theory of Acceptance
and Use of Technology (UTAUT), are among the models applied to assess and predict the
acceptance and use of telemedicine. This article aims to identify the relevant literature related to
these two models, to review and summarize the methodologies and results, and propose a
conceptual model for the acceptance and use of telemedicine technology by healthcare
professionals.

Rouleau, G., et al. (2017). "Effects of e-learning in a continuing education context on nursing care: A
review of systematic qualitative, quantitative and mixed studies reviews (protocol)." BMJ Open 7(10).
Introduction Continuing education (CE) is imperative to the future of professional nursing. The
use of e-learning by registered nurses for CE is spreading. A review of systematic reviews will be
conducted to develop a broad picture of the effects of e-learning in a CE context on nursing care.
Methods and analysis Systematic qualitative, quantitative and mixed studies reviews published
in English, French or Spanish from 1 January 2006 will be included. The outcomes of interest will
be extracted and analysed inductively and deductively from the Nursing Care Performance
Framework; some themes include nursing resources, nurses' practice environment, processes,
professional satisfaction, and nursing sensitive outcomes. Three reviewers will independently
screen first the title and abstract of the papers, and then the full texts in order to assess
eligibility. Two teams of two reviewers will extract the selected reviews' characteristics and data.
The results from various types of reviews will be integrated using a data-based convergent
synthesis design. We will conduct a thematic synthesis and transform all quantitative and mixed
data into qualitative data. Ethics and dissemination Ethics approval is not required for review of
systematic reviews. We will summarise evidence concerning the negative, neutral and positive
effects of various forms of e-learning on different aspects of nursing care. If we find gaps in the
literature, we will highlight them and suggest ideas for further research. We will also focus on
positive effects and present, if possible, the components and characteristics of e-learning
interventions that were found to be successful. We will present this protocol and results in
 international conferences in nursing, medical, and health informatics domains. We will also
submit the results of our work for peer-review publication in a journal indexed in the
international bibliographic database of biomedical information.

Rouleau, G., et al. (2019). "Effects of E-Learning in a Continuing Education Context on Nursing Care:
Systematic Review of Systematic Qualitative, Quantitative, and Mixed-Studies Reviews." Journal of
Medical Internet Research 21(10): e15118.
BACKGROUND: E-learning is rapidly growing as an alternative way of delivering education in
nursing. Two contexts regarding the use of e-learning in nursing are discussed in the literature:
(1) education among nursing students and (2) nurses' continuing education within a life-long
learning perspective. A systematic review of systematic reviews on e-learning for nursing and
health professional students in an academic context has been published previously; however, no
such review exists regarding e-learning for registered nurses in a continuing education context.
OBJECTIVE: We aimed to systematically summarize the qualitative and quantitative evidence
regarding the effects of e-learning on nursing care among nurses in a continuing education
context. METHODS: We conducted a systematic review of systematic qualitative, quantitative,
and mixed-studies reviews, searching within four bibliographic databases. The eligibility criteria
were formulated using the population, interventions, comparisons, outcomes, and study design
(PICOS) format. The included population was registered nurses. E-learning interventions were
included and compared with face-to-face and any other e-learning interventions, as well as
blended learning. The outcomes of interest were derived from two models: nursing-sensitive
indicators from the Nursing Care Performance Framework (eg, teaching and collaboration) and
the levels of evaluation from the Kirkpatrick model (ie, reaction, learning, behavior, and results).
RESULTS: We identified a total of 12,906 records. We retrieved 222 full-text papers for detailed
evaluation, from which 22 systematic reviews published between 2008 and 2018 met the
eligibility criteria. The effects of e-learning on nursing care were grouped under Kirkpatrick's
levels of evaluation: (1) nurse reactions to e-learning, (2) nurse learning, (3) behavior, and (4)
results. Level 2, nurse learning, was divided into three subthemes: knowledge, skills, attitude and
self-efficacy. Level 4, results, was divided into patient outcomes and costs. Most of the outcomes
were reported in a positive way. For instance, nurses were satisfied with the use of e-learning
and they improved their knowledge. The most common topics covered by the e-learning
interventions were medication calculation, preparation, and administration. CONCLUSIONS: The
effects of e-learning are mainly reported in terms of nurse reactions, knowledge, and skills (ie,
the first two levels of the Kirkpatrick model). The effectiveness of e-learning interventions for
nurses in a continuing education context remains unknown regarding how the learning can be
transferred to change practice and affect patient outcomes. Further scientific, methodological,
theoretical, and practice-based breakthroughs are needed in the fast-growing field of e-learning
in nursing education, especially in a life-learning perspective. TRIAL REGISTRATION: International
Prospective Register of Systematic Reviews (PROSPERO) CRD42016050714;
https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=50714.

Rouleau, G., et al. (2017). "Effects of e-learning in a continuing education context on nursing care: a
review of systematic qualitative, quantitative and mixed studies reviews (protocol)." BMJ Open 7(10).
IntroductionContinuing education (CE) is imperative to the future of professional nursing. The
use of e-learning by registered nurses for CE is spreading. A review of systematic reviews will be
conducted to develop a broad picture of the effects of e-learning in a CE context on nursing
care.Methods and analysisSystematic qualitative, quantitative and mixed studies reviews
published in English, French or Spanish from 1 January 2006 will be included. The outcomes of
 interest will be extracted and analysed inductively and deductively from the Nursing Care
Performance Framework; some themes include nursing resources, nurses’ practice environment,
processes, professional satisfaction, and nursing sensitive outcomes. Three reviewers will
independently screen first the title and abstract of the papers, and then the full texts in order to
assess eligibility. Two teams of two reviewers will extract the selected reviews’ characteristics
and data. The results from various types of reviews will be integrated using a data-based
convergent synthesis design. We will conduct a thematic synthesis and transform all quantitative
and mixed data into qualitative data.Ethics and disseminationEthics approval is not required for
review of systematic reviews. We will summarise evidence concerning the negative, neutral and
positive effects of various forms of e-learning on different aspects of nursing care. If we find gaps
in the literature, we will highlight them and suggest ideas for further research. We will also focus
on positive effects and present, if possible, the components and characteristics of e-learning
interventions that were found to be successful. We will present this protocol and results in
international conferences in nursing, medical, and health informatics domains. We will also
submit the results of our work for peer-review publication in a journal indexed in the
international bibliographic database of biomedical information.

Rouleau, G., et al. (2019). "Effects of E-Learning in a Continuing Education Context on Nursing Care:
Systematic Review of Systematic Qualitative, Quantitative, and Mixed-Studies Reviews." Journal of
Medical Internet Research 21(10): N.PAG-N.PAG.
Background: E-learning is rapidly growing as an alternative way of delivering education in
nursing. Two contexts regarding the use of e-learning in nursing are discussed in the literature:
(1) education among nursing students and (2) nurses' continuing education within a life-long
learning perspective. A systematic review of systematic reviews on e-learning for nursing and
health professional students in an academic context has been published previously; however, no
such review exists regarding e-learning for registered nurses in a continuing education
context.Objective: We aimed to systematically summarize the qualitative and quantitative
evidence regarding the effects of e-learning on nursing care among nurses in a continuing
education context.Methods: We conducted a systematic review of systematic qualitative,
quantitative, and mixed-studies reviews, searching within four bibliographic databases. The
eligibility criteria were formulated using the population, interventions, comparisons, outcomes,
and study design (PICOS) format. The included population was registered nurses. E-learning
interventions were included and compared with face-to-face and any other e-learning
interventions, as well as blended learning. The outcomes of interest were derived from two
models: nursing-sensitive indicators from the Nursing Care Performance Framework (eg,
teaching and collaboration) and the levels of evaluation from the Kirkpatrick model (ie, reaction,
learning, behavior, and results).Results: We identified a total of 12,906 records. We retrieved 222
full-text papers for detailed evaluation, from which 22 systematic reviews published between
2008 and 2018 met the eligibility criteria. The effects of e-learning on nursing care were grouped
under Kirkpatrick's levels of evaluation: (1) nurse reactions to e-learning, (2) nurse learning, (3)
behavior, and (4) results. Level 2, nurse learning, was divided into three subthemes: knowledge,
skills, attitude and self-efficacy. Level 4, results, was divided into patient outcomes and costs.
Most of the outcomes were reported in a positive way. For instance, nurses were satisfied with
the use of e-learning and they improved their knowledge. The most common topics covered by
the e-learning interventions were medication calculation, preparation, and
administration.Conclusions: The effects of e-learning are mainly reported in terms of nurse
reactions, knowledge, and skills (ie, the first two levels of the Kirkpatrick model). The
effectiveness of e-learning interventions for nurses in a continuing education context remains
 unknown regarding how the learning can be transferred to change practice and affect patient
outcomes. Further scientific, methodological, theoretical, and practice-based breakthroughs are
needed in the fast-growing field of e-learning in nursing education, especially in a life-learning
perspective.Trial Registration: International Prospective Register of Systematic Reviews
(PROSPERO) CRD42016050714; https://www.crd.york.ac.uk/prospero/display_record.php?
RecordID=50714.

Rouse, M. J. (2004). "Continuing professional development in pharmacy." Journal of the American

Pharmacists Association : JAPhA 44(4): 517-520.
OBJECTIVE: To summarize a resource document that explains the concept and components of
continuing professional development (CPD) for pharmacists, describes some of the drivers
behind the reevaluation of current systems of continuing pharmacy education (CE), defines
relevant terms, and outlines some experiences with CPD in selected countries that have already
adopted the model. SUMMARY: CPD is an approach to lifelong learning being discussed as a
potential model for pharmacists in the United States. CPD does not replace CE, but quality-
assured CE is an essential component of CPD. Evidence is mounting, however, that traditional
methods of CE do not adequately meet the life-long learning and professional development
needs of health care professionals (HCPs) and are not always successful in affecting practice
behavior and improving patient outcomes. The Institute of Medicine has concluded that the
education and training of HCPs is in need of major overhaul. CPD, which is based on sound
principles and adopts educational strategies that have been shown to be effective, potentially
offers a quality improvement to the current systems for pharmacist CE. CONCLUSION: Interest in
and support for the concept of CPD is growing. Case studies of successful implementation in the
United States and other countries now exist. Further discussion on the implications of
widespread implementation for pharmacists in the United States is needed.

Rouse, M. J. and M. S. Maddux (2010). "Conceptual framework for pharmacists' professional

development: implications for future planning." Journal of the American Pharmacists Association: JAPhA
50(3): 343-346.

Routil, W. (2006). "The system of continuing professional education of medical doctors in Austria.
Structure, guidelines and quality management." Bundesgesundheitsblatt, Gesundheitsforschung,
Gesundheitsschutz 49(5): 433-438.
This article describes the system of continuing medical education in Austria. Pursuant to section
sign 49 para.1* of the Austrian Medical Law 1998/Amendment 2001, Austrian doctors are under
the obligation to participate in continuing professional education according to the guidelines of
the Austrian Medical Chamber. The Austrian doctors see themselves as members of an
independent profession. The Austrian system of continuing (physician) professional education
developed continuously, for one, based on the principle of self-responsibility of licensed doctors
and for the other, on the responsibility for self-administration of the medical profession. The
participation in CPD or CME events, which are quality assured by a given set of rules, is
documented by a time-limited diploma issued by the Austrian Medical Chamber. The recognition
system comprises CPD-CME events in Austria as well as abroad, literature study under specific
rules including an assessment system and the use of electronic media. The CPD-CME guidelines
are updated annually by the Austrian Medical Chamber. The permanent maintenance and
administration of the CPD-CME Programme of the Austrian Medical Chamber (Diplom-
Fortbildungs-Programm, DFP), was handed over to the Austrian Academy of Physicians, which is
under the obligation to report to its founding body, the Austrian Medical Chamber.
Roux, T. L., et al. (2021). "A Unified Theoretical Framework of Learning Theories to Inform and Guide
Public Health Continuing Medical Education Research and Practice." Journal of Continuing Education in
the Health Professions 41(2): 130-138.
Continuing medical education (CME) emerged at the start of the 20th century as a means of
maintaining clinical competence among health care practitioners. However, evidence indicates
that CME is often poorly developed and inappropriately used. Consequently, there has been
increasing interest in the literature in evaluating wider contexts at play in CME development and
delivery. In this article, the authors present a unified theoretical framework, grounded in
learning theories, to explore the role of contextual factors in public health CME for health care
practitioners. Discussion with pedagogical experts together with a narrative review of learning
theories within medical and social science literature informed the framework's development.
The need to consider sociocultural theories of learning within medical education restricted
suitable theories to those that recognized contexts beyond the individual learner; adopted a
systems approach to evaluate interactions between contexts and learner; and considered
learning as more than mere acquisition of knowledge. Through a process of rigorous critical
analysis, two theoretical models emerged as contextually appropriate: Biggs principle of
constructive alignment and Bronfenbrenner bioecological model of human development. Biggs
principle offers theoretical clarity surrounding interactive factors that encourage lifelong
learning, whereas the Bronfenbrenner model expands on these factor's roles across multiple
system levels. The authors explore how unification into a single framework complements each
model while elaborating on its fundamental and practical applications. The unified theoretical
framework presented in this article addresses the limitations of isolated frameworks and allows
for the exploration of the applicability of wider learning theories in CME research.

Rowland, P., et al. (2020). "When logics of learning conflict: an analysis of two workplace-based
continuing education programs." Advances in Health Sciences Education 25(3): 673-689.
Educators, practitioners, and policy makers are calling for stronger connections between
continuing education (CE) for professionals and the concerns of workplaces where these
professionals work. This call for greater alignment is not unique to the health professions.
Researchers within the field of higher education have long wrestled with the complexities of
aligning professional learning and workplace concerns. In this study, we extend this critical line
of inquiry to explore the possible conceptual intersections between two CE programs acting
within a single healthcare organization. Both programs are concerned with improving patient
care, primarily by changing the ways professionals think and talk with one another. However, the
two programs have different historical origins: one in a workplace, the other within a university
setting. Introducing the concept of "modes of ordering" as a way to analyze the curricula, we
argue the programs are operating through separate logics of learning. We label these two modes
of ordering: (1) learning as standardization and (2) learning as identification. Through our
discussion, we explore how these different modes demand different roles for educators and
participants. Ultimately, we argue that both have value. However, we also argue that educators
require conceptual tools to sensitize them to the possibility of competing logics of learning and
the subsequent implications for their practice as educators. In conclusion, we offer the metaphor
of CE educator as choreographer, connecting concepts and practices within these logics in
productive ways while continually navigating the various learning imperatives acting on
professionals at any given time.

Rowland, P., et al. (2022). "Rapid Knowledge Mobilization and Continuing Professional Development:
Educational Responses to COVID-19." Journal of Continuing Education in the Health Professions 42(1):
66-69.
Introduction: The field of Continuing Professional Development (CPD) has a role to play in
supporting health care professionals as they respond to the COVID-19 pandemic. However, the
evolving science of COVID-19, the need for quick action, and the disruption of conventional
knowledge networks pose challenges to existing CPD practices. To meet these emergent and
rapidly evolving needs, what is required is an approach to CPD that draws insights from the
domain of knowledge mobilization (KMb). Methods: This short report describes a research
protocol for exploring rapid KMb responses to COVID-19 at one Canadian academic teaching
hospital. The proposed research will proceed as a case study using a mixed methods design
collecting quantitative (surveys and Web site use metrics) and qualitative data (interviews) from
individuals involved in developing, using, and supporting the KMb resources. Analysis will
proceed in two phases: descriptive analysis of data to share insights and integrative analysis of
data to build theory. Results: Results from this study will inform the immediate KMb and CPD
contribution to the COVID-19 response. Discussion: Findings from this study will also make a
broader contribution to the field of CPD, theoretically informing intersections between KMb and
CPD and therefore contributing to an integrated science of CPD.

Rücker, I. (1990). "Continuing education within the framework of the European Nursing Students Group
yearly meeting 1989, in Göteborg, Sweden." Krankenpflege (Frankfurt am Main, Germany) 44(4): 214-
215.

Rueben, A., et al. (2020). "Professional development beyond foundation training: a study of pharmacists
working in Scotland." International Journal of Pharmacy Practice 28(2): 165-172.
Objectives: In Scotland, post‐registration hospital pharmacists typically undertake a vocational
foundation training programme. Beyond this, there are no mandatory structures for ongoing
professional training. To support progression to a more advanced level, competency frameworks
are increasingly being used. This study aimed to measure the self‐reported competence of
pharmacists against a relevant framework and to determine what support was required to
enable further professional development. Methods: An online survey was completed by
pharmacists working across six acute hospital sites within NHS Greater Glasgow and Clyde who
had completed foundation training between Jan 2013 and Jan 2018. Participants self‐reported
competency against the Royal Pharmaceutical Society's Advanced Practice Framework Advanced
Stage 1 competencies and gave qualitative feedback through free‐text questions. Key findings:
Twenty out of twenty‐eight eligible pharmacists (71.4%) responded to the survey and three core
areas requiring further support were identified: leadership, management and research.
Participants reported that a strategic plan for professional development, more opportunities and
managerial support were needed to help them develop these areas. Mentorship programmes
and postgraduate qualifications were suggested as formats to support development. Conclusion:
Pharmacists working towards advanced practice reported high levels of competence in expert
professional practice, collaborative working relationships and education, training and
development. While these results are promising, additional support is likely to be needed to
cultivate leadership, management and research skills. Future training strategies need to consider
this imbalance if we are to achieve national and international workforce goals for the
professional development of pharmacists.

Russell, R., et al. (2016). "The development of a professional reasoning tool for evaluating housing
adaptation plans." British Journal of Occupational Therapy 79: 37-37.
 Occupational Therapists use housing adaptations as an intervention to enhance restore, acquire,
or prevent the loss of occupational performance skills. Practitioners play an essential role in the
design of housing adaptations. In particular, they use their professional reasoning skills to ensure
the proposed design provides the right fit between the person, environment, and the activity the
person wants to perform. Whilst there are a number of standardised assessment tools to
support clinicians during the assessment phase of the adaptations process, no specific tools exist
to support them when evaluating design plans. This presentation examines the approach taken
by the author to address this gap in practice. Initially the project involved 136 UK based
occupational therapists, working in the field of home adaptations. The participants completed an
on-line questionnaire, part of which explored the professional reasoning process they used
when designing housing adaptations. The qualitative data was analysed using a directed content
analysis approach, with the Occupational Therapy Intervention Process Model (Fisher 2009)
acting as the theoretical framework for generating the codes and themes from the data. These
themes then supported the development of the Professional Reasoning Tool for Housing
Adaptations Plans. A Proof of concept approach was then taken to trial the tool in clinical
practice. This part of the study involved 5 occupational therapists working in one geographical
area of the UK. Heywood (2004) highlighted how failure to appropriately evaluate the design
plans has led to poor financial and clinical outcomes. This is because the adaptation did not
provided the right fit between the person, environment, and the activity the person wanted to
perform. The Professional Reasoning Tool for Housing Adaptations Plan potentially offers
practitioners with a structured occupation-focused approach to evaluating plans for proposed
housing adaptations.

Russo, S., et al. (2023). "The process of learning and professional development according to nursing
students’ experience during Covid-19: A constructivist grounded theory study." Nurse Education in
Practice 66: 103502.
AimThis study explored the experiences of nursing students with respect to learning processes
and professional development during internships with COVID-19 patients to build a novel
theoretical model.BackgroundThe COVID-19 outbreak had a profound impact on the worldwide
learning system and it interrupted the internship experiences of nursing students. After the
second wave of COVID-19, to balance academic activities with COVID-19 containment, some
Italian universities allowed nursing students’ internships in COVID-19 units. This new experience
may have influenced nursing students’ learning processes and professional development, but
this is yet to be investigated.DesignA qualitative study using a constructivist grounded theory
(CGT) approach.MethodsNursing students were recruited from two hospitals in northern Italy
between January and April 2021. Data are gathered from interviews and a simultaneous
comparative analysis were conducted to identify categories and codes, according to Charmaz’s
(2006) theory.ResultsThe sample consisted of 28 students. The results suggested the core
category, that is the ‘Students’ sense of belonging to the nursing profession’ and four main
categories: (1) From knowledge to know-how, (2) A new relationship modality, (3) Sharing and
socialisation and (4) Responsibilization. Finally, a premise and a corollary, respectively (5)
Motivation and the (6) Circularity of the process, were identified.ConclusionOur study proposed
a new theory of nursing students’ learning processes in clinical contexts during internships with
COVID-19 patients. Despite significant difficulties, the nursing students developed a unique
learning process characterised by motivation. Therefore, our study provided insight into the
learning process during a pandemic and investigated the support needed for nursing students to
continue their internships.
Ryan, A., et al. (2020). "Learning With Patients, Students, and Peers: Continuing Professional
Development in the Solo Practitioner Workplace." Journal of Continuing Education in the Health
Professions 40(4): 283-288.
Conceptualizations of workplace learning have moved from knowledge acquisition to learning as
participation in the practices and cultures of the workplace environment. Along with this has
come an appreciation of applicability of sociocultural learning theories, which frame learning as
occurring within "communities of practice" or learning being "situated" within a workplace
environment where collaboration and social interaction are fundamental to the learning process.
These conceptualizations of workplace learning are ideally suited to health professions where
learners are supervised in clinical work environments and then continue to work in team-based
environments as graduates. However, what happens to workplace learning for novice
practitioners who have limited periods of clinical supervision and then graduate into solo or
small group practices (which may also be in rural or remote locations) and embark on long
working careers without supervision? This paper argues workplace learning needs to be
scaffolded and supported to reach its full potential in these environments. Drawing on
workplace-based learning theory, we highlight the ubiquitous nature of learning in the
workplace, the importance of active engagement, reflection, and individual meaning making.
Through this reframing of traditional notions of continuing professional development, we
emphasize the importance of patients, students, and other practitioners as partners in
workplace learning for solo practitioners. We also focus on the role of educators, professional
associations, and regulators in helping solo practitioners recognize, access, and maximize the
learning opportunities inherent in relatively isolated practice environments.

Ryan, C. and M. McAllister (2020). "Borders in clinical teacher professional development: A concept
analysis." Contemp Nurse 56(4): 344-353.
Background: A career in nursing academia offers clinicians a new challenge. Academic nursing
and clinical nursing are two separate worlds with different social and cultural borders, foci and
ways of working. It is possible to imagine this space as a kind of borderland, a new frontier that
is simultaneously exciting and perilous. Aim: A concept analysis explored the borders as a site of
meaning for professional development. Method: This study employed a four step concept
analysis. Results: The analysis revealed four attributes of borders that are useful for clinical
teachers to understand; liminality, border crossing, border work, and inhabiting a new world.
Conclusion: As a liminal space, clinical teaching can be a site where uncertainty and ambiguity
arises. This can create anxiety but also opportunities to think about both worlds differently, so
that clinical teachers may discover new insights and applications for their work.

Ryan, D. P. and B. Marlow (2004). "Build-a-case: a brand new continuing medical education technique
that is peculiarly familiar." Journal of Continuing Education in the Health Professions 24(2): 112-118.
An observation at a problem-based learning, case-building meeting prompted the realization
that building cases might itself be an effective educational intervention. We developed a process
for a new continuing medical education technique that is peculiarly familiar that we call 'build-a-
case.' Build-a-case has now been used for teaching and learning in many clinical situations and
with several kinds of health professionals. Subjective evaluations of the approach are
consistently positive, and people feel that they learn from it because it prompts the discussion of
practice as it is in their clinics and communities. In what follows, we describe the build-a-case
process and our experiences with it and suggest several theoretical constructs that might be
useful in promoting thoughtful research on what may become a useful new tool for continuing
education.
Ryan, J. (2003). "Continuous professional development along the continuum of lifelong learning." Nurse
Education Today 23(7): 498-508.
AIM: To identify what factors influenced motivation to participate in continuous professional
development (CPD), among a group of qualified nurses, occupational therapists and
physiotherapists. METHOD: Ninety-four nurses, 38 occupational therapists and 50
physiotherapists participated. They completed a questionnaire derived from research literature.
Views on the concepts of lifelong learning (LLL) and CPD were sought. RESULTS: One hundred
and eighty-two questionnaires were returned from 300 giving a response rate of 60.6%.
Professional knowledge was reported as the prime motivator to seek CPD. Other motivators,
which featured in the top four most important factors included updating existing qualifications,
increasing the status of the profession as a whole and demonstrating that an individual was
professionally competent. These factors overlapped with respondents reasons for CPD and a
general consensus of opinion was reached among respondents on the meanings of LLL and CPD.
CONCLUSION: In conclusion there were no observable differences between the professions and
seeking CPD is intrinsically driven.

Ryan, M., et al. (1999). "Continuing professional education and interacting variables affecting behavioral
change in practice: instrument development and administration." Journal of Continuing Education in
Nursing 30(4): 168-191.
Background: Instruments were developed to measure variables identified by Cervero that
evaluate the complex processes and effectiveness of continuing professional education. Method:
Content validity was established with a panel of experts. Four studies were conducted to
determine reliability. Data were merged to conduct factor analysis. Results: Reliability was
confirmed across studies using Cronbach's alpha. Stability was confirmed in a test-retest study.
Factor analysis confirmed instrument items measure the concepts of Cervero's Model.
Conclusion: The reliable and valid instruments may be useful for continuing education and staff
development nurses to measure the effectiveness of education on behavioral change in practice.

Ryan, M. E. R. N., et al. (1999). "Continuing professional education and interacting variables affecting
behavioral change in practice: Instrument development and administration." The Journal of Continuing
Education in Nursing 30(4): 168-175; quiz 190-161.
The purpose of this article is to discuss the development of instruments to measure the variables
identified by Cervero (1985) and the incorporation of outcome evaluation, the third level of
Abruzzese's (1996) Evaluation Model, to examine the expected outcomes of behavioral changes
in practice. CERVERO'S MODEL Cervero (1985) set out to answer questions regarding CPE factors,
personal characteristics of participants, and the work environment that affects whether or not
behavioral change in practice occurs. Cervero's Model (1985) (Figure 1) identified four variables
that could explain the variation in the adoption of behavioral change in practice: the individual
professional (motivation to change); the social system (organizational characteristics) in which
the participant will be required to make the change; the participant's perception of the nature of
the proposed change (content of the CPE); and the participant's perception of the CPE offering
(satisfaction - immediate evaluation).

Ryder, C., et al. (2019). "Development and Validation of a Questionnaire to Measure Attitude change in
Health Professionals after Completion of an Aboriginal Health and Cultural Safety Training Programme."
The Australian Journal of Indigenous Education 48(1): 24-38.
Socially accountable health curricula, designed to decrease Aboriginal health inequities through
 the transformation of health professional students into culturally safe practitioners, has become
a focal point for health professional programmes. Despite this inclusion in health curricula there
remains the question of how to best assess students in this area in relation to the concept, of
cultural safety and transformative unlearning, to facilitate attitudinal change. To address this
question, this study developed a research questionnaire to measure thematic areas of
transformative unlearning, cultural safety and critical thinking in Aboriginal Health for
application on undergraduate and postgraduate students and faculty staff. The Likert-scale
questionnaire was developed and validated through face and content validity. Test–retest
methodology was utilised to determine stability and reliability of the questionnaire with 40
participants. The extent of agreement and reliability were determined through weighted kappa
and intraclass correlation coefficient. Exploratory factor analysis was calculated to determine
construct validity for questionnaire items. For the overall population subset the tool met good
standards of reliability and validity, with 11 of the 15 items reaching moderate agreement (κ >
0.6) and an intraclass correlation coefficient of 0.72, suggesting substantial agreement.
Cronbach's alpha was calculated above 0.7 for the thematic areas. The majority of items
provided high factor loadings, low loading items will be reviewed to strengthen the tool, where
validations of the revised tool with a larger cohort will allow future use to compare and
determine effective teaching methodologies in Aboriginal health and cultural safety curricula.

Ryder, M., et al. (2018). "Fit for purpose? Evaluation of CPD courses for nurses in an Irish university
teaching hospital." British Journal of Nursing 27(8): 434-441.
Introduction: acute tertiary hospitals require knowledgeable, skilled registered nurses to care for
patients in specialist areas. It is also a professional responsibility that nurses maintain skills and
competence. This article reports on stage 1 of an action research study to evaluate the delivery
of continuing professional development (CPD) courses for registered nurses in an acute hospital
in Ireland. Methods: an audit and qualitative self-reporting questionnaire was used to obtain
data. The questionnaire focused on the areas of teaching learning and outcomes. Overall, five
CPD courses, each of 26 weeks' duration, were evaluated. Results: teaching delivery was all
didactic and was delivered primarily by clinical staff with expert knowledge and skills, but the
teaching approaches varied. The curriculum content was identified as excessive and at a high
level for an introductory course, with a large volume of classroom-based theoretical delivery.
Participant learning was reported as excellent in the clinical areas; however, this was
counterbalanced by heavy workloads and staffing shortages. Participant motivation was also
found to influence learning. From an outcome perspective the development of new knowledge
and skills was reported in participants who had undertaken the courses, and participants
reported that the CPD courses assisted in recruitment and retention. Conclusion: although many
positive aspects of the CPD courses were identified, it is clear that some changes were required
with particular reference to theoretical delivery and curriculum content.

Rye, J. A. (2001). "Enhancing Teachers' Use of Technology Through Professional Development on

Electronic Concept Mapping." Journal of Science Education and Technology 10(3): 223-235.
The majority of public school teachers do not feel well prepared to use instructional technology.
Professional development on computer-based concept mapping responds to this concern
through focusing on a tool/software that has many applications and is not difficult to master. A
subset (n = 18) of science teachers in a Health Sciences and Technology Academy (HSTA)
completed a workshop on electronic concept mapping and were provided with school site
licenses and other follow-up support (summer institute). They utilized the software in academic
enrichment for underserved students, regular classroom instruction, and inservice training for
 colleagues. Triangulation of findings from data sources (electronic conferencing, lesson plans,
workshop evaluations) revealed that HSTA teachers embrace electronic concept mapping as a
versatile educational tool. Factors contributing to this enthusiasm included the ease with which
students use the software, the transparent nature of the learning process for these students,
and the positive attitudes of colleagues whom they have inserviced. The findings from this
project are congruent with what experts contend to be critical features of effective teacher
professional development: facilitating a community of learners and providing sustained support.
This project now funds software use in over 45 public schools.

Rynerson, B. R. N. M. S., et al. (1984). "NOTES ON CONTINUING EDUCATION." The Journal of Continuing
Education in Nursing 15(1): 27-29.
Inherent in discussions throughout the sessions was an attitude of positiveness and feedback
about the participants strengths and abilities. Since the overall outcome desired for the course
was that the nurses would complete the certifying process, the intent was to promote their self-
confidence, decrease their anxiety, and engage them in mutual reassurance and support.

Sabanciogullari, S. and S. Dogan (2015). "Effects of the professional identity development programme on
the professional identity, job satisfaction and burnout levels of nurses: A pilot study." International
Journal of Nursing Practice 21(6): 847-857.
The aim of this study was to evaluate the effects of the Professional Identity Development
Program on the professional identity, job satisfaction and burnout levels of registered nurses.
This study was conducted as a quasi-experimental one with 63 nurses working in a university
hospital. Data were gathered using the Personal Information Questionnaire, the Professional Self
Concept Inventory, Minnesota Job Satisfaction Inventory and the Maslach Burnout Inventory.
The Professional Identity Development Program which consists of ten sessions was implemented
to the study group once a week. The Program significantly improved the professional identity of
the nurses in the study group compared to that of the control group. During the research period,
burnout levels significantly decreased in the study group while those of the control group
increased. The programme did not create any significant differences in the job satisfaction levels
of the nurses. The programme had a positive impact on the professional identity of the nurses. It
is recommended that the programme should be implemented in different hospitals with
different samples of nurses, and that its effectiveness should be evaluated.

Sabancıogullari, S. and S. Dogan (2015). "Effects of the professional identity development programme on
the professional identity, job satisfaction and burnout levels of nurses: A pilot study." International
Journal of Nursing Practice (John Wiley & Sons, Inc.) 21(6): 847-857.
The aim of this study was to evaluate the effects of the Professional Identity Development
Program on the professional identity, job satisfaction and burnout levels of registered nurses.
This study was conducted as a quasi-experimental one with 63 nurses working in a university
hospital. Data were gathered using the Personal Information Questionnaire, the Professional Self
Concept Inventory, Minnesota Job Satisfaction Inventory and the Maslach Burnout Inventory.
The Professional Identity Development Program which consists of ten sessions was implemented
to the study group once a week. The Program significantly improved the professional identity of
the nurses in the study group compared to that of the control group. During the research period,
burnout levels significantly decreased in the study group while those of the control group
increased. The programme did not create any significant differences in the job satisfaction levels
of the nurses. The programme had a positive impact on the professional identity of the nurses. It
is recommended that the programme should be implemented in different hospitals with
 different samples of nurses, and that its effectiveness should be evaluated.

Saber, D. A., et al. (2017). "An Interprofessional Approach to Continuing Education With Mass Casualty
Simulation: Planning and Execution." Journal of Continuing Education in Nursing 48(10): 447-453.
Many natural and man-made disasters require the assistance from teams of health care
professionals. Knowing that continuing education about disaster simulation training is essential
to nursing students, nurses, and emergency first responders (e.g., emergency medical
technicians, firefighters, police officers), a university in the northeastern United States planned
and implemented an interprofessional mass casualty incident (MCI) disaster simulation using the
Project Management Body of Knowledge (PMBOK) management framework. The school of
nursing and University Volunteer Ambulance Corps (UVAC) worked together to simulate a bus
crash with disaster victim actors to provide continued education for community first responders
and train nursing students on the MCI process. This article explains the simulation activity,
planning process, and achieved outcomes.

Sabino Neves, V. N., et al. (2016). "FOUR PILLARS OF EDUCATION FOR THE TWENTY-FIRST CENTURY IN
THE CONTINUING EDUCATION OF HEALTH PROFESSIONALS." Journal of Nursing UFPE / Revista de
Enfermagem UFPE 10: 3524-3530.
Objective: to know how the four pillars of education for the twenty-first century may influence
the continuing education of health professionals taking as basis the conception of managers of a
public hospital. Method: exploratory, descriptive and participative study with qualitative
approach developed with 16 managers of a public hospital in João Pessoa-PB. The technique of
thematic content analysis was used. Results: it was shown that health professionals must
constantly seek technical and scientific knowledge, but managers need to increasingly improve
their knowledge on management in the health area; the ability to work as a team was
considered one of the most essential skills. Conclusion: it is recommended that the planning,
implementation and evaluation of professional educational activities be anchored on the pillars
of education for the twenty-first century.
Objetivo: conocer, a partir de la concepción de los gerentes de un hospital público, cómo los cuatro
pilares de la educación para el siglo XXI pueden influir en la formación permanente del
profesional en el área de la salud. Método: estudio exploratorio, descriptivo, participante, con
enfoque cualitativo, desarrollado con 16 gerentes de un hospital público de João Pessoa-PB. Se
utilizó la técnica de análisis temática del contenido. Resultados: se evidenció que los
profesionales de la salud deben buscar permanentemente conocimientos técnico-científicos, sin
embargo, los gerentes necesitan aprimorar, cada vez más, los conocimientos sobre gestión en
salud; la capacidad de trabajar en equipo fue considerada una de las habilidades más esenciales.
Conclusión: se recomiendae que el planeamiento, la implementación y la evaluación de las
acciones educativas profesionales sean basados en los pilares de la educación para el siglo XXI.
Objetivo: conhecer, a partir concepção dos gerentes de um hospital público, como os quatro pilares da
educação para o século XXI podem influenciar na formação permanente do profissional na área
da saúde. Método: estudo exploratório, descritivo, participante, com abordagem qualitativa,
desenvolvido com 16 gerentes de um hospital público de João Pessoa-PB. Utilizou-se a técnica
de análise temática do conteúdo. Resultados: evidenciou-se que os profissionais da saúde
devem buscar permanentemente conhecimentos técnico-científicos, entretanto, os gerentes
necessitam aprimorar, cada vez mais, os conhecimentos sobre gestão em saúde; a capacidade de
trabalhar em equipe foi considerada uma das habilidades mais essenciais. Conclusão:
recomenda-se que o planejamento, a implementação e a avaliação das ações educativas
profissionais sejam ancorados nos pilares da educação para o século XXI.
Sachdeva, A. K. (2005). "The New Paradigm of Continuing Education in Surgery." Archives of Surgery
140(3): 264-269.
Sachdeva discusses a new paradigm of continuing education in surgery, termed as practice-
based learning and improvement (PBLI). This involves a cycle of 4 steps, namely identifying areas
for improvement, engaging in learning, applying new knowledge and skills to practice, and
checking for improvement. PBLI, closely linked to relevant and effective continuous professional
development, is key to surgeon's achieving their individual professional goals and providing the
best care to patients.

Sadati, L., et al. (2022). "Explanation of the professional development process of general surgery
residents in the operating rooms: A situational analysis." J Adv Med Educ Prof 10(3): 191-198.
INTRODUCTION: Numerous factors and elements are effective in the professional development
of any field of study, including the educational structure, the individual characteristics of
learners, and the educational atmosphere prevalent in the educational environment.
Understanding each of these factors and elements and the relationships among them can guide
educational system administrators in the direction of professional development. Surgical
residents' professional development is no exception to this rule. As a consequence, the present
research sought to explain and suggest a model for surgical assistant professional growth in
Iranian operating rooms. METHODS: The present research was a grounded theory study based
on a post-positivist approach, in which data analysis was performed using Clark's situational
analysis methodology by drawing three maps, situational map, social worlds/arenas map, and
positional map. RESULTS: In the presence of human and non-human factors, cultural, political,
historical, and social components, the ordered situational map demonstrated the complexity of
the operating room learning environment. The social worlds/arenas map confirmed the
existence of several communities of practice wherein surgical residents were present with
different power roles, and the positional map showed role of the educational level in the
acquisition of the competence in the professional development pathway. Finally, the Triple Helix
model of professional development was extracted, which has three components: psychological
identity, social identity, and surgical competency. CONCLUSION: The surgical residents'
professional development in operating rooms occurs due to the acquisition of surgical
competency along with the growth of individuals and socialization. As a result, all factors and
components impacting the residents' competence development process in this learning
environment must be identified and their linkages clarified.

Safabakhsh, L., et al. (2018). "Designing and developing a continuing interprofessional education model."
Advances in Medical Education and Practice 9: 459-467.
Background: Interprofessional education is considered as one of the approaches in educating
learners in the health system that increases interprofessional collaboration and improves the
quality of patient care. Purpose: This study sought to design an interprofessional continuing
education model. Methods: This study was conducted in three stages. In the first stage, a
systematic review of literature and search of databases were conducted to identify the common
models of interprofessional continuing education and to extract the elements used in these
models. In the second stage, specialists in interprofessional continuing education were
interviewed in relation to the features of elements derived from the first stage. In the third
stage, the model of interprofessional continuing education was designed using the results of the
first and second stages. Results: Seven models were obtained. Five themes, including the subject
of interprofessional continuing education, objectives, content, learning strategy, and evaluation
 strategies, were extracted from them. Specialists stated interprofessional collaboration, needs of
community and learners, focus on patient, using interactive teaching methods, and feedback as
the main features of these five themes. Conclusion: The results of this study showed that
providing a framework and model regulated in interprofessional continuing education programs
can help design these programs.

Salameh, P. R. and B. Barbour (2006). "Continuing Education of Nurses in Lebanon: Evaluation and
Unmet Needs." Journal of Adult and Continuing Education 12(2): 182-194.
In the nursing profession it is necessary for a nurse to engage in continuing education to keep up
to date. In Lebanon efforts to establish such continuing education are being made. However, a
cross-sectional study conducted on a representative sample of 254 nurses found that 60 per cent
attend an insufficient number of continuing education sessions per year. Attendees are mainly
older, married senior nurses with long professional experience; they evaluated the aspects of
these sessions positively, but denied that they made any constructive difference to the evolution
of their careers. It is clear that the objectives of continuing education need to be clarified for
nurses; to this end, prospects for promotion would be welcome to further motivate attendees.

Salles, R. S. d., et al. (2015). "Continuing education and quality in a public hospital: a descriptive study."
Online Brazilian Journal of Nursing 14(3): 248-254.
Aim: to analyze educational activities developed with health professionals in the light of the
concepts of quality and continuing health education (CHE). Methods: this is a descriptive study
using a qualitative approach. The survey was conducted through interviews with fifteen key
informants who are representatives of different professional groups in a public hospital, located
in the municipality of Rio de Janeiro. Data were collected in September and October 2013 and
were analyzed according to Bardin's procedures. Results: the institution, guided by the logic of
hospital accreditation, develops normative educational activities, mostly focused on health
recovery for specific areas, revealing a distancing of the educational logic advocated by CHE.
Conclusion: A greater investment in CHE in the institution is an important tool for the necessary
improvement of the role of health professionals.

Salum, N. C. and M. L. Prado (2000). "Continued education at work: a perspective to transform practice
and to value the nursing worker." Texto & Contexto Enfermagem 9(2 Part 1): 298-311.
This article brings the report of the construction and application of an educational process in the
work with nurses during the Practical assistance. Supported in conceptions of the critical theory
of the education and in the theoretical-methodological referential of the System and Learning, it
presents a proposal that has as methodological strategy the experiences lived as basis for the
learning. It highlights the possibility of the Continued Education in the Work to serve as a
transformer action of the practice and to value the nursing worker in its personal and
professional dimensions. This abstract was translated into English by the publisher or author.

Samuel Freitas, S., et al. (2021). "Professional Nursing Communication Competence: Theoretical
procedures for instrument development and pilot test." Journal of Nursing Management 29(6): 1496-
1507.
AimsTo describe the theoretical procedures for the development of the Professional Nursing
Communication Competence instrument, determine the content validity and describe the pilot
test application.BackgroundMeasuring instruments must be developed in accordance with the
context and communication process by adopting theoretical procedures based on competence
structures to support quality patient‐centred care and nursing management.MethodsA
 methodological study was employed. The instrument was developed by using content‐validated
theoretical construct in accordance with 33 communication theories followed by semantic
analysis and content validity by experts. The instrument was tested over three phases: before
the lecture on professional nursing communication competence, after the simulation scenario
experience and after debriefing.ResultsThe instrument showed an extremely high agreement
(CVI = 0.99). Linear regression suggested three domains of the 46‐item content‐validated
instrument comprising knowledge (18 items), skills (12 items) and attitudes (16
items).ConclusionThe instrument was found to measure professional communication
competence with a high theoretical reliability of the contexts and processes through a simulation
strategy.Implications for Nursing ManagementNursing educators, managers and staff can adopt
the Professional Nursing Communication Competence (IMC‐CPE) instrument to improve the
effectiveness level of knowledge, skills and attitudes to reduce misunderstanding among team
members and health care errors.

Sanazaro, P. J. (1976). "Medical Audit, Continuing Medical Education and Quality Assurance." The
Western Journal of Medicine 125(3): 241.
Medical audit and continuing medical education (CME) are now the mainstays of quality
assurance in hospitals. Audits should address problems that have serious consequences for
patients if proper treatment is not given. The single most important step is the selection of
essential or scientific criteria that relate process to outcomes. CME does less than commonly
believed to improve care. Today, quality assurance increasingly means a near-guarantee to every
patient of appropriate treatment and fewest possible complications. Maintenance of the public
trust rests on a firm commitment of the medical staff and board to this principle, implemented
through an organized program of quality assurance. Under these conditions, medical audit and
CME can effectively improve care by improving physician performance.

Sander, A., et al. (2015). "Promoting clinical reasoning using the international classification of function,
disability and health (ICF) framework for continuing education development in Rwanda." Physiotherapy
(United Kingdom) 101: eS1559-eS1560.
Background: Physical therapy is a young profession in Rwanda. The first domestically trained
therapists graduated in 1999. Early training at the certificate, diploma and later at the bachelor
levels did not incorporate clinical reasoning at a level required for complex patient care often
encountered in the Rwandan environment. Health Volunteers Overseas partnered with the
Rwanda Physiotherapy Association and the University of Rwanda College of Medicine and Health
Sciences to develop continuing education courses designed to promote clinical reasoning
centered on the ICF model. Purpose: To present a framework to upgrade clinical reasoning skills
for practicing physical therapists in Rwanda. Methods: Sixty-four hours of continuing education
focusing on management of spinal dysfunction were delivered over 6-months to Rwandan
physiotherapists. The ICF model was used to guide clinical reasoning during patient interviews,
observation of movement, and identification of functional limitations and participation
restrictions. Content was introduced through lecture and active learning case studies, and
reinforced during individual clinical site visits. Linkage and prioritization of impairments
contributing to functional movement problems was enhanced through demonstration of valid
tests and measures. Principles of differential diagnosis were applied to determine if a patient
needed referral to another health practitioner. The impact of environmental and personal factors
contributed to understanding functional limitations and disability concepts in the context of
Rwanda. Quantitative and qualitative methods were used to describe the effectiveness of this
program. Participants completed a pre/post critical thinking inventory focused on clinical
 understanding of the ICF model, and a survey to elicit participant's confidence using clinical
reasoning concepts. Results: Sixty-seven therapists registered for the course offered in three
sites throughout the country. Overall, participants earned 87% of available professional
development credits based on attendance and homework assignments. Over the 6-month
period 78% of the clinics were visited. Scores on the critical thinking inventory improved from
73% to 88% post course. The confidence scale was completed by 73% of the participants, and
93% reported being confident using the clinical reasoning process for patient treatment.
Qualitative data suggested that therapists improved their ability to identify functional limitations
but needed assistance in determining the cause of the patient's movement problems. Factors
that influenced the assimilation of clinical reasoning principles included the level of difficulty of
the material, attendance, language barriers, and engagement in the active learning process.
Observation and mentoring during clinical visits was effective in solidifying thought processes.
Conclusion(s): The ICF provides a theoretical model that can guide instruction in clinical
reasoning skills during hypothesis generation and patient-therapist interaction. This didactic and
clinical teaching format enhanced examination and treatment skills, increased theoretical
understanding of the linkages between impairments, function and disability and promoted
translation into clinical practice. Clinical visits provided opportunities to evaluate the acquisition
of examination, treatment and clinical reasoning skills. Participants felt confident in utilizing the
skills and clinical reasoning concepts. Implications: A structured approach using the ICF
framework combined with practical hands-on skills supported by clinical mentoring is
recommended to promote clinical reasoning strategies in countries with limited post
professional development opportunities.

Sanders, C. P., et al. (2015). "Young women with a disorder of sex development: learning to share
information with health professionals, friends and intimate partners about bodily differences and
infertility." Journal of Advanced Nursing 71(8): 1904.
To understand the experiences of young women with a disorder of sex development when
sharing information about their body with healthcare professionals, friends and intimate
partners. Disorders of sex development are lifelong conditions that create bodily difference such
as absence of reproductive organs which can impact on young women's fertility and sexual
experiences. Interpretive phenomenological analysis with thirteen young women (14-19 years
old) with a disorder of sex development. The young women chose to participate in either a face-
to-face semi-structured interview or to complete a paper diary between 2011-2012. A
superordinate theme focusing on the meaning bodily differences held for these young women is
presented through three themes: self-awareness and communicating this to others; actualizing
intimacy; and expressing meaning of altered fertility to self or professionals or partners. During
early adolescence, the young women were guarded and reticent about sharing personal
information about their disorder of sex development but as they moved towards adulthood,
some of the young women learnt to engage in conversations with more confidence. Frustrations
about their bodily differences and the limitations of their bodies were talked about as factors
which limited physical spontaneity, impacted on their perceived sexual fulfilment and challenged
the development or sustainability of close friendships or intimate partnerships. The young
women wanted empathic, sensitive support from knowledgeable health professionals to help
them understand their bodies. Attachment and a 'sense of being' were the concepts that were
closely linked to the young women's development of a secure identity.

Sankar, V. (2003). "Big Brother is watching (your CPD)." BMJ : British Medical Journal 327(7419): 855.
The Professor went on to quote "the 10th Principle of the Academy of Medical Royal Colleges
 CPD framework": "Failure when challenged to produce sufficient evidence to support claimed
credits will result in an individual's annual statement being endorsed accordingly for the year
involved and their subsequently being subject to annual audit. Acknowledgement: We welcome
articles up to 600 words on topics such as A memorable patient, A paper that changed my
practice, My most unfortunate mistake, or any other piece conveying instruction, pathos, or
humour.

Santos de Salles, R., et al. (2015). "Continuing education and quality in a public hospital: a descriptive
study." Online Brazilian Journal of Nursing 14(3): 248-254.
Aim: to analyze educational activities developed with health professionals in the light of the
concepts of quality and continuing health education (CHE). Methods: this is a descriptive study
using a qualitative approach. The survey was conducted through interviews with fifteen key
informants who are representatives of different professional groups in a public hospital, located
in the municipality of Rio de Janeiro. Data were collected in September and October 2013 and
were analyzed according to Bardin's procedures. Results: the institution, guided by the logic of
hospital accreditation, develops normative educational activities, mostly focused on health
recovery for specific areas, revealing a distancing of the educational logic advocated by CHE.
Conclusion: A greater investment in CHE in the institution is an important tool for the necessary
improvement of the role of health professionals.

Sargeant, J. (2002). "Decker prize winner for 2001: value of unstructured time (breaks) during formal
continuing medical education events." Journal of Continuing Education in the Health Professions 22(2):
127-127.
Background: Unstructured time (breaks) at formal continuing medical education (CME) events is
nonaccredited in some jurisdictions. Program participants, however, perceive this time as
valuable to their learning. The purpose of this research was to determine what activities occur
during unstructured time in formal CME events and how these activities impact learning for
physicians. Methods: A qualitative method based on grounded theory was used to determine
themes of behavior. Both individual and focus group inter interviews were conducted. Data were
analyzed and coded into themes, which were then further explored and validated by the uses of
questionnaire survey. Results: One hundred ninety-seven family physicians were involved in the
study. Several activities related to the enhancement of learning were identified and grouped into
themes. There were few differences in the ranking of importance between the themes
identified, nor were differences determined based on gender or type of CME in which the break
occurred. Findings: The results suggest that unstructured time (breaks) should be included in
formal CME events to help physician learners integrate new material, solve individual practice
problems, and make new meaning out of their experience. The interaction between colleagues
that occurs as a result of the provision of breaks is perceived as crucial in aiding the process of
applying knowledge to practice.

Sargeant, J., et al. (2011). "CPD and KT: Models Used and Opportunities for Synergy." Journal of
Continuing Education in the Health Professions 31(3): 167-173.
The two fields of continuing professional development (CPD) and knowledge translation (KT)
within the health care sector, and their related research have developed as somewhat parallel
paths with limited points of overlap or intersection. This is slowly beginning to change. The
purpose of this paper is to describe and compare the dominant conceptual models informing
each field with the view of increasing understanding and appreciation of the two fields, how
they are similar and where they differ, and the current and potential points of intersection. The
 models include the "knowledge-to-action" (KTA) cycle informing KT, models informing CPD
curriculum design and individual self-directed learning, and the Kirkpatrick model for evaluating
educational outcomes. When compared through the perspectives of conceptual designs,
processes, and outcomes, the models overlap. We also identify shared gaps in both fields (eg,
the need to explore the influence of the context in which CPD and KT interventions take place)
and suggest opportunities for synergies and for moving forward. (Contains 2 tables and 2
figures.)

Sargeant, J., et al. (2013). "Practicing Physicians' Needs for Assessment and Feedback as Part of
Professional Development." Journal of Continuing Education in the Health Professions 33: S54-62.
Recently, more is being learned about the linkages among assessment, feedback, and continued
learning and professional development. The purpose of this article is to explore these linkages
and to understand how assessment and feedback can guide professional development and
related practice change. It includes a brief review of conceptual models that guide learning and
practice change in general, related to both formally structured continuing professional
development (CPD) sessions and to self-directed individual activities, and draws on these to
inform learning and change from assessment and feedback. However, evidence and theory show
that using assessment and feedback for learning and change are not naturally intuitive activities.
We propose a 4-phase facilitated reflective process for enabling engagement with assessment
data and feedback and using it for learning and change, and explore the varied personal and
contextual factors which are influential and require consideration. We end with practical
implications and suggestions.

Sargeant, J., et al. (2004). "Interactive on-line continuing medical education: physicians' perceptions and
experiences." Journal of Continuing Education in the Health Professions 24(4): 227-236.
INTRODUCTION: Although research in continuing medical education (CME) demonstrates
positive outcomes of on-line CME programs, the effectiveness of and learners' satisfaction with
interpersonal interaction in on-line CME are lower Defined as faculty-learner or learner-learner
interpersonal interaction, this study explores physicians' perceptions of and experiences in
interactive on-line CME and factors influencing these. METHODS: Focus groups and interviews
were undertaken by three Canadian universities. Using purposive sampling, we recruited
physicians based on their experiences with interactive on-line CME. Content analysis was applied
first, followed by a comparative analysis to confirm themes and findings. RESULTS: Physicians
based their perceptions of interactive on-line CME by comparing it with what they know best,
face-to-face CME. Although perceptions about access and technical competency remained
important, two other themes emerged. The first was the capacity of on-line CME to meet
individual learning preferences, which, in turn, was influenced by the quality of the program, the
degree of self-pacing or self-direction, opportunity for reflection, and educational design. The
second was the quality and quantity of interpersonal interaction, which was shaped by
perceptions of social comfort, the educational value of interactions, and the role of the
facilitator. Prior experience with on-line CME moderated perceptions. DISCUSSION: The extent
that on-line CME programs reflected characteristics of high-quality CME and individual learning
preferences appeared to shape perceptions about it. It is important to incorporate the
characteristics of effective CME into the design and implementation of interactive on-line
programs, considering diverse learning preferences, providing faculty development for on-line
facilitators, and grounding this work in learning theory.

Sargeant, J., et al. (2018). "CPD of the future: a partnership between quality improvement and
competency-based education." Medical Education 52(1): 125-135.
Context Many of those involved in continuing professional development ( CPD) over the past 10
years have engaged in discussions about its goals and activities. Whereas in the past CPD was
viewed as an education intervention directed towards the medical expert role, recent research
highlights the need to expand the scope of CPD and to promote its more explicit role in
improving patient care and health outcomes. Recent developments in quality improvement ( QI)
and competency-based medical education ( CBME), guided by appropriate theories of learning
and change, can shed light on how the field might best advance. This paper describes principles
of QI and CBME and how they might contribute to CPD, explores theoretical perspectives that
inform such an integration and suggests a future model of CPD. Discussion Continuing
professional development seeks to improve patient outcomes by increasing physician knowledge
and skills and changing behaviours, whereas QI takes the approach of system and process
change. Combining the strengths of a CPD approach with strategies known to be effective from
the field of QI has the potential to harmonise the contributions of each, and thereby to lead to
better patient outcomes. Similarly, competency-based CPD is envisioned to place health needs
and patient outcomes at the centre of a CPD system that will be guided by a set of competencies
to enhance the quality of practice and the safety of the health system. Conclusions We propose
that the future CPD system should adhere to the following principles: it should be grounded in
the everyday workplace, integrated into the health care system, oriented to patient outcomes,
guided by multiple sources of performance and outcome data, and team-based; it should
employ the principles and strategies of QI, and should be taken on as a collective responsibility
by physicians, CPD provider organisations, regulators and the health system.

Sasaki, M. and T. Hariu (2006). "Development of the Professional Identity Scale for Nurses (PISN)."
Journal of Japan Academy of Nursing Science 26(1): 34-41.
This paper introduces a scale to measure the degree of identity formation among professional
nurses, and also tests the scale's reliability and validity.The Professional Identity Scale for Nurses
(hereafter PISN) consists of 22 measured variables divided into 5 categories--sameness,
consistency, self-confidence, self-esteem and adaptability--derived from Erikson's concept of
Identity.The reliability and validity of PISN were tested with a sampling study ; questionnaire
forms were sent to 252 registered nurses working in the same prefecture, and replies were
classified into 5 ranks and scored.Cronbach's alpha indicated 0.84, and 20 items were shown to
belong to the first factor.Those consequences not only indicate the reliability and
unidimensionality of PISN, but also show that it has significant positive correlation with some
earlier scales such as Rasmussen's Identity Scale, the Self-Esteem Scale, and the Adaptation
Sense Degree.

Sassen, B., et al. (2012). "A Web-Based Intervention for Health Professionals and Patients to Decrease
Cardiovascular Risk Attributable to Physical Inactivity: Development Process." JMIR Research Protocols
1(2).
Background: Patients with cardiovascular risk factors can reduce their risk of cardiovascular
disease by increasing their physical activity and their physical fitness. According to the guidelines
for cardiovascular risk management, health professionals should encourage their patients to
engage in physical activity. Objective: In this paper, we provide insight regarding the systematic
development of a Web-based intervention for both health professionals and patients with
cardiovascular risk factors using the development method Intervention Mapping. The different
steps of Intervention Mapping are described to open up the “black box” of Web-based
intervention development and to support future Web-based intervention development.
 Methods: The development of the Professional and Patient Intention and Behavior Intervention
(PIB2 intervention) was initiated with a needs assessment for both health professionals (ie,
physiotherapy and nursing) and their patients. We formulated performance and change
objectives and, subsequently, theory- and evidence-based intervention methods and strategies
were selected that were thought to affect the intention and behavior of health professionals and
patients. The rationale of the intervention was based on different behavioral change methods
that allowed us to describe the scope and sequence of the intervention and produced the Web-
based intervention components. The Web-based intervention consisted of 5 modules, including
individualized messages and self-completion forms, and charts and tables. Results: The
systematic and planned development of the PIB2 intervention resulted in an Internet-delivered
behavior change intervention. The intervention was not developed as a substitute for face-to-
face contact between professionals and patients, but as an application to complement and
optimize health services. The focus of the Web-based intervention was to extend professional
behavior of health care professionals, as well as to improve the risk-reduction behavior of
patients with cardiovascular risk factors. Conclusions: The Intervention Mapping protocol
provided a systematic method for developing the intervention and each intervention design
choice was carefully thought-out and justified. Although it was not a rapid or an easy method for
developing an intervention, the protocol guided and directed the development process. The
application of evidence-based behavior change methods used in our intervention offers insight
regarding how an intervention may change intention and health behavior. The Web-based
intervention appeared feasible and was implemented. Further research will test the
effectiveness of the PIB2 intervention. Trial Registration: Dutch Trial Register, Trial ID: ECP-92

Scalei Cezar, V., et al. (2019). "Continuous Education in Palliative Care: an Action Research Proposal."
Revista de Pesquisa: Cuidado e Fundamental 11(2): 324-332.
Objective: The study's purpose has been to further understand how a continuous education
proposal could contribute to the improvement of professional health knowledge with regards to
the palliative care. Methods: It is an action research type with a qualitative approach, which was
carried out at a referral hospital in oncology that is locaded in the Southern region of Brazil
during the period from April to May 2015. The study was performed through the application of a
questionnaire with open questions before and after the education activity, then being analyzed
from content analysis of the thematic type. Results: 213 professionals participated. Five thematic
categories were constructed, as follows: Professional knowledge before the action: care towards
the terminal patient; Professional knowledge before the action: care to the patient without both
cure and treatment possibility; Sensitization to the principles of palliative care: the starting
point; Safety care: understanding the proposal and its indications; and, Feeling the need to self-
learning. Conclusion: It was identified the reduction of professionals insecurity and the
improvement of the knowledge. It is important to highlight the larger propagation about this
philosophy of care.
Objetivo: Comprender cómo una propuesta de educación permanente puede contribuir a la mejora del
conocimiento profesional de salud sobre cuidados paliativos. Métodos: estudio cualitativo del
tipo investigación-acción desarrollado en un hospital de referencia en oncología en el sur de
Brasil en el período de abril y mayo de 2015 a través de la aplicación de cuestionario con
preguntas abiertas antes y después de la actividad de educación. Se realizó análisis de contenido,
del tipo temático. Resultados: Participaron 213 profesionales. Se construyeron 5 categorías
temáticas: Conocimiento profesional antes de la acción: cuidado al paciente terminal;
Conocimiento profesional antes de la acción: cuidado al paciente fuera de posibilidades de
curación y tratamiento; Sensibilización para los principios de los cuidados paliativos: el punto de
 partida; Seguridad para cuidar: entendiendo la propuesta y sus indicaciones; Y sintiendo la
necesidad de educarse. Conclusión: se identificó la disminución de la inseguridad de los
profesionales y la mejora del conocimiento. Se destaca la mayor divulgación sobre esta filosofía
de cuidado.
Objetivo: Compreender como uma proposta de educação permanente pode contribuir para a melhora
do conhecimento profissional de saúde sobre cuidados paliativos. Métodos: estudo qualitativo
do tipo pesquisa-ação desenvolvido em um hospital de referência em oncologia no sul do Brasil.
Os dados foram coletados por meio da aplicação de um questionário com questões abertas
antes e após a atividade de educação e analisados a partir da análise de conteúdo, do tipo
temática. Resultados: Participaram 213 profissionais. Categorias temáticas construídas:
Conhecimento profissional antes da ação: cuidado ao paciente terminal; Conhecimento
profissional antes da ação: cuidado ao paciente fora de possibilidades de cura e tratamento;
Sensibilização para os princípios dos cuidados paliativos: o ponto de partida; Segurança para
cuidar: entendendo a proposta e suas indicações; e Sentindo a necessidade de educar-se.
Conclusão: identificou-se a diminuição da insegurança dos profissionais e a melhora do
conhecimento. Destaca-se a maior divulgação sobre esta filosofia de cuidado.

Scales, B. A. and J. Kowalczyk (2002). "Continuing education. Complex Regional Pain Syndrome in the
ambulatory surgical care setting." Journal of PeriAnesthesia Nursing 17(4): 251-264.
This article provides an historical synopsis from the 17th century to the present regarding the
disease process known as Complex Regional Pain Syndrome (CRPS) Type I. An overview of the
disease symptoms, plausible theories, and a review of the pain cycle, relief measures, and a case
scenario are reported. The focus of pain blockade was chosen because this was the intervention
used in this particular case. The author presents the holistic standpoint of the importance of
incorporating complementary alternative medical practices (CAMP) to enhance a positive
outcome for this client. OBJECTIVES: -Based on the content of this article, the reader should be
able to (1) distinguish the main characteristic between CRPS Type I (reflex sympathetic
dystrophy) and CRPS Type II (causalgia); (2) identify symptoms related to CRPS Type I; and (3)
identify the stages of CRPS and state potential interventions used in the treatment of CRPS Type
I. Copyright 2002 by American Society of PeriAnesthesia Nurses.

Scanlan, C. L. and J. D. Blagg, Jr. (1985). "The continuing education activity of allied health professionals.
Part 1) A descriptive and analytic profile." Möbius 5(4): 22-31.
The purposes of this study were to determine 1) the nature and magnitude of allied health
professionals' continuing education (CE) activities, and 2) the utility of selected demographic and
situational characteristics of these personnel as predictors of such activities. A cross-sectional
survey design gathered demographic, situational and CE activity data from individuals
representing three major allied health occupational clusters. Regarding participation in CE,
analysis of the data indicates that those sampled tend to be active learners, that their efforts are
more often self-directed than other-directed, and that the pattern of these activities is generally
consistent with that observed among other health professional groups. In terms of predicting CE
activity, the findings indicate that the situational attributes of these personnel account for more
variation in reported levels of both self and other-directed learning efforts than do their
demographic characteristics. A knowledge of these relationships has both practical importance
for providers of CE and theoretical meaning for those who study this complex phenomenon.

Scanlan, C. L. and J. D. Blagg Jr (1985). "The continuing education activity of allied health professionals.
Part 1) A descriptive and analytic profile." Möbius 5(4): 22-31.
 The purposes of this study were to determine 1) the nature and magnitude of allied health
professionals' continuing education (CE) activities, and 2) the utility of selected demographic and
situational characteristics of these personnel as predictors of such activities. A cross-sectional
survey design gathered demographic, situational and CE activity data from individuals
representing three major allied health occupational clusters. Regarding participation in CE,
analysis of the data indicates that those sampled tend to be active learners, that their efforts are
more often self-directed than other-directed, and that the pattern of these activities is generally
consistent with that observed among other health professional groups. In terms of predicting CE
activity, the findings indicate that the situational attributes of these personnel account for more
variation in reported levels of both self and other-directed learning efforts than do their
demographic characteristics. A knowledge of these relationships has both practical importance
for providers of CE and theoretical meaning for those who study this complex phenomenon.

Schindel, T. J., et al. (2012). "University-based continuing education for pharmacists." American Journal
of Pharmaceutical Education 76(2): 20.
University-based continuing education (CE) fulfills an important role to support the professional
development of pharmacists, advance the practice of pharmacy, and contribute to societal needs
for research and healthcare services. Opportunities for pharmacists to engage in new models of
patient care are numerous worldwide, particularly as pharmacists' scope of practice has
expanded. Approaches to CE have changed to address the changing needs of pharmacists and
now include a variety of approaches to support development of knowledge and skills. There is
emphasis on the learning process as well as the knowledge, with the introduction of the concept
of continuing professional development (CPD).As institutions of research and education,
universities are uniquely positioned to bridge the gap between academic and practice
environments, providing opportunities for translation of knowledge to practice. The Faculty of
Pharmacy and Pharmaceutical Sciences at the University of Alberta is a provider of CE in Alberta,
Canada, where an expanded scope of pharmacy practice includes prescribing, administering
injections, accessing electronic patient records, and ordering laboratory tests. In this paper, the
Faculty offers views about future directions for CE, including the integration of CE with core
faculty activities, expanding the audience for CE, areas of focus for learning, and partnerships.
Finally, we hope to ignite dialogue with others in the profession about the role and function of
university-based CE.

Schindel, T. J. M. C. E., et al. (2012). "University-Based Continuing Education for Pharmacists." American
Journal of Pharmaceutical Education 76(2): 1-20.
University-based continuing education (CE) fulfills an important role to support the professional
development of pharmacists, advance the practice of pharmacy, and contribute to societal needs
for research and healthcare services. Opportunities for pharmacists to engage in new models of
patient care are numerous worldwide, particularly as pharmacists' scope of practice has
expanded. Approaches to CE have changed to address the changing needs of pharmacists and
now include a variety of approaches to support development of knowledge and skills. There is
emphasis on the learning process as well as the knowledge, with the introduction of the concept
of continuing professional development (CPD). As institutions of research and education,
universities are uniquely positioned to bridge the gap between academic and practice
environments, providing opportunities for translation of knowledge to practice. The Faculty of
Pharmacy and Pharmaceutical Sciences at the University of Alberta is a provider of CE in Alberta,
Canada, where an expanded scope of pharmacy practice includes prescribing, administering
injections, accessing electronic patient records, and ordering laboratory tests. In this paper, the
 Faculty offers views about future directions for CE, including the integration of CE with core
faculty activities, expanding the audience for CE, areas of focus for learning, and partnerships.
Finally, we hope to ignite dialogue with others in the profession about the role and function of
university-based CE. [PUBLICATION ABSTRACT]

Schleiff, M., et al. (2021). "REAPing the benefits: development and use of a structured evaluation
framework to codify learning resources for Global Health professionals." BMC Medical Education 21: 1-
11.
Background The learning opportunities for global health professionals have expanded rapidly in
recent years. The diverse array of learners and wide range in course quality underscore the need
for an improved course vetting process to better match learners with appropriate learning
opportunities. Methods We developed a framework to assess overall course quality by
determining performance across four defined domains Relevance, Engagement, Access, and
Pedagogy (REAP). We applied this framework across a learning catalogue developed for
participants enrolled in the Sustaining Technical and Analytic Resources (STAR) project, a global
health leadership training program. Results The STAR learning activities database included a total
of 382 courses, workshops, and web-based resources which fulfilled 531 competencies across
three levels: core, content, and skill. Relevance: The majority of activities were at an
understanding or practicing level across all competency domains (486/531, 91.5%). Engagement:
Many activities lacked any peer engagement (202/531, 38.0%) and had limited to no faculty
engagement (260/531, 49.0%). Access: The plurality of courses across competencies were
offered on demand (227/531, 42.7%) and were highly flexible in pace (240/531, 45.2%).
Pedagogy: Of the activities that included an assessment, most matched activity learning
objectives (217/531, 40.9%). Conclusions Through applying REAP to the STAR project learning
catalogue, we found many online activities lacked meaningful engagement with faculty and
peers. Further development of structured online activities providing learners with flexibility in
access, a range of levels of advancement for content, and opportunities to engage and apply
learning are needed for the field of global health.

Schneider, E. J., et al. (2019). "A professional development program increased the intensity of practice
undertaken in an inpatient, upper limb rehabilitation class: A pre‐post study." Australian Occupational
Therapy Journal 66(3): 362-368.
Background/aim: Increasing the intensity of practice is associated with improved upper limb
outcomes, yet observed intensity levels during rehabilitation are low. The purpose of this study
was to investigate: whether a professional development program would increase the intensity of
practice undertaken in an inpatient, upper limb rehabilitation class; and whether any increase
would be maintained six months after the cessation of the program. Method: A pre‐post study
was conducted within an existing inpatient, upper limb rehabilitation class in a metropolitan
hospital. Staff received a professional development program which included: a two day
theoretical, practical and clinical training workshop covering evidence‐based practice for upper
limb rehabilitation after stroke; and three 1‐hour meetings to revise evidence‐based practice and
discuss implementation of strategies. Intensity of practice, as measured by the proportion of
practice time per class (%) and the number of repetitions per practice time (repetitions/min)
observed during the 60‐minute classes during one week, was recorded at baseline, end of
program (12 months) and six months later (18 months). Results: Twenty‐two (100%) staff
attended at least one professional development program session; outcomes were measured
across n = 15 classes (n = 30 patients). Between baseline and 12 months, the mean proportion of
practice time per class increased by 52% (95% confidence interval (CI) 33–70; P < 0.001) and the
 mean number of repetitions per practice time increased by 5.1 repetitions/min (95% CI 1.7–8.4;
P < 0.01). Between baseline and 18 months, the mean proportion of practice time per class
increased by 53% (95% CI 36–69; P < 0.001) and the mean number of repetitions per practice
time increased by 3.9 repetitions/min (95% CI 1.9–5.9; P < 0.001). Conclusion: Providing
professional development was associated with increased intensity of practice in an inpatient,
upper limb rehabilitation class. The increase was maintained six months later.

Schneider, J., et al. (2016). "Using Continuing Professional Development with Portfolio in a
Pharmaceutics Course." Pharmacy 4(4): 36-n/a.
The introduction of Continuing Professional Development (CPD) to encourage individual life-long
learning as a way of maintaining professional competency in pharmacy has faced resistance. To
investigate ways to address this barrier we included CPD with portfolio in a university
Pharmaceutics course. Underpinning knowledge for the course was delivered using a flipped
classroom approach and students used the CPD model to address clinical scenarios presented in
a simulated pharmacy setting. Students produced portfolio items for the different case scenarios
and submitted these for assessment. This provided the opportunity for students to carry out
repeated application of the CPD cycle and, in so doing, develop skills in critical thinking for self-
reflection and self-evaluation. This course was designed to encourage the development of higher
level learning skills for future self-directed learning. Thirty six students submitted a completed
portfolio. Twenty nine students achieved a result of >70%, five students scored between 57%-
69%, one student obtained a mark of 50% and one student failed. The end of course survey
revealed that while students found portfolio development challenging (40%), they also reported
that it was effective for self-learning (54%). Differentiating between the concepts "reflection"
and "evaluation" in CPD was problematic for some students and the use of clearer, simpler
language should be used to explain these processes in future CPD work.

Schneider, L. M. and C. D. Tesser (2021). "Osteopathy in primary health care: Partial results of continuing
education experience and some initial outcomes." Ciencia e Saude Coletiva 26: 3743-3752.
This paper presents partial results of a research-intervention, through training of PHC work
teams. Initial consultation was made in a group by HC professionals, and the osteopath then
performed the consultation. The socialization and training of practical knowledge and
techniques of the osteopathic approach was done between con-sultations. Multiprofessional
teams from three health centers from Florianópolis, southern Bra-zil, participated in the training,
and the process was audio and videorecorded, along with a final interview. Data was analyzed
using the Grounded Theory. Apprehending the osteopathic knowledge was a triggering tool for
reflective processes about care. Faced with the efficiency and resolution of this approach in
practice, participants showed a willingness to transform their acts of care of patients and also
their self-care. The professionals argue that the common understanding about self-regulating
mechanisms and the inclusion of the tissue mobility in their anamnesis, including the stimulation
of endogenous mechanisms, contributed to less protocol-based care, more appro-priate care for
each case, better multidisciplinary team work, the rational use of additional tests, medication,
and surgical procedures.

Schoo, A. M. M., et al. (2008). "The evolution of a state-wide continuing education programme for allied
health professionals...including commentary by White E." International Journal of Therapy &
Rehabilitation 15(2): 60-67.
Allied health professionals require continuing education (CE) to maintain and improve
competencies and standards of care. Research suggests that professional access to CE in rural
 areas can be difficult. This article uses an action research framework to describe the
development and implementation of a CE programme for allied health professionals in a rural
area in Australia, and its subsequent evolution into a state-wide programme. To evaluate
programme relevance, attendance and perceived clinical relevance, physiotherapists (n=75) in
southwest Victoria were surveyed 1 year after commencement of a CE programme. A secondary
outcome was the perceived effect on clinical practice. More than two-thirds (68.6%) of
physiotherapists attended at least one workshop, 57.2% attended four or more sessions and
22.9% attended at least one of the two conducted courses over the period. In addition, 20% of
the physiotherapists perceived that attending the programme had a large positive effect on their
therapeutic skills, whereas 68.6% reported some effect. From a regional CE programme for
physiotherapists the programme evolved into a state-wide programme for 22 allied health
professions.

Schott-Baer, D. (2010). "Professional Development for Night Shift Nurses." The Journal of Continuing
Education in Nursing 41(1): 17-22.
How to Obtain Contact Hours by Reading this Issue Instructions: 2.3 contact hours will be
awarded for this activity. A contact hour is 60 minutes of instruction. This is a Learner-paced
Program. Vindico Medical Education does not require submission of the quiz answers. A contact
hour certificate will be awarded 4–6 weeks following receipt of your completed Registration
Form, including the Evaluation portion. To obtain contact hours: 1. Read the article: “Professional
Development for Night Shift Nurses,” on pages 17–22, carefully noting the tables and other
illustrative materials that are provided to enhance your knowledge and understanding of the
content. 2. Read each question and record your answers. After completing all questions,
compare your answers to those provided within this issue. 3. Type or print your full name and
address and your social security number in the spaces provided on the Registration Form.
Indicate the total time spent on the activity (reading article and completing quiz). Forms and
quizzes cannot be processed if this section is incomplete. All participants are required by the
accreditation agency to attest to the time spent completing the activity. 4. Forward the
completed Registration Form with your check or money order for $15 made payable to JCEN-
CNE. Payment must be in U.S. dollars drawn on a U.S. bank. CNE Registration Forms are accepted
up to 24 months from date of issue. Vindico Medical Education is an approved provider of
continuing nursing education by the New Jersey State Nurses Association, an accredited
approver by the American Nurses Credentialing Center's Commission on Accreditation. P188-
6/09-12. This activity is co-provided by Vindico Medical Education and The Journal of Continuing
Education in Nursing. Objectives: After studying the article, “Professional Development for Night
Shift Nurses,” in this issue, the participant will: 1. List the two best times that learning can occur
for nurses who work at night. 2. Identify two barriers that interfere with professional
development for nurses who work at night. 3. Discuss the role of nursing leaders in advancing
the professional development of nurses who work at night. 4. Identify key concepts in planning
and implementing professional development activities for nurses who work at night. This article
examines the teaching-learning experiences of registered nurses who work exclusively at night.
Various teaching strategies that are useful in advancing professional development activities for
registered nurses who work at night are proposed. A literature review of nighttime learning
opportunities and teaching strategies useful for nighttime education is presented. Findings
indicate that nurses who work at night are motivated to learn, but have fewer opportunities and
less access to programs than nurses who work during the day. These barriers can be reduced by
enhancing nighttime education programs and using teaching methods appropriate to the night
shift. An example of a successful cardiac arrest in-service offered during the nighttime hours is
 described. J Contin Educ Nurs 2010;41(1):17–22.

Schuenemann, G. M., et al. (2011). "Dairy nutrition management: Assessing a comprehensive continuing
education program for veterinary practitioners." Journal of Dairy Science 94(5): 2648-2656.
The purpose of this study was to assess the effectiveness of a team-based educational program
designed to enhance the flow of applied, research-based, nutrition information to dairy
veterinarians. A comprehensive dairy cattle nutrition curriculum was developed and participants
from 11 veterinary practices located in 5 states (IN, NY, PA, NM, and OH), serving an estimated
186,150 dairy cattle in 469 herds, attended the 2 advanced nutrition modules ( ∼2.5 d each and
∼40. h of learning) held in 2009. Nutrients, feeding transition cows, calves, and heifers, dry
matter intake, feed storage, metabolic diseases, evaluating cows (scoring body condition,
manure, and lameness), metabolic blood profiles, and feeding behavior were discussed.
Educational materials were delivered through in-class lectures, followed by case-based learning
and group discussions. A farm visit and out-of-class assignments were also implemented.
Attendees were assessed using pre- and post-tests of knowledge to determine the level of
knowledge gained in both nutrition modules. Participants evaluated the program and provided
feedback at the conclusion of each module. Veterinarians (100%) reported that the overall
program, presentations, and discussions were useful. Attendees found the presented
information relevant for their work (agree. =60% and strongly agree. =40%) and of great
immediate use to them (neutral. =6.5%, agree. =56%, and strongly agree. =37.5%). The
presented materials and the implemented educational delivery methods substantially increased
the knowledge level of the attendees (16.9% points increase from pre-test to post-test scores).
Importance of feed particle size, ration evaluation, interpreting feed analysis, balancing
carbohydrate components, and metabolic profiling in fresh cows were listed as learned concepts
that participants could apply in their practices. Results suggested that both nutrition modules
were relevant and effective, offering new information with immediate field application. This
program has important implications for dairy veterinarians because they serve as a vital source
of information for dairy producers. © 2011 American Dairy Science Association.

Schulte, R. M. S. W. C. G. P. F., et al. (2017). "Reading Plays to Enhance Professional Development."

International Journal of Group Psychotherapy 67(1): 68-90.
Writing in a narrative style, the authors describe the continuing education model of the Red Well
Theater Group. The model combines a study group format with a play reading performance
module to enhance the professional development of the Group's members and their audiences
of colleagues. The educational goals are to: 1) didactically study the principles and practice of
group therapy; 2) theatrically illuminate concepts, relational themes, and small group dynamics
relevant to group therapy; 3) experientially deepen therapist empathy for the challenge of being
in a group; and 4) provide a vitalizing experience in support of therapist well-being. As an
example of this model in action, the authors elaborate their experience preparing The Great God
Pan, by Amy Herzog, for presentation at the 2014 American Group Psychotherapy Association
(AGPA) Annual Meeting.

Schwartz, D. B. (1995). "Professional development. Role of the nutrition support dietitian and team
concept in a community based hospital... summary of a presentation given at the A.S.P.E.N. 19th Clinical
Congress and was previously published in the program book." Nutrition in Clinical Practice 10(2): 36s-
40s.

Schwitzer, A. M., et al. (2005). "Clinical Supervision and Professional Development Using Clients from
Literature, Popular Fiction, and Entertainment Media." Journal of Creativity in Mental Health 1(1): 57-80.
The use of clinical supervision is central to mental health work. In this article, the authors
propose using practice cases drawn from characters found in literature, popular fiction,
biographies, television, and movies as one method for clinical supervision and professional
development in the mental health skill areas of client assessment, case conceptualization,
diagnosis, and treatment planning. The method is illustrated with clinical formulations pertaining
to four practice clients: Scarlett O'Hara; Maya Angelou's Marguerite Johnson; the fairytale
character, Hansel; and the Wicked Queen of Disney's "Snow White and the Seven Dwarfs."
Applications and limitations of the method are discussed.

Scott, A. (1974). "Physiotherapy rounds: a method of continuing education." Physiotherapy Canada

26(3): 144-146.
The concept behind Physiotherapy Rounds was not to mimic the content of medically orientated
teaching rounds but to be a capsule refresher session by combining the academic knowledge of
normal and abnormal functioning with the clinical application of physiotherapy. In the overall
plan of continuing education, interhospital Physiotherapy Rounds are seen to be the next step
beyond a departmental staff presentation. Rounds provided the opportunity for staff
physiotherapists to gain confidence in their own abilities to plan, research, relate, and present
one aspect of their daily work.

Scott, C. J. (1994). "Applied adult learning theory: broadening traditional CME programs with self-guided,
computer-assisted learning... continuing medical education." Journal of Continuing Education in the
Health Professions 14(2): 91-99.
We studied relationships among key elements of selected theoretical models of adult learning
applied to CME, using a descriptive survey technique and nonparametric statistical analysis.
Questionnaires were administered on-site and three months after the course to 346 physicians
who attended a seven-day National Emergency Medicine CME program in October 1991;
response rates were 91 percent and 49 percent respectively. The CME program's content was
based on the core content curriculum developed by the Society of Academic Emergency
Medicine (SAEM), the American Board of Emergency Medicine (ABEM), and the American
College of Emergency Physicians (ACEP). Course faculty members assisted attendees in self-
selection of learning projects and instructional resources to meet their specific self-defined
learning styles and needs. We measured program impact at three levels: (1) perception (program
quality and effectiveness), (2) competency (the ABEM scores of those who took the written
boards), and (3) change in physician behavior (self-reports on incorporation of content into their
practices). We also assessed the effectiveness of various instructional methods. The overall
quality rating was 4.78 (scale 5=high, 1=low), and the overall effectiveness rating was 3.50 (scale
4=high, 1=low). Recent data support a moderate level of validity in predicting
performance/competency in practice from performance on written multiple-choice questions
(MCQ's). Of attendees who were nonresidency trained and reported written ABEM scores, 80
percent attained the passing level -- considered 'passing' -- of 75 percent. At three months
follow-up, 46 percent of respondents stated they had incorporated knowledge/skills obtained
from the program into their practices. An incidental finding was a statistically significant greater
use of computers by those who had been graduated from medical schools after 1980 (p = 0.026).
Physicians as adult learners are self directed/experientially oriented; influenced by their physical
age/stage of life; and must 'see and feel' their learning needs. These results suggest that this
program is effective in helping physicians because of the application of adult learning principles.
Specifically, the addition of a nontraditional CME portion onto a traditional program found
 considerable favor with the participants.

Scott, G. (2004). "The principles of continuing education for the medical writer." AMWA Journal:
American Medical Writers Association Journal 19(1): 16-21.
This is the first of a series on continuing education (CE), the general purpose of which is to
provide information that will assist medical writers in developing CE activities for health care
professionals in the United States. Although estimates vary, several billion dollars are spent
annually in support of CE for health care professionals. Many experts believe that the
pharmaceutical industry, which is a major funding source, will increase funding of certified CE
activities and decrease funding of promotional programs as a result of changes in relevant
guidelines and standards.This first article will provide a background on CE itself, as well as on
several of the major underpinnings of the CE guidelines as established by various regulatory
groups. Although this article is geared primarily to CE for physicians and pharmacists, much of
the content has application for other health care professionals, such as nurses, nurse
practitioners, physician assistants, respiratory therapists, and social workers. Also included is a
description of the principal steps in the development of a CE activity. The article concludes with
an evaluation, as well as a short survey wherein interested readers are invited to identify issues
they would like to see addressed in subsequent articles in this series.

Scott, K. M., et al. (2017). "Evidence-Based Principles for Using Technology- Enhanced Learning in the
Continuing Professional Development of Health Professionals." Journal of Continuing Education in the
Health Professions 37(1): 61-66.
Increasingly, health professional training involves the use of educational technologies through
what is broadly termed "Technology-Enhanced Learning" (TEL). TEL includes hardware, such as
computers and mobile devices, and software, such as software applications (apps), learning
management systems, and discussion boards. For many years, TEL has formed an integral part of
health professional programs and is growing in acceptance, if not expectation, in postgraduate
training and continuing education. TEL generally aims to be flexible, engaging, learner focused
and interactive, and may involve collaboration and communication. It offers many benefits for
learning and teaching, whether used on its own or in conjunction with face-to-face teaching
through blended learning. The ubiquity of mobile devices in clinical settings means TEL is ideal
for busy clinicians, both as learners and teachers. TEL enables participants to learn at a time and
place that is convenient to them, so learners living in geographically dispersed locations can
access standardized courses. To realize these potential benefits, we recommend that those
developing TEL programs for health professionals take a systematic approach to planning,
development, implementation, and evaluation. To that end, we propose 10 principles: clarify
purpose and conduct a needs assessment; allocate adequate time and technology; incorporate
proven approaches to improve learning; consider the need for a skills component; enable
interaction between learners and with others; create different resources for different groups;
pilot before implementing; incorporate measures to retain learners; provide opportunities for
revision to aid retention; and evaluate learning outcomes, not just satisfaction.

Scott, R. (2000). "Supporting professional development: understanding the interplay between health law
and professional ethics." Journal of Physical Therapy Education (American Physical Therapy Association,
Education Section) 14(3): 17-19.
Physical therapists in all practice settings-clinical, educational, and research are bound by legal
and ethical professional standards governing practice. In recent times, the substance of these
formerly distinct obligations have become blended into increasingly unitary standards of
 professional conduct. Courts now examine health care professional codes of ethics as secondary
sources of legal obligation, licensure statutes and regulations derive from professional codes of
ethics, and professional association ethics codes encompass legal concepts, including patient
abandonment, informed consent, and confidentiality, among others. Physical therapists must
simultaneously conform official conduct to legal as well as ethical standards to avoid sanctions
on the privilege to practice in a variety of disciplinary forums.

Seagull, F. J. (2012). "Human Factors Tools for Improving Simulation Activities in Continuing Medical
Education." Journal of Continuing Education in the Health Professions 32(4): 261-268.
Human factors (HF) is a discipline often drawn upon when there is a need to train people to
perform complex, high-stakes tasks and effectively assess their performance. Complex tasks
often present unique challenges for training and assessment. HF has developed specialized
techniques that have been effective in overcoming several of these challenges in work settings
such as aviation, process control, and the military. Many HF techniques could be applied to
simulation in continuing medical education to enhance effectiveness of simulation and training,
yet these techniques are not widely known by medical educators. Three HF techniques are
described that could benefit health care simulation in areas of training techniques, assessment,
and task design: (1) bandwidth feedback techniques for designing better feedback and task
guidance, (2) dual-task assessment techniques that can differentiate levels of expertise in tasks
where performance is essentially perfect, and (3) task abstraction techniques for developing
task-relevant fidelity for simulations. Examples of each technique are given from work settings in
which these principles have been applied successfully. Application of these principles to medical
simulation and medical education is discussed. Adapting these techniques to health care could
improve training in medical education. (Contains 1 table.)

Searchfield, G. D., et al. (2020). "An Evaluation of a Continuing Education Workshop for Audiologists on
the Assessment and Management of Tinnitus." J Contin Educ Health Prof 40(2): 125-130.
INTRODUCTION: Tinnitus assessment and management is an important component of audiology.
The benefits of continuing education (CE) workshops in the field of tinnitus have not been
published. This study evaluated the outcomes of a workshop centered around a Sound Therapy
and Aural Rehabilitation for Tinnitus (START) framework. Our hypotheses were that a CE
workshop would (1) be useful, (2) improve clinician's knowledge and willingness to undertake
tinnitus practice, and (3) result in learners using knowledge gained in their practice. METHODS:
Twenty-five participants attending a 3-day tinnitus workshop were invited to complete an
evaluation immediately and 3 months after the workshop's completion. The workshop consisted
of seminars and practical sessions. The pedagogical approaches employed were experiential
(theory building, reflection, and testing) and community of practice (shared experiences).
RESULTS: Participants reported on a 5-point Likert scale (1 = not useful-5 = excellent) a high level
of satisfaction both immediately after the workshop (ratings of usefulness: mean, 4.8; SD, 0.4;
willingness to practice: 4.6; SD. 0.6; ability to manage: 4.6; SD, 0.5; all "excellent" ratings) and 3
months later (ratings of usefulness: mean, 4.2; SD, 0.9, "very useful;" willingness to practice: 4.6;
SD, 0.6, "excellent;" ability to manage: 4.1; SD. 0.5, "very useful"). Open-ended questions
indicated participants made changes in their practice that reflected material provided in the CE.
CONCLUSION: The workshop was successful in improving knowledge and confidence of
audiologists in undertaking tinnitus assessment and management, but the need for ongoing
support and supervision was a common theme.

Sears, K. E., et al. (2008). "Comprehensive evaluation of an online tobacco control continuing education
course in Canada." Journal of Continuing Education in the Health Professions 28(4): 235-240.
Introduction: To respond to the increasing need to build capacity for planning, implementing,
and supporting tobacco control strategies, an evidence-based, online continuing education (CE)
course aimed at Canadian public health professionals was developed. The purpose of this study
was to comprehensively evaluate the course, Tobacco and Public Health: From Theory to Practice
(http://tobaccocourse.otru.org). Methods: Rossett and McDonald's revision of Kirkpatrick's four-
level evaluation model for training programs guided the evaluation design. A pre-, post-, and
follow-up single group design assessed immediate reactions to course modules, knowledge
change and retention, practice change, and overall perceived value of the course. Six external
peer reviewers evaluated course module content. Results: Fifty-nine participants completed all
three course modules and the final online questionnaire at time 3, representing a response rate
of 78%. Significant knowledge gains occurred between times 1 and 2 (p < 0.001). Although time
3 scores remained higher than time 1 scores for each module (p < 0.001), they decreased
significantly between times 2 and 3 (p < 0.001). The majority of participants (93%) felt the topics
covered were useful to their daily work. All but one participant felt the course was a good
investment of their time, and nearly all participants (97%) stated they would recommend the
course to others. Peer reviewers found that module content flowed well and was
comprehensive. Discussion: This comprehensive evaluation was valuable both for assessing
whether course goals were achieved and for identifying areas for course improvement. We
expect this design would be a useful model to evaluate other online continuing education
courses.

Seck, A., et al. (2003). "Needs assessment for continuing education and health promotion training for
Senegalese chief nurses." Promotion & Education 10(2): 81-87, 73, 104.
Seck et al identify the needs for improving continuing education and health promotion training
for Senegalese chief nurses, which was conducted in the medical region of Kaolak in Senegal.
They suggests that nurses' initial education and training be adapted and continuing education
and training be established.

Sekerka, L. E. and J. Chao (2003). "Peer coaching as a technique to foster professional development in
clinical ambulatory settings." Journal of Continuing Education in the Health Professions 23(1): 30-37.
INTRODUCTION: Few studies have examined how peer coaching is an effective educational and
development technique in contexts outside the classroom. This research focused on peer
coaching as a platform to study the process of professional development for physicians. The
purpose was to identify perceived benefits coaches received from a coaching encounter and how
this relates to their own process of professional development. METHODS: Critical incident
interviews with 13 physician coaches were conducted and tape recorded. Themes were
identified using a thematic analysis technique. RESULTS: Themes emerged clustering around two
distinct benefit orientations. Group 1, reflection and teaching coaches, tended to focus on others
and discuss how positively they experienced the encounter. Group 2, personal learning and
change coaches, expressed benefits along more personal lines. DISCUSSION: Peer coaching
contributes to physicians' professional development by encouraging reflection time and learning.
Peer coaching affords positive impact to those who coach in addition to those who receive the
coaching. The two clusters of benefits support the performance, learning, and development
theory in that there are multiple modes to describe adult growth and development. Programs of
this type should be considered in medical faculty development activities associated with medical
education.
Seki, M., et al. (2022). "Use of a 2-year continuing professional development programme to change
Japanese physicians' attitudes to learning primary care: a qualitative study." BMJ Open 12(7).
Objective To evaluate changes in the learning attitudes of primary care physicians. Design
Qualitative study through one focus group interview with the programme's participants. Analysis
of the focus group content using the Steps for Coding and Theorization method. Setting Japan.
Participants Eight primary care physicians who completed a 2-year continuing professional
development (CPD) programme using a problem-based learning (PBL) approach, focused on
acquiring the skills needed to practise as primary care physicians in the community. Results
Participants described positive changes in their attitudes and behaviours as a result of the
training programme. These changes were grouped into three main themes: € changes in learning
methods regarding medical practice', € encounters with diverse perspectives and values, and
confidence gained from those encounters', and € showing one's attitude towards learning and its
influence on others'. The experienced practitioners participating in this study reported that the
programme helped them apply their skills more broadly; for example, searching the literature for
psychosocial aspects of practice and engaging more comfortably with diverse perspectives. They
reported the positive impact of their learning on their coworkers. Conclusion A 2-year CPD
programme using PBL can influence primary care physicians' attitudes and learning-related
behaviours. Further research is needed to determine which specific aspects of the programme
are the most effective and whether the changes in attitudes and behaviours described affect
patient care.

Serrano, C. R., et al. (1993). "Continuing education for the reorganization of health services in Bolivia:
model constructed by successive approximations based on its monitoring." Educación médica y salud
27(4): 596-617.

Setia, S., et al. (2019). "Massive open online courses (MOOCs) for continuing medical education – why
and how?" Advances in Medical Education and Practice 10: 805-812.
Continuing medical education (CME) is meant to not only improve clinicians’ knowledge and
skills but also lead to better patient care processes and outcomes. The delivery of CME should be
able to encourage the health providers to accept new evidence-based practices, and discard or
discontinue less effective care. However, continuing use of expensive yet least effective and
inappropriate tools and techniques predominates for CME delivery. Hence, the evidence shows a
disconnect between evidence-based recommendations and real-world practice – borne out by
less than optimal patient outcomes or treatment targets not being met especially in low- to
middle-income countries. There is an ethical and professional obligation on CME-providers and
decision-makers to safeguard that CME interventions are appraised not only for their quality and
effectiveness but also for cost-effectiveness. The process of learning needs to be engaging,
convenient, user-friendly and of minimal cost, especially where it is most needed. Today’s
technology permits these characteristics to be integrated, along with further enhancement of
the engagement process. We review the literature on the mechanics of CME learning that
utilizes today’s technology tools and propose a framework for more engaging, efficient and cost-
effective approach that implements massive open online courses for CME, adapted for the
twenty-first century.

Shahina, Y. (2016). "DEVELOPMENT OF PROFESSIONAL DENTAL ETHICS COURSE WITH ADDITIONAL

ISLAMIC PERSPECTIVE AND DENTAL STUDENTS' FEEDBACK." Pakistan Oral & Dental Journal 36(2).
The professional ethics are taught in many dental schools using variable teaching methodologies
and courses. Many dental associations, colleges and societies etc. have done commendable work
 in this field suggesting innovations and highlighting legal aspects. The obligations expected from
Muslim Dentists in service to humanity, needs enrichment of knowledge by Islamic perspective
in ethics curriculum. The objectives of the study were to share the local experience of teaching
Professional Dental Ethics course in Islamic International Dental College, evaluate its
effectiveness and improve it through students' feedback. The course was taught to final year
students (n= 75) of undergraduate dental program by interactive lectures. The students'
feedback was obtained by five point Likert scale using unimanous validated questionnaire. Out of
75 students, the response rate was 61.3%. The understanding of learning objectives were clear
to 47.8% students and 30.4% felt the link between objectives and university mission statement.
The contents were considered sufficient and relevant by 45%. More than 70% admitted
moderate to outstanding increase in their knowledge and change in attitude. About 54.4%
applied the concepts in personal and professional life. The course had measurable impact on
ethical development of students. However the deficiencies in the course could be replenished by
introducing multiple methodologies and enhancing interest.

Shakpeh, J. K., et al. (2021). "Normal physiologic birth continuing professional development: From a
national health priority to expanded capacity." Annals of Global Health 87(1).
Background: The Republic of Liberia has experienced many barriers to maintaining the quality of
its healthcare workforce. The Resilient and Responsive Health Systems (RRHS) Initiative
supported by the U.S. President’s Emergency Plan for AIDS Relief (PEPFAR) has responded to
Liberian identified health priorities. Liberia’s maternal morbidity and mortality rates continue to
rank among the highest in the world. Recent country regulations have put forth required
continuing professional development (CPD) for all licensed healthcare workers for re-licensure.
Methods: The Model for Improvement was the guiding framework for this CPD to improve
midwifery and nursing competencies in assisting birthing women. Two novel activities were used
in the CPD. We tested the formal CPD application and approval process as this is a recent
regulatory body policy. We also included the use of simulation and its processes as a pedagogical
method. Over a two-year period, we developed a two-day CPD module, using didactic training
and clinical simulation, for Liberian midwives. We then piloted the module in Liberia, training a
group of 21 participants, including midwives and nurses, including pre-and post-test surveys as
well as observational evaluation of participant skills. Findings: There were no significant changes
in knowledge acquisition noted in the post-test. Small tests of change were implemented during
the program, supporting the stages of the Model of Improvement. Observation of skill
acquisition was done; however, using a formal observation checklist, such as an Observed
Structured Clinical Evaluation (OSCE), would add more robust findings. The CPD and follow-up
activity highlighted the need for human and financial support to maintain the simulation kits and
to create sustainability for future trainings. Videotaping the didactic and simulation two-day
continuing professional development train-the-trainer workshop expands the sustainability
beyond newly prepared trainers. Simultaneous with this CPD, the Liberian Board for Nursing and
Midwifery (LBNM) worked with a partner to create a CPD portal. The CPD partners created
modules from the videos and have uploaded these modules to the LBNM’s new CPD portal.
Conclusions: Using a quality improvement model as a framework for developing and
implementing CPDs provides a clear structure and supports the dynamic interactions in learning
and clinical care. It is too soon to determine measurable health outcomes resulting from this
project. Anecdotal feedback from clinicians and leaders was not directly related to the content of
the CPD; however, it does demonstrate an increased awareness of examining changes in practice
to support expanded health outcomes. Further research to examine methods and processes to
determine the quality and safety outcomes of CPD trainings is necessary.
Sharpe, T. (1992). "Teacher Preparation--A Professional Development School Approach." Journal of
Physical Education, Recreation & Dance 63(5): 82.
Opportunities must be created for researchers and practitioners to consider together the
relationships between pedagogical theory and actual gymnasium activity. A clinically based
professional development model for physical education teachers is examined. The model can
build a corps of competent and committed teachers.

Shaw, T., et al. (2019). "Attitudes of health professionals to using routinely collected clinical data for
performance feedback and personalised professional development." Med J Aust 210 Suppl 6: S17-s21.
OBJECTIVES: To learn the attitudes of health professionals, health informaticians and information
communication technology professionals to using data in electronic health records (eHRs) for
performance feedback and professional development. DESIGN: Qualitative research in a co-
design framework. Health professionals' perceptions of the accessibility of data in eHRs, and
barriers to and enablers of using these data in performance feedback and professional
development were explored in co-design workshops. Audio recordings of the workshops were
transcribed, de-identified, and thematically analysed. SETTING, PARTICIPANTS: A total of nine co-
design workshops were held in two major public hospitals in Sydney: three for nursing staff (ten
participants), three for doctors (15 participants), and one each for information communication
technology professionals (six participants), health informaticians (four participants), and allied
health professionals (13 participants). MAIN OUTCOME MEASURES: Key themes related to
attitudes of participants to the secondary use of eHR data for improving health care practice.
RESULTS: Six themes emerged from the discussions in the workshops: enthusiasm for feeding
back clinical data; formative rather than punitive use; peer comparison, benchmarking, and
collaborative learning; data access and use; capturing complex clinical narratives; and system
design challenges. Barriers to secondary use of eHR data included access to information,
measuring performance on the basis of eHR data, and technical questions. CONCLUSIONS: Our
findings will inform the development of programs designed to utilise routinely collected eHR
data for performance feedback and professional development.

Shaw, T., et al. (2019). "Attitudes of health professionals to using routinely collected clinical data for
performance feedback and personalised professional development." Medical Journal of Australia 210:
S17-S21.
Objectives: To learn the attitudes of health professionals, health informaticians and information
communication technology professionals to using data in electronic health records (eHRs) for
performance feedback and professional development.Design: Qualitative research in a co-design
framework. Health professionals' perceptions of the accessibility of data in eHRs, and barriers to
and enablers of using these data in performance feedback and professional development were
explored in co-design workshops. Audio recordings of the workshops were transcribed, de-
identified, and thematically analysed.Setting, Participants: A total of nine co-design workshops
were held in two major public hospitals in Sydney: three for nursing staff (ten participants), three
for doctors (15 participants), and one each for information communication technology
professionals (six participants), health informaticians (four participants), and allied health
professionals (13 participants).Main Outcome Measures: Key themes related to attitudes of
participants to the secondary use of eHR data for improving health care practice.Results: Six
themes emerged from the discussions in the workshops: enthusiasm for feeding back clinical
data; formative rather than punitive use; peer comparison, benchmarking, and collaborative
learning; data access and use; capturing complex clinical narratives; and system design
 challenges. Barriers to secondary use of eHR data included access to information, measuring
performance on the basis of eHR data, and technical questions.Conclusions: Our findings will
inform the development of programs designed to utilise routinely collected eHR data for
performance feedback and professional development.

Shaw-Taylor, Y. and B. Benesch (1998). "Continuing education. Workforce diversity and cultural
competence in healthcare." Journal of Cultural Diversity 5(4): 138-148.
This paper presents a discussion of workforce diversity in healthcare and its attendant requisite
of cultural competency. The first section of the paper argues that self-assessments and diversity
training are integral to workforce diversity management. This paper maintains that diversity
training should be a part of overall strategic goals, and that the development of management
goals should be based on self-assessments. The second section of the review offers a framework
of cultural competency in healthcare delivery based on the relationship between patient and
provider, and the community and health system. For this relationship to be successful, this
review argues that health systems should foster providers that can also be cultural brokers. The
cultural broker role is seen as core to achieving cultural competency.

She, L., et al. (2010). "Continuing Professional Development: the perceptions of radiographers in New
South Wales." Journal of Medical Radiation Sciences 57(1): 33-39.
Purpose: The Australian Institute of Radiography's (AIR) Continuing Professional Development
(CPD) programme provides activities for radiographers, radiation therapists and sonographers.
This article aims to investigate the perceptions of radiographers in New South Wales (NSW) of
the current AIR CPD programme. Methods: 400 questionnaires were distributed within NSW. The
questionnaire was designed to investigate the perceptions of radiographers concerning CPD
using five themes: motivation for CPD participation; appropriateness of activities; constraints
experienced; effectiveness of programme; and mandatory CPD. Results: One hundred and eight‐
eight questionnaires (47%) were returned. A total of 68% (n = 127) of the participants were
participating in CPD activities. The participants were most motivated by gaining knowledge
through CPD. A total of 80% (n = 151) of the participants considered the activities listed in the
Credit Recognition Framework to be adequate. The main constraint experienced by the
radiographers in the rural setting was the lack of access to CPD activities, while in the
metropolitan area, it was lack of time. A total of 59% (n = 111) of the participants commented
that the current AIR CPD programme is an effective programme and 66% (n = 125) of the
participants stated that CPD should be voluntary for all radiographers. Conclusion: Overall,
radiographers identified the strengths and weaknesses of the AIR CPD programme. They were
motivated to engage in CPD. This study also highlighted the constraints experienced, which need
to be addressed to encourage more participation in the CPD programme.

Shen, N., et al. (2017). "Rebooting Kirkpatrick: Integrating Information System Theory Into the Evaluation
of Web-based Continuing Professional Development Interventions for Interprofessional Education." J
Contin Educ Health Prof 37(2): 137-146.
INTRODUCTION: Information system research has stressed the importance of theory in
understanding how user perceptions can motivate the use and adoption of technology such as
web-based continuing professional development programs for interprofessional education
(WCPD-IPE). A systematic review was conducted to provide an information system perspective
on the current state of WCPD-IPE program evaluation and how current evaluations capture
essential theoretical constructs in promoting technology adoption. METHODS: Six databases
were searched to identify studies evaluating WCPD-IPE. Three investigators determined eligibility
 of the articles. Evaluation items extracted from the studies were assessed using the Kirkpatrick-
Barr framework and mapped to the Benefits Evaluation Framework. RESULTS: Thirty-seven
eligible studies yielded 362 evaluation items for analysis. Most items (n = 252) were assessed as
Kirkpatrick-Barr level 1 (reaction) and were mainly focused on the quality (information, service,
and quality) and satisfaction dimensions of the Benefits Evaluation. System quality was the least
evaluated quality dimension, accounting for 26 items across 13 studies. WCPD-IPE use was
reported in 17 studies and its antecedent factors were evaluated in varying degrees of
comprehensiveness. DISCUSSION: Although user reactions were commonly evaluated, greater
focus on user perceptions of system quality (ie, functionality and performance), usefulness, and
usability of the web-based platform is required. Surprisingly, WCPD-IPE use was reported in less
than half of the studies. This is problematic as use is a prerequisite to realizing any individual,
organizational, or societal benefit of WCPD-IPE. This review proposes an integrated framework
which accounts for these factors and provides a theoretically grounded guide for future
evaluations.

Shibu, L., et al. (2015). "The role of social media in continuing professional development of physical
therapists: A review of the literature." Physiotherapy (United Kingdom) 101: eS1384.
Background: Continuing Professional Development (CPD) is an important component in
maintaining professional competency. However the participation of physical therapists in CPD
activities is limited due to the barriers such as cost, time and effort required. Advancement of
technology offers unlimited opportunities to connect geographically dispersed Physical
therapists for knowledge sharing to enhance the CPD. Research in other healthcare professions
have identified social media as a potential and innovative tool for their CPD activities. However
the opportunities to promote collaborative learning through diverse social media platforms in
the field of Physical therapy are yet to be investigated. Purpose: The main purpose of this
literature review is to determine the current use of social media for knowledge sharing as a
component of CPD for physical therapists. Methods: A literature search was conducted of the
titles and abstracts of published literature by means of the following e-databases: Medline,
CINHAL, COCHRANE, PEDro, and Google scholar, and using multiple key words: 'continuing
professional development', 'physiotherapy', 'physical therapy', and 'social media' in combination.
In addition articles were retrieved by manual searching of the reference lists from retrieved
articles. The search was restricted to articles in 'English' for the year 1980-2014; duplicates were
removed. The initial search retrieved n = 986 articles; following review of the abstracts for
relevance n = 680 of them were excluded. Websites of physical therapy organizations and
associations were also searched using the keywords for policy documents, guidelines and
frameworks; n = 26 relevant documents were identified. Results: Sixty six articles and n = 13
policy documents were identified that covered CPD and physical therapy in combination.
However, no articles were found regarding the use of social media for knowledge sharing as a
component of CPD for physical therapists. Conclusion(s): There is a lack of information regarding
the use of social media as a tool for CPD by physical therapists. Implications: Future research is
required to determine if the positive benefits of social media for CPD noted in other healthcare
professions can be replicated for physical therapists.

Shield, R. R., et al. (2015). "Professional Development and Exposure to Geriatrics: Medical Student
Perspectives From Narrative Journals." Gerontology & Geriatrics Education 36(2): 144-160.
Teaching professionalism is an important goal in American medical education. With the aging of
the U.S. population, it is critical to understand how medical students develop professional
behaviors when caring for older adults. Exposure to geriatrics and older patients can enhance
 students’ professional development with patients of all ages and across different specialties.
Medical students learn explicit and implicit messages during their education. In addition to
helping to evaluate curricula, reflective journaling encourages individual development and helps
in revealing how medical students become professionals. In this study, medical student
volunteers described their responses to new geriatrics content in their curriculum, encounters
with older patients in clinical settings, and their evolving physician identities. Multidisciplinary
team analysis elicited 10 themes regarding: evaluation of geriatrics within the curriculum,
recognition of geriatrics principles, and attitudes regarding aging and professional development
over time. This article focuses on the impact of geriatrics exposure on students’ professional
development, revealing ways that students think about professionalism and older patients.
Medical educators should consider journaling to help foster and gauge students’ professional
development.

Shin, E. M. and Y. S. Roh (2020). "A School Nurse Competency Framework for Continuing Education."
Healthcare 8(3): 246.
Background: This study develops a school nurse competency framework for continuing
education based on focus group interviews and a literature review. Methods: This study uses a
qualitative content analysis with 12 school nurses. Six school nurses verify the content validity
for the competency framework for continuing education using the content validity index.
Results: School nurse competencies are defined as the knowledge, skills, and attitudes required
of school nurses to provide safe school nursing. Six core competencies are identified. These
include the ability to (1) provide patient-centered care; (2) communicate and collaborate with
students, teaching staff, and community resources; (3) think critically for evidence-based
practice; (4) implement school health services and programs; (5) integrate legal and ethical
nursing practice, and (6) conduct health education. Conclusion: It is necessary to develop and
implement continuing education programs for school nurses based on the training needs and
competency indicators identified in this study.

Shipherd, J. C. (2015). "Defining competence when working with sexual and gender minority
populations: Training models for professional development: Science and Practice." Clinical psychology
22(2): 101-104.
Professionals have been engaging in self-study and research into the unique needs of lesbian,
gay, bisexual, and transgender (LGBT) people in health care broadly, and in the therapy context
more specifically. As a result, the literature on LGBT health and healthcare disparities has
expanded exponentially in recent years. However, less focus has been placed on the specific
needs of learners and teachers interested in developing expertise in working with these
populations. The goal of this special series was to assist psychologists in understanding the core
elements of training for work with sexual and gender minority people and to begin to define
clinical competency with these groups. For this series, experts in the field were asked to use an
empirical focus for evaluating the various aspects of LGBT health training, using the framework
of minority populations. Use of the LGBT acronym should be interpreted broadly throughout this
issue and encompasses any individual who identifies as a sexual or gender minority person,
including those who are questioning or in search of their identities, irrespective of labels.
Although exact prevalence figures are not known for sexual and gender minority individuals, it is
known that being in these minority groups puts an individual under increased stress which can
lead to increased mental and physical health complaints (Institute of Medicine, 2011). As mental
health professionals, we owe it to ourselves and the field to consider ways to lessen this burden
by improving our own training and those we teach in the treatment of sexual and gender
 minority people. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Short, A. (2022). "Designing Narrative for Professional Development: A Programme for Improving
International Health Care Practitioners' Cultural Competence." International Review of Education 68(4):
601-629.
To maintain and improve skills for practice, health care professionals across all disciplines need
to engage in ongoing professional development. However, helping clinicians learn and apply new
knowledge in practice can be challenging. This article reports on a purpose-designed
professional development programme targeting experienced practitioners of a particular music
therapy, focusing on their cultural competency. The author conceptualised a workshop format
with a relevant clinical scenario at its centre. She describes how she developed the programme,
which she subsequently delivered to an international community of 57 practitioners attending
professional development conferences. To capture participants' reactions and evidence of their
new thinking applied to an everyday clinical practice, she used Brookfield's Critical Incident
Questionnaire (CIQ). Her analysis of the data, which provided feedback on the training scenario
and structured group discussion materials, found that this continuing professional development
training workshop was effective in challenging clinicians to think differently, and to plan the
application of their newly acquired knowledge to their everyday practice. This paradigmatic case
study contributes new knowledge towards the current reform of health systems, where
achieving person-centred health care depends on the ongoing professional development of
established health practitioners. Replacing traditional health care, where the patient receiving
treatment is accorded a passive role, person-centred health care engages patients' active
participation in their therapy. Practitioners who have graduated a while ago therefore need to
change some of their ingrained practices and approaches in treating their clients and patients,
which will then lead to improved health outcomes.

Siaw-Teng, L., et al. (2002). "Developing a Web-based learning network for continuing medical
education." Journal of Workplace Learning 14(3): 98-108.
This article describes the development in Australia of TeleQACE, a Web-based learning
environment, which allows clinicians to participate in interactive learning at times that suit them.
The design addressed the balance between richness of content and bandwidth to reach
geographically dispersed regions. The guiding philosophy was shared knowledge and interaction
based around actual experience and cases developed by practicing academic general
practitioners in consultation with specialists. A constructivist approach, focused on discussion to
build a "basic case" into an "advanced case" over a learning cycle of 13-16 weeks, was adopted.
Knowledge gaps and suggestions from participants guided the development of a "basic" case
into its "advanced" equivalent which was re-presented to the participants, accompanied by
relevant reference material, for reflection and interaction. The final outcome was a "model
case", archived for ongoing reference by the group. Participation rates appear to be consistent
with other Internet-based continuing medical education programs.

Síbl, O. (1983). "The Department of Otolaryngology within the framework of 30 years' activity of the
Institute for Continuing Education of Physicians and Pharmacists." Ceskoslovenská otolaryngologie 32(3):
171-175.

Siedlecki, S. L. and E. D. Hixson (2011). "Development and Psychometric Exploration of the Professional
Practice Environment Assessment Scale." Journal of Nursing Scholarship 43(4): 421-425.
Purpose: Development of the Professional Practice Environment Assessment Scale (PPEAS) was
 based on the assumptions that a positive professional practice environment is more than and
different from the absence of negative, abusive, or disrespectful behaviors by physicians; a
positive professional practice environment improves patient outcomes as well as nurse and
physician satisfaction; and a positive professional practice environment is characterized by
mutual respect, understanding of roles, collaborative decision making, effective communication,
and beliefs in the importance of nurse-physician relationships on patient outcomes. The PPEAS is
intended as both a research tool and a method of assessing and monitoring changes in an
organization's professional practice environment as it relates specifically to the impact the nurse
and physician relationship has on the professional practice environment. The purpose of this
study was to examine the psychometric properties of the PPEAS and determine if it was a valid
and reliable instrument for assessing the positive attributes of the professional practice
environment. Design: A large acute care facility in the Midwestern section of the United States
provided the setting for this psychometric study. The sample ( N= 1,332) consisted of 801 nurses
and 531 physicians. Methods: Psychometric examination, which included principal component
analysis with varimax rotation and assessment of internal consistency, was conducted to validate
the reliability and validity of the PPEAS. Findings: Analysis identified a four-factor solution. The
four factors were classified as positive physician characteristics (five items), positive nurse
characteristics (three items), collaborative decision making (two items), and positive beliefs in
the value of the nurse-physician relationship (three items). Cronbach's α for the entire scale
was .86, with subscales ranging from .73 to .89. Conclusions: Findings from this analysis support
our model and provide evidence of the usefulness of this scale for assessing the presence of a
positive professional practice environment. Using the total score, organizations can examine the
status of their professional practice environment and examine changes in the environment over
time. Subscale analysis can identify specific areas where the organization performs well and
those areas in need of improvement. Clinical Relevance: The professional practice environment
has been implicated as a variable that impacts patient outcomes. The absence of negative
physician behaviors is an inadequate measure for assessing the positive attributes of the
professional practice environment. Instruments for assessing the professional practice
environment typically looked at the presence of negative physician behaviors or examined a
single aspect of the nurse-physician relationship. This article provides a theoretical framework
that can be used to guide both practice and research. The PPEAS was developed within a
theoretical framework that can be adapted to a variety of settings, cultures, and countries. The
PPEAS is a valid and reliable instrument that can be used to assess the professional practice
environment in a variety of settings.

Siedlecki, S. L. P. R. N. C. N. S. and E. D. P. M. B. A. Hixson (2011). "Development and Psychometric

Exploration of the Professional Practice Environment Assessment Scale." Journal of Nursing Scholarship
43(4): 421-425.
Development of the Professional Practice Environment Assessment Scale (PPEAS) was based on
the assumptions that a positive professional practice environment is more than and different
from the absence of negative, abusive, or disrespectful behaviors by physicians; a positive
professional practice environment improves patient outcomes as well as nurse and physician
satisfaction; and a positive professional practice environment is characterized by mutual respect,
understanding of roles, collaborative decision making, effective communication, and beliefs in
the importance of nurse-physician relationships on patient outcomes. The PPEAS is intended as
both a research tool and a method of assessing and monitoring changes in an organization's
professional practice environment as it relates specifically to the impact the nurse and physician
relationship has on the professional practice environment. The purpose of this study was to
 examine the psychometric properties of the PPEAS and determine if it was a valid and reliable
instrument for assessing the positive attributes of the professional practice environment. A large
acute care facility in the Midwestern section of the United States provided the setting for this
psychometric study. The sample (N= 1,332) consisted of 801 nurses and 531 physicians.
Psychometric examination, which included principal component analysis with varimax rotation
and assessment of internal consistency, was conducted to validate the reliability and validity of
the PPEAS. Analysis identified a four-factor solution. The four factors were classified as positive
physician characteristics (five items), positive nurse characteristics (three items), collaborative
decision making (two items), and positive beliefs in the value of the nurse-physician relationship
(three items). Cronbach's α for the entire scale was .86, with subscales ranging from .73 to .89.
Findings from this analysis support our model and provide evidence of the usefulness of this
scale for assessing the presence of a positive professional practice environment. Using the total
score, organizations can examine the status of their professional practice environment and
examine changes in the environment over time. Subscale analysis can identify specific areas
where the organization performs well and those areas in need of improvement. The professional
practice environment has been implicated as a variable that impacts patient outcomes. The
absence of negative physician behaviors is an inadequate measure for assessing the positive
attributes of the professional practice environment. Instruments for assessing the professional
practice environment typically looked at the presence of negative physician behaviors or
examined a single aspect of the nurse-physician relationship. This article provides a theoretical
framework that can be used to guide both practice and research. The PPEAS was developed
within a theoretical framework that can be adapted to a variety of settings, cultures, and
countries. The PPEAS is a valid and reliable instrument that can be used to assess the
professional practice environment in a variety of settings.

Silva, H., et al. (2012). "Continuing Medical Education and Professional Development in the European
Union." Pharmaceutical Medicine 26(4): 223-233.
Continuing medical education (CME) and its broader term continuing professional development
(CPD) are indispensable as part of lifelong learning and may be regarded as equally or more
important than undergraduate and postgraduate medical education. Pharmaceutical medicine
occupies common ground between the clinical and healthcare professions, pharmaceutical
industry and government, and thus, the same principles are applicable. However, the global
status of CME/CPD education in pharmaceutical medicine is alarming. Surveys conducted among
pharmaceutical medicine associations from 22 countries and pharmaceutical physicians in the
US showed that a relatively low number of CME/CPD activities are developed across countries, a
high percentage of pharmaceutical physicians lack formal postgraduate education in
pharmaceutical medicine and, additionally, training needs in basic knowledge areas were
detected. It is evident that further education efforts are necessary. The CME system has many
variations across countries. The CME/CPD model, including credits or hours, is the currency by
which regulatory bodies often assess competence all over the world. Accreditation systems have
been developed primarily in the US and Europe in an attempt to self-regulate and advance
practice standards, as well as to respond to environmental pressures for advancement of
healthcare quality and insulation of any commercial influence on education. Initiatives for a
European and/or global CME harmonization have been developed. However, the major problem
is that the various CME systems are very different and fragmented. In spite of the tremendous
amount of resources spent on maintaining and upgrading physicians' knowledge and skills, the
effectiveness of CME in producing changes in practice has been questioned. It has been argued
that CME programmes, as currently practiced, do not adequately focus on improving clinical
 performance and patient health outcomes. The emphasis is put on measuring acquired
knowledge based on training hours, instead of assessing competences and skills as a result of
professional development. A new CME/CPD outcomes-based model for performance
improvement through individualized and standardized education has been proposed, including
physician's self-assessment, self-reflection and practice-based learning. PharmaTrain is a public
private partnership sponsored by the EU's Innovative Medicines Initiative including 24
universities, 13 learned societies/associations and several partner training organizations.
PharmaTrain aims to provide courses that are designed to meet the needs of pharmaceutical
physicians and other professionals working in medicines development (basic diploma, masters
and CME/CPD). The PharmaTrain CPD platform will include diploma and master extension and
elective modules, both course based and standalone, aimed to facilitate lifelong learning. The
successful development and use of the PharmaTrain CPD platform provides a valuable new
opportunity to meet the current standards and expectations for CME/CPD posed by stakeholders
and society at large. [PUBLICATION ABSTRACT]

Silva, H., et al. (2012). "Continuing medical education and professional development in the European
union: Evolution and implications for pharmaceutical medicine." Pharmaceutical Medicine 26(4): 223-
233.
Continuing medical education (CME) and its broader term continuing professional development
(CPD) are indispensable as part of lifelong learning and may be regarded as equally or more
important than undergraduate and postgraduate medical education. Pharmaceutical medicine
occupies common ground between the clinical and healthcare professions, pharmaceutical
industry and government, and thus, the same principles are applicable. However, the global
status of CMECPD education in pharmaceutical medicine is alarming. Surveys conducted among
pharmaceutical medicine associations from 22 countries and pharmaceutical physicians in the
US showed that a relatively low number of CMECPD activities are developed across countries, a
high percentage of pharmaceutical physicians lack formal postgraduate education in
pharmaceutical medicine and, additionally, training needs in basic knowledge areas were
detected. It is evident that further education efforts are necessary. The CME system has many
variations across countries. The CMECPD model, including credits or hours, is the currency by
which regulatory bodies often assess competence all over the world. Accreditation systems have
been developed primarily in the US and Europe in an attempt to self-regulate and advance
practice standards, as well as to respond to environmental pressures for advancement of
healthcare quality and insulation of any commercial influence on education. Initiatives for a
European andor global CME harmonization have been developed. However, the major problem
is that the various CME systems are very different and fragmented. In spite of the tremendous
amount of resources spent on maintaining and upgrading physicians knowledge and skills, the
effectiveness of CME in producing changes in practice has been questioned. It has been argued
that CME programmes, as currently practiced, do not adequately focus on improving clinical
performance and patient health outcomes. The emphasis is put on measuring acquired
knowledge based on training hours, instead of assessing competences and skills as a result of
professional development. A new CMECPD outcomes-based model for performance
improvement through individualized and standardized education has been proposed, including
physicians self-assessment, self-reflection and practice-based learning. PharmaTrain is a public
private partnership sponsored by the EUs Innovative Medicines Initiative including 24
universities, 13 learned societiesassociations and several partner training organizations.
PharmaTrain aims to provide courses that are designed to meet the needs of pharmaceutical
physicians and other professionals working in medicines development (basic diploma, masters
 and CMECPD). The PharmaTrain CPD platform will include diploma and master extension and
elective modules, both course based and standalone, aimed to facilitate lifelong learning. The
successful development and use of the PharmaTrain CPD platform provides a valuable new
opportunity to meet the current standards and expectations for CMECPD posed by stakeholders
and society at large. © 2012 Springer International Publishing AG. All rights reserved.

Silver Dunker, K. and K. Manning (2018). "Live Continuing Education Program for Adjunct Clinical Nursing
Faculty." Nurs Educ Perspect 39(1): 16-18.
AIM: The aim of the study was to evaluate a mentorship program for adjunct clinical faculty.
BACKGROUND: The nursing faculty shortage has been cited as the primary reason for decreased
student enrollments. Clinical adjuncts hired to teach to fill this shortage need a competency-
based orientation and formal mentorship. METHOD: We piloted a live version of our previously
online continuing education program for adjunct clinical faculty. The live program of eight
modules based on three nursing competencies provided core knowledge and guidance in
applying nursing education principles in clinical settings. RESULTS: A convenience sample of 84
faculty members, including experienced faculty from three nursing programs, provided feedback
on the program. Overall feedback was positive, but participants indicated a need for more
continuing education, mentorship, and faculty development. CONCLUSION: The program will
continue to be offered to clinical faculty regionally with additional qualitative and quantitative
evaluation.

Simmons, B. and S. Wagner (2009). "Assessment of continuing interprofessional education: lessons

learned." Journal of Continuing Education in the Health Professions 29(3): 168-171.
Although interprofessional education (IPE) and continuing interprofessional education (CIPE) are
becoming established activities within the education of health professions, assessment of
learners continues to be limited. Arguably, this in part is due to a lack of IPE and CIPE within in
the clinical workplace. The accountability of interprofessional teams has been driven by quality
assurance and patient safety, though sound assessment of these activities has not yet been
achieved. The barriers to team assessment in CIPE appear related to access and resources.
Simulated team training and assessment are expensive, and because of staffing shortages,
learning in clinical practice is often the only way forward, but is obviously not ideal. Despite
these difficulties, the principles of assessment should be adhered to in any CIPE program. This
article explores key issues related to the assessment of CIPE. It reflects on processes of designing
and introducing an IPE activity into an existing university curriculum and focuses on determining
the purpose of the assessment and the use of collaborative competencies to help determine
assessment. The article also discusses the use of an assessment blueprint to ensure that learners
are exposed to the relevant collaborative competencies. In addition, the article discusses the use
of multiple assessment methods and the potential of simulation in the assessment of CIPE.

Simmons, L., et al. (2017). "Exploring Professional Identity Development in Alcohol and Drug Counselors
in the 21st Century." Journal of Alcohol and Drug Education 61(2): 40-61.
Professional identity development is an emerging area for alcohol and drug counselors. Few
studies have investigated professional identity in alcohol and drug counselors (Ogborne, Braun,
& Schmidt, 2001; Massella, Simons, Young, Haas, & Toth 2013). The goal of the current study is
to add to this area of research. A total of 1,333 certified addiction professionals were recruited
to take part in an online survey about professional and recovery identity and professional
development. The survey response rate was 20.7%. Most participants were White females with a
graduate degree. Less than half of the participants identified themselves as in recovery from
 substance abuse. Alcohol and drug professionals with a recovering identity work with different
populations, use different modalities and subscribe to different theoretical orientations
compared to those professionals without a recovering identity. The need to recognize and
promote alcohol and drug professionals' identity is paramount for securing addiction counseling
as a distinct discipline or counseling specialty in the behavioral health field.

Simper, J. (2016). "Cologne Consensus Conference: providers in accredited CME/CPD 11–12 September
2015, Cologne, Germany." Journal of European CME 5(1): 1-11.
On 11-12 September 2015, the fourth annual Cologne Consensus Conference (CCC) was held in
Cologne, Germany. The 2-day educational event was organised by the European Cardiology
Section Foundation (ECSF) and the European Board for Accreditation in Cardiology (EBAC), a
specialty continuing medical educationcontinuing professional development (CME-CPD)
accreditation board of the European Union of Medical Specialists (UEMS). The conference was
again planned in cooperation with an impressive group of international organisations and faculty
members representing leading European and North American institutions. Each year, the CCC is
organised around a specific topic area. For the conference's fourth iteration, the providers in
accredited CME/CPD were the focus. The CCC 2015 set out to share ideas, discuss concepts, and
increase collaborations amongst the various groups. This report provides a summary of the
presentations and discussions from the educational event.

Simpson, J. E., et al. (2017). "Taking advantage of dissonance: a CPD framework." Journal of Children's
Services 12(1): 1-15.
PurposeThe purpose of this paper is to communicate the findings of an empirical research
project based on a real world problem that involved the development of a continuous
professional development (CPD) framework for a children’s integrated service workforce. In
addition, to give attention to the notion that children’s integrated services have not necessarily
been viewed from the perspective of conflict management and that this has meant ensuing
conflicts that characterise such organisations are more often than not
ignored.Design/methodology/approachA case study approach involving a mixed methodology
consisting of semi-structured interviews for senior managers and service leads; a quantitative
survey for frontline practitioners and focus groups for service users, carers and
children.FindingsRather than the service being fully integrated, services were aligned, and this
was reflected in the conflict between professional cultures, reinforcing an “us and them” culture.
This culture had seemingly permeated all aspects of the organisation including the senior
management team. It was also noted that certain systems and processes, as well as bureaucracy,
within the service were seen as hindering integrated working and was in effect a catalyst for
conflict.Research limitations/implicationsWhat has become evident during the course of this
empirical study is the need to further explore the functioning of children’s integrated services
using conflict management theories, tools and techniques so as to understand how best to
manage conflict to an optimum where an environment of creativity and productiveness is
created.Practical implicationsTherefore, when devising a CPD framework it can be argued that
there is a need to address some of the types of conflict at the micro-frontline practitioner level
of the organisation, as it is this level where there is opportunity through a variety of
mechanisms, for example formal and non-formal learning, ring-fenced time, attendance at
conferences, team away days and shadowing opportunities can be used to achieve a greater
understanding of professional roles, improve working relationships and engage in the division of
tasks in a fashion that will promote collaborative working.Social implicationsThe extent to which
a children’s integrated service can be the harbinger of a range of multi-faceted conflicts that
 include the jarring of professional cultures, task conflict, inter-personal incompatibilities and
competing value bases cannot be underestimated. Therefore, when devising a CPD framework it
can be argued that there is a need to address some of the types of conflict at the micro-frontline
practitioner level of the organisation.Originality/valueThrough the application of conflict
management theory it will be illustrated how conflict could be used to effectively steer children
integrated services towards creativity and productivity through an organisational wide
framework that not only embraces dissonance, but also promotes a learning environment that
takes advantage of such dissonance to incorporate a hybrid of professional practice and
expertise.

Sito, E. (2015). "Journaling as a tool for the professional development of the new graduate rn in
hematopoietic stem cell transplant (HSCT)." Biology of Blood and Marrow Transplantation 21(2): S388-
S389.
Topic Significance & Study Purpose/Background/Rationale: The transition of new graduate RN to
professional nurse can be a time of high anxiety and stress especially when providing care in the
increasingly acute HSCT patient population. Approximately 40% of patients receiving HSCT
require critical care monitoring with advanced life support at some stage of the transplant
process (Saria, Gosselin- Acomb; 2007). This requires RNs to learn a specialized skills set to care
for the HSCT patient. Literature states approximately 53% of new graduate RNs leave their
position within the first year of hire due to high work expectations, feelings of incompetence,
and high patient acuity (Hardin-Pierce, 2005). It is important to identify and utilize techniques
that minimize stress and support the development of these nurses. Journaling has long been
identified as a way to reflect upon and manage stressful situations. Journaling “fosters
conceptual development and critical thinking and increases self-esteem, confidence, and the
integration of nursing professionalism” (Diekelmann, 2003). Methods, Intervention, & Analysis:
We decided to implement a journaling program with our new graduate nurses as a way to
develop critical thinking and provide methods of self-care during stressful situations. New
graduate RNs were given a journal along with the following guidelines: What went well? What
struggles/conflicts/concerns did you experience? Describe a specific patient scenario and how
you applied critical thinking End your entry with at least ONE positive thought from the week
They were then asked to share two entries with their preceptor each week. Findings &
Interpretation: The RNs that participated in the journaling project were surveyed 1 year after
implementation. Five of the seven found it extremely helpful, stating it was a way to “de-stress,
organize their thoughts, reflect, and begin to see patterns in their own behaviors.” The other two
listed factors such as “not being good writers” and “being too busy to journal” as barriers. None
of the RNs surveyed verbalized any discomfort with being asked to journal. All seven
recommended continuing this practice with the new graduate RNs. Discussion & Implications:
Due to the positive feedback from our newgraduate staff, we now provide journals to ALL RNs
orienting to our HCST program and encourage them to journal as well.

Sjödahl Hammarlund, C., et al. (2011). "Personal and professional development? Students' self-
reflections during an online course." Physiotherapy (United Kingdom) 97: eS1146-eS1147.
Purpose: The purpose was to describe how students perceived their learning and professional
development during an online course on advanced level. Relevance: Educational aim at master
level courses is to increase knowledge, understanding, skills, abilities, judgment and a critical
approach within a course context. All of these aspects were planned to be approached by use of
inquiry based learning to enhance professional development. Participants: Online courses (10
weeks part time) at advanced level, with self-directed learning were offered. The students
 selected assignments, planned their schedule and defined the content of each assignment based
on their learning needs and in relation to the learning outcomes. They proposed researchable
questions based on their learning need, explored the subject and selected a suitable way to
present it. Embedded in each course assignment was to write self-reflections on their learning
process and publish it on the course homepage. The participants having completed both courses
received written information about our interest in doing this study. Five of the six participants
gave their informed consent to participate in the study. Data were collected from written self-
reflections during the courses from each of the five participants. Methods: Qualitative content
analysis was used as described by Graneheim & Lundman. Analysis: Data processing: (1) The self-
reflections from each participant were read separately several times in order to understand the
essence of the text. (2) Primary patterns were identified and categorized. (3) Meaning units were
formulated. (4) Clusters of different aspects were organized in categories, (5) and then referred
back to the raw data, which was read through once again to validate the data. (6) The raw data
and the significant statements extracted from these transcriptions was read and coded
separately by all the authors so that no further aspects appeared and that the coding of the data
was correct. (7) Finally, the latent content of the categories was formulated into a theme.
Results: Autonomy emerged as the main theme, which was structured into three categories
describing experiences with several aspects each: (1) learning processes (a) creating a structure,
(b) overcoming practical and/or personal difficulties, (c) processing learning experiences, (d)
making decisions based on prior experiences and (e) finding motivation and energy, (2)
empowerment (a) learning from prior experiences, (b) learning from the literature; (c)
developing knowledge and (d) recognizing increased self-confidence and self-efficacy) and (3)
transition of knowledge from theory to practice (aspects (a) enhance clinical decision making; (b)
educating and interacting with health professionals and (c) transfer and implementation of
knowledge and skills to the clinic). Conclusions: In this study, students in a learning environment
encouraging self-regulated study strategies expressed a sense of control over their learning. This
was also highlighted as a sense of personal and professional growth. Implications:We feel that
these findings are relevant for educational practice and future pedagogical research, although
this is a small sample. Self-regulated study strategies may be important to incorporate in
physiotherapy education to support the development of our profession.

Sjögren, T. (2016). "Meaningful learning experiences during continuing education process among Finnish
physiotherapists - Grounded Theory...: The 4th European Congress of the European Region of the World
Confederation of Physical Therapy (ER-WCPT) Abstracts, Liverpool, UK, 11-12 November 2016."
Physiotherapy 102: e40-e41.

Sjögren, T. (2016). "Meaningful learning experiences during continuing education process among finnish
physiotherapists-grounded theory." Physiotherapy 102: e40-e41.
Relevance: Physiotherapists' learning experiences during continuing education have been poorly
investigated. Central Hospital located in Central Finland, University of Jyväskylä and Jyväskylä
University of Applied Sciences started a research development project (2012-2015) in
collaboration with five local health centers. Project consists of a nine-month education period
for physiotherapists (2012-13) and a fiveyear followup period of direct access services. The main
goal of the project was to create a regional model of direct access and to evaluate its cost-
effectiveness. Purpose: The aim of this study was to learn which learning experiences were
meaningful to the physiotherapists during their continuing education process divided into three
phases: at the early stages, in the middle, and at the end of their education. Methods/Analysis:
An interview study of 28 physiotherapists (70% women, mean age 44 years). Working places
 were primary care (68%, n = 19), occupational health care (21%, n = 6), and central hospital (7%,
n = 2). The mean duration of working experience in physiotherapy was 18 years (SD 8.7), and half
of the interviewees (n = 14) had some experience in direct access services regarding low back
disorders. The continuing education consisted of 15 ECTS, the main themes being “Clinical skills
of examining patients with musculoskeletal disorder (MSD)”, “Evidence-based MSD
physiotherapy”, “Skills of counseling”, and “Developing regional and in-house MSD direct access
services”. Data were collected via open group interviews of workplace groups (n = 6). The
research method was Grounded Theory (GT) with open coding and emerging design (Glaser,
1967). The study was approved by the ethical committee of the Central Finland Central Hospital
(18.12.2012). Results: The study resulted in a substantive theory, labelled as “social and process-
like learning in adult continuing education”, in which the core categories are 1) “Prerequisites for
changing”, 2) “Assessing the benefits of changes”, and 3) “The autonomously regenerating
working practices”. At the beginning of the education the meaningful experiences were related
to good cooperation with teachers, trainers and peer students. In the middle part of the
education the meaningful experiences were, in addition to the previous ones, related to good
cooperation with co-workers in the work places. At the end of the education the additional
meaningful experience was good cooperation with existing networks. The first level of
experiences enables changes in the individual level, and the second level of experiences in the
community level, whereas only the third level can lead to activities which can lead to
independent and continuous workplace development. Discussion and conclusions: The
education should be sufficiently long and progressive to result in an advanced level of change
process of individuals, organizations and of the larger society. In the future, a developed concept
of substantive theory should be tested in various educational environments. Impact and
Implications: The findings of this study can be used at the workplace when continuing education
is being planned and its results will be implemented, particularly when targeted to
physiotherapist.

Skela-Savič, B. and A. Kiger (2015). "Self-assessment of clinical nurse mentors as dimensions of

professional development and the capability of developing ethical values at nursing students: A
correlational research study." Nurse Education Today 35(10): 1044-1051.
Summary Introduction Providing adequate training for mentors, fostering a positive mentorship
culture and establishing the necessary operational procedures for ensuring mentorship quality
are the keys to effective clinical mentoring of nursing students. Purpose The purpose of the
research was to explain different dimensions of clinical mentors’ professional development and
their capability of developing ethical values in nursing students. Methods A non-experimental
quantitative research design was employed. Data were collected by means of a questionnaire
administered to the population of clinical mentors (N = 143). The total number of questions was
36. Descriptive statistics were used, and bivariate analysis, factor analysis, correlation analysis
and linear regression analysis were performed. Results The professional development of clinical
nurse mentors was explained (R 2 = 0.256) by career advancement (p = 0.000), research and
learning (p = 0.024) and having a career development plan (p = 0.043). Increased professional
self-confidence (R 2 = 0.188) was explained by career advancement (p = 0.000) and the time
engaged in record keeping (p = 0.028). Responsibility for the development of ethical values in
nursing students (R 2 = 0.145) was explained by the respondents’ level of education (p = 0.020)
and research and learning (p = 0.024). Applying ethical principles and norms into practice (R 2 =
0.212) was explained by self-assessed knowledge in ethics (p = 0.037) and research and learning
(p = 0.044). Conclusions Clinical nurse mentors tended to lack a career development plan, had
low work time spent on research and insufficiently participated in education and training
 activities, which turned out to be significant explanatory factors of their professional
development and their capability of developing ethical values in nursing students. The research
showed that nursing and higher education managers often failed to assume responsibility for the
professional development of clinical nurse mentors.

Skela-Saviè, B. and A. Kiger (2015). "Self-assessment of clinical nurse mentors as dimensions of

professional development and the capability of developing ethical values at nursing students: A
correlational research study." Nurse Education Today 35(10): 1044.
Providing adequate training for mentors, fostering a positive mentorship culture and establishing
the necessary operational procedures for ensuring mentorship quality are the keys to effective
clinical mentoring of nursing students. The purpose of the research was to explain different
dimensions of clinical mentors' professional development and their capability of developing
ethical values in nursing students. A non-experimental quantitative research design was
employed. Data were collected by means of a questionnaire administered to the population of
clinical mentors (N = 143). The total number of questions was 36. Descriptive statistics were
used, and bivariate analysis, factor analysis, correlation analysis and linear regression analysis
were performed. The professional development of clinical nurse mentors was explained (R2 =
0.256) by career advancement (p = 0.000), research and learning (p = 0.024) and having a career
development plan (p = 0.043). Increased professional self-confidence (R2 = 0.188) was explained
by career advancement (p = 0.000) and the time engaged in record keeping (p = 0.028).
Responsibility for the development of ethical values in nursing students (R2 = 0.145) was
explained by the respondents' level of education (p = 0.020) and research and learning (p =
0.024). Applying ethical principles and norms into practice (R2 = 0.212) was explained by self-
assessed knowledge in ethics (p = 0.037) and research and learning (p = 0.044). Clinical nurse
mentors tended to lack a career development plan, had low work time spent on research and
insufficiently participated in education and training activities, which turned out to be significant
explanatory factors of their professional development and their capability of developing ethical
values in nursing students. The research showed that nursing and higher education managers
often failed to assume responsibility for the professional development of clinical nurse mentors.
[web URL: http://www.sciencedirect.com/science/article/pii/S0260691715001562]

Skirton, H., et al. (2010). "Genetic education and the challenge of genomic medicine: development of
core competences to support preparation of health professionals in Europe." European Journal of
Human Genetics : EJHG 18(9): 972-977.
The use of genetics and genomics within a wide range of health-care settings requires health
professionals to develop expertise to practise appropriately. There is a need for a common
minimum standard of competence in genetics for health professionals in Europe but because of
differences in professional education and regulation between European countries, setting
curricula may not be practical. Core competences are used as a basis for health professional
education in many fields and settings. An Expert Group working under the auspices of the
EuroGentest project and European Society of Human Genetics Education Committee agreed that
a pragmatic solution to the need to establish common standards for education and practice in
genetic health care was to agree to a set of core competences that could apply across Europe.
These were agreed through an exhaustive process of consultation with relevant health
professionals and patient groups. Sets of competences for practitioners working in primary,
secondary and tertiary care have been agreed and were approved by the European Society of
Human Genetics. The competences provide an appropriate framework for genetics education of
health professionals across national boundaries, and the suggested learning outcomes are
 available to guide development of curricula that are appropriate to the national context,
educational system and health-care setting of the professional involved. Collaboration between
individuals from many European countries and professions has resulted in an adaptable
framework for both pre-registration and continuing professional education. This competence
framework has the potential to improve the quality of genetic health care for patients globally.

Skisland, A., et al. (2012). "Construction and testing of the Moral Development Scale for Professionals
(MDSP)." Nurse Education Today 32(3): 255-260.
Summary: Moral development among students is central for nursing education, because nursing
is informed by moral ends, and it is essential that professional nurses have a well developed
ability for moral behaviour, ethical reasoning and decision making. The aim of this study was to
construct a new instrument for measuring moral development according to Kohlberg''s theory of
moral development among students and professionals, and initially test it for reliability and
validity among students in professional education. Thirty-two items following the conventional
and postconventional stages in the theory were developed. Different actions for reducing the
items were implemented. The final version of the instrument with 12 items was tested for
reliability and validity among 326 conveniently chosen students. A Cronbach''s alpha coefficient
of 0.67 and support for construct validity was obtained.

Skisland, A. V.-S., et al. (2011). "The Moral Development Scale for Professionals (MDSP)." Nordic Nursing
Research / Nordisk Sygeplejeforskning 1(3): 245-253.
Moral development among students and professionals within health and nursing should be an
important issue in nursing education. There are instruments described in the literature that
measure moral development, but none have been found that are developed in a Nordic context.
The aim of this article is to describe shortly the development of the «Moral Development Scale
for Professionals (MDSP)», which is based on KohlbergZs theory of moral development, and to
describe some results from using the scale. The instrument was developed through a series of
tests among nursing and teacher students in Norway. The results showed positive evidence of
usability and fairly good psychometric properties for the instrument. When using the instrument
in a longitudinal study among students in the bachelor nursing program, no change in moral
development was found between the first and last year. Pedagogical consequences of this should
be that especially the ethics education must be more integrated in the different subjects in the
program in order to better facilitate the students' moral abstractions and unbiased thinking
grounded in universal ethical principles of justice.

Sklar, D., et al. (2021). "What the COVID-19 Pandemic Can Teach Health Professionals About Continuing
Professional Development." Acad Med 96(10): 1379-1382.
The world's health care providers have realized that being agile in their thinking and growth in
times of rapid change is paramount and that continuing education can be a key facet of the
future of health care. As the world recovers from the COVID-19 pandemic, educators at
academic health centers are faced with a crucial question: How can continuing professional
development (CPD) within teams and health systems be improved so that health care providers
will be ready for the next disruption? How can new information about the next disruption be
collected and disseminated so that interprofessional teams will be able to effectively and
efficiently manage a new disease, new information, or new procedures and keep themselves
safe? Unlike undergraduate and graduate/postgraduate education, CPD does not always have an
identified educational home and has had uneven and limited innovation during the pandemic. In
this commentary, the authors explore the barriers to change in this sector and propose 4
 principles that may serve to guide a way forward: identifying a home for interprofessional
continuing education at academic health centers, improving workplace-based learning,
enhancing assessment for individuals within health care teams, and creating a culture of
continuous learning that promotes population health.

Skrodzki, K. and K. P. Grosse (2005). "ADHD continuing education for physicians (I). Better opportunities
by encouraging participation of children and adolescents." Monatsschrift fur Kinderheilkunde
153(SUPPL. 1): S5-S7.
Attention deficit hyperactivity disorder (ADHD) has aroused heightened interest among experts
only since the middle of the 1970s. Despite the concerted efforts of several specialized groups,
however, rather divergent opinions on this disorder prevailed with different viewpoints on
possible causes, measures, and therapies. There were also no uniform concepts and consistent
approaches in continuing education for physicians. From this lamentable state of affairs sprang
the idea for a joint continuing education program that was acted on by the Janssen-Cilag
Company. With the company's support, the constitutive meeting of the expert group took place
in December 2002, which was to launch the ADHD continuing education courses for physicians
with the acronym A.L.A.D.I.N. The basic design for A.L.A.D.I.N. was drafted and the type of
seminar to be held was defined (all-day seminars on Saturdays). By the end of February 2005, 35
A.L.A.D.I.N. seminars had convened attended by 420 participants. In addition to the A.L.A.D.I.N.
seminars for physicians, there are also evening workshops offered in the series called
"A.L.A.D.I.N. Praxis kompakt." The seminars and evening workshops are recognized by the state
medical associations. © Springer Medizin Verlag 2005.

Sloan, G. (1999). "Professional development. The therapeutic relationship in cognitive-behaviour

therapy." British Journal of Community Nursing 4(2): 58-64.
District nurses, health visitors, practice nurses and community mental health nurses provide
ongoing care and support for clients with varying levels of psychological distress in primary care.
As a result they are increasingly using cognitive-behavioural therapy (CBT) interventions in their
clinical practice. This article highlights the relevance and importance of the therapeutic
relationship when using CBT Empathy is an integral aspect of the cognitive-behavioural
framework and transcripts from therapy sessions are used to illustrate the use of empathy to
convey understanding. The role of clinical supervision in developing CBT skills is explored.

Smeby, J.-C. and K. Heggen (2014). "Coherence and the Development of Professional Knowledge and
Skills." Journal of Education and Work 27(1): 71-91.
It can be difficult for students to relate theoretical knowledge and practical skills when making
the transition from the classroom to professional practice. The concept of coherence has been
suggested as an appropriate way to address how the relationships involved (i.e. between
theoretical knowledge and practical skills and between classroom teaching and professional
practice) affect the development of professional knowledge and skills. Three types of coherence
are addressed in this paper: (1) biographical coherence: pre-enrolment experience; (2)
programme coherence: the extent to which the theoretical and practical parts of the curriculum
are integrated in teaching and placement, respectively and (3) transitional coherence: the
relationship between learning outcomes in education and the first few years as newly qualified
professionals. Four professional groups are examined: primary school teachers, preschool
teachers, nurses and social workers. Data are drawn from a longitudinal survey in which students
answered a questionnaire at the end of their studies and at three years after graduation. Results
indicate that all three types of coherence have a significant impact on students' and newly
 qualified professionals' outcomes in terms of theoretical knowledge and practical skills.
Moreover, programme coherence is an important factor not only in classroom teaching but also
in placement.

Smith, C. E. (1978). Principles and Implications for Continuing Education in Nursing, Journal of Continuing
Education in Nursing. 9: 25.
Presents a written narrative on adult education principles that is given to experts from various
fields involved in planning or implementing nursing continuing education programs. This
narrative covers seven important factors in the teaching of adults and for each one includes one
or more adult learning principles and their adult education implications. (EM)

Smith, C. M. and C. S. Johnson (2018). "Preparing Nurse Leaders in Nursing Professional Development:
Theories Applied to Leadership in Nursing Professional Development." Journal for Nurses in Professional
Development 34(1): 38-40.

Smith, F., et al. (1998). "General practitioners' continuing education: A review of policies, strategies and
effectiveness, and their implications for the future." British Journal of General Practice 48(435): 1689-
1695.
Background. The accreditation and provision of continuing education for general practitioners
(GPs) is set to change with new proposals from the General Medical Council, the Government,
and the Chief Medical Officer. Aim. To review the theories, policies, strategies, and effectiveness
in GP continuing education in the past 10 years. Method. A systematic review of the literature by
computerized and manual searches of relevant journals and books. Results. Educational theory
suggests that continuing education (CE) should be work-based and use the learner's experiences.
Audit can play an important role in determining performance and needs assessment, but at
present is largely a separate activity. Educational and professional support, such as through
mentors or co-tutors, has been successfully piloted but awaits larger scale evaluation. Most
accredited educational events are still the postgraduate centre lecture, and GP Tutors have a
variable role in CE management and provision. Controlled trials of CE strategies suggest
effectiveness is enhanced by personal feedback and work prompts. Qualitative studies have
demonstrated that education plays only a small part in influencing doctors' behaviour.
Conclusion. Maintaining good clinical practice is on many stakeholders' agendas. A variety of
methods may be effective in CE, and larger scale trials or evaluations are needed.

Smith, H. A. and et al. (1981). "Assessment of Continuing Education Needs for Pharmacists." American
Journal of Pharmaceutical Education 45(2): 139-148.
A study to identify curriculum concepts that one faculty group thought basic and relevant to
pharmacy practice, and to measure the perceived level of understanding and
relevance/importance of these concepts in a sample of Kentucky pharmacists is discussed.
(Author/MLW)

Smith, R. R. (1981). "Quality in Continuing Pharmaceutical Education." Lifelong Learning: The Adult Years
4(10): 4.
Smith describes the American Council on Pharmaceutical Education's provider approval
program, a mechanism for assessing the quality of available continuing education programs. She
maintains that the issue is not one of mandatory continuing education, but of ensuring the
existence of programing which uses accepted principles of adult education. (SK)
Snell, R., et al. (2016). "Review of continuing professional development requirements for credentialing of
Australian dietitians." Revista Espanola de Nutricion Humana y Dietetica 20: 673.
Introduction: The Accredited Practising Dietitian (APD) credential is the self-regulation program
for dietetics in Australia. APDs are required to undertake a minimum 30 hours continuing
professional development (CPD) annually. In 2014, the Dietitians Association of Australia (DAA)
Dietetic Credentialing Council (DCC), who govern the credential, commissioned a review to
establish evidence for CPD requirements to maintain currency of practice, what constitutes CPD
ways to monitor CPD, and minimum CPD standards. Methods: A systematic search was
conducted by one researcher in January 2015 for journal articles in the preceding ten years in
CINAHL Complete and Medline Complete via EBSCO Host. Search concepts were: allied health
occupation or profession; mandatory or competency; and continuing professional development.
Limits applied were English language and full article to be available. Inclusion criteria were peer-
reviewed papers and reports related to the research themes. Title and abstract of 711 eligible
articles were reviewed for inclusion, with 34 retrieved. Forty-one (41) articles and reports were
supplied by DAA. Of 75 full-text articles available, 27 included for detailed review. Data
extraction and narrative synthesis analysis were undertaken and recommendations developed.
These were confirmed by a second researcher. Results: Quality of available literature was low
with a high proportion of narrative articles. Findings indicated the purpose of CPD is to ensure
patient safety and fitness to practice or competency through evidence-based, mixed activities,
however there was no evidence to inform on a minimum number of hours or type of CPD that is
optimal. The majority of literature on monitoring CPD referred to use of professional portfolios.
Conclusions: Recommendations were made to DCC to inform DAA policy on CPD, however the
review was limited by the evidence available. High quality research is urgently needed on CPD
requirements in allied health professions. Current requirements for CPD in the APD program
remain unchanged. COMPETING INTERESTS: JG was employed as a consultant by Dietitians
Association of Australia for this review, RS is member of Dietitians Association of Australia
Dietetic Credentialing Council, TP is staff at Dietitians Association of Australia.

Snyder, K. E., et al. (2020). ""Epic-Genetics": An Exploration of Preservice Helping Professionals'

(Mis)Understanding of Epigenetic Influences on Human Development." Teaching & Learning Inquiry 8(1):
122-137.
Mental health researchers emphasize the importance of practitioner understanding of biology-
environment interplay. Accordingly, our goal of the study described in this article was to
understand students' preconceptions and misconceptions about biological and environmental
influences on development through investigating their conceptions of epigenetics. Using a short-
term longitudinal design, we explored preservice helping professionals' conceptions and
misconceptions pertaining to epigenetics within the framework of a graduate level human
development course. Baseline knowledge about epigenetics was low. Students developed
multiple misconceptions about epigenetics and how the phenomenon relates to biological and
environmental influences on human development. Students reported feeling highly efficacious
for detecting and resolving misconceptions related to biology-environment interactions but
varied in their perceptions of interest for learning about the content. Findings support the use of
open-ended questions to detect misconceptions about epigenetics and are discussed in light of
how to teach students about this phenomenon. Overall, this research speaks to the importance
of understanding the misconceptions students believe and instructional strategies that may
assist in correcting them.

Sockalingam, S., et al. (2022). "Interprofessional continuing professional development programs can
foster lifelong learning in healthcare professionals: experiences from the Project ECHO model." BMC
Medical Education 22: 1-8.
Background The success of continuing professional development (CPD) programs that foster
skills in lifelong learning (LLL) has been well established. However, healthcare professionals often
report barriers such as access to CPD and cost which limit uptake. Further research is required to
assess how accessible CPD programs, such as those delivered virtually, impact orientation to LLL.
Project Extension for Community Healthcare Outcomes (Project ECHO®) is a CPD model that has
a growing body of evidence demonstrating improvements in knowledge and skills. Central to this
model is the use of a virtual platform, varied teaching approaches, the promotion of multi-
directional learning and provider support through a community of practice. This study aimed to
explore whether participation in a provincial mental health ECHO program had an effect on
interprofessional healthcare providers’ orientation to LLL. Methods Using a pre-post design,
orientation to LLL was measured using the Jefferson Scale of Lifelong Learning. Eligible
participants were healthcare professionals enrolled in a cycle of ECHO Ontario Mental Health
from 2017 to 2020. Participants were classified as ‘high’ or ‘low’ users using median session
attendance as a cut-point. Results The results demonstrate an increase in orientation to LLL
following program participation (Pre: 44.64 ± 5.57 vs. Post: 45.94 ± 5.70, t (66) = − 3.023, p < .01,
Cohen’s d = 0.37), with high ECHO users demonstrating greater orientation to LLL post-ECHO.
Conclusion Findings are discussed in the context of self-determination theory and suggest there
may be components of CPD programs that more readily support increased motivation for LLL for
interprofessional healthcare professionals.

Sodbinow, E. (1988). "AANA Journal course: advanced scientific concepts: update for nurse anesthetists--
pulmonary pharmacology: bronchodilators (continuing education credit)." Aana j 56(6): 542-551, 567.

Södersved Källestedt, M. L., et al. (2020). "Perceptions of managers regarding prerequisites for the
development of professional competence of newly graduated nurses: A qualitative study." Journal of
Clinical Nursing (John Wiley & Sons, Inc.) 29(23/24): 4784-4794.
Aim and objectives: To describe perceptions of managers regarding prerequisites for professional
competence development of newly graduated nurses following a 1‐year residency programme.
Background: In general, managers are unsatisfied with the professional competence of newly
graduated nurses. Therefore, they have been involved in residency programmes to support the
nurses' transition from being nursing students to professional nurses. However, perceptions of
managers regarding the professional competence development of nurses have been sparingly
studied. Design/Methods: Qualitative, descriptive study with a data‐driven inductive approach
with content analysis to obtain an understanding of the perceptions of nine managers through
interviews. EQUATOR checklist COREQ is used (see File S1). Results: Three themes emerged: (a)
the nurses' relationships with their teams and patients, (b) expectations regarding the
development of practical skills and leadership skills and (c) prerequisites for continuing learning
by supportive structures and a mutual responsibility between the manager and the nurse.
Reflection was perceived by the managers as a cornerstone in the learning and development of
professional competence. Learning theory was important, but learning practical clinical skills was
essential for the nurses to develop competence and be able to perform their work, including
being a leader of the team. Some structures discouraged continued learning in the development
of professional competence, indicating a gap between the healthcare settings and the basic
nursing programme. Conclusions: There is a gap between the university and the healthcare
settings in maintaining a structure for continued learning, which requires cooperation. This gap
and tension can be a driving force for the learning process of competence development.
 Relationships with team members and patients are considered fundamental for developing
professional competence. Relevance to clinical practice: To overcome the gap between the
university and the healthcare settings, the managers can facilitate nurses' continued learning by
creating structures for reflection.

Sombié, I., et al. (2021). "From training to practice: a report of professional capacity development in
Health Research in West Africa." BMC Medical Education 21: 1-9.
Background Between 2008 and 2013, the West African Health Organisation (WAHO) conducted a
series of post-graduate capacity building in research methodology in West Africa. This work
evaluated the contribution of these trainings in terms of knowledge acquisition and influence of
research and policy practice. Cooke’s conceptual framework for assessing research capacity
building was used with three data sources to construct the indicators (training reports, research
project implementation reports and WAHO research programme evaluation report). Results
There was an improvement in the knowledge of the 84 participants between the pre- and post-
test. At the end of the training, the learners developed 19 protocols, 14 of which were finalised,
financed and implemented, reflecting the learners’ confidence to engage in research at the end
of the training. The implementation of the protocols was conducted with the partnership and
collaboration between the agents of the control programmes and the research centres. Some
research results have been disseminated and a small portion used to strengthen the
programmes. Conclusion This evaluation showed that the training was linked to practice with
little publication and use of the results to improve the programmes. This regional capacity
building programme should be maintained and strengthened by adding modules in data analysis,
scientific communication and knowledge transfer.

Sorensen, K. H. (1979). "The learning needs of female health-workers and their consequences for the
planning of continuing education programmes." Social Science and Medicine 13 A(6): 797-805.
This paper is concerned with learning needs, learning behaviour, and the planning of education
programmes in health institutions. The approach is oriented towards mapping out various
factors that may affect learning behaviour and thus the participation in education programmes,
and it is marked by a sex role perspective. The data consist of 362 interviews with various kinds
of health personnel at three institutions in the county of Ostfold in Norway. They suggest (a) the
necessity of increasing the efforts of constructing continuing education programmes, (b)
continuing education should be organized as inservice education, and (c) efforts should be
directed at creating opportunities at the various wards and departments. This is partly due to
the characteristics of health work, but also to the kind of relationship between family and work
that is ascribed to women.

Sousa, F., et al. (2022). "Barriers in education and professional development of Belgian medical imaging
technologists and nurses working in radiotherapy: A qualitative study." Radiography 28(3): 620-627.
Radiotherapy (RT) professionals are not officially recognised or have formal education in many
countries, with RT being often a very short component of a broader programme. This study aims
to investigate Belgian stakeholders' perpectives regarding existing barriers and solutions for the
education and professional development of Radiation therapists (RTT) which regroups medical
imaging technologists (MIT) and nurses working in RT. Nine experts with vast experience in RT
were invited to be interviewed; eight participated (4 heads of the RT departments, 2 school
representatives, 2 national society's representatives). A semi-structured questionnaire was used.
The first two authors open-coded all interviews using thematic analysis. Five themes and eleven
sub-themes were drawn from the analysis. Belgian MIT and nurses in RT perform the same roles,
 but have different educational backgrounds. The barriers in education and professional
development are related to law, education landscape, economics, social-cultural context, politics
and professional identity. The main difference between the French and Dutch-speaking parts of
the country were at the education level. The proposed solutions included modifying the
legislative framework surrounding the RTT profession, setting up financial support, formalizing
the educational requirements and increasing professional awareness. Future strategies might
include the development of advanced roles and responsibilities. Current law, educational
landscape and lack of economic support were the main barriers identified. Except for the
educational background, no fundamental differences were found between nurses and MIT in the
French and Dutch-speaking parts. Perspectives for both professional groups are linked to future
legislative and financial actions, the stakeholders involved and a clear strategic vision. In the
upcoming years, increased responsibilities and the creation of a master's degree should be
foreseen. Regulation of RTT profession and education and an increase in RT-specific training
must be implemented in Belgium to ensure professional development and optimized treatment
delivery.

Sousa, F., et al. (2022). "Barriers in education and professional development of Belgian RTTs: a qualitative
study." Radiotherapy and Oncology 170: S593-S594.
Purpose or Objective In some countries, radiation therapists (RTT) are highly skilled professionals
with a recognised diploma/degree, but in others, they only have access to in-service training
without formal recognition. The latest clinical audits of Belgian Radiotherapy (RT) departments
identified that RTTs lack training and professional development. The Belgian law still stipulates
that nurses can practice RT, despite the absence of RT specific training except for 60 hours of
radioprotection. In addition, Medical Imaging Technologists (MIT), who have some RT training,
can access RT practice but this is not legally recognized. Moreover, inequality of curricula exists
across the country. Some health schools, national societies, and hospitals offer training to
minimise this issue. However, the absence of a legal framework to formalise RTT training
remains a weak point, with the potential to affect patient care. This study investigated the
barriers in education and professional development of MIT and nurses working in RT in the
French and Dutch-speaking parts of the country and future perspectives for both health care
groups. Materials and Methods Recruitment was done using a critical case sampling technique:
nine Belgian experts with vast RT experience, who were likely to yield the most information and
generate new knowledge, were invited for the interviews. Out of these, 4 physicians, 3 nurses,
and 1 physicist accepted to participate. The interviewees were involved in education and were
active members of at least one national or international society. A semi-structured questionnaire
was used, and thematic analysis was performed by the first 2 authors who open-coded all
interviews. Results After independent coding, discussions between the researchers lead to a
consensus regarding the final themes and subthemes (Table 1). (Table Presented) Conclusion
These results highlight the need for fast actions in the education and professional development
of Belgian RT professionals, given their critical role in treating RT patients. Barriers in education
and professional development of nurses and MIT working in RT in both French and Dutch-
speaking parts of Belgium are mainly related to the current legislation, educational, economic,
social-cultural and political context, and a lack of professional identity amongst professionals
delivering RT. No differences were found between nurses and MIT for both parts of the country,
except for the educational background. One of the main issues is the lack of national
requirements for the training and recognition of the professionals working in RT. Therefore,
regulating education programmes is considered urgent. The proposals included RT-dedicated
bachelor’s degrees, mandatory RT-specific post-graduate courses allied with continuous
 professional development, or Master’s degrees. Financial support is also essential for schools to
provide an adequate education level, but also to retain the professionals and motivate them to
progress professionally.

Souza, M. C. and M. I. Ceribelli (2004). "Nursing at the sterilized material center--continuing education
practice." Revista Latino-Americana de Enfermagem 12(5): 767-774.
This research aims to characterize Continuing Education (CE) practices offered to the staff
involved in nursing activities at Sterilized Material Centers of hospitals located in the micro-
region of São Jose dos Campos, Brazil. A descriptive research with quantitative analysis was
carried out through structured interviews, with nurses, nursing technicians and auxiliaries,
sterilization assistants and nursing students. It was found that 31.2% of the interviewees (one
nurse and nineteen employees) took part in CE; 65.4% of the employees were not motivated to
participate. The CE is theoretic-practical and optional, with direct supervision; employees are
evaluated through performance observation and analysis, without any other formal instruments.
We also observed the need for an actual CE service of CE with structured programs.

Sparber, A. G. M. S. R. N. C. S. (1990). "Brief: Putting Fun Into Continuing Education-Creating a Disaster

Medical Board Game." The Journal of Continuing Education in Nursing 21(6): 274-275.
Based on observations by the author and others involved with the development of the game, it
is believed that nurses are ideally suited for constructing this kind of educational tool. Because of
their training and exposure to so many dimensions of the health field, nurses can identify areas
of health training suitable for this form of education and serve as facilitators in the
conceptualization of a board game.

Spears, M. C., et al. (1973). "Telelectures vs. workshops in continuing professional education. II. Statistical
comparison of learning." Journal of the American Dietetic Association 63(3): 243-247.
Sixteen telelectures designed for consulting dietitians were delivered to sixty four persons over a
nine week period. The identical material was presented to seventy seven persons in two day
workshops. A test instrument was constructed on the basis of the lecture objectives and
concepts and validated by administration to graduate students in dietetics. The final form of this
multiple choice test was separately randomized in the item responses for use as a pretest and
post test. Following administration of the pretest to both groups, statistical comparisons of the
scores, the year of the baccalaureate degree, and the number of years worked were made.
There were minor differences between the two groups but none was enough to invalidate the
criterion that the groups were drawn from the same population. (This criterion was a necessary
condition for proper isolation of the teaching methods as the essential variables). The post test
scores were virtually identical for the two groups. Comparison of the means of the pretest and
post test scores by the t test indicated the score changes were actually attributable to the
instruction. It is concluded that the telelecture technique is as effective as the workshop method
in bringing the respective participants to a common level of educational achievement.

Spollett, G. (2006). "Promoting continuing education in diabetes management." Endocrine Practice

12(SUPPL. 3): 68-71.
Diabetes knowledge among hospital nurses is sub-optimal. Studies that measured basic diabetes
knowledge among nurses in a variety of clinical settings have consistently reported poor
understanding of hemoglobin A1C, medication usage and side effects, and self-care diabetes
management. Although diabetes is a common diagnosis among hospitalized patients, many
nurses report they have never attended an update on diabetes management. To promote
 advances in glycemic control within the hospital setting, the nursing staff must be better
educated in the theoretical framework and clinical practice guidelines for diabetes management.
The methods used to promote continuing education in diabetes among staff nurses need to be
cost-effective as well as flexible to accommodate work shifts and learning needs. Because many
hospitals are facing staff shortages and increased patient acuity, staff development needs may
not be a high priority. To be successful, updating diabetes knowledge must be a collaborative
effort involving clinical care, research, and education. Mentoring and peer support also are
useful methods for improving glycemia in the hospital setting. © 2006 AACE.

Spollett, G. M. S. N. A. N. P. C. D. E. (2006). "PROMOTING CONTINUING EDUCATION IN DIABETES

MANAGEMENT." Endocrine Practice, suppl. Supplement 3 12: 68-71.
Diabetes knowledge among hospital nurses is suboptimal. Studies that measured basic diabetes
knowledge among nurses in a variety of clinical settings have consistently reported poor
understanding of hemoglobin A1C, medication usage and side effects, and self-care diabetes
management. Although diabetes is a common diagnosis among hospitalized patients, many
nurses report they have never attended an update on diabetes management. To promote
advances in glycemic control within the hospital setting, the nursing staff must be better
educated in the theoretical framework and clinical practice guidelines for diabetes management.
The methods used to promote continuing education in diabetes among staff nurses need to be
cost-effective as well as flexible to accommodate work shifts and learning needs. Because many
hospitals are facing staff shortages and increased patient acuity, staff development needs may
not be a high priority. To be successful, updating diabetes knowledge must be a collaborative
effort involving clinical care, research, and education. Mentoring and peer support also are
useful methods for improving glycemia in the hospital setting.

Sprinks, J. (2009). "Post-registration career framework to help nurses continue professional

development." Nursing Management - UK 16(7): 7-7.
Nurses in Wales given guidance on obtaining new skills and knowledge. Jennifer Sprinks reports.

Sriharan, A., et al. (2016). "Global CME Partnerships: What Works? Why? And in What Context?...2016
World Congress on Continuing Professional Development: Advancing Learning and Care in the Health
Professions, San Diego, California, March 17–19, 2016." Journal of Continuing Education in the Health
Professions 36: S62-S63.
The article focuses on global continuing medical education (CME) partnerships and factors
associated to their success. Topics discussed include the study focused on a candidate theory on
functions of global CME partnerships and known programs: Project GLOBE CME partnership and
the World Federation of Neurology program, 5 stages of global CME partnership development
like relationship building program planning and quality assessment, and the challenge of
addressing various needs of stakeholders.

St Clair, C. R. N. E. (1984). "A Continuing Education Program's Performance Versus Ideals as Seen by Rural
Nurses." The Journal of Continuing Education in Nursing 15(4): 123-128.
Review of the Literature The evaluation of rural continuing education programs is common in
colleges and universities that serve all levels of nursing personnel in outreach programs or other
types of continuing education services.4-6 Support for basing continuing education programs on
Knowles' theory of adult education is widespread.710 Emphasis is also placed on the importance
of reflecting provider philosophy.8 Others look at evaluation in terms of assessing overall
program effectiveness, and for planning modifications or revisions.11·12 Abruzzese sees total
 program evaluation as the measure of congruence between accomplishments and goals, while
Shipp promotes analysis in terms of meeting organizational objectives.13,14 Some studies
include comparisons of ideals to reality and design of tools to evaluate learner expectations and
attitudes.15·16 Other writers give credence to subjective perceptions.17,18 Variables which
influence learner needs and interests such as locale, educational preparation, position, and
experience, as well as the relevancy of programs to nurses in different roles and positions, are
examined also. Retrospective opinion surveys of adults in educational programs which are
concerned with attitude change compare ideal role behaviors with performance, measure
discrepancies between current and desired situations, and look at the degree to which courses
meet expectations.21 Our subjects' diverse educational backgrounds, expertise, position titles,
practice areas, and work settings influence their ideals and their individual needs as adult
learners.

St. Clair, C. (1984). "A Continuing Education Program's Performance versus Ideals as Seen by Rural
Nurses." Journal of Continuing Education in Nursing 15(4): 123-128.
Discusses an evaluation and descriptive research study that reinforced the importance of using
adult learning principles and provider philosophy as a framework and foundation upon which to
build a continuing education program. (JOW)

St.John, M. S., et al. (2012). "Infant Mental Health Professional Development." Zero to Three 33(2): 13-
22.
To create a just and equitable society for the infants and toddlers with whom its members work,
the infant mental health field must intentionally address some of the racial, ethnic,
socioeconomic, and other inequities embedded in society. The Diversity-Informed Infant Mental
Health Tenets, presented and discussed here, are guiding principles outlining standards of
practice in the field and pointing the way to a just society via engaged professional practice.

Stabel, L. S., et al. (2022). "Navigating Affordances for Learning in Clinical Workplaces: A Qualitative Study
of General Practitioners' Continued Professional Development." Vocations and Learning 15(3): 427-448.
Medical specialists' lifelong learning is essential for improving patients' health. This study
identifies affordances for learning general practitioners (GPs) engage in, and explores what
influences engagement in those affordances. Eleven GPs were interviewed and the interview
transcripts were analysed thematically. Stephen Billett's theoretical framework of workplace
participatory practices was used as an analytical lens to explore the topic. Challenging patient
cases were identified as the main trigger for engagement in learning. Local, national and
international colleagues from the same and other specialties, were found to be an important
affordance for learning, as was written material such as websites, journals and
recommendations. Other inputs for learning were conferences and courses. Workplace aspects
that were essential for GPs to engage in learning related to: place and time to talk, relevance to
work, opportunity for different roles, organisation of work and workload, and working climate.
Importantly, the study identifies a need for a holistic approach to lifelong learning, including
spontaneous and structured opportunities for interaction over time with colleagues,
establishment of incentives and arenas for exchange linked to peer learning, and
acknowledgement of the workplace as an important place for learning and sufficient time with
patients. This study contributes with a deepened understanding of how GPs navigate existing
affordances for learning both within and outside their workplaces.

Stacey, S., et al. (2014). "USING THE "GENERAL LEVEL FRAMEWORK" TO IDENTIFY GAPS IN KNOWLEDGE
AND SKILLS TO PRIORITISE PROFESSIONAL DEVELOPMENT ACTIVITIES FOR PAEDIATRIC PHARMACISTS."
Archives of Disease in Childhood 99(8).
Aim To review competency evaluations of pharmacists working with children to determine
strengths and weaknesses in practice and identify priority areas for professional development.
Methods Competency evaluations were undertaken using an Australian adaptation of the
"General Level Framework" (GLF). 1 The format of this tool included 102 individual competency
elements grouped under three main domains: "Delivery of Patient Care", "Problem Solving" and
"Professional Competencies". Pharmacists undertook a self-assessment using ratings of "Rarely",
"Sometimes", "Usually", "Consistently" or "Unable to Comment". An evaluator rated the
pharmacist using the same tool and scale during a period of direct observation of approximately
2-3 hours. GLF evaluations with pharmacists working in paediatric hospital wards in Queensland,
Australia were retrospectively reviewed. Each competency element was reviewed to identify
areas where <80% of pharmacists completed the competency either "Usually" or "Consistently"
(excluding "Unable to Comment" responses). Results from specialist paediatric hospitals were
compared to regional general hospitals. Fisher's Exact Test was used to assess the strength of
association between the variables. This study was approved by the hospital Health Research
Ethics Committee and the University of Queensland Ethics Committee. Results 50 evaluations
were identified and reviewed from 2006 to 2011, including 35 from paediatric hospitals and 15
from regional hospitals. Most areas were completed well, with 78 of the 102 competency
elements achieving at least 80% of the evaluations "usually" or "consistently" undertaking that
competency. 21 elements had 100% result, including important elements such as complying with
code of ethics and patient confidentiality, communication and effective teamwork within
pharmacy and multidisciplinary teams, and ensuring prescriptions are legible, legal and an
appropriate dose. Gaps were identified with communication with children and their families,
particularly patient history taking which included obtaining patient/carer consent (45%), and
assessment of patient's understanding of illness and treatment (45%). Other gaps involved
documentation issues e.g. pharmacist interventions (45%), medication action plans (37%) and
signing for clinical pharmaceutical review (67%). Consideration of non-drug alternatives (24%)
and providing lifestyle advice (18%) were undertaken less frequently, however these are less
commonly required in the paediatric population. Comparing regional hospitals with paediatric
hospitals, some competency elements were poorer, including knowledge of pathophysiology
(45% vs 83%, p=0.02), medication reconciliation on admission (67% vs 97%, p=0.03),
communication with patient/carer (63% vs 97%, p=0.02), aspects of patient history taking
including assessment of patient's experience (33% vs 80%, p=0.03) and management of
medicines (17% vs 73%, p=0.02). Conclusion Analysis of competency evaluations of hospital
pharmacists working with children using a standardised tool for direct observation identified
gaps in practice related to communication with children and their families particularly related to
patient history taking, and pathophysiology in children. Pharmacists in regional hospitals were
particularly in need of support. These gaps have been used to develop face-to-face interactive
workshops and online learning modules for pharmacists working in paediatrics.

Stage McNulty, D. (2021). "Creating a Model for Mindfulness in Nursing Professional Development Using
Concept Analysis." Journal for Nurses in Professional Development 37(4): 200-205.
Mindfulness has many benefits, but its mechanisms of action are not universally understood.
This analysis explores mindfulness and informs a model for its practical applications in health
care and professional development. A mindful nursing professional development practitioner
can use metacognitive thought processes to enhance interpersonal connections and create
better learning environments to facilitate practice change. The literature supports the testing of
 this model in nursing professional development.

Stagnaro-Green, A. S. and S. M. Downing (2006). "Use of flawed multiple-choice items by the New
England Journal of Medicine for continuing medical education." Medical Teacher 28(6): 566-568.
Physicians in the United States are required to complete a minimum number of continuing
medical education (CME) credits annually. The goal of CME is to ensure that physicians maintain
their knowledge and skills throughout their medical career. The New England Journal of
Medicine (NEJM) provides its readers with the opportunity to obtain weekly CME credits.
Deviation from established item-writing principles may result in a decrease in validity evidence
for tests. This study evaluated the quality of 40 NEJM MCQs using the standard evidence-based
principles of effective item writing. Each multiple-choice item reviewed had at least three item
flaws, with a mean of 5.1 and a range of 3 to 7. The results of this study demonstrate that the
NEJM uses flawed MCQs in its weekly CME program.

Stahl, S. M. (2000). "The 7 habits of highly effective psychopharmacologists, part 3: Sharpen the saw with
selective choices of continuing medical education programs." The Journal of Clinical Psychiatry 61(6):
401-402.
The highly effective psychopharmacologist will develop the habit of "sharpening the saw" by
clever selection of unbiased and efficient CME programs that incorporate the most thoughtful
applications of the principles of adult education to enhance retention rates after a single
exposure.

Staker, L. V. (2003). "Teaching performance improvement: an opportunity for continuing medical

education." Journal of Continuing Education in the Health Professions 23: S34-52.
Practicing physicians generally are not engaged in either the methods of performance
improvement for health care or the measurement and reporting of clinical outcomes. The
principal reasons are lack of compensation for such work, the perception that the work of
performance improvement adds no value and is a waste of time, the lack of knowledge and skill
in the use of basic tools for outcomes measurement and performance improvement, the failure
of medical educators to teach these skills, and the inability of mentors to model their use in
practice. In this article, an overview of the history of quality improvement or performance
improvement in general and the adoption of two methods of improvement (Plan-Do-Study-Act
and SIX SIGMA) by health care is given. Six simple tools that are easy to understand and use and
could be used in every continuing medical education (CME) program are then explained and
illustrated. Postgraduate medical educators and CME program directors must step up to the
challenge of teaching these skills. By learning to include them in planning, evaluation, policy
making, and needs assessments of CME programs, the skills of every physician could be
improved. Additional goals of every CME program could be accountability for outcomes,
reduction of errors, alignment of incentives, and advocacy for the very best in evidence-based
health care. To develop activities that affect physician practice and population health, CME
professionals must partner with performance improvement experts for needs assessment and
evaluation of outcomes data. An understanding of performance improvement principles helps
those in performance improvement and those in CME to determine which educational activities
might be expected to influence physician competency and performance.

Stamouli, M., et al. (2015). "ISO 9001 2008 & CEN/TS 15224 2005: The Contribution of Continuous
Medical Education." International Journal of Reliable and Quality E - Healthcare 4(2): 39.
The need to implement a Quality Management System in health sector arises from the rising
 interest for quality in health services by patients, health personnel and society. ISO 9001:2008
and CEN/TS 15224: 2005 apply to health services and emphasize on quality. Their basic
principles are customer focus, leadership, involvement of all stakeholders, task-based approach,
cooperation of all sectors for quality through information, mutually beneficial relationship with
suppliers, continuous improvement, and European harmonization. The implementation of
quality management systems in health services is complex due to special characteristics.
Moreover, human resources include many different specialties and management/support staff,
dedicated and essential to effective health system functioning. Continuing medical education
and Continuing Professional Development are important components of professional
development and competence, enabling continuous ongoing instruction of knowledge and skills
for health professionals. Their outcomes and effects must always be measured and evaluated.

Stark, C. M., et al. (2021). "Building Capacity of Health Professionals in Low-and Middle-Income
Countries Through Online Continuing Professional Development in Nutrition." Journal of Continuing
Education in the Health Professions 41(1): 63-69.
Continuing professional development (CPD) in low- and middle-income countries (LMICs) can
build capacity of health professionals in infant and young child feeding (IYCF). However, travel to
in-person workshops can be time-consuming and expensive. Thus, we developed a free online
course to provide training in IYCF to health professionals globally; the course received
overwhelmingly high numbers of registrations. Our aim was to conduct a program evaluation to
assess course satisfaction, learning, and application using surveys administered postcourse and 9
months later. Response rates were 99% (n = 835) and 55% (n = 312), respectively. Among those
who only partially completed the course, reasons for noncompletion were assessed (response
rate 29%, n = 72). Data within a 1-year period were analyzed. Respondents worked in multiple
settings and organizations worldwide. Nearly all (99%) reported postcourse that they learned "a
lot" or "some" from all topics, and over 70% applied "a lot" of or "some" information 9 months
later. In open-ended questions, respondents reported improved knowledge, skills, and
competence to conduct their work; they also desired more similar training courses. Many who
did not complete the course reported "not enough time" as the main reason (74%), and most
(94%) wanted to continue it. The positive response to the course suggests there is an unmet
need for CPD for health professionals in LMICs. Our evaluation found that online training was
feasible, acceptable, and increased professionals' knowledge and application of IYCF concepts in
nutrition programming. Increased use of online CPD offers the potential for global capacity-
building in other health-related topics.

Starke, I. and W. Wade (2005). "Continuing professional development--supporting the delivery of quality
healthcare." Ann Acad Med Singap 34(11): 714-716.
Patients and the general public have a right to expect that doctors remain up to date and are
professionally competent. The ultimate aim of continuing professional development (CPD) is to
contribute to high-quality patient care. The General Medical Council in the UK has published
guidance in relation to standards for CPD, appraisal and revalidation. Doctors in the UK
participate in an annual appraisal, the outcome of which is the development of the Personal
Development Plan. This paper describes a framework for effective CPD and includes methods of
self-assessment of clinical practice. Contributions to effective CPD come from 3 sources--doctors,
CPD providers and accrediting bodies. The CPD system of recording credits currently in use by
the Royal Colleges of Physicians in the UK is also described.

Stavropoulou, A. and F. C. Biley (1997). "The influence of postgraduate studies on nurses' professional
and personal development." European Nurse 2(1): 7-15.
In recent years the nursing profession has experienced a number of significant changes, as a
result of the expansion of nursing knowledge and the development of nursing research and
practice. The provision of higher, degrees appeared to be an important issue for nurses'
professional and personal development and for the development of nursing science. The
contribution of nurse graduates to the profession is often considered to be significant. However
there is little empirical evidence to support this assumption. A modified grounded-theory
approach was utilized in order to explore how a Master of Nursing course influenced nurses'
professional and personal development. Nine MN graduates working in clinical, educational,
management and research areas were interviewed. Content analysis was performed on the
interview transcripts and a core category that described these nurses' attitudes to their
professional and personal development was developed. Two first-order categories were also
identified. The category 'moved forward' described the MN course as having a significant impact
on the respondents' personal and professional life. The category 'hard to identify' concerned the
poor impact that the MN course had on their development. Finally a core category identified
concerning with the issue of degree and development. Liminations and recommendations are
discussed.

Steckler, J. (1998). "Examination of ethical practice in nursing continuing education using the Husted
model." Advanced practice nursing quarterly 4(2): 59-64.
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.

Steenhof, N. (2020). "Adaptive expertise in continuing pharmacy professional development." Pharmacy

8(1).
Pharmacists are facing rapid changes and increasing complexity in the workplace. The
astounding rate of both the evolution and the development of knowledge in pharmacy practice
requires that we develop continuing professional development (CPD) to foster and support
innovation, creativity, and flexibility, alongside procedural expertise. Adaptive expertise provides
a conceptual framework for developing experts who can both perform professional tasks
efficiently as well as creatively handle new and difficult-to-anticipate problems. This article
approaches knowledge production in daily pharmacy practice and CPD through a cognitive
psychology lens, and highlights three educational approaches to support the development of
adaptive expertise in the workplace: (1) explaining not just what to do, but why you are doing it,
(2) allowing and encouraging struggle, and (3) asking "what if" questions to encourage
meaningful variation and reveal underlying core concepts. These three evidence-based
strategies will cultivate long-term learning and will support pharmacists as we move into more
complicated and ambiguous roles. Pharmacy CPD can be transformed to support the
development of both procedural and conceptual knowledge in a local environment to support
learning and innovation.

Steiner, P. and K. Bradley (2023). "From Chaos to Control: One-Page Tip Sheet, a Nursing Professional
Development Specialist's Essential Tool for Just-in-Time Education." The Journal of Continuing Education
in Nursing 54(1): 11-14.
The speed of change in health care dictates that information and education must be rapidly
disseminated. One-page tip sheets summarize and highlight the most important information at
the point of care and provide links to further resources. The nursing professional development
specialist plays a key role in facilitating and enabling rapid organizational change. [J Contin Educ
Nurs. 2023;54(1):11–15.]

Stenov, V., et al. (2017). "The potential of a self-assessment tool to identify healthcare professionals
strengths and areas in need of professional development to aid effective facilitation of group-based,
person-centered diabetes education." BMC Medical Education 17.
Background Healthcare professionals’ person-centered communication skills are pivotal for
successful group-based diabetes education. However, healthcare professionals are often
insufficiently equipped to facilitate person-centeredness and many have never received post-
graduate training. Currently, assessing professionals’ skills in conducting group-based, person-
centered diabetes education primarily focus on experts measuring and coding skills on various
scales. However, learner-centered approaches such as adequate self-reflective tools have been
shown to emphasize professional autonomy and promote engagement. The aim of this study
was to explore the potential of a self-assessment tool to identify healthcare professionals’
strengths and areas in need of professional development to aid effective facilitation of group-
based, person-centered diabetes education. Methods The study entails of two components: 1)
Field observations of five different educational settings including 49 persons with diabetes and
13 healthcare professionals, followed by interviews with 5 healthcare professionals and 28
persons with type 2 diabetes. 2) One professional development workshop involving 14
healthcare professionals. Healthcare professionals were asked to assess their person-centered
communication skills using a self-assessment tool based on challenges and skills related to four
educator roles: Embracer, Facilitator, Translator, and Initiator. Data were analyzed by
hermeneutic analysis. Theories derived from theoretical model ‘The Health Education Juggler’
and techniques from ‘Motivational Interviewing in Groups’ were used as a framework to analyze
data. Subsequently, the analysis from the field notes and interview transcript were compared
with healthcare professionals’ self-assessments of strengths and areas in need to effectively
facilitate group-based, person-centered diabetes education. Results Healthcare professionals
self-assessed the Translator and the Embracer to be the two most skilled roles whereas the
Facilitator and the Initiator were identified to be the most challenged roles. Self-assessments
corresponded to observations of professional skills in educational programs and were confirmed
in the interviews. Conclusion Healthcare professionals self-assessed the same professional skills
as observed in practice. Thus, a tool to self-assess professional skills in facilitating group-based
diabetes education seems to be useful as a starting point to promote self-reflections and
identification of healthcare professionals’ strengths and areas of need of professional
development.

Stephenson, T., et al. (2014). "0045 Human Error Learning In Paediatrics (help): Development Of A
Paediatric Inter-professional Human Factors Course." BMJ Simulation & Technology Enhanced Learning
1(Suppl 1).
Background10% of patients admitted to hospitals experience adverse incidents, half of which are
preventable.1 Human error plays a significant role with communication failure the leading
cause.2 Key healthcare stakeholders are committed to improving patient safety through
integration of human factors principles and practices into core education and training curricula
for healthcare professionals.3 Such training aims to optimise human performance and limit
 human error.Formal clinical human factors’ training is yet to be established within Paediatrics in
Yorkshire. Recognising this, we have developed a one-day inter-professional course to raise
awareness of human factors in medical error, provide potential strategies to minimise clinical risk
and promote inter-professional learning.MethodsOur pilot course for a maximum of 16
delegates will run at the Hull Institute of Learning and Simulation (HILS) facilitated by an
experienced faculty trained in human factors. Varied teaching modalities will be employed
including small group tasks, real critical incident re-enactment and multi-disciplinary simulated
scenarios utilising simulated ward and theatre environments and high fidelity manikins. The
course is designed to introduce the role and diversity of human factors in healthcare. Sessions
will focus on effective communication, teamwork and leadership, stress, fatigue, distractions,
situational awareness, authority gradients and risk management.Course evaluation will be
achieved qualitatively using Likert scales and quantitatively using a knowledge-based
assessment. Both will be employed using a pre and post-intervention design.ResultsData will be
analysed to identify the difference between pre and post course candidate confidence and
knowledge. We will be looking for statistical significance using Chi squared test.Potential
impactHuman factors’ training has shown success in other high-risk industries. This course
should promote Paediatric healthcare professionals to recognise and mitigate clinical risk
thereby improving patient safety. The long-term aim is to deliver human factors training to all
Paediatric staff.ReferencesVincent C, Neale G, Woloshynowych M. Adverse events in British
hospitals: preliminary retrospective record review. BMJ 2001;322:517–9Leonard M, Graham S,
Bonacum D. The human factor: the critical importance of effective teamwork and
communication in providing safe care. Qual Saf Health Care 2004;13:i85–i90National Quality
Board. Human Factors in Healthcare: A Concordat from the National Quality Board. Available at
http://www.england.nhs.uk/wp-content/uploads/2013/11/nqb-hum-fact-concord.pdf. Accessed
March 3rd, 2014

Stephenson, T., et al. (2014). "0045 Human Error Learning In Paediatrics (help): Development Of A
Paediatric Inter-professional Human Factors Course." BMJ Simulation & Technology Enhanced Learning,
suppl. 1 1.
Background 10% of patients admitted to hospitals experience adverse incidents, half of which
are preventable.1 Human error plays a significant role with communication failure the leading
cause.2 Key healthcare stakeholders are committed to improving patient safety through
integration of human factors principles and practices into core education and training curricula
for healthcare professionals.3 Such training aims to optimise human performance and limit
human error. Formal clinical human factors' training is yet to be established within Paediatrics in
Yorkshire. Recognising this, we have developed a one-day inter-professional course to raise
awareness of human factors in medical error, provide potential strategies to minimise clinical risk
and promote inter-professional learning. Methods Our pilot course for a maximum of 16
delegates will run at the Hull Institute of Learning and Simulation (HILS) facilitated by an
experienced faculty trained in human factors. Varied teaching modalities will be employed
including small group tasks, real critical incident re-enactment and multi-disciplinary simulated
scenarios utilising simulated ward and theatre environments and high fidelity manikins. The
course is designed to introduce the role and diversity of human factors in healthcare. Sessions
will focus on effective communication, teamwork and leadership, stress, fatigue, distractions,
situational awareness, authority gradients and risk management. Course evaluation will be
achieved qualitatively using Likert scales and quantitatively using a knowledge-based
assessment. Both will be employed using a pre and post-intervention design. Results Data will be
analysed to identify the difference between pre and post course candidate confidence and
 knowledge. We will be looking for statistical significance using Chi squared test. Potential impact
Human factors' training has shown success in other high-risk industries. This course should
promote Paediatric healthcare professionals to recognise and mitigate clinical risk thereby
improving patient safety. The long-term aim is to deliver human factors training to all Paediatric
staff. References Vincent C, Neale G, Woloshynowych M. Adverse events in British hospitals:
preliminary retrospective record review. BMJ 2001;322:517-9 Leonard M, Graham S, Bonacum D.
The human factor: the critical importance of effective teamwork and communication in
providing safe care. Qual Saf Health Care 2004;13:i85-i90 National Quality Board. Human Factors
in Healthcare: A Concordat from the National Quality Board. Available at
http://www.england.nhs.uk/wp-content/uploads/2013/11/nqb-hum-fact-concord.pdf . Accessed
March 3rd, 2014

Sterman, E., et al. (2003). "Continuing education: a comprehensive approach to improving cancer pain
management and patient satisfaction." Oncology Nursing Forum 30(5): 857-864.
PURPOSE/OBJECTIVES: To report on the development and outcomes of a comprehensive
program to improve cancer pain management and patient satisfaction. DATA SOURCES:
Published research and guidelines, review articles, and patients' personal experiences. DATA
SYNTHESIS: A comprehensive cancer pain management program includes performance
improvement, patient satisfaction, nursing education, and pain management rounds. This
approach to pain can result in effective pain management, patients' reports of acceptable levels
of pain, and an increase in patient satisfaction. CONCLUSIONS: Semiweekly pain management
rounds provided the opportunity for nurses to practice equianalgesic dosing and make
recommendations for changes in pain management. Effective pain management plans can lead
to an increase in scores that measure patient satisfaction. IMPLICATIONS FOR NURSING: Nursing
pain management education and subsequent use of pain management principles during and
between pain management rounds can lead to effective pain management and satisfaction for
patients with cancer. Research is needed to assess whether comprehensive programs can change
pain management practices in other patient populations.

Steven, A., et al. (2018). "The value of continuing professional development: A realistic evaluation of a
multi-disciplinary workshop for health visitors dealing with children with complex needs." Nurse
Education Today 67: 56-63.
Background Continuing Professional Development is important for maintaining and developing
knowledge and skills. Evidence regarding direct impact on practice is limited. Existing literature
often lacks sufficient detail regarding the initiative or its evaluation, making transferability
problematic. Objective To explore the impact and perceived value of multi-disciplinary
Continuing Professional Development workshops for Health Visitors who support families with
children with complex health needs. Design Realistic Evaluation principles guided the research.
Workshop attendees were invited to participate (n.21), 81% (n.17) agreed. Data collection
included a questionnaire and semi-structured interviews. Data analysis included descriptive
statistics and qualitative thematic analysis. Setting One North of England Health Service Trust.
Findings Interrelated temporal themes emerged. Before the workshop expectations included,
uncertainty regarding content and ambiguity regarding attendance. During workshops
comments focused on networking opportunities, the detail, content and facilitation of the
learning experience. ‘Emotional safety’ enabled interaction, sharing and absorption of
information, and potentially increased trust, confidence and social capital. Participants viewed
the workshop as informative, enhancing insight regarding roles, services and processes. Post-
workshop participants reported examples of practice enhancements attributed to workshop
 attendance including: confidence building; improved team working; facilitation of early referral
and accessing additional support for families. Conclusions Findings suggest initiative developers
aiming CPD at new or existing teams need to consider nurturing social capital and to pay
attention to the context and mechanisms, which can prompt attendance, engagement and
subsequent practice application.

Stevens, B. J. (2016). "Radiographers' commitment to continuing professional development: A single-

centre evaluation." Radiography 22(3): e166-e177.
Purpose This study aimed to examine radiographers' commitment to continuing professional
development (CPD), and to ascertain what types of activities are preferred so a model for
provision of departmental activities could be developed. Methods An online survey was used to
obtain information from all departmental radiographers regarding their commitment to CPD.
Statistical analysis, using Spearman's Rho and Chi-Square test, was utilised to investigate any
associations. Results All radiographers (n = 57) were invited via email. A response rate of 67% (n
= 38) prevailed. Radiographers feel CPD is important and a positive correlation existed with
feelings regarding compulsory CPD (r value = .718, P value = .001). Thirty-four percent had
logged the SOR-recommended twelve or more pieces of CPD in the last 2 years. One to three
hours a month is the preferred amount of own time radiographers are willing to dedicate.
Negative correlations exist between the amount of own time radiographers are willing to
commit to CPD activities and their feelings regarding compulsory CPD (r value = −.419, P value
= .009), and HCPC audit (r value = −.509, P value .001). Conclusion Although radiographers
recognise the importance of CPD many spend less than four hours of their own time a month on
CPD. Departmental activities should be free, short lasting, lunchtime presentations with theory
presentation that encourage interaction and discussion with inclusion of practical elements.
Further research investigating the barriers that prevent radiographers from partaking in CPD and
the causes for insufficient CPD records is recommended.

Stewart, C. and M. Kinirons (2015). "Dentists' requirements for continuing professional development in
Ireland. A pilot study conducted at University College Cork." Journal of the Irish Dental Association 61(1):
40-44.
Aims: To determine the self-assessed continuing professional development (CPD) needs of dental
practitioners and identify how each discipline can best be served by a dental CPD programme. To
set findings in the context of the available literature and contribute to the development of CPD
programmes.Method: Topics were arranged into eight disciplines: practice management;
paediatric dentistry; preventive dentistry; orthodontics; behaviour management; dentistry for
people with a disability; oral medicine and surgery; and, restorative dentistry. A web-based
questionnaire was constructed and administered using a MarkClass 2.21 online survey
tool.Results: Fifty-six self-reported assessment responses were received, with three-quarters of
participants having graduated within the past 10 years. Topics in oral medicine and surgery
attracted consistently high levels of interest. A tendency to favour topics with a perceived direct
clinical application was observed. Topics recommended by the Dental Council as core areas for
CPD were given a high level of priority by respondents.Conclusions: Traditional lectures remain a
valued mode of CPD participation. Practical courses were valued across all dental topics offered.
A varied approach to determining the requirements of dentists is essential to appropriately
support the practitioner.

Stewart, H., et al. (2020). "Physiotherapists' reported attitudes to and perceived influences on their
continuing professional development: results of an online questionnaire." International Journal of
Therapy & Rehabilitation 27(4): 1-13.
Background/aims: Intrinsic and extrinsic factors influence physiotherapists' participation in
continuing professional development. A number of benefits of and barriers to participation in
continuing professional development are identified in the literature, but relatively little is known
about factors that influence attitudes towards continued learning. The aim of this study was to
identify factors influencing UK physiotherapists' attitudes towards continuing professional
development, with a focus on career point and type of employment, in the context of
motivational theories. Methods: An online questionnaire consisting of Likert-style questions was
used to collect data from UK physiotherapists. Nominal and ordinal data were analysed to
determine differences between subgroups within the dataset. Results: A total of 205
physiotherapists completed the online questionnaire. Physiotherapists were generally internally
motivated towards continuing professional development, but attitudes were influenced by
career point and whether physiotherapists worked in the NHS or in the private sector. External
factors appeared to have a negative effect on motivation towards continuing professional
development. Conclusion: Differences in attitudes at different points on the career path suggest
that organisational structure may impede lifelong learning at some stages in career progression,
while differences between those working privately and for the NHS may potentially reflect
organisational differences between these types of employment.

Stokkenes, G. (2004). "Physiotherapy students' development and learning of professional judgement."

Nordisk Fysioterapi 8(1): 35-42.
The intention was to enhance the understanding of how the students learn to make professional
judgements when they examine and treat their patients. Six third-class students have each
reported on three different patients and three treatment processes. The method used was
interviews, and the material consisted of eighteen case stories. Eleven of the case stories
contained treatment processes that were experienced as successful, while seven case stories
focused on treatment processes that were evaluated as more problematic. The case stories were
analysed according to the principles of phenomenology. The emerging results were discussed
theoretically focusing on: (1) the patient's resources and limitations; (2) the aim of the
treatment; (3) the collaboration between the patient and the physiotherapist during the
treatment process; (4) the outcomes and (5) the evaluation of the process. In the successful
treatment processes, the students were inspired by the patient, and the students mastered
challenges related to physiotherapy and the dosage of training. In the seven problematic
examples, the students were not able to handle satisfactorily the reactions of their patients, such
as weeping and rejection. It was especially difficult for them to develop a successful cooperation
with the patients who were not able to contribute much to the treatment process.

Stoneham, E., et al. (2019). "P101: The development of entrustable professional activity reference cards
to support the implementation of Competence by Design in emergency medicine." CJEM : Journal of the
Canadian Association of Emergency Physicians 21(S1): S100.
Innovation Concept: Competence by Design (CBD) was implemented nationally for Emergency
Medicine (EM) residents beginning training in 2018. One challenge is the need to introduce
residents to Entrustable Professional Activities (EPAs) that are assessed across numerous clinical
rotations. The Royal College's resources detail these requirements, but do not map them to
specific rotations or present them in a succinct format. This is problematic as trainees are less
likely to succeed when expectations are unclear. We identified a need to create practical
resources that residents can use at the bedside. Methods: We followed an intervention mapping
framework to design two practical, user-friendly, low-cost, aesthetically pleasing resources that
 could be used by residents and observers at the bedside to facilitate competency-based
assessment. Curriculum, Tool or Material: First, we designed a set of rotation- and stage-specific
EPA reference cards for the use of residents and observers at the bedside. These cards list EPAs
and clinical presentations likely to be encountered during various stages of training and on
certain rotations. Second, we developed a curriculum board to organize the EPA reference cards
by stage based upon our program's curriculum map. The curriculum board allows residents to
view the program's curriculum map and the EPAs associated with each clinical rotation at a
glance. It also contains hooks to hang and store extra cards in an organized manner. Conclusion:
We believe that these practical and inexpensive tools facilitated our residency program's
transition to competency-based EPA assessments. Anecdotally, the residents are using the cards
and completing the suggested rotation-specific EPAs. We hope that the reference cards and
curriculum board will be successfully incorporated into other residency programs to facilitate the
introduction of their EPA-based CBD assessment system.

Stoneham, E. J., et al. (2019). "The development of entrustable professional activities reference cards to
support the implementation of Competence by Design in emergency medicine." CJEM : Journal of the
Canadian Association of Emergency Physicians 21(6): 803-806.
We designed two practical, user-friendly, low-cost, aesthetically pleasing resources, with the goal
of introducing residents and observers to a new Competence by Design assessment system
based on entrustable professional activities. They included a set of rotation- and stage-specific
entrustable professional activities reference cards for bedside use by residents and observers
and a curriculum board to organize the entrustable professional activities reference cards by
stages of training based on our program's curriculum map. A survey of 14 emergency medicine
residents evaluated the utilization and helpfulness of these resources. They had a positive
impact on our program's transition to Competence by Design and could be successfully
incorporated into other residency programs to support the introduction of entrustable
professional activities-based Competence by Design assessment systems.Alternate abstract:Le
groupe a conçu deux documents à la fois pratiques, conviviaux, peu coûteux et agréables à l’œil,
dans le but de présenter aux résidents et aux observateurs un nouveau système d’évaluation du
modèle d'acquisition des compétences par conception, fondé sur des activités professionnelles
confiables. Les documents comprenaient un ensemble de fiches de référence illustrant des
activités professionnelles confiables liées aux étapes de formation et aux stages cliniques, à
utiliser au chevet par les résidents et les observateurs ainsi qu'un tableau cartonné représentatif
du curriculum visant à répartir les fiches de référence liées aux activités professionnelles
confiables selon les étapes de formation fondées sur la carte du programme. Quatorze résidents
en médecine d'urgence ont évalué l'utilisation et l'utilité de ces documents. L'enquête a révélé
que ces derniers avaient facilité la transition vers le modèle d'acquisition des compétences par
conception, et se prêteraient bien à d'autres programmes de résidence afin d'aider à la mise en
œuvre de systèmes d’évaluation de la nouvelle approche de formation, fondés sur des activités
professionnelles confiables.

Straka, D. and J. O'Malley (1994). "A professional development model: rewarding excellence in nursing
practice." Seminars for nurse managers 2(3): 167-174.
Change continues to be the only constant in health care. The array of rapid and complex changes
in the provision of health care services is dramatically affecting the development needs of
professional nursing staff. The model presented describes a theoretical framework designed to
support the philosophy of both continuous learning and professional development of nurses and
also provides a structure for systematic implementation of objectives, content, and learning
 activities. Linking of professional development models with reward systems is rapidly becoming a
successful strategy for organizations in achieving cost-quality outcomes. This model provides a
map for staff and management to support, recognize, and reward professional development.

Strekalova, Y. A., et al. (2020). "4207 Development and Evaluation of a Pilot Mentor Training Program for
Clinical Translational Research Professional Workforce." Journal of Clinical and Translational Science
4(s1): 60.
OBJECTIVES/GOALS: The goal of this project was to develop and evaluate a pilot mentor training
program for clinical research professionals. This project presents an evidence- and theory-based
mentoring program that has been developed, implemented, and evaluated for this group of
translational research professions. METHODS/STUDY POPULATION: The curriculum for the
program was designed for aspiring mentors and aligned with the topics of existing Entering
Mentoring curriculum for translational workforce (Pfund, Branchaw & Handelsman, 2015).
Eleven experienced CRPs participated in the pilot training program. The training was delivered in
two-hour meetings over eight weeks. Qualitative e-mail interviews and a validated mentoring
competency assessment (Fleming et al., 2013) and mentor role assessment (Dilmore, 2010) tool
were used for process and outcome evaluation. Cases studies specific to the CRPs work
environment were developed and used to facilitate discussions throughout the training.
RESULTS/ANTICIPATED RESULTS: Pre- and post-training scores for mentoring competency
assessment were compared across six sub-indexes. Paired t-tests showed a significant difference
for the maintaining effective communication competency, p = 0.0202. Comparisons of individual
items also showed positive changes in the promoting professional development competency, p =
0.0161). Qualitative assessment revealed that most mentor trainees recognized a distinction
between a mentor and a supervisor or on-the-job-trainer. Furthermore, most have been
informal mentors without a formal role assignment, the need for ongoing mentoring, and
potential of mentoring networks. DISCUSSION/SIGNIFICANCE OF IMPACT: CRPs is a diverse group
of research support professionals who may hold the roles of research study coordinators,
research nurses, regulatory and compliance specialists. Tailored mentoring can provide essential
infrastructure for ongoing professional development and support talent retention.

Sturm, D. (2006). "Basic principles of continuing education of general practitioners." Diabetes,

Stoffwechsel und Herz 15(2): 35-40.
In order to make continuing education for general practitioners more effective, it should be
adapted to the methodology of general practice. General practitioners care for patients whose
concerns are initially unknown as well as for chronically ill patients. The duties of a general
practitioner comprise prevention, rehabilitation and patliative treatment - often side by side for
the same long-term patients. The methods of the approaches differ depending on the respective
occasion for medical care. In order to deliver adequate medical care to patients, general
practitioners must improve their qualifications through continuing education and further
training. These must be available all over the country so that they can benefit all general
practitioners. Continuing education should reflect the reality of general practice - e.g.
cooperation with specialists and the participation of patients (group discussions, self-
monitoring). Speakers must be familiar with the methodology of general practice and be
supported by a general practitioner. Continuing education for general practitioners should
convey the methodology of general practice, communication with the patient and patient-
oriented language as well as e.g. programmed diagnostics. Continuing education should be
financed by the general practitioners themselves. External support is possible and reasonable as
long as product neutrality is guaranteed and the principles presented here are observed.
Stürmer, N., et al. (2021). "[Experiences of Advanced Practice Nurses with a clinical postgraduate
education program in the context of their professional development]." Pflege 34(4): 213-220.
Experiences of Advanced Practice Nurses with a clinical postgraduate education program in the
context of their professional development Abstract. Background: The Diploma of Advanced
Studies in Advanced Nursing Practice (DAS ANP-plus), which has been offered at the University
of Basel since 2012, is a clinically oriented postgraduate education program for the still poorly
established professional group of the Advanced Practice Nurse (APN). The acquisition of clinical
skills plays a central role in the professional biography and for the APN's work in patient
healthcare. Aim: The qualitative study aims to explore the experiences of APNs during and after
a clinically oriented postgraduate education program in Switzerland and what significant changes
they experienced in their professional practice. Methods: Reflexive thematic analysis with a
constructivist orientation was used. With fourteen APNs, guided interviews were conducted and
analyzed considering the professional biography. Results: "Pursuing the vision for a better care"
is the constitutive theme. The graduates all seem to be driven by a strong vision: from striving to
know more, to implementing the concept of Advanced Nursing Practice, to initiating changes in
the healthcare system. The vision is shaped by three themes: "the challenges of gaining a
foothold as an APN" before the program, "gaining security by strengthening clinical skills" during
the program and on longer terms "breaking new ground in the healthcare system with allies".
Conclusions: The DAS ANP-plus increases the clinical skills of APNs within clinical supervision
plays an important role.

Sud, A., et al. (2022). "A Conceptual Framework for Continuing Medical Education and Population
Health." Teaching & Learning in Medicine 34(5): 541-555.
Health systems have been increasingly called upon to address population health concerns and
continuing medical education (CME) is an important means through which clinical practices can
be improved. This manuscript elaborates on existing conceptual frameworks in order to support
CME practitioners, funders, and policy makers to develop, implement, and evaluate CME vis-a-
vis population health concerns. Existing CME conceptual models and conceptions of CME
effectiveness require elaboration in order to meet goals of population health improvement.
Frameworks for the design, implementation and evaluation of CME consistently reference
population health, but do not adequately conceptualize it beyond the aggregation of individual
patient health. As a pertinent example, opioid prescribing CME programs use the opioid
epidemic to justify their programs, but evaluation approaches are inadequate for demonstrating
population health impacts. CME programs that are built to have population health outcomes
using frameworks intended primarily for physician performance and patient health outcomes are
thus not able to recognize either non-linear associations or negative unintended consequences.
This proposed conceptual framework draws on the fields of clinical population medicine, the
social determinants of health, health equity, and philosophies of population health to build
conceptual bridges between the CME outcome levels of physician performance and patient
health to population health. The authors use their experience developing, delivering, and
evaluating opioid prescribing- and poverty-focused CME programs to argue that population
health-focused CME must be re-oriented in at least five ways. These include: 1) scaling effective
CME programs while evaluating at population health levels; 2) (re)interpreting evidence for
program content from a population perspective; 3) incorporating social determinants of health
into clinically-oriented CME activities; 4) explicitly building fluency in population health concepts
and practices among health care providers and CME planners; and 5) attending to social inequity
in every aspect of CME programs.
Sugrue, C. and S. Mertkan (2017). "Professional responsibility, accountability and performativity among
teachers: the leavening influence of CPD?" Teachers and Teaching : Theory and Practice 23(2): 171-190.
In a climate of accountability and performativity, do teachers experience CPD provision as an
externally imposed demand for conformity, compliance, to be accountable, or as a personal and
professional rejuvenation that enhances their sense of professional responsibility? Through a
qualitative study of secondary schools in England, this paper critically scrutinises the experiences
of teachers in five case study schools to create a composite picture of the realities of their lives
as they are buffeted and shaped by performativity while also examining the extent to which their
CPD experiences may be perceived as enhancing their sense of professional responsibility.
Critical analysis of the evidence suggests that the language of accountability is pervasive, and its
logic gains currency by being imposed throughout schools where there is limited space to craft
an alternative, thus performativity and conformity are more likely than dissent while
enhancement of a sense of professional responsibility is rendered more difficult, marginalised if
not entirely silenced. The concluding discussion raises critical questions regarding the health of
the profession from a policy and practice perspective if the language of professional
responsibility continues to be weakened or diluted by being filtered through the closely woven
weave of externally prescribed accountability criteria. It concludes that the language and logic of
professional responsibility is vitally necessary in provoking alternative discourses on the future of
the profession and the quality of teaching, learning and leading in schools within and beyond the
confines of the study.

Sunter, S. (1993). "The effectiveness of continuing education." Nursing standard (Royal College of Nursing
(Great Britain) : 1987) 8(6): 37-39.
Continuing education will survive and prosper in the NHS market-place, the author argues, if it is
seen to be the 'fittest' for its purpose--the delivery of effective quality care demonstrated
through the enhanced performance of nurses. She proposes that evidence of such fitness can be
gained through a multidimensional evaluation framework that allows the interaction of relevant
factors to be mapped; estimated and used as a performance indicator.

Suter, E. and et al. (1981). "Continuing Education of Health Professionals: Proposal for a Definition of
Quality." Journal of Medical Education 56(8): 687-707.
From a study of educational theory, adult learning, management, and of past experience, a
model was developed to describe quality continuing education. A list of elements of quality in
the continuing education of health professionals is provided. (MLW)

Suwa, S., et al. (2020). "Home-care Professionals’ Ethical Perceptions of the Development and Use of
Home-care Robots for Older Adults in Japan." International Journal of Human - Computer Interaction
36(14): 1295-1303.
Because of the workforce shortage in Japan, the use of home-care robots, or carebots, is
increasingly perceived as a realistic option. Developing and implementing these carebots
requires careful consideration of the ethical implications for all types of users. Few studies,
however, have addressed the ethical principles and concepts involved in carebot use, and
consequently, the discussion regarding roboethics in the home-care environment has been
inadequate. This questionnaire study explored the relationship between the willingness of
home-care professionals to use carebots, their experiences with robots, and their ethical
perceptions. The principal factors affecting home-care staff perceptions were perceived benefit,
use of personal information, the protection of privacy, and perceptions of risk. While perceived
 benefit was the common predictor affecting home-care staff willingness to use a robot for the
care of all user types, concerns regarding the use of personal information were more prominent
for older people.

Swan, K., et al. (2022). "Development and Validation of the Professional Sense of Competence Scale
(ProSOCS) for Practitioners Who Treat Disruptive Behaviours in Children." Higher Education, Skills and
Work-based Learning 12(4): 645-660.
Purpose: The purpose of this paper is to develop a measure of practitioner sense of competence
when treating children with disruptive behaviours. Design/methodology/approach: Two online
surveys were conducted with health, social work and psychology practitioners (n = 113 and n =
239, respectively) working within varied Australian clinical settings. Study 1 developed scale
items and conducted an exploratory factor analysis of the initial Professional Sense of
Competence Scale (ProSOCS). Study 2 conducted confirmatory factor analysis and tested the
construct validity of the scale. Findings: Study 1 established a three-factor model, which
accounted for 56.9% of variance in the ProSOCS items. Study 2 confirmed the three-factor model
and considered an alternative unidimensional model. Study 2 demonstrated good convergent
validity with measures of knowledge and general sense of competence. Originality/value: The
ProSOCS is a valid and reliable way to measure three subscales of a more global composite score
of practitioner sense of competence when treating children with disruptive behaviours.
Disruptive behaviour represents one of the most common reasons for child presentation in
mental health care settings. Understanding how sense of competence among professionals who
treat disruptive behaviours in children relates to their level of training, treatment decisions and
outcomes could help to enhance use of evidence-based treatment strategies and complement
strategies for measuring competence-based training in post-graduate settings.

Swanson, T. A., et al. (1989). "Pharmaceutical continuing-education program based on a core

curriculum." American Journal of Hospital Pharmacy 46(12): 2483-2485.
The use of a core curriculum concept in the establishment of a comprehensive continuing-
education program is described. A department staff development committee was selected to
develop a core curriculum of topics for professional continuing education. Six core curriculum
areas of interest and importance were identified: cardiology; infectious disease; total parenteral
nutrition, acid-base balance, and fluid and electrolytes; pharmacy management; critical-care
medicine; and pharmacokinetics. Coordinators were selected from the staff to identify topics
and speakers in each core curriculum area. The drug information center was assigned
responsibility for logistical aspects of the program, such as scheduling, evaluations, objectives,
information support, and providing continuing-education credit. A survey of staff perceptions
revealed a very positive view of the program. The staff rated the program highly as meeting their
needs for continuing-education credit, as an employee benefit, and in covering topics related to
their practice. The core curriculum concept has been shown to be a successful and effective
approach to the establishment of a comprehensive continuing-education program.

Swanwick, T., et al. (2010). "Introducing a professional development framework for postgraduate medical
supervisors in secondary care: considerations, constraints and challenges." Postgraduate Medical Journal
86(1014): 203.
Purpose of study As the duration of postgraduate training becomes shorter, direct patient
contact time is reduced, and supervision becomes more distributed, there is a move to
'professionalise' postgraduate medical education. This paper reports an initiative in one
postgraduate training institution (the London Deanery) to develop and introduce a
 developmental framework and system of portfolio-based review of educational supervisors in
the secondary care setting. Study design 16 acute, mental health, foundation and primary-care
Trusts participated in a pilot project, which was subsequently evaluated using focus groups and a
semistructured questionnaire. Results Thematic analysis of transcripts identified a number of
considerations, constraints and challenges, important observations given the current policy
intention of the UK health departments to introduce mandatory training and performance
review for educational supervisors. Conclusion This pilot study shows that such a process can be
implemented at local level if facilitated by a clear and unambiguous developmental framework
that can be applied flexibly across all specialities. Systems of review also need to be simple and
straightforward, take into account existing appraisal processes, and simultaneously address
issues of motivation, recognition and reward.

Swiatczak, L. (1990). "Continuing education for assistants." Nursing practice (Edinburgh, Scotland) 3(2):
21-22.
This paper explores methods of applying staff development principles to untrained members of
the nursing team, specifically care assistants or nursing auxiliaries.

Sword, W., et al. (2018). "Facilitators and barriers to implementation of alcohol use and pregnancy
clinical guidelines: Need for professional development and treatment resources." Journal of Paediatrics
and Child Health 54: 114-115.
Background: Screening and counselling for maternal alcohol use are important because use can
negatively affect women's health and contribute to poor neonatal outcomes and childhood
disabilities. This study identified facilitators and barriers to health care providers'
implementation of the Society of Obstetricians and Gynaecologists of Canada clinical guidelines.
Methods: The Theoretical Domains Framework, developed for implementation research (Cane et
al., 2012), guided the design of an online survey to assess influences on practice behaviours.
Data were analysed using descriptive statistics. Results: Over 600 family physicians, obstetricians,
midwives, and nurses participated. Preliminary results indicate that facilitators of guideline
adherence include quality of the evidence on alcohol's adverse effects, knowledge of these
effects, and recognition of responsibility for identification and intervention. Commonly identified
barriers are lack of familiarity with the guidelines, competing demands, belief that women are
not honest about alcohol use, and insufficient treatment resources. Conclusions: The findings
suggest the need to increase awareness of guidelines and for development of behaviour changes
interventions to enhance guideline adherence, including professional education. Additionally,
efforts are needed to ensure availability of population-specific treatment and harm reduction
services and supports across jurisdictions.

Tajani, S., et al. (2021). "Patient Partners in Continuing Professional Development: Experience Developing
an End-of-Life Care Program for Family Physicians." Journal of Continuing Education in the Health
Professions 41(4): 273-278.
Involvement of patients in continuing professional development (CPD) is less developed than in
health professional education at undergraduate or postgraduate levels. Although patients are
sometimes involved in delivering CPD, they are less likely to be involved in education planning.
At our institution, patients have sometimes acted as consultants in the design of CPD. The
problem we address is how to engage patients as partners throughout the design process. We
applied principles of authentic patient engagement and lessons learned from patient
involvement in undergraduate health professional education to the design of CPD for family
physicians. We created a partnership between the CPD Office and Patient and Community
 Partnership for Education, a unit with a history of patient involvement in the education of health
professional students. Practices for meaningful involvement were identified through literature
review, environmental scan, and interviewing key informants, including patients involved in
health professional education at the university. These principles and practices were applied to
the development of a CPD module on end-of-life care. Patient partners contributed new
perspectives and some CPD providers reassessed components of their own practice as a result.
Lessons learned include the need for stakeholder buy-in; mechanisms to identify those patients
best able to contribute expertise; ways to facilitate involvement that work for both patients and
CPD providers; the importance of feedback mechanisms to patient partners; and recognition for
patient contributions. CPD offices should view integration of patient partners in program
planning as an opportunity to engage in ongoing quality improvement.

Takeuchi, Y., et al. (2020). "Development of Professional Care Program for Nurses in Dementia Wards and
Its Educational Effects." American Journal of Alzheimer's Disease & Other Dementias 35: 1-14.
Purpose: To develop an education program for nurses specializing in dementia care, and to
investigate its effects. Methods: An intervention study of nurses was conducted using a quasi-
experiment with 3 randomly assigned groups. Participants were 51 nurses from a psychiatric
hospital dementia ward, divided into an intervention program group (17 nurses), a knowledge-
acquisition-only group (16 nurses), and a usual-care group (18 nurses) as controls. The program
group intervention comprised 3 frameworks: motivation for achieving the task, acquisition of
professional knowledge required for dementia care, and sharing of successful experiences based
on professional knowledge. The knowledge-acquisition-only group received only the acquisition
of professional knowledge framework, and the usual-care group received only the usual-care
framework. The intervention period was 3 months. Results: Post-intervention, the program
group had a significantly greater sense of self-efficacy associated with professional knowledge
and significantly greater self-efficacy associated with practice compared with the knowledge-
acquisition-only and the usual-care groups. Professional knowledge was acquired by 80% of the
program group, compared with 70% of the knowledge-acquisition-only group. A co-occurrence
network diagram of the multivariate analysis results produced by text mining of the descriptive
data indicated that nurses provided care for symptoms specific to different diseases based on
their pathological mechanisms. Conclusion: Program implementation led to the acquisition of
deeper knowledge and greater self-efficacy by sharing expertise-based practices and successful
experiences, compared with desk-based learning in a single workshop lecture, suggesting the
program's usefulness in clinical practice.

Talip, W.-a., et al. (2003). "Development and validation of a knowledge test for health professionals
regarding lifestyle modification." Nutrition 19(9): 760-766.
We wanted to develop and validate a test that assesses the knowledge and practices of health
professionals (HPs) with regard to the role of nutrition, physical activity, and smoking cessation
(lifestyle modification) in chronic diseases of lifestyle. A descriptive cross-sectional validation
study was carried out. The validation design consisted of two phases, namely 1) test planning
and development and 2) test evaluation. The study sample consisted of five groups of HPs:
dietitians, dietetic interns, general practitioners, medical students, and nurses. The overall
response rate was 58%, resulting in a sample size of 186 participants. A test was designed to
evaluate the knowledge and practices of HPs. The test was first evaluated by an expert group to
ensure content, construct, and face validity. Thereafter, the questionnaire was tested on five
groups of HPs to test for criterion validity. Internal consistency was evaluated by Cronbach's α.
An expert panel ensured content, construct, and face validity of the test. Groups with the most
 training and exposure to nutrition (dietitians and dietetic interns) had the highest group mean
score, ranging from 61% to 88%, whereas those with limited nutrition training (general
practitioners, medical students, and nurses) had significantly lower scores, ranging from 26% to
80%. This result demonstrated criterion validity. Internal consistency of the overall test
demonstrated a Cronbach's α of 0.99. Most HPs identified the mass media as their main source
of information on lifestyle modification. These HPs also identified lack of time, lack of patient
compliance, and lack of knowledge as barriers that prevent them from providing counseling on
lifestyle modification. The results of this study showed that this test instrument identifies groups
of health professionals with adequate training (knowledge) in lifestyle modification and those
who require further training (knowledge).

Tame, S. (2009). "Perioperative nurses' perceptions and experiences of continuing professional

education." The Journal of Perioperative Practice 19(8): 257-262.
This article presents an overview of perioperative nurses' perceptions and experiences of
continuing professional education (CPE). Four themes emerged from 23 interviews: attitudes and
culture (background); deciding to study (going in); student experience (process); and outcomes
(going out). My findings indicate transferability of other studies to perioperative nursing, and
suggest that CPE is associated with increased social status and doctor-nurse collaboration. My
work also illuminates the concept of 'secret study'.

Tame, S. (2012). "The relationship between continuing professional education and horizontal violence in
perioperative practice." The Journal of Perioperative Practice 22(7): 220-225.
Continuing professional development must be undertaken by all registered perioperative
practitioners. However, interviews with 23 perioperative nurses employed by one NHS trust
suggested a link between workplace culture and intra-professional conflict which was associated
with horizontal violence and perceived as a direct consequence of formal study. Such
experiences appeared to affect participants' study and their psychological wellbeing. Further
work is required to explore this concept.

Tame, S. L. (2011). "Secret study: A new concept in continuing professional education." Nurse Education
Today 31(5): 482-487.
Summary: Formal post-registration continuing professional education (CPE) has been explored
previously, however, not from the perspectives of perioperative nurses. Using a descriptive
qualitative approach, interviews were conducted with 23 perioperative nurses who had recent
experience of formal university-based study. Analysis of interview transcripts revealed the extent
to which participants revealed their CPE lay on a continuum; some told all colleagues they were
studying (‘public study’) whilst others told no-one (‘secret study’). These decisions appeared to
relate to the cultural discourse of their workplace, participants'' academic confidence, and
potential ramifications of failure. The concept of ‘secret study’ has not previously been explored,
but is of significance to both nurses and educators: further research is required to indicate
transferability of these findings outside of perioperative care.

Tan, K., et al. (2012). "Encouraging reflection: Do professional development workshops increase the skill
level and use of reflection in practice?" Journal of Medical Imaging and Radiation Sciences 43(1): S10.
Reflection is a way of evaluating best practice and challenging existing norms, while at the same
time, considering ones personal values and assumptions in our personal and professional lives.
Health care professionals are often deemed to be reflective in their practice; that is, they are
actively engaged in recalling and critically evaluating events and experiences to understand what
 might be done differently. The reality is, although health care professionals are aware of the
concept of reflection and reflective practice, they do not always engage in it actively or
effectively. In health care settings such as the Radiation Medicine Program (RMP) in a large
urban Toronto cancer centre, evidencing reflection is viewed as a desirable method of
documenting clinical experience and a key component to the development of professional
portfolios. Portfolios have been adopted by RMP to help radiation therapists plan, implement,
evaluate and showcase continuing professional development activities to help develop clinical
career pathways and encourage personal development planning. Reflective practice
documentation is strongly suggested for the portfolio as evidence of learning. However, RMP
radiation therapists may not consciously engage in reflective practice or be performing it
effectively. In addition, even if they are doing it regularly and effectively they may not know how
to evidence it. Through participation in a series of three workshops comprising the Reflective
Practice Course (RPC), practitioners in RMP have learned and acquired new skills to encourage
reflection and reflective practice in themselves, their colleagues as well as with their students.
The RPC was developed as a three part foundational and interactive course to introduce and
encourage reflective practice within the clinical setting.

Tanaka, A., et al. (2021). "Development of entrustable professional activities for residents rotating
nephrology department in a Japanese university hospital: a Delphi study." BMJ Open 11(8).
ObjectivesTraining strategies regarding entrustable professional activities (EPAs) vary from
country to country; one such strategy is for residents. However, there are no reports of EPAs
developed for residents who rotate to the nephrology departments. We aimed to construct such
EPAs, which could be generalised to other institutions.DesignPurposive design and a modified
Delphi method to build consensus.SettingThe department of nephrology in a university hospital
in Aichi Prefecture, Japan.ParticipantsBased on the attainment goals used in our department, an
initial list was developed within the research group. The expert panel included 25 nephrologists
from our affiliate hospital. Responses were based on a 5-point method and agreement was
reached if both (A) and (B) were met: (A) mean≥4 with a SD <1; (B) more than 75% of
respondents rated the item 4 or more. With agreement, the item was left for the next round.
This round was repeated.ResultsAn initial list of 11 items was developed; after three Delphi
rounds and revisions, eight items remained that were then established as the final EPAs. These
items can serve as a list of goals to be reached by residents who rotate to the department of
nephrology. The results indicated that most of the experts believed residents should be able to
perform tasks deemed necessary or urgent for all physicians, such as those that deal with
hyperkalaemia and heart failure.ConclusionsThe concept of EPAs enabled us to develop goals
and evaluation criteria for residents’ training in nephrology. This study can serve as a
springboard for future discussions and contribute to the development of resident education in
nephrology.

Tarren-Sweeney, M. and V. Carr (2004). "Principles for development of multi-disciplinary, mental health
learning modules for undergraduate, postgraduate and continuing education." Education for Health:
Change in Learning & Practice 17(2): 204-212.
BACKGROUND: People experiencing mental health problems have greater contact with health
and welfare professionals in generalist settings than with specialist mental health services. Yet
the capacity for generalist professionals to respond effectively to mental health problems is
often compromised by inadequate mental health training. The Discipline of Psychiatry at the
University of Newcastle developed a series of CD-Rom mental health learning modules for
professionals working in non-mental health settings. The paper describes the principles that
 guided the development of a series and how those principles were applied. DEVELOPMENT
PRINCIPLES: The following development principles were adopted. The series should: (i) have a
multi-disciplinary application; (ii) be adaptable for presentation in multiple educational domains;
(iii) be accessible for rural and remote practitioners; (iv) combine structured solutions-focused
lessons (directed learning) with elements of problem-based learning; (v) include working
problems that are authentic and relevant; and (vi) describe normal, abnormal and cross-cultural
manifestations of problems. APPLICATION OF PRINCIPLES: The model guided the development of
a short course series on professional engagement with people who have personality problems.
The learning modules provide generic, multi-disciplinary training for a range of practitioners,
including nurses, primary care physicians, social workers, psychologists and magistrates. The
modules have been adapted for use in undergraduate medical education, postgraduate
programs (in population health, nursing, psychology and drug and alcohol studies) and
continuing education. CONCLUSION: In contrast to traditional diagnostic-focussed psychiatry
training, the model directly addresses the mental health training needs of health and welfare
professionals using a multi-disciplinary, problem-based approach.

Tashiro, J., et al. (2013). "Concept analysis of reflection in nursing professional development." Japan
Journal of Nursing Science 10(2): 170-179.
Aim: The aim of this concept analysis was to describe attributes, antecedents, and
consequences of reflection in nursing professional development, as well as surrogate terms and
a model case to inform nursing educators, students, and nurses about developing reflective
skills.Methods: Rodgers' evolutionary cycle for concept analysis was used. The published work
search was conducted using five databases: Education Resources Information Center (ERIC),
Medline, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Ichushi, and British
Nursing Index. The inclusion criteria were: (i) academic articles; (ii) written in English or
Japanese; and (iii) including descriptions about reflection. From the pool of extant published
work, 50 articles were selected for the thematic analysis.Results: For the concept of reflection
in nursing professional development, four antecedents were identified: (i) theory and practice
gap; (ii) expansion of the role and competency in nursing; (iii) educational and learning needs;
and (iv) educational responsibility. The major attribute was the process of learning from
experience, and the circular process included emotional reaction, description, internal
examination, critical analysis, evaluation, and planning new action. The consequences were
transforming new perspective, enhanced communication, professional development, and quality
of care.Conclusion: Reflection is used as a method or tool that connects knowledge and
experiences. Through the process of reflection, students/nurses become aware of themselves,
which helps them review and improve clinical skills. They also become more able to
communicate with patients and colleagues. Reflection enhances self‐directed learning and
professional maturity. Nurses who use reflection can be better positioned to provide excellent
patient care.

Taylor, D., et al. (2021). "Constructing Approaches to Entrustable Professional Activity Development that
Deliver Valid Descriptions of Professional Practice." Teaching & Learning in Medicine 33(1): 89-97.
Issue: Entrustable Professional Activities (EPAs) describe the core tasks health professionals must
be competent performing prior to promotion and/or moving into unsupervised practice. When
used for learner assessment, they serve as gateways to increased responsibility and autonomy. It
follows that identifying and describing EPAs is a high-stakes form of work analysis aiming to
describe the core work of a profession. However, hasty creation and adoption of EPAs without
rigorous attention to content threatens the quality of judgments subsequently made from using
 EPA-based assessment tools. There is a clear need for approaches to identify validity evidence
for EPAs themselves prior to their deployment in workplace-based assessment. Evidence: For
EPAs to realize their potential in health professions education, they must first be constructed to
reflect accurately the work of that profession or specialty. If the EPAs fail to do so, they cannot
predict a graduate's readiness for or future performance in professional practice. Evaluating the
methods used for identification, description, and adoption of EPAs through a construct validity
lens helps give leaders and stakeholders of EPA development confidence that the EPAs
constructed are, in fact, an accurate representation of the profession's work. Implications:
Application of a construct validity lens to EPA development impacts all five commonly followed
steps in EPA development: selection of experts; identification of candidate EPAs; iterative
revisions; evaluation of proposed EPAs; and formal adoption of EPAs into curricula. It allows
curricular developers to avoid pitfalls, bias, and common mistakes. Further, construct validity
evidence for EPA development provides assurance that the EPAs adopted are appropriate for use
in workplace-based assessment and entrustment decision-making.

Taylor, J. M., et al. (2019). "Continuing education in psychology: Preferences, practices, and perceived
outcomes." Professional Psychology: Research and Practice 50(2): 70-76.
Nearly every state licensure board requires psychologists to engage in continuing education (CE)
for license renewal as a mechanism for ensuring ongoing learning and continuing professional
competence. But what instructional methods promote the greatest learning, how do actual
practices match those instructional preferences, and how successful is CE in generating new
learning and practices? In a 2-part nationwide survey, psychologists (N = 6,449) indicated which
instructional methods they learned the most from, and these preferences were then compared
with actual instructional practices in an independent sample of psychologists (N = 1,014) who
participated in 70 different CE workshops conducted at an annual American Psychological
Association convention. Results indicated a moderately strong relationship between preferred
and actual instructional practices overall (r = .63), but with some methods potentially being
overutilized (e.g., PowerPoints, lectures) and others being underutilized (e.g., demonstrations,
videos), with the vast majority utilizing multiple instructional methods (mode = 6 different
methods). Results also indicated that participants reported relatively high levels of learning from
their CE trainings as well as the translation of that learning into practice. Implications are
discussed in relation to the developing literature on evidence-based CE and suggestions for
optimal CE delivery. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal
abstract) Impact statementPublic Significance Statement—This study shows that psychologists’
preferred methods of learning are commonly included in their continuing education training,
with some exceptions. Some instructional methods, like the use of PowerPoints, might be used
less while other methods, like role plays or the use of videos, might be used more in order to
further align practices with preferences in professional trainings. (PsycInfo Database Record (c)
2022 APA, all rights reserved)

Teelken, C. (2008). "The intricate implementation of performance measurement systems: exploring

developments in professional-service organizations in the Dutch non-profit sector." International Review
of Administrative Sciences 74(4): 615-635.
Institutional and organizational theory supports the argument that current features of
performance measurement systems (PMS) in public organizations are generally unsuitable for
the actual nature of these professional organizations. Longitudinal and cross-sectional studies in
the health care and higher education sectors in the Netherlands have shown that, despite
external pressures, the implementation of such systems is slower than intended and seems to
 occur outside the primary process of the organization. Two rounds of interviews with quality
coordinators in 2003 and 2006 showed that the gap between performance measurement
systems and the operational process continued to exist, although its nature had changed. In
general, quality coordinators responded pragmatically to the changes imposed upon them, as
peer review and collegial trust played a vital part. The empirical findings illustrate that
institutional and professional theories supplement each other in a fruitful way. Points for
practitioners Policy-makers in the public sector involved with quality care and assurance should
be aware that a well-structured performance measurement system (PMS) is no guarantee of
smooth implementation. On the contrary, the implementation deserves attention in its own
right. The more sophisticated and demanding the design of PMS, the more likely it is that
employees find ways to work round such a system and only use it in a superficial or compliant
manner. If implementation is not taken seriously into account, this will only lead to a greater gap
between reality and rhetoric.

Teitelman, J. L. and P. O'Neill (2001). "Adult development and aging: a model continuing education
course for practicing social workers." Journal of Gerontological Social Work 35(4): 57-67.
A continuing education course on adult development and aging for social workers is described.
The three-day course is designed to prepare Adult Services and Adult Protective Services
workers who have little or no formal training in gerontology to work effectively with older
clients. Course objectives and content, consistent with adult learner principles and social work
education recommendations of the 1995 White House Conference on Aging, are discussed. This
model course is presented to stimulate ideas for the further development of continuing
education offerings for social workers to meet the needs of an aging client population.

Teräs, H. and U. Kartoglu (2017). "A Grounded Theory of Professional Learning in an Authentic Online
Professional Development Program." International Review of Research in Open and Distributed Learning
18(7): 191-212.
Online professional development (OPD) programs have become increasingly popular. However,
participating in professional development does not always lead to profound professional
learning. Previous research endeavours have often focussed on measuring user acceptance or on
comparing the effectiveness of OPD with a face-to-face delivery, but there is little knowledge of
how the process of professional learning actually occurs in OPD. This study explores how
professional learning takes place in an OPD program designed according to the principles of
authentic e-learning, and how the learning design and technologies used impact on the
professional learning experienced by the participants. The context of the study is an
international OPD program in vaccine management developed and offered by World Health
Organization. A grounded theory approach was employed to develop a theorised model of the
professional learning process in an authentic online learning environment. The findings show
that professional learning was facilitated in a dynamic web of interactions rather than by
covering content: the learner is at the centre of the process, actively engaged in authentic tasks
in collaboration with peers, while mentors and content play a supporting role. Technology
facilitates and enables the web of interactions. The learning process was found to bear
resemblance to the type of professional learning that occurs in authentic workplace settings,
which implies that the authentic e-learning principles provide a helpful learning design
framework for OPD.

Terndrup, T., et al. (2005). "Online bioterrorism continuing medical education: development and
preliminary testing." Academic Emergency Medicine 12(1): 45-50.
 OBJECTIVE: Education to achieve awareness and competency in responding to incidents of
bioterrorism is important for health care professionals, especially emergency physicians and
nurses, who are likely first points of medical contact. The authors describe the development of a
computer-based approach to initial education, incorporating a screensaver to promote
awareness and a Web-based approach to provide initial content competency in the areas of
smallpox and anthrax. METHODS: Screensavers were developed and tested on emergency
department rotating senior medical students and internal medicine interns. Conceptually,
screensavers were designed as 'billboards' for attracting attention to the educational domain.
Five rotating images sequenced at five-second intervals incorporated a teaser question and an
interactive toolbar. An interactive toolbar was linked to a Web site that provided content on
smallpox and anthrax for hospital-based specialties (emergency physicians and nurses, infection
control practitioners, pathologists, and radiologists). The content included both summary and
comprehensive content as well as free continuing education credits in an online, specialty-
specific, case-scenario format with remediation pop-up boxes. RESULTS: Formal testing indicated
that the screensaver and Web site combination deployed on computers in the emergency
department and the events of the fall of 2001 significantly increased the percentage of correct
responses to five standardized bioterrorism questions. Formal evaluation with a randomized trial
and long-term follow-up is ongoing. CONCLUSIONS: Screensavers and Web sites can be used to
increase awareness of bioterrorism. Web-based education may provide an effective means of
education for bioterrorism.

Thaís Branquinho Oliveira, F. and S. Helena Eri (2013). "Prospections for development of public policies
for health professionals training from the analysis of the Brazilian scenario of competencies." Physis
23(1): 197-208.
When referring to Public Health, literature points to the need for professionals who are able to
work in different contexts. In this perspective, the theme of "competency" emerges from the
administrative context for health in order to promote debates in the field of human resource
development and training. This paper aims to present an overview of the Brazilian scene on
professional skills in health for better understanding the construct at the national level and
propose future research. The study used data from the Directory of Research Groups of the
National Research Council (CNPq), the database of the Department of Science and Technology of
the Ministry of Health (Health Research System), Bank of Theses and Dissertations of the
Coordination for Higher Education Personnel (CAPES) and SciELO database. We observed
inequality in the distribution of scientific researchers and little encouraged production. Thus
greater efforts in the field of health management are necessary to build the theme.

Thapa, R., et al. (2021). "The development and psychometric properties of oral health assessment
instruments used by non-dental professionals for nursing home residents: a systematic review." BMC
Geriatrics 21: 1-16.
Background Globally, oral health status of the geriatric population residing in nursing homes is
poor. The integration of non-dental professionals is vital to monitor oral health, early
identification and triaging of oral health problems, and timely referral to dental professionals.
The aims of this systematic review were to provide a summary on the development and
characteristics of oral health assessment instruments currently used by non-dental professionals
for nursing home residents, and to perform a critical appraisal of their psychometric properties.
Methods This review was conducted as per the PRISMA guidelines. CINHAL (EBSCO), Medline
(Ovid), and EMBASE (Ovid) were searched systematically. Two reviewers independently screened
the title, abstract, and full text of the studies as per the eligibility criteria. Studies describing oral
 health assessment instruments used to assess oral health of nursing home residents by non-
dental professionals were included. Using a methodological framework, each instrument was
evaluated for purpose, content, and psychometric properties related to validity, reliability,
feasibility, generalisability, and responsiveness. Additionally, the reporting quality assessment of
each included study was performed according to the SURGE guidelines. Results Out of the 819
screened articles, 10 studies were included in this review. The 10 identified instruments
integrated 2 to 12 categories to assess oral health, which was scored on a 2 to 5-point scale.
However, the measurement content varied widely, and none were able to comprehensively
measure all aspects of oral health. Three measurement approaches were identified:
performance- based assessment, direct inspection of the oral health status, and interview
measures. Only eight instruments provided quality assessment on the basis of validity, reliability,
feasibility and generalisability, whereas three instruments- Brief Oral Health Status Examination,
Dental Hygiene Registration, and Oral Health Assessment Tool reported good methodological
quality on at least one assessment criteria. Conclusions None of the instruments identified in
this review provided a comprehensive assessment of oral health, while three instruments
appeared to be valid and reliable. Nonetheless, continuous development of instruments is
essential to embrace the complete spectrum of oral health and address the psychometric gaps.

Thevathasan, L., et al. (2021). "Continuing education curriculum improved primary care physicians
knowledge, competence and confidence on treatment of heart failure with reduced ejection fraction."
European Journal of Heart Failure 23(SUPPL 2): 294.
Introduction: Clinicians who treat patients with chronic heart failure require a multi-dimensional
approach to online education for the treatment of heart failure with reduced ejection fraction
(HFrEF) based on the latest relevant clinical trial data and international guidelines updates.
Purpose: We sought to assess whether an online education curriculum, directed at primary care
physicians (PCPs), would improve knowledge, competence and confidence in HFrEF on four main
areas: appropriate use of foundational therapies for HFrEF, early and appropriate treatment of
HFrEF, guidelines recommendations for HFrEF and in-hospital initiation of angiotensin neprilysin
inhibitor (ARNI). Methods: A series of 14 activities launched from 2019-2020 to reach a global
audience of PCPs managing HFrEF. The educational activities included multi-modality
approaches using adult learning principles, and included with didactics, cases, and panel
discussions. Educational effectiveness was assessed in 4 activities with repeated paired pre/post
assessment where learners served as their own controls to measure changes in knowledge,
competence and confidence. PCPs who completed both the pre- and post-CME questions were
included in analysis. McNemar's tests were conducted to assess whether changes from pre- to
post-education in knowledge and competence are statistically significant and paired-sample t
tests were used to analyze significant levels of confidence increase. P<0.05 were considered
significant across all statistical tests performed. The first activity launched on March 25, 2019
and the data reported were collected through 8 February 2021. Table Results: As of 8 February
2021, 53.983 PCPs had participated in the activities. Analyses from 4 activities found significant
improvements in knowledge, competence and confidence among PCPs, measured as relative
changes in percentage of correct responses or confidence increase of PCPs from pre- to post-
CME (n= 399 - 2967): The table shows increases in overall knowledge (n=2967; 42%, p<0.001)
and in overall competence (n=1812; 96%, p<0.001) as well by each of the 4 learning themes for
knowledge and 2 learning themes for competence. An analysis of combined
knowledge/competence resulted in a 52% aggregated improvement (n=2967; p<0.001) for the
curriculum. Increased confidence is noted in the table for each of the learning themes:
Conclusion: This series of online, expert-led, continuing educational activities resulted in
 significant improvement in knowledge, competence and confidence among PCPs onmanaging
HFrEF over time. Clinical application of using appropriate foundational therapies for HFrEF
remains a gap for PCPs and potentially merits further educational efforts. These results
demonstrate the effectiveness of on-demand education to improve upon existing knowledge,
close persistent gaps, and increase confidence in managing patients with HFrEF by PCPs.

Thi Nguyen, V. A., et al. (2021). "Attracting and retaining physicians in less attractive specialties: the role
of continuing medical education." Human Resources for Health 19: 1-11.
Background Less attractive specialties in medicine are struggling to recruit and retain physicians.
When properly organized and delivered, continuing medical education (CME) activities that
include short courses, coaching in the workplace, and communities of practice might offer a
solution to this problem. This position paper discusses how educationalists can create CME
activities based on the self-determination theory that increase physicians’ intrinsic motivation to
work in these specialties. Main content The authors propose a set of guidelines for the design of
CME activities that offer physicians meaningful training experiences within the limits of the
available resources and support. First, to increase physicians’ sense of professional relatedness,
educationalists must conduct a learner needs assessment, evaluate CME’s long-term outcomes
in work-based settings, create social learning networks, and involve stakeholders in every step of
the CME design and implementation process. Moreover, providing accessible, practical training
formats and giving informative performance feedback that authentically connects to learners'
working life situation increases physicians’ competence and autonomy, so that they can
confidently and independently manage the situations in their practice contexts. For each
guideline, application methods and instruments are proposed, making use of relevant literature
and connecting to the self-determination theory. Conclusions By reducing feelings of
professional isolation and reinforcing feelings of competence and autonomy in physicians, CME
activities show promise as a strategy to recruit and retain physicians in less attractive specialties.

Thi Nguyen, V. A., et al. (2021). "Attracting and retaining physicians in less attractive specialties: the role
of continuing medical education." Human Resources for Health 19(1): 1-11.
Background: Less attractive specialties in medicine are struggling to recruit and retain physicians.
When properly organized and delivered, continuing medical education (CME) activities that
include short courses, coaching in the workplace, and communities of practice might offer a
solution to this problem. This position paper discusses how educationalists can create CME
activities based on the self-determination theory that increase physicians' intrinsic motivation to
work in these specialties.Main Content: The authors propose a set of guidelines for the design of
CME activities that offer physicians meaningful training experiences within the limits of the
available resources and support. First, to increase physicians' sense of professional relatedness,
educationalists must conduct a learner needs assessment, evaluate CME's long-term outcomes
in work-based settings, create social learning networks, and involve stakeholders in every step of
the CME design and implementation process. Moreover, providing accessible, practical training
formats and giving informative performance feedback that authentically connects to learners'
working life situation increases physicians' competence and autonomy, so that they can
confidently and independently manage the situations in their practice contexts. For each
guideline, application methods and instruments are proposed, making use of relevant literature
and connecting to the self-determination theory.Conclusions: By reducing feelings of
professional isolation and reinforcing feelings of competence and autonomy in physicians, CME
activities show promise as a strategy to recruit and retain physicians in less attractive specialties.
Thokozani Mahlanze, H. and M. Nokuthula Sibiya (2017). "Perceptions of student nurses on the writing
of reflective journals as a means for personal, professional and clinical learning development." Health SA
Gesondheid 22: 79-86.
Background: Reflective journals are used by the students to voice their views on the daily
activities during clinical placement. Reflective journals are aimed at helping the student to
observe and record as many facts about daily practice as the student finds relevant. Reflective
journal writing can therefore be used as a tool to evaluate that clinical learning is actually taking
place and what challenges students are experiencing which may influence their learning.
Findings by Harris (2006:460e461) are encouraging that through journaling students will develop
ability to identify and analyse their difficulties, make suggestions for solving problems and ask
and pursue questions on their own. Some of the participants confirmed improved values
clarification, self-valuing and personal growth. Bulman & Schutz (2008: 172) recommends
journal writing for recording processes the student observe, copy and internalize in her journey
towards professional development. Objectives: This study aimed to determine student nurses'
perceptions of reflective journal writing as a means for personal, professional development and
clinical learning development. Method: A quantitative and descriptive survey was conducted in
September 2013. Forty participants were recruited from second year student nurses of a
University of Technology in uMgungundlovu District of KwaZulu-Natal. Purposive convenience
sampling strategy was used. A structured questionnaire was designed by the researcher from
literature reviewed. The questionnaire was piloted and modified, then used after permission had
been granted by the Ethics Committee of the university concerned. The Statistical Package for
Social Sciences (SPSS 17) programme was used for data analysis. Results: Results indicated that
the participants generally experienced writing of reflective journals to be a valuable tool
enhancing personal development, professional growth and clinical learning. A significant number
(n = 24/60%) confirmed that they improved in making proactive decisions and taking on the spot
corrective actions; 52% (n = 21) of the participants were empowered to examine their attitudes
and perspectives to a given situation and 55% (n = 22) participants increased in active
involvement and ownership of their learning. Recommendations: It is recommended that clinical
staff be reminded of their responsibility as role models for student nurses so as to enhance their
personal, professional development and clinical development. The writing of reflective journals
must be encouraged in nurse education and students given guidance and constructive feedback.

Thomas, H. and T. Qiu (2013). "Continuing Professional Development: Accountability, Autonomy,

Efficiency and Equity in Five Professions." British Journal of Educational Studies 61(2): 161.
We examine the influence of neo-liberalism in re-shaping the accountability of five professional
groups (accountants, solicitors, social workers, nurses and doctors) and its consequence for their
CPD policies. Documentary analysis and Quarterly Labour Force Survey data (n=31,260) from the
1990s to the present are integrated in a comparative method which examines whether changes
are specific to a profession or represent more general patterns. Using complementary theories
from neo-liberal economics and the sociology of professionalism, we show how regulatory
oversight has altered accountabilities. Its consequences for the autonomy of professions and
individuals in determining CPD requirements differ amongst the five groups, mediated by status,
public concern, regulator activism and, possibly, alignment with the financial sector. Efficiency
and equity are analysed using theories of professional learning and human capital. Wider
economic conditions influence the incidence of CPD with recent years showing declining
participation; we also show changes in 'what counts' as CPD and its greater integration with
performance management. Findings on selected equity criteria are also reported. Some
regulators are becoming more specific about the content of CPD, while others are defining what
 constitutes good practice and requiring its use in planning CPD. Greater attention is being given
to issues of ethics and probity. [PUBLICATION ABSTRACT]

Thomas, P. (2003). "A study of the effectiveness of professional development groups." Nursing times
99(33): 32-34.
In 1995 Nursing Times published my study (Thomas, 1995) on the effectiveness of staff support
groups within community nursing settings. This work has continued to develop over the past
seven years and this article looks at the development of the model within acute mental health
wards and discusses a recent evaluation of the groups by its members. It is encouraging to find
that these groups continue to be found valuable by the participants. The rationale behind the
name change from staff support groups to professional development groups reflects the concept
of staff using the groups to reflect on their roles and take responsibility for their professional
development rather than the concept of support groups, which may indicate passivity.

Thomas, S. (2001). "Continuing professional development: continence management. Continence: an

update on policy priorities and practice implications in primary care." Nursing Older People 13(9): 21-26.
Recent national policies have created new frameworks and guidance on the assessment and
treatment of continence problems. This article offers an update on new policy initiatives relevant
to nurses working with older people and discusses the implications for primary care.

Thompson, W., et al. (2018). "Does CPD encourage professional competence?" Pharmacy Education
18(1): 4-5.
Background: In Australia continuing professional development (CPD) aims to maintain
professional competence and CPD planning aims to focus learning on the gaps identified against
the competency standards (PBA, 2015 ; PSA, 2016). Intrinsic motivation to learn has been
associated with more positive educational outcomes (Mylrea et al, 2017). Currently there's little
evidence of how CPD impacts learning. Objectives: To identify what factors motivate pharmacists
to do CPD and investigate the use of CPD planning. Methodology: An online questionnaire which
contained Likert scaled and open questions was disseminated via professional newsletters and
targeted registered pharmacists in Australia to explore the two objectives in this study. Results:
Motivation to do CPD relied upon a number of factors, such as to fulfil registration requirements,
where 93% (n=218/235) agreed this was a motivating factor. There was 69% (n=163/235) who
agreed carrying out CPD satisfied their need for learning. There were 41% (n=95/233) who
agreed they did not plan CPD and 47% (n=111/234) who agreed that CPD planning did not
address gaps in their competency to practice. Discussion: This research has identified that CPD is
partly driven by external requirements which could indicate that learning is not optimal and
more of a tick box exercise. Some have questioned whether CPD processes facilitate competency
to practice, with many believing that they do not encourage the best type of learning or the right
kind of motivation to learn (Schafheutle et al., 2013; Tran et al., 2014). Work is still needed in the
profession to explain the benefits of the framework and to ensure that ongoing learning
maintains competence.

Thompson, W. and L. M. Nissen (2013). "Australian Pharmacists' understanding of their Continuing

Professional Development Obligations." Journal of Pharmacy Practice & Research 43(3): 213-217.
Background: Adoption of mandatory continuing professional development (CPD) for pharmacists
in Australia is relatively new. Difficulties have been reported with the introduction of CPD
frameworks in other countries. There is limited information on how Australian pharmacists have
engaged with the CPD requirements for registration. Aim: To explore Australian pharmacists'
 understanding and engagement with the CPD requirements for renewal of registration. Method:
The Pharmacy Board of Australia's CPD requirements for registration was used to design an
online survey to explore the level of understanding and engagement Australian pharmacists have
with the CPD framework. Results: 278 pharmacists responded to the survey - 66% were female,
30% were male and 4% did not disclose their gender. 63% of respondents noted that it would
not be difficult to acquire 40 CPD credits annually. Respondents identified that Group 1 activities
were a preferred way of acquiring CPD credits. Majority of pharmacists (91%) believed that they
knew the CPD requirements for registration and 77% noted that there had been sufficient
guidance provided. Despite this, 26% of participants had never used self-directed learning plans
and 38% did not know how to undertake self-directed learning. 76% of participants were under
the common misconception that CPD is synonymous with continuing education. Conclusion: The
majority of pharmacists believe they understand and can engage in the acquisition of CPD
credits for renewal of registration. Some aspects of the CPD framework was not understood,
such as how it aims to develop a pharmacist's practice. This aspect of the CPD framework will
need to be further developed.

Thomson, L. A. (1994). "Meeting continuing professional education needs." British journal of nursing
(Mark Allen Publishing) 3(14): 718-720.
The interest in the Diploma of Advanced Nursing Studies is indicative of the need and demand
for flexible, student-centred learning opportunities that link theory with clinical practice. The
programmes use study guides that offer students a sequential or problem-solving interactive
vehicle between the student and teacher. Distance learning provides students with access to
flexible learning opportunities when their choices are constrained by location and personal
circumstances.

Thorpe, K. P. R. N. and R. P. C. Loo (2003). "The values profile of nursing undergraduate students:
Implications for education and professional development." Journal of Nursing Education 42(2): 83-90.
This study examined the values profile of 152 nursing undergraduate students, as measured by
the 20 life and work values from the Values Scale, and compared their profiles to those from a
comparable sample of 111 management undergraduate students. Results showed that Personal
Development and Altruism are the most important values for this sample of nursing students.
There also were several significant age effects related to six of the values. The results of the t
tests showed that the nursing sample had a significantly higher mean on the Altruism value and
lower means on the Life Style, Advancement, Autonomy, Authority, Creativity, Economic, and
Risk values, compared to the management sample. Recommendations are offered for nurse
educators and managers. Inevitably, values compel individuals to be and to act, both personally
and professionally.

Tibbles, L. (1977). "Theories of Adult Education: Implications for Developing a Philosophy for Continuing
Education in Nursing." The Journal of Continuing Education in Nursing 8(4): 25-28.
The second aspect is related to ten social roles of adulthood: worker, mate, parent, homemaker,
son or daughter of aging parents, citizen, friend, organization member, religious affiliate, and
user of leisure time. According to Havinghurst the requirements for performing each social role
changes as we move through the three phases of adult life, thereby setting up changing
readiness to learn. [...] studies have shown that a large number of middle class women spend
about ten years raising children and occupational interests drop abruptly during this time.2
However, at about age 40, after children are grown, and when motivation is lacking for many
men, women seek employment.3 These factors are important considerations if we are interested
 in utilizing the talents of nurses in various stages of developmental tasks.

Tilleczek, K., et al. (2005). "Innovations and issues in the delivery of continuing education to nurse
practitioners in rural and northern communities." Canadian Journal of Nursing Research 37(1): 147-162.
This paper addresses the need to provide rural nurse practitioners (NPs) with the distance
education that is considered vital to the upgrading of their professional skills. The method of
delivering the courses is a critical aspect of their success. The authors trace and describe the
innovative delivery of the Rural Ontario Nurse Practitioner Continuing Education Initiative, from
the initial needs assessment study through to the implementation and evaluation study. In each
study, a multi-method action research model was used. The respondents showed a preference
for face-to-face modalities that were perceived to be constrained by barriers. These barriers
were subsequently addressed by the pilot project. Those living in rural areas recognized the
benefits of information technologies. Implementation was effectively weighted on multiple
modes of online course delivery and the use of constructivist pedagogy. The findings suggest
that the delivery of continuing education to rural and remote NPs is still wrought with
challenges.

Timmins, F. and J. O'Shea (2004). "The Roper-Logan-Tierney (1996) model of nursing as a tool for
professional development in education." Nurse Education in Practice 4(3): 159-167.
This paper is to demonstrate the use of the Roper-Logan-Tierney model [The Elements of
Nursing: A Model for Nursing Based on a Model for Living, fourth ed. Churchill Livingstone,
London 1996] (RLT) in assessing, planning, implementing and evaluating the care of an infant in a
neonatal intensive care setting. The paper also provides an insight into student's reflection upon
learning during the programme and preparation of a care study. The RLT model provided a clear
framework to guide the nursing care of Neonate. However, despite the lack of evidence as to the
benefits the use of this model, individualisation of nursing practice [Journal of Advanced
Nursing, 28 (1), (1998) 77] was a particular benefit that emerged during this study. Rather than
focusing on the medical and routine day to day aspects of care in the neonatal unit, the use of
the model allowed for the construction of a plan of care based on the baby's own specific
physical, social and emotional needs. If models are here to stay, it is imperative that empirical
evidence is generated to underpin their use in practice. Outcome measures, including outcome
and satisfaction would contribute greatly to knowledge in this area. In addition, nurse's views of
their use needs to be more clearly and widely articulated.

Tipping, J., et al. (2001). "Value of unstructured time (breaks) during formal continuing medical
education events." Journal of Continuing Education in the Health Professions 21(2): 90-96.
BACKGROUND: Unstructured time (breaks) at formal continuing medical education (CME) events
is nonaccredited in some jurisdictions. Program participants, however, perceive this time as
valuable to their learning. The purpose of this research was to determine what activities occur
during unstructured time in formal CME events and how these activities impact learning for
physicians. METHODS: A qualitative method based on grounded theory was used to determine
themes of behavior. Both individual and focus group interviews were conducted. Data were
analyzed and coded into themes, which were then further explored and validated by the use of a
questionnaire survey. RESULTS: One hundred ninety-seven family physicians were involved in the
study. Several activities related to the enhancement of learning were identified and grouped into
themes. There were few differences in the ranking of importance between the themes
identified, nor were differences determined based on gender or type of CME in which the break
occurred. FINDINGS: The results suggest that unstructured time (breaks) should be included in
 formal CME events to help physician learners integrate new material, solve individual practice
problems, and make new meaning out of their experience. The interaction between colleagues
that occurs as a result of the provision of breaks is perceived as crucial in aiding the process of
applying knowledge to practice.

Titchen, A. C. (1985). "Innovative continuing education: An in-service model." Physiotherapy 71(11): 464-
467.
The results of the study from which the in-service model was developed are presented. The
model, based on physiotherapists' suggestions and reports of effective learning and on current
educational thinking, is then introduced. The theories that underpin the innovations in the
model are examined and the need for a change of attitudes, before the innovations could be
implemented, is identified. Finally, practical suggestions for enhancing self-initiated learning are
put forward.

Titchen, A. C. (1987). "Problem-based learning: The rationale for a new approach to physiotherapy
continuing education." Physiotherapy 73(7): 324-327.
This paper describes the origin and history of problem-based learning in medical and
physiotherapy education. The theoretical underpinnings of problem-based learning are
presented, together with its relationship to patient treatment and evaluation of practice.
Empirical evidence that suggests that this is an appropriate and effective approach for
physiotherapy continuing education is discussed, with reference to evaluative and experimental
research undertaken in this field. Although some questions remain unanswered, it is concluded
that problem-based learning creates an environment in which desirable approaches to learning
are adopted. An hypothesis is put forward to account for this. Finally, it is considered that
problem-based learning can be a useful alternative approach for physiotherapy continuing
education.

Tjin A Tsoi, S. L., et al. (2016). "Factors Influencing Participation in Continuing Professional Development:
A Focus on Motivation Among Pharmacists." The Journal of continuing education in the health
professions 36(3): 144-150.
INTRODUCTION: The interest in continuing education (CE) for pharmacists has increased because
of patient safety issues, advancing science and the quick changes in the profession. Therefore,
contemporary pharmaceutical care requires an effective and sustainable system for pharmacists
to maintain and improve competencies. Although motivation plays an important role both as a
facilitator (desire to learn) and a barrier (lack of motivation), there is little investigated about this
specific factor. The aim of the study was to explore what factors influence pharmacists'
participation in CE with a focus on motivation. METHODS: The theoretical framework was self-
determination theory (SDT), which describes autonomous motivation (AM) representing
motivation from an internal locus of causality, controlled motivation (CM) originating from an
external locus of causality, and relative autonomous motivation (RAM) that measures the AM in
an individual after correcting for the CM. The relationship between pharmacists' characteristics,
especially their motivation (AM, CM and RAM) in CE, and their participation in CE activities was
explored using the AMS-questionnaire and the Dutch online portfolio system. RESULTS: RAM was
positively correlated with CE participation of pharmacists and explained 7.8% of the variance.
The correlations between the independent variables AM and CM and CE hours were negative (-
0.301 and -0.476, respectively). Other factors influencing CE participation were pharmacy school
(6.8%), traineeship (10.9%), and work experience (7.8%). Pharmacists participated for 27.0 hours
on average in CE during 11 months and preferred face-to-face-learning (85.5%) above e-learning
 (13.8%). DISCUSSION: Our findings show a positive relationship between RAM and CE
participation. The current CE system is probably not conducive to stimulation of AM. Further
research is needed to understand the factors that stimulate pharmacists' motivation and
participation in CE.

Tjin A Tsoi, S. L., et al. (2016). "Unraveling Motivational Profiles of Health Care Professionals for
Continuing Education: The Example of Pharmacists in the Netherlands." The Journal of continuing
education in the health professions 36(1): 46-54.
INTRODUCTION: Continuing education (CE) can support health care professionals in maintaining
and developing their knowledge and competencies. Although lack of motivation is one of the
most important barriers of pharmacists' participation in CE, we know little about the quality or
the quantity of motivation. We used the self-determination theory, which describes autonomous
motivation (AM) as originating from within an individual and controlled motivation (CM) as
originating from external factors, as a framework for this study. Our aim was to obtain insight
into the quality and quantity of pharmacists' motivation for CE. METHODS: The scores of 425
pharmacists on Academic Motivation Scale were subjected to K-means cluster analysis to
generate motivational profiles. RESULTS: We unraveled four motivational profiles: (1) good
quality with high AM/low CM, (2) high quantity with high AM/high CM, (3) poor quality with low
AM/high CM, and (4) low quantity with low AM/low CM. Female pharmacists, pharmacists
working in a hospital pharmacy, pharmacists working for more than 10 years, and pharmacists
not in training were highly represented in the good-quality profile. Pharmacists working in a
community pharmacy, pharmacists working for less than 10 years, and pharmacists in training
were highly represented in the high-quantity profile. Male pharmacists were more or less
equally distributed over the four profiles. The highest percentage of pharmacy owners was
shown in the low-quantity profile, and the highest percentage of the nonowners was shown in
the good-quality profile. DISCUSSION: Pharmacists exhibit different motivational profiles, which
are associated with their background characteristics, such as gender, ownership of business,
practice setting, and current training. Motivational profiles could be used to tailor CE courses for
pharmacists.

Tjin A Tsoi, S. L., et al. (2018). "A Longitudinal Approach to Changes in the Motivation of Dutch
Pharmacists in the Current Continuing Education System." American Journal of Pharmaceutical Education
82(2): 6199.
Objective. To explore the changes in motivation of Dutch pharmacists for Continuing Education
(CE) in the Dutch CE system. Methods. Pharmacists' motivation was measured across three time
points with the Academic Motivation Scale, based on the Self-Determination Theory of
motivation. The Latent Growth Modelling technique was used to analyze these data. Results.
Over a period of 21 months, Controlled Motivation had increased and Relative Autonomous
Motivation of Dutch pharmacists had decreased. Traineeship was the only demographic factor
with a significant influence on the change in motivation. No subgroups with different trajectories
could be identified. Conclusion. Relative Autonomous Motivation of Dutch pharmacists for CE
decreases over time. This indicates a loss of Autonomous Motivation ("good" motivation) in
favor of Controlled Motivation ("bad" motivation). Further research needs to be conducted to
gain a better understanding of the association between pharmacist motivation and the features
of the current CE system.

Tjin A Tsoi, S. L. N. M., et al. (2016). "Unraveling Motivational Profiles of Health Care Professionals for
Continuing Education: The Example of Pharmacists in the Netherlands." Journal of Continuing Education
in the Health Professions 36(1): 46-54.
Introduction: Continuing education (CE) can support health care professionals in maintaining and
developing their knowledge and competencies. Although lack of motivation is one of the most
important barriers of pharmacists' participation in CE, we know little about the quality or the
quantity of motivation. We used the self-determination theory, which describes autonomous
motivation (AM) as originating from within an individual and controlled motivation (CM) as
originating from external factors, as a framework for this study. Our aim was to obtain insight
into the quality and quantity of pharmacists' motivation for CE. Methods: The scores of 425
pharmacists on Academic Motivation Scale were subjected to K-means cluster analysis to
generate motivational profiles. Results: We unraveled four motivational profiles: (1) good quality
with high AM/low CM, (2) high quantity with high AM/high CM, (3) poor quality with low
AM/high CM, and (4) low quantity with low AM/low CM. Female pharmacists, pharmacists
working in a hospital pharmacy, pharmacists working for more than 10 years, and pharmacists
not in training were highly represented in the good-quality profile. Pharmacists working in a
community pharmacy, pharmacists working for less than 10 years, and pharmacists in training
were highly represented in the high-quantity profile. Male pharmacists were more or less
equally distributed over the four profiles. The highest percentage of pharmacy owners was
shown in the low-quantity profile, and the highest percentage of the nonowners was shown in
the good-quality profile. Discussion: Pharmacists exhibit different motivational profiles, which
are associated with their background characteristics, such as gender, ownership of business,
practice setting, and current training. Motivational profiles could be used to tailor CE courses for
pharmacists.

Tjin A. Tsoi, S. L. N. M., et al. (2016). "Factors Influencing Participation in Continuing Professional
Development: A Focus on Motivation Among Pharmacists." Journal of Continuing Education in the
Health Professions 36(3): 144-150.
Introduction: The interest in continuing education (CE) for pharmacists has increased because of
patient safety issues, advancing science and the quick changes in the profession. Therefore,
contemporary pharmaceutical care requires an effective and sustainable system for pharmacists
to maintain and improve competencies. Although motivation plays an important role both as a
facilitator (desire to learn) and a barrier (lack of motivation), there is little investigated about this
specific factor. The aim of the study was to explore what factors influence pharmacists'
participation in CE with a focus on motivation. Methods: The theoretical framework was self-
determination theory (SDT), which describes autonomous motivation (AM) representing
motivation from an internal locus of causality, controlled motivation (CM) originating from an
external locus of causality, and relative autonomous motivation (RAM) that measures the AM in
an individual after correcting for the CM. The relationship between pharmacists' characteristics,
especially their motivation (AM, CM and RAM) in CE, and their participation in CE activities was
explored using the AMS-questionnaire and the Dutch online portfolio system. Results: RAM was
positively correlated with CE participation of pharmacists and explained 7.8% of the variance.
The correlations between the independent variables AM and CM and CE hours were negative
(20.301 and 20.476, respectively). Other factors influencing CE participation were pharmacy
school (6.8%), traineeship (10.9%), and work experience (7.8%). Pharmacists participated for
27.0 hours on average in CE during 11 months and preferred face-to-face-learning (85.5%) above
e-learning (13.8%). Discussion: Our findings show a positive relationship between RAM and CE
participation. The current CE system is probably not conducive to stimulation of AM. Further
research is needed to understand the factors that stimulate pharmacists' motivation and
participation in CE.
Tjin, A. T. S. L., et al. (2016). "Factors Influencing Participation in Continuing Professional Development: A
Focus on Motivation Among Pharmacists." J Contin Educ Health Prof 36(3): 144-150.
INTRODUCTION: The interest in continuing education (CE) for pharmacists has increased because
of patient safety issues, advancing science and the quick changes in the profession. Therefore,
contemporary pharmaceutical care requires an effective and sustainable system for pharmacists
to maintain and improve competencies. Although motivation plays an important role both as a
facilitator (desire to learn) and a barrier (lack of motivation), there is little investigated about this
specific factor. The aim of the study was to explore what factors influence pharmacists'
participation in CE with a focus on motivation. METHODS: The theoretical framework was self-
determination theory (SDT), which describes autonomous motivation (AM) representing
motivation from an internal locus of causality, controlled motivation (CM) originating from an
external locus of causality, and relative autonomous motivation (RAM) that measures the AM in
an individual after correcting for the CM. The relationship between pharmacists' characteristics,
especially their motivation (AM, CM and RAM) in CE, and their participation in CE activities was
explored using the AMS-questionnaire and the Dutch online portfolio system. RESULTS: RAM was
positively correlated with CE participation of pharmacists and explained 7.8% of the variance.
The correlations between the independent variables AM and CM and CE hours were negative (-
0.301 and -0.476, respectively). Other factors influencing CE participation were pharmacy school
(6.8%), traineeship (10.9%), and work experience (7.8%). Pharmacists participated for 27.0 hours
on average in CE during 11 months and preferred face-to-face-learning (85.5%) above e-learning
(13.8%). DISCUSSION: Our findings show a positive relationship between RAM and CE
participation. The current CE system is probably not conducive to stimulation of AM. Further
research is needed to understand the factors that stimulate pharmacists' motivation and
participation in CE.

Tjin, A. T. S. L., et al. (2016). "Unraveling Motivational Profiles of Health Care Professionals for Continuing
Education: The Example of Pharmacists in the Netherlands." J Contin Educ Health Prof 36(1): 46-54.
INTRODUCTION: Continuing education (CE) can support health care professionals in maintaining
and developing their knowledge and competencies. Although lack of motivation is one of the
most important barriers of pharmacists' participation in CE, we know little about the quality or
the quantity of motivation. We used the self-determination theory, which describes autonomous
motivation (AM) as originating from within an individual and controlled motivation (CM) as
originating from external factors, as a framework for this study. Our aim was to obtain insight
into the quality and quantity of pharmacists' motivation for CE. METHODS: The scores of 425
pharmacists on Academic Motivation Scale were subjected to K-means cluster analysis to
generate motivational profiles. RESULTS: We unraveled four motivational profiles: (1) good
quality with high AM/low CM, (2) high quantity with high AM/high CM, (3) poor quality with low
AM/high CM, and (4) low quantity with low AM/low CM. Female pharmacists, pharmacists
working in a hospital pharmacy, pharmacists working for more than 10 years, and pharmacists
not in training were highly represented in the good-quality profile. Pharmacists working in a
community pharmacy, pharmacists working for less than 10 years, and pharmacists in training
were highly represented in the high-quantity profile. Male pharmacists were more or less
equally distributed over the four profiles. The highest percentage of pharmacy owners was
shown in the low-quantity profile, and the highest percentage of the nonowners was shown in
the good-quality profile. DISCUSSION: Pharmacists exhibit different motivational profiles, which
are associated with their background characteristics, such as gender, ownership of business,
practice setting, and current training. Motivational profiles could be used to tailor CE courses for
 pharmacists.

Tjin, A. T. S. L., et al. (2018). "A Longitudinal Approach to Changes in the Motivation of Dutch Pharmacists
in the Current Continuing Education System." Am J Pharm Educ 82(2): 6199.
Objective. To explore the changes in motivation of Dutch pharmacists for Continuing Education
(CE) in the Dutch CE system. Methods. Pharmacists' motivation was measured across three time
points with the Academic Motivation Scale, based on the Self-Determination Theory of
motivation. The Latent Growth Modelling technique was used to analyze these data. Results.
Over a period of 21 months, Controlled Motivation had increased and Relative Autonomous
Motivation of Dutch pharmacists had decreased. Traineeship was the only demographic factor
with a significant influence on the change in motivation. No subgroups with different trajectories
could be identified. Conclusion. Relative Autonomous Motivation of Dutch pharmacists for CE
decreases over time. This indicates a loss of Autonomous Motivation ("good" motivation) in
favor of Controlled Motivation ("bad" motivation). Further research needs to be conducted to
gain a better understanding of the association between pharmacist motivation and the features
of the current CE system.

Tobin, H. M. (1976). Staff Development: A Vital Component of Continuing Education, Journal of

Continuing Education in Nursing. 7: 33.
The article discusses: the role of staff development within the broad concept of continuing
education, continuing education based on different types of preparatory education, need for
improved learning opportunities for staff development educators, and major goals for the staff
development educator. (Author/MS)

Tofade, T., et al. (2010). "Continuing professional development training program among pharmacist
preceptors and nonpreceptors." Journal of the American Pharmacists Association : JAPhA 50(6): 730-735.
To administer, observe, and evaluate the effectiveness of a condensed continuing professional
development (CPD) training program among chain community pharmacy preceptors and
nonpreceptors in North Carolina. 120 community preceptors and nonpreceptors affiliated with a
large community chain pharmacy completed a 5-hour CPD program consisting of home study
and live portions and were given pre- and postintervention surveys. The main outcome
measures were knowledge and familiarity of CPD among community chain pharmacy preceptors
and nonpreceptors, effectiveness of the condensed training program, and perceptions on
implementing the CPD process after training. Before the educational activity, differences
between participants were (1) the percent of women pharmacists (40% of preceptors and 65%
of nonpreceptors) and (2) that preceptors were more likely to accomplish planned learning
activities compared with nonpreceptors. Of 97 nonpreceptors and 23 preceptors trained, more
than 90% reported being able to achieve the program objectives and responded positively to the
survey questions and 100% indicated that the educational activity enhanced their knowledge
and skill levels. At least 85% of participants responded that the program length was satisfactory.
The postsurvey revealed that 87% of participants were at least moderately familiar with the
concept of CPD. Of respondents, 83% indicated that they will implement CPD at their practice
site. A condensed CPD program is efficient and effective in training community chain pharmacy
preceptors and nonpreceptors. The majority of the pharmacists who responded indicated that
they will implement CPD at their practice site after going through this program.

Tofade, T., et al. (2012). "Use of SMART learning objectives to introduce continuing professional
development into the pharmacy curriculum." American Journal of Pharmaceutical Education 76(4): 68.
 To determine whether a 2-year continuing professional development (CPD) training program
improved first-year (P1) and second-year (P2) pharmacy students' ability to write SMART
(specific, measurable, achievable, relevant, and timed) learning objectives. First-year students
completed live or online CPD training, including creating portfolios and writing SMART objectives
prior to their summer introductory pharmacy practice experience (IPPE). In year 2, P1 and P2
students were included. SMART learning objectives were graded and analyzed. On several
objectives, the 2011 P1 students (n = 130) scored higher than did the P2 cohort (n = 105). In
2011, P2 students outscored their own performance in 2010. In 2011, P1 students who had been
trained in online modules performed the same as did live-session trainees with respect to
SMART objectives. With focused online or live training, students are capable of incorporating
principles of CPD by writing SMART learning objectives.

Tofade, T., et al. (2015). "Introduction of a continuing professional development tool for preceptors:
Lessons learned." Journal of Pharmacy Practice 28(2): 212-219.
Accreditation Council for Pharmacy Education (ACPE) guidelines state that preceptors should
"have a systematic, self-directed approach to their own continuing professional development
(CPD)." The objective of this study was to encourage preceptors to take advantage of the ACPE
CPD resources and implement the concept of CPD (reflect, plan, act, evaluate, record) as a
framework for guiding individual preceptor's continuing development as educators and to
determine their opinion regarding the usefulness, effectiveness, and obstacles to
implementation of this approach. A total of 3713 preceptors from the participating schools were
encouraged to undergo CPD training and invited to respond to a series of questions. Of the initial
respondents, 48% represented health system/hospital preceptors, followed by
community/independent pharmacists (64 of 236, 28%). Preceptor respondents often train
students from multiple schools/colleges (average = 1.9 schools/colleges per preceptor) and 90%
agreed or strongly agreed with the statement, "the CPD model, as learned in the webcasts, is
beneficial for ongoing preceptor development." The general consensus was that the preceptor
portfolio provided motivation to reflect, plan, and set more defined and realistic goals for
students, residents, and themselves as educators and could be a valuable starting point for
promoting preceptors' reflection, planning, and action related to rotation management,
professional teaching, and student learning goals.

Tofade, T. P. M. S., et al. (2012). "Use of SMART Learning Objectives to Introduce Continuing Professional
Development Into the Pharmacy Curriculum." American Journal of Pharmaceutical Education 76(4): 1-68.
To determine whether a 2-year continuing professional development (CPD) training program
improved first-year (P1) and second-year (P2) pharmacy students' ability to write SMART
(specific, measurable, achievable, relevant, and timed) learning objectives. First-year students
completed live or online CPD training, including creating portfolios and writing SMART objectives
prior to their summer introductory pharmacy practice experience (IPPE). In year 2, P1 and P2
students were included. SMART learning objectives were graded and analyzed. On several
objectives, the 2011 P1 students (n = 130) scored higher than did the P2 cohort (n = 105). In
2011, P2 students outscored their own performance in 2010. In 2011, P1 students who had been
trained in online modules performed the same as did live-session trainees with respect to
SMART objectives. With focused online or live training, students are capable of incorporating
principles of CPD by writing SMART learning objectives.

Toftegaard, B. S., et al. (2014). "A geographical cluster randomised stepped wedge study of continuing
medical education and cancer diagnosis in general practice." Implementation Science 9.
 Background: Denmark has inferior cancer survival rates compared with many European
countries. The main reason for this is suggested to be late diagnosis at advanced cancer stages.
Cancer diagnostic work-up begins in general practice in 85% of all cancer cases. Thus, general
practitioners (GPs) play a key role in the diagnostic process. The latest Danish Cancer Plan
included continuing medical education (CME) on early cancer diagnosis in general practice to
improve early diagnosis. This dual aims of this protocol are, first, to describe the
conceptualisation, operationalisation and implementation of the CME and, second, to describe
the study design and outcomes chosen to evaluate the effects of the CME. Methods/Design: The
intervention is a CME in early cancer diagnosis targeting individual GPs. It was developed by a
step-wise approach. Barriers for early cancer diagnosis at GP level were identified systematically
and analysed using the behaviour system involving capability, opportunity and motivation
described by Michie et al. The study will be designed as a geographical cluster randomised
stepped wedge study. The study population counts 836 GPs from 417 general practices in the
Central Denmark Region, geographically divided into eight clusters. GPs from each cluster will be
invited to a CME meeting at a certain date three weeks apart. The primary outcomes will be
primary care interval and GP referral rate on cancer suspicion. Data will be obtained from
national registries, GP-completed forms on patients referred to cancer fast-track pathways and
GP-completed online questionnaires before and after the intervention. Discussion: To our
knowledge, this will be the first study to measure the effect of a theory-based CME in early
cancer diagnosis at three levels: GP knowledge and attitude, GP activity and patient outcomes.
The achieved knowledge will contribute to the understanding of whether and how general
practice's ability to perform cancer diagnosis may be improved. Trial registration: Registered as
NCT02069470 on ClinicalTrials.gov.

Toit, R. d., et al. (2010). "The Development of Competency-based Education for Mid-level Eye Care
Professionals: A Process to Foster an Appropriate, Widely Accepted and Socially Accountable Initiative."
Education for Health 23(2): 368.
Introduction: The Western Pacific region has a dearth of appropriately educated eye care
providers, training programs and large and increasing eye health needs. Method: To ensure
regional eye health needs would be met, an iterative process sought triangulations between the
literature and consultations with local stakeholders from various fields. This information was
used to develop competencies to meet quality standards for educational outcomes. A
framework for social accountability was used to evaluate the proposed educational initiative,
and the subsequent eye care service the graduates could provide. Results: Current human
resource development and deployment is inadequate to protect and restore ocular and visual
health in the region. Some of these service needs could be met by task-shifting from
conventional health professionals to appropriately trained mid-level personnel. A competency-
based curriculum was developed to meet eye care needs and define this new cadre of mid-level
professionals in relation to other professionals. This initiative met the relevance, equity, cost
effectiveness and quality criteria for social accountability. Discussion: The consultative process
resulted in broad acceptance of the need for an appropriately educated mid-level cadre that
could be recruited, educated, deployed, supported and retained in the Western Pacific region to
supplement and substitute for established eye care professionals. This process also provided
validation of the initiative prior to implementation, as being appropriate to the region, meeting
educational standards and social accountability criteria for outcomes. It could be replicated in
other regions that wish to develop such an education for new cadres of health care
professionals.
Torabizadeh, C., et al. (2019). "Development and Psychometric Evaluation of a Professional
Communication Questionnaire for the Operating Room." Health Communication 34(11): 1313-1319.
Effective communications play a significant role in environments where health care is provided. A
review of the available literature did not yield a valid scale for evaluation of operating room
nurse–doctor communication. Accordingly, the present study is an attempt at development and
psychometric evaluation of a professional communication questionnaire for the operating room.
The present study is a methodological work conducted in two steps. In the first stage of the
study, 56 items on a 5-point Likert scale were developed according to the results of a review of
relevant literature and several meetings with experts. Next, following a qualitative and
quantitative evaluation of the face and content validity of the questionnaire, 41 items remained.
An assessment of the construct validity of the questionnaire using factor analysis yielded six
factors. In this stage, 410 operating room nurses and doctors who were randomly selected from
six hospitals affiliated with the university participated. Cronbach's alpha for the internal
homogeneity of the instrument was found to be.88; the results of the test–retest showed its
consistency to be.91. The findings show that the developed instrument has enough validity and
reliability to be used to evaluate professional communication in operating rooms.

Torrens Armstrong, A., et al. (2020). "Redesigning College Professional Development Resources to Meet
the Needs of Emerging Public Health Professionals." Health Promotion Practice 21(4): 487-491.
The University of South Florida, College of Public Health, is dedicated to providing career
planning and professional development services for students in varying formats. However,
changing public health training needs and an emerging need for focused attention on
professional development necessitated the development of an evaluative program to better
understand our students' needs in these areas. Specifically, anecdotal student feedback about
feeling unprepared professionally and survey feedback from students, preceptor feedback
regarding the need for students to be better trained in core professional concepts, and low rates
of attendance in standard professional development events resulted in a quality improvement
study to identify students' perceived career planning and professional development needs.
Findings were used to redesign current services and provided the basis for developing more
targeted trainings to ensure that public health graduates are better prepared to meet employer
expectations and to excel in the workforce. This article provides an overview of this
transformative process, including the results of the qualitative survey on student, faculty, alumni,
and community preceptor perspectives, and resulting prototypes developed for the professional
development pilot along with preliminary insights.

Townsend, E., et al. (2006). "Effects of workplace policy on continuing professional development: the
case of occupational therapy in Nova Scotia, Canada." Canadian Journal of Occupational Therapy 73(2):
98-108.
BACKGROUND: Continuing professional development is essential for professionals to remain
competent, and for effective recruitment and retention. PURPOSE: This paper reports a
qualitative study of the effects of workplace policy on continuing professional development on a
small, dispersed profession in a resource-challenged province, using the case example of
occupational therapy in Nova Scotia. METHODS: The study used a multi-methods design,
theoretically based on institutional ethnography. Methods were critical appraisal of the
literature, interview and focus group data collection with 28 occupational therapists and 4 health
services administrators, and a review of workplace policy. RESULTS: The study identified a policy
wall. Notable policies were those which defined who is responsible for continuing professional
development, and which limited employee benefits and work flexibility options for those with
 family duties. It appears that a female-dominated profession, such as occupational therapy, may
also face gender-based challenges. PRACTICE IMPLICATIONS: Suggestions are offered for
workplace policy makers, unions, provincial regulatory organizations, and health professionals.
The findings are generally applicable to any small, dispersed health profession operating in
resource-challenged conditions.

Townsend, E., et al. (2006). "Effects of workplace policy on continuing professional development: The
case of occupational therapy in Nova Scotia, Canada." Canadian Journal of Occupational Therapy 73(2):
98-108.
Background. Continuing professional development is essential for professionals to remain
competent, and for effective recruitment and retention. Purpose. This paper reports a qualitative
study of the effects of workplace policy on continuing professional development on a small,
dispersed profession in a resource-challenged province, using the case example of occupational
therapy in Nova Scotia. Methods. The study used a multi-methods design, theoretically based on
institutional ethnography. Methods were critical appraisal of the literature, interview and focus
group data collection with 28 occupational therapists and 4 health services administrators, and a
review of workplace policy. Results. The study identified a policy wall. Notable policies were
those which defined who is responsible for continuing professional development, and which
limited employee benefits and work flexibility options for those with family duties. It appears
that a female-dominated profession, such as occupational therapy, may also face gender-based
challenges. Practice Implications. Suggestions are offered for workplace policy makers, unions,
provincial regulatory organizations, and health professionals. The findings are generally
applicable to any small, dispersed health profession operating in resource-challenged conditions.

Trammell, D. B. R. N. B. S. N. M. S. N. (1984). "Educational Preparation: Its Effects on Selection and

Degree of Involvement in Continuing Education Activities." The Journal of Continuing Education in
Nursing 15(6): 223-226.
The concept of lifelong learning should be stressed in all educational programs so that the
student does not view graduation from nursing school as the end of education. Because the
degree of involvement in CE indicated by the nurses surveyed in this study did not vary much
regardless of educational preparation perhaps we need to reevaluate the content and approach
of the three nursing education programs.

Tran, D., et al. (2014). "US and international health professions' requirements for continuing professional
development." American Journal of Pharmaceutical Education 78(6): 129.
There is not a comprehensive global analysis of continuing professional development (CPD) and
continuing education (CE) in the major health professions in published literature. The aim of this
article is to summarize findings from the US and international literature on CPD and CE practices
in the health professions, comparing the different requirements and frameworks to see what
similarities and challenges exist and what the future focus should be for the pharmacy
profession. A literature review was conducted on CPD and CE in selected health professions,
namely pharmacy, medicine, nursing, ophthalmology, dentistry, public health, and psychology.
Over 300 papers from the health professions were retrieved and screened. Relevant articles
based on the abstracts and introductions were summarized into tabular form by profession,
minimum requirements for licensure, nature of credits, guidelines on how to record CE and CPD
activities, and specific CE and CPD definitions. Wide variations exist among the health
professions. Lessons learned from this information can be used to further clarify and define the
role of CE and CPD and self-directed lifelong learning in pharmacy and the health professions.
Tran, D. P., et al. (2014). "US and International Health Professions' Requirements for Continuing
Professional Development." American Journal of Pharmaceutical Education 78(6): 1-129.
The aim of this article is to summarize findings from the US and international literature on CPD
and CE practices in the health professions, comparing the different requirements and
frameworks to see what similarities and challenges exist and what the future focus should be for
the pharmacy profession. A literature review was conducted on CPD and CE in selected health
professions, namely pharmacy, medicine, nursing, ophthalmology, dentistry, public health, and
psychology. Over 300 papers from the health professions were retrieved and screened. Relevant
articles, based on the abstracts and introductions, were summarized into tabular form by
profession, minimum requirements for licensure, nature of credits, guidelines on how to record
CE and CPD activities, and specific CE and CPD definitions. Wide variations exist among the
health professions. Lessons learned from this information can be used to further clarify and
define the role of CE and CPD and self-directed lifelong learning in pharmacy and the health
professions.

Tremblay, D., et al. (2022). "Development and use of research vignettes to collect qualitative data from
healthcare professionals: a scoping review." BMJ Open 12(1).
ObjectivesTo clarify the definition of vignette-based methodology in qualitative research and to
identify key elements underpinning its development and utilisation in qualitative empirical
studies involving healthcare professionals.DesignScoping review according to the Joanna Briggs
Institute framework and Preferred Reporting Items for Systematic Reviews and Meta-Analyses
Extension for Scoping Reviews guidelines.Data sourcesElectronic databases: Academic Search
Complete, CINAHL Plus, MEDLINE, PsycINFO and SocINDEX (January 2000–December
2020).Eligibility criteriaEmpirical studies in English or French with a qualitative design including
an explicit methodological description of the development and/or use of vignettes to collect
qualitative data from healthcare professionals. Titles and abstracts were screened, and full text
was reviewed by pairs of researchers according to inclusion/exclusion criteria.Data extraction
and synthesisData extraction included study characteristics, definition, development and
utilisation of a vignette, as well as strengths, limitations and recommendations from authors of
the included articles. Systematic qualitative thematic analysis was performed, followed by data
matrices to display the findings according to the scoping review questions.ResultsTen articles
were included. An explicit definition of vignettes was provided in only half the studies. Variations
of the development process (steps, expert consultation and pretesting), data collection and
analysis demonstrate opportunities for improvement in rigour and transparency of the whole
research process. Most studies failed to address quality criteria of the wider qualitative design
and to discuss study limitations.ConclusionsVignette-based studies in qualitative research appear
promising to deepen our understanding of sensitive and challenging situations lived by
healthcare professionals. However, vignettes require conceptual clarification and robust
methodological guidance so that researchers can systematically plan their study. Focusing on
quality criteria of qualitative design can produce stronger evidence around measures that may
help healthcare professionals reflect on and learn to cope with adversity.

Tremblay, M. C., et al. (2014). "Learning reflexively from a health promotion professional development
program in Canada." Health Promot Int 29(3): 538-548.
In recent decades, reflexivity has received much attention in the professional education and
training literature, especially in the public health and health promotion fields. Despite general
agreement on the importance of reflexivity, there appears to be no consensus on how to assess
 reflexivity or to conceptualize the different forms developed among professionals and
participants of training programs. This paper presents an analysis of the reflexivity outcomes of
the Health Promotion Laboratory, an innovative professional development program aimed at
supporting practice changes among health professionals by fostering competency development
and reflexivity. More specifically, this paper explores the difference between two levels of
reflexivity (formative and critical) and highlights some implications of each for practice. Data
were collected through qualitative interviews with participants from two intervention sites.
Results showed that involvement in the Health Promotion Laboratory prompted many
participants to modify their vision of their practice and professional role, indicating an impact on
reflexivity. In many cases, new understandings seem to have played a formative function in
enabling participants to improve their practice and their role as health promoters. The reflective
process also served a critical function culminating in a social and moral understanding of the
impacts on society of the professionals' practices and roles. This type of outcome is greatly
desired in health promotion, given the social justice and equity concerns of this field of practice.
By redefining the theoretical concept of reflexivity on two levels and discussing their impacts on
practice, this study supports the usefulness of both levels of reflexivity.

Tremblay, M.-C., et al. (2013). "Defining, illustrating and reflecting on logic analysis with an example from
a professional development program." Evaluation and Program Planning 40: 64.
Program designers and evaluators should make a point of testing the validity of a program's
intervention theory before investing either in implementation or in any type of evaluation. In this
context, logic analysis can be a particularly useful option, since it can be used to test the
plausibility of a program's intervention theory using scientific knowledge. Professional
development in public health is one field among several that would truly benefit from logic
analysis, as it appears to be generally lacking in theorization and evaluation. This article presents
the application of this analysis method to an innovative public health professional development
program, the Health Promotion Laboratory. More specifically, this paper aims to (1) define the
logic analysis approach and differentiate it from similar evaluative methods; (2) illustrate the
application of this method by a concrete example (logic analysis of a professional development
program); and (3) reflect on the requirements of each phase of logic analysis, as well as on the
advantages and disadvantages of such an evaluation method. Using logic analysis to evaluate the
Health Promotion Laboratory showed that, generally speaking, the program's intervention
theory appeared to have been well designed. By testing and critically discussing logic analysis,
this article also contributes to further improving and clarifying the method. [PUBLICATION
ABSTRACT]

Trezona, A., et al. (2017). "Development of the organisational health literacy responsiveness (Org-HLR)
framework in collaboration with health and social services professionals." BMC Health Services Research
17.
Background The health literacy skills required by individuals to interact effectively with health
services depends on the complexity of those services, and the demands they place on people.
Public health and social service organisations have a responsibility to provide services and
information in ways that promote equitable access and engagement, that are responsive to
diverse needs and preferences, and support people to participate in decisions regarding their
health and wellbeing. The aim of this study was to develop a conceptual framework describing
the characteristics of health literacy responsive organisations. Methods Concept mapping (CM)
workshops with six groups of professionals (total N = 42) from across health and social services
sectors were undertaken. An online concept mapping consultation with 153 professionals was
 also conducted. In these CM activities, participants responded to the seeding statement
“Thinking broadly from your experiences of working in the health system, what does an
organisation need to have or do in order to enable communities and community members to
fully engage with information and services to promote and maintain health and wellbeing”. The
CM data were analysed using multidimensional scaling and hierarchical cluster analyses to derive
concept maps and cluster tree diagrams. Clusters from the CM processes were then integrated
by identifying themes and subthemes across tree diagrams. Results Across the workshops, 373
statements were generated in response to the seeding statement. An additional 1206
statements were generated in the online consultation. 84 clusters were derived within the
workshops and 20 from the online consultation. Seven domains of health literacy responsiveness
were identified; i) External policy and funding environment; ii) Leadership and culture; iii)
Systems, processes and policies; iv) Access to services and programs; v) Community engagement
and partnerships; vi) Communication practices and standards; and vii) Workforce. Each domain
included 1 to 5 sub-domains (24 sub-domains in total). Conclusions Using participatory research
processes, a conceptual framework describing the characteristics, values, practices and
capabilities of organisational health literacy responsiveness was derived. The framework may
guide the planning and monitoring of health service and health system improvements, and has
the potential to guide effective public health policy and health system reforms.

Tsang, A. K. L. and L. J. Walsh (2010). "Oral health students' perceptions of clinical reflective learning -
relevance to their development as evolving professionals." European Journal of Dental Education 14(2):
99-105.
Context: A clinical professional should be a reflective practitioner, however reflective learning
and deliberate clinical reflections have not traditionally featured in dentistry or dental hygiene
programs. To the authors' knowledge, there are no studies exploring the perceptions of oral
health students to reflective learning and clinical reflective practices. Aim: This study determined
student perceptions of clinical reflective learning and its relevance to their clinical and
professional development. Methods: Reflective learning was embedded as a topic in the
curriculum of the University of Queensland Bachelor of Oral Health program, within the
discipline of dental hygiene practice. Reflective practices were integrated with clinical practice,
and were linked with assessment requirements. Students' perceptions of clinical reflective
learning were obtained via quantitative and qualitative analyses of sequenced questionnaires.
Computer-assisted thematic analyses of the students' reflective journals, reflective essays and
summary notes from in-class group discussions validated students' perceptions. Results:
Students (n = 17) perceived clinical reflective learning as relevant, and useful for consolidating
their clinical learning and accelerating their professional development. In particular, students
gained insights about their strengths and weaknesses, thought more deeply about what they
were doing in the clinic, and unpacked difficult concepts. Conclusion: Students views of clinical
reflective learning in this program were positive. They believed that the deliberate reflective
process assisted their clinical learning and professional development. [PUBLICATION ABSTRACT]

Tscherne, H. and J. Jähne (1989). "Continuing education in a department system (Hannover Medical
School)." Langenbecks Archiv für Chirurgie. Supplement II, Verhandlungen der Deutschen Gesellschaft
für Chirurgie. Deutsche Gesellschaft für Chirurgie. Kongress: 155-160.
Among 100 surgical trainees (1/89; chief residents: n = 24) 34 finished their program (median
age: 34.5 Y) after a mean of 6.3 years. During the program the trainees rotated in at least three
different clinics and performed the required number of operations. Since 50% of the trainees are
in the first 3 years of training 63.8% of all operations are currently performed by chief residents.
 This allows only three operations/month/trainee. Until 1988 the concept of qualified surgical
training in a department was ensured. Due to an increase in trainees (+36%) the training will be
prolonged in the near future.

Tsoi, S. L. T. A., et al. (2018). "A Longitudinal Approach to Changes in the Motivation of Dutch
Pharmacists in the Current Continuing Education System." American Journal of Pharmaceutical Education
82(2): 135-143.
Objective. To explore the changes in motivation of Dutch pharmacists for Continuing Education
(CE) in the Dutch CE system. Methods. Pharmacist's motivation was measured across three time
points with the Academic Motivation Scale, based on the Self-Determination Theory of
motivation. The Latent Growth Modelling technique was used to analyze these data. Results.
Over a period of 21 months, Controlled Motivation had increased and Relative Autonomous
Motivation of Dutch pharmacists had decreased. Traineeship was the only demographic factor
with a significant influence on the change in motivation. No subgroups with different trajectories
could be identified. Conclusion. Relative Autonomous Motivation of Dutch pharmacists for CE
decreases over time. This indicates a loss of Autonomous Motivation ("good" motivation) in
favor of Controlled Motivation ("bad" motivation). Further research needs to be conducted to
gain a better understanding of the association between pharmacist motivation and the features
of the current CE system.

Tsoi, S. L. T. A. P. P., et al. (2018). "A Longitudinal Approach to Changes in the Motivation of Dutch
Pharmacists in the Current Continuing Education System." American Journal of Pharmaceutical Education
82(2): 135-143.
To explore the changes in motivation of Dutch pharmacists for Continuing Education (CE) in the
Dutch CE system. Pharmacists' motivation was measured across three time points with the
Academic Motivation Scale, based on the Self-Determination Theory of motivation. The Latent
Growth Modelling technique was used to analyze these data. Over a period of 21 months,
Controlled Motivation had increased and Relative Autonomous Motivation of Dutch pharmacists
had decreased. Traineeship was the only demographic factor with a significant influence on the
change in motivation. No subgroups with different trajectories could be identified. Relative
Autonomous Motivation of Dutch pharmacists for CE decreases over time. This indicates a loss of
Autonomous Motivation ("good" motivation) in favor of Controlled Motivation ("bad"
motivation). Further research needs to be conducted to gain a better understanding of the
association between pharmacist motivation and the features of the current CE system.

Tulgan, H. (2014). "The Albany Two-Way Radio Conferences, 1955-1981: A Retrospective Look at a
Program Providing Interactive Continuing Medical Education at a Distance." Journal of Continuing
Education in the Health Professions 34(3): 195-197.
Despite early widespread recognition of the necessity of continuing medical education (CME) for
practicing physicians and surgeons, medical schools and national medical organizations were
slow to mobilize to address the need. One pioneering program, developed by the Albany
Medical College in New York, not only provided CME, but did so in a live distance education
format that allowed for interaction between the participants and the faculty presenters. The
Albany Program commenced in 1955 using what was then state-of-the-art technology; it
exemplified principles and practices that can be seen as the precursors for the distance
education approaches used to reach physicians today. This short article describes the
contributions of the Albany Two-Way Radio Conferences and places them in the context of
developments in national organizations and policies in the 20th century.
Tumulty, G. (2001). "Professional development of nursing in Saudi Arabia." Journal of Nursing Scholarship
33(3): 285-290.
PURPOSE: To describe the development of nursing in Saudi Arabia and to recommend further
directions for development of professional nursing in that country. ORGANIZING CONSTRUCT: A
comprehensive needs assessment was performed in 1996 by an on-site consultant to: (a)
evaluate the existing nursing system at the ministry, regional, and hospital levels, (b) describe
the functional interrelationships of a nursing division within the Ministry of Health, and (c)
prepare a work plan outlining the program elements that a nursing division could address to
foster high-quality health care in the public sector. METHODS: The needs assessment was
conducted through direct observation, interviews, and review of existing documents in the
Ministry of Health and representative hospitals, health centers, and health institutes. Data were
collected about six factors as they pertained to the Ministry of Health Nursing Services: (a) key
organizational and managerial activities, (b) the external environment, (c) the social system, (d)
employees, (e) nursing services and research, and (f) formal organizational arrangements.
FINDINGS AND CONCLUSIONS: The data showed a young country and an equally young nursing
profession struggling to meet the needs of a growing population. The highest priority for the
advancement of nursing in Saudi Arabia is the creation of a kingdom-wide system of nurse
regulation. Pressing needs include regulation of professional standards, licensure of all nurses
practicing in the Kingdom, accreditation of educational programs, and formation of a national
nurses association.

Tupas, K. D. and D. Nguyen (2020). "Learning across borders 2.0: Developing a multi-country,
interdisciplinary continuing professional development (CPD) program within the Baylor College of
Medicine International Pediatric AIDS Initiative (BIPAI)." JACCP Journal of the American College of Clinical
Pharmacy 3(8): 1650.
Service or Program: BIPAI is a leading provider of maternal and child healthcare around the
world. This second iterative CPD curriculum expanded to all healthcare professionals based on
feedback from an initial pilot exclusive for pharmacists/technicians. It was developed to enhance
clinical competency, foster community, and promote interprofessional education (IPE) across
BIPAI-affiliated clinics and government facilities in Lesotho, Botswana, and Tanzania. Based on a
blended learning model, it included 13 online modules, assessments, and live virtual sessions.
Expert collaborators designed learning materials and facilitated live sessions.
Justification/Documentation: CPD is not a standard requirement or widely available for many
health professionals in low- and middle-income countries; this curriculum provided an
opportunity to enhance knowledge relevant to their practice while building community with
peers. Program evaluation served to assess impact, refine the program, and act as a framework
for future initiatives. 26 participants on average completed each module with the change in pre-
to post-test scores ranging from +0.5 to +4.14. Out of 62 participants who completed at least
one learning module, 17 participants completed at least 9 of 13 modules and earned certificates
of completion. Qualitative measures through surveys and participant interviews identified
improvements for future programming, high participant satisfaction with delivery and content,
and an increased understanding of other members' role on the team. Adaptability: The program
demonstrates a scalable model of blended learning in limited-resource settings. Developed by
U.S.-based pharmacists and implemented by subject matter experts, this model can be
replicated by other health professionals. Materials were maintained on an online learning
platform and virtual meetings hosted on a videoconferencing tool. Significance: Using
technology, the program connected healthcare professionals across countries in an effective way
 to foster CPD and IPE. It provided an opportunity for U.S.-based professionals to engage in
sustainable global health work advancing not only the development of pharmacists but other
clinical staff.

Turco, M. G. and R. B. Baron (2016). "Observations on the 2016 World Congress on Continuing
Professional Development: Advancing Learning and Care in the Health Professions." The Journal of
continuing education in the health professions 36: S4-S7.
The 2016 World Congress on Continuing Professional Development: Advancing Learning and
Care in the Health Professions took place in San Diego, California, March 17-19, 2016. Hosts
were the Association for Hospital Medical Education (AHME), Alliance for Continuing Education
in the Health Professionals (ACEhp), and Society for Academic Continuing Medical Education
(SACME). The target audience was the international community working to improve medical
(CME), nursing (CNE), pharmacy (CPE), and interprofessional (CIPE) continuing education (CE)
and continuing professional development (CPD). Goals included: addressing patients' concerns
and needs; advancing global medical and interprofessional health sciences education; utilizing
learning to address health disparities; and promoting international cooperation. The five keynote
speakers were: patient advocate Alicia Cole ("Why What We Do Matters: The Patients Voice");
linguist Lorelei Lingard ("Myths about Healthcare Teamwork and Their Implications for How We
Understand Competence"); futurist and philosopher Alex Jadad ("What Do We Need to Protect
at All Costs in the 21st Century?"); ethicist and change agent Zeke Emanuel ("Learn to Change:
Teaching Toward a Shifting Healthcare Horizon"); and technology innovator Stephen Downes
("From Individual to Community: The Learning Is in the Doing"). Organizers announced the new
Dave Davis Distinguished Award for Excellence in Mentorship in Continuing Professional
Development to honor the career of David Davis, MD, in CME/CPD scholarship in Canada, the
United States, and beyond. Participants valued the emphasis on interprofessional education and
practice, the importance of integrating the patient voice, the effectiveness of flipped classroom
methods, and the power of collective competency theories. Attendee-respondents encouraged
Congress planners to continue to strive for a broad global audience and themes of international
interest.

Turco, M. G. and R. B. Baron (2016). "Observations on the 2016 World Congress on Continuing
Professional Development: Advancing Learning and Care in the Health Professions...2016 World
Congress on Continuing Professional Development: Advancing Learning and Care in the Health
Professions, San Diego, California, March 17–19, 2016." Journal of Continuing Education in the Health
Professions 36: S4-S7.
The 2016 World Congress on Continuing Professional Development: Advancing Learning and
Care in the Health Professions took place in San Diego, California, March 17-19, 2016. Hosts
were the Association for Hospital Medical Education (AHME), Alliance for Continuing Education
in the Health Professionals (ACEhp), and Society for Academic Continuing Medical Education
(SACME). The target audience was the international community working to improve medical
(CME), nursing (CNE), pharmacy (CPE), and interprofessional (CIPE) continuing education (CE)
and continuing professional development (CPD). Goals included: addressing patients' concerns
and needs; advancing global medical and interprofessional health sciences education; utilizing
learning to address health disparities; and promoting international cooperation. The five keynote
speakers were: patient advocate Alicia Cole ("Why What We Do Matters: The Patients Voice");
linguist Lorelei Lingard ("Myths about Healthcare Teamwork and Their Implications for How We
Understand Competence"); futurist and philosopher Alex Jadad ("What Do We Need to Protect
at All Costs in the 21st Century?"); ethicist and change agent Zeke Emanuel ("Learn to Change:
 Teaching Toward a Shifting Healthcare Horizon"); and technology innovator Stephen Downes
("From Individual to Community: The Learning Is in the Doing"). Organizers announced the new
Dave Davis Distinguished Award for Excellence in Mentorship in Continuing Professional
Development to honor the career of David Davis, MD, in CME/CPD scholarship in Canada, the
United States, and beyond. Participants valued the emphasis on interprofessional education and
practice, the importance of integrating the patient voice, the effectiveness of flipped classroom
methods, and the power of collective competency theories. Attendee-respondents encouraged
Congress planners to continue to strive for a broad global audience and themes of international
interest.

Turnbull, D. C. and M. E. Holt (1993). "Conceptual frameworks for evaluating continuing education in
allied health." Journal of Continuing Education in the Health Professions 13(2): 177-186.
Houle's and Cervero's conceptual frameworks for the evaluation of continuing professional
education are discussed and compared with Cervero's framework selected for summarizing
literature from three databases about effectiveness of allied health professsionals' continuing
education. Articles on medicine and nursing were purposely eliminated, which resulted in very
few studies available for analysis (22 in the past 20 years) that considered continuing education
in allied health. Also, the category of allied health appeared to be a catchall for topics that did
not neatly fall into areas such as medicine, nursing, dentistry, or pharmacy. Finally, most
literature reviewed indicated that attendance was regarded as a part of evaluation along with
end-of-program questionnaires assessing satisfaction. A smaller number measured changes in
knowledge, skills, or attitudes, and less than one-third evaluated changes in performance. Only
three articles referred to changes in patient outcomes. Most assessed only one outcome
measure in addition to number of program participants. Only two studies used three or more
evaluation methods. The evaluation methods employed in all 22 studies are critiqued and
categorized with recommendations that future measures be made more rigorous, perhaps by
strengthening validity through performance observation and record audits.

Turner, R. R., et al. (2021). "The development of a theory and evidence-based intervention to aid
implementation of exercise into the prostate cancer care pathway with a focus on healthcare
professional behaviour, the STAMINA trial." BMC Health Services Research 21: 1-13.
Background Twice-weekly supervised aerobic and resistance exercise for 12 weeks reduces
fatigue and improves quality of life in men on Androgen Deprivation Therapy for prostate cancer.
Despite the National Institute for Health and Care Excellence (NICE) proposing this as standard of
care, it does not routinely take place in practice. Healthcare professionals are in a prime position
to deliver and integrate these recommendations. A change in the behaviour of clinical teams is
therefore required. In this paper, we describe the development of a training package for
healthcare professionals using theory and evidence to promote delivery of such
recommendations as standard care. Methods The intervention development process was guided
by the Medical Research Council guidance for complex interventions and the Behaviour Change
Wheel. Target behaviours were identified from the literature and thirty-five prostate cancer care
healthcare professionals (including oncologists, consultant urologists, clinical nurse specialists,
physiotherapists, general practitioners and commissioners) were interviewed to understand
influences on these behaviours. The Theoretical Domains Framework was used to identify
theoretical constructs for change. Behaviour change techniques were selected based on theory
and evidence and were translated into intervention content. The intervention was refined with
the input of stakeholders including healthcare professionals, patients, and exercise professionals
in the form of rehearsal deliveries, focus groups and a workshop. Results Seven modifiable
 healthcare professional target behaviours were identified to support the delivery of the NICE
recommendations including identifying eligible patients suitable for exercise, recommending
exercise, providing information, exercise referral, providing support and interpret and feedback
on progress. Ten domains from the Theoretical Domain’s Framework were identified as
necessary for change, including improving knowledge and skills, addressing beliefs about
consequences, and targeting social influences. These were targeted through twenty-two
behaviour change techniques delivered in a half-day, interactive training package. Based on
initial feedback from stakeholders, the intervention was refined in preparation for evaluation.
Conclusions We designed an intervention based on theory, evidence, and stakeholder feedback
to promote and support the delivery of NICE recommendations. Future work will aim to test this
training package in a multi-centre randomised trial. If proven effective, the development and
training package will provide a template for replication in other clinical populations, where
exercise has proven efficacy but is insufficiently implemented.

Turner, S., et al. (2021). "Toward competency-based continuing professional development for practising
surgeons." Canadian Journal of Surgery, suppl. 6 Suppl 2 64.
Background: Current strategies to ensure maintenance of competency for practising surgeons
typically consist of self-reported credits or knowledge-based recertification examinations or
both. There has been a recent call for formal competency-based medical education (CBME)
assessments as part of continuing professional development (CPD). Methods: A questionnaire
was developed to examine attitudes toward CBME in CPD for practising surgeons. Items
addressed experience with CBME, support for CBME in CPD, considerations for implementation
and anticipated impacts of implementation. Email questionnaires were distributed to all
members of the Canadian Association of Thoracic Surgeons (CATS) (n = 138). Questionnaire
responses informed development of semistructured individual interviews of practising thoracic
surgeons. Grounded theory analysis by 3 independent raters was used to analyze the qualitative
interview data. Results: Responses were received from 58 surgeons (response rate 42%). Only 9
(15.5%) had undergone assessment of competence while in practice. There was moderate
support for assessment of surgeons' technical skills (50.9%) or decision-making (56.6%). Support
was highest for a mechanism to flag surgeons in need of a focused competence assessment
(83.0%). There was a diversity of opinion regarding the optimal timing of assessment and the
ideal body to be responsible, with the highest support for assessments primarily for older
surgeons (52.8%) and for CATS to play a role (56.6%). Eight surgeons participated in interviews.
Interviews identified a range of benefits of CBME in CPD but also several challenges to
implementation, including the need for fair, datadriven assessments, taking into account patient
outcomes. Conclusion: A lack of enthusiastic support for CBME in CPD among practising
surgeons could present a barrier to implementation. However, surgeons do foresee potential
benefits for patients, surgeons and the health care system. By listening to surgeons' concerns
and recommendations, an effective CBME strategy may be devised that would be embraced by
surgeons and allow for improved patient safety and surgeon performance.

Turner, S., et al. (2012). "The impact of General Dental Council registration and continuing professional
development on UK dental care professionals: (1) dental nurses." British Dental Journal 213(2): E2-E2.
Objective: To investigate the impact of GDC registration and mandatory CPD on dental nurses'
views, job satisfaction and intention to leave. Design: Postal/online survey, conducted in parallel
with a survey of dental technicians. Setting: UK private and NHS practices, community services,
dental hospitals. Subjects and Methods: Representative sample of General Dental Council
registrants. Main Outcome Measures: Job satisfaction; intention to leave profession (dependent
 variable in regression analysis). Results: Eleven were ineligible (left profession, moved abroad);
267 (44% of those eligible) responded, all female. Respondents' mean age was 38.2 years (sd
10.74). The general principle of registration was endorsed by 67%, and compulsory registration
by 51%, but the fee level by only 6%. Most nurses did not feel that registration had affected their
view of dental nursing as a career (56%), their role (74%) or status (86%) within the dental team,
or that CPD helped them to do their job better (76%). Fifty-six percent were not satisfied with
their job, and 22% intended to leave the profession. Intention to leave was predicted by younger
age and greater dissatisfaction with physical working conditions and opportunities to progress.
Conclusions: Widely held criticisms regarding the costs and relevance of registration and CPD
coupled with a potentially high level of attrition from the profession suggest a review of the fee
and salary structure and greater financial support for CPD is warranted.

Turner, S. R., et al. (2021). "Toward competency based continuing professional development for
practicing surgeons." The American Journal of Surgery 222(6): 1139-1145.
BackgroundThere has been a recent call for formal competency assessments of practicing
physicians and surgeons to form a framework of competency based continuing professional
development (CBCPD).MethodsAn email questionnaire was conducted regarding CBCPD.
Responses were further used to inform development of semi-structured interviews.ResultsThere
were 58 questionnaire respondents (42%). There was moderate support for assessment of
surgeons’ technical skills (50.9%) or decision making (56.6%). Support was highest for a
mechanism to flag surgeons in need of a focused competence assessment (83.0%). Eight
surgeons participated in interviews. Interviews identified a range of benefits of CBCPD but also
several challenges to implementation, including the need for fair, data-driven assessments,
taking into account patient outcomes.ConclusionsThrough listening to surgeon concerns and
recommendations for implementation strategies, this study’s findings may support development
of an effective CBCPD strategy with the potential to be embraced by surgeons and foster an
environment of improved safety and performance.

Twardon, C., et al. (1993). "A competency achievement orientation program: professional development
of the home health nurse." JONA: The Journal of Nursing Administration 23(7/8): 20-25.
One of the vital components to the assurance of quality nursing care is a comprehensive
orientation program. The concept of a competency achievement program facilitates the
development of independent practice and judgment skills on the part of today's home
healthcare nurse. The authors discuss one agency's program to meet the needs of newly
employed registered nurses.

Tyler, N., et al. (2019). "Measuring the outcomes of volunteering for education: development and pilot of
a tool to assess healthcare professionals’ personal and professional development from international
volunteering." BMJ Open 9(7).
ObjectiveThe development and pilot of a self-report questionnaire, to assess personal and
professional development of healthcare professionals gained through experiences in low-income
and middle-income countries.DesignThe instrument was developed from a core set of the
outcomes of international placements for UK healthcare professionals. Principal component
analysis and multidimensional item response theory were conducted using results of a cross-
sectional pilot study to highlight items with the best psychometric
properties.SettingQuestionnaires were completed both online and in multiple UK healthcare
professional events face-to-face.Participants436 healthcare professional participants from the
UK (with and without international experience) completed a 110-item questionnaire in which
 they assessed their knowledge, skills and attitudes.MeasuresThe 110-item questionnaire
included self-report questions on a 7-point Likert scale of agreement, developed from the core
outcome set, including items on satisfaction, clinical skills, communication and other important
healthcare professional knowledge, skills, attitudes and behaviours. Item reduction led to
development of the 40-item Measuring the Outcomes of Volunteering for Education-Tool.
Internal consistency was evaluated by the Cronbach’s α coefficient. Exploratory analysis
investigated the structure of the data using principal component analysis and multivariate item
response theory.ResultsExploratory analysis found 10 principal components that explained
71.80% of the variance. Components were labelled ‘attitude to work, adaptability, adapting
communication, cultural sensitivity, difficult communication, confidence, teaching, management,
behaviour change and life satisfaction’. Internal consistency was acceptable for the identified
components (α=0.72–0.86).ConclusionsA 40-item self-report questionnaire developed from a
core outcome set for personal and professional development from international placements was
developed, with evidence of good reliability and validity. This questionnaire will increase
understanding of impact of international placements, facilitating comparisons of different types
of experience. This will aid decision making about whether UK healthcare professionals should
be encouraged to volunteer internationally and in what capacity.

Ucer, T. C., et al. (2014). "Current trends and status of continuing professional development in implant
dentistry in Europe." European journal of dental education : official journal of the Association for Dental
Education in Europe 18: 52-59.
INTRODUCTION: Previous surveys have shown that newly graduated dentists, in most European
countries, do not obtain adequate theoretical knowledge and, especially, clinical skills in implant
dentistry (ID) through their undergraduate education and must therefore acquire knowledge and
develop competencies through further postgraduate study. Moreover, clinicians, in general, need
to continue to maintain the currency of their competence by undertaking ongoing continuing
professional development (CPD). This seems particularly important in ID as techniques, and
materials develop rapidly due to advances in biomedical technology. Despite recent
developments, CPD in ID remains poorly organised with little standardisation or harmonisation
across Europe. The objective of this survey was to explore the current status and trends within
CPD education in ID in Europe. MATERIALS AND METHODS: Stakeholders and opinion leaders
associated with ID education were invited by email to fill an online questionnaire (closing date:
30th April 2013). Two hundred and forty-seven questionnaires were distributed, and two
separate reminders were sent to participants in 38 European countries. The survey contained 14
multiple-choice questions, and the data were collected using SurveyMonkey© software,
exported in SPSS (Inc, Chicago, IL, USA) format and analysed using descriptive statistics. RESULTS:
Two hundred respondents working in 24 countries replied to the survey (response rate of 81% of
invitees and 63% of countries surveyed). The results demonstrated a wide divergence in the
content and structure of CPD in ID in Europe. CONCLUSIONS: Dentists need CPD to develop their
skills and to maintain their competence in ID. There is an urgent need for structured and
accredited CPD, which should be readily available to all dentists practising ID. It should have pre-
determined learning objectives, delivered by accredited CPD providers and educators, and have
assessable outcome measures to ensure the best possible impact on clinical practice and patient
safety.

Umble, K. E., et al. (2000). "Effects of traditional classroom and distance continuing education: A theory-
driven evaluation of a vaccine-preventable diseases course." American Journal of Public Health 90(8):
1218-1224.
 This study evaluated the effects of a major federal immunization continuing education course,
delivered in both traditional classroom and satellite broadcast versions, on public health
professionals' knowledge, agreement, self-efficacy, and adherence in practice to
recommendations.

Umubyeyi, B., et al. (2021). "A "Co-CREATES" framework to foster a positive learning environment for
nursing students' professional development in Rwanda." Nurse Education in Practice 53: N.PAG-N.PAG.
The future of the nursing profession in Rwanda in large part depends on the students who join
the workforce and the education they have received. Preparing students with the necessary
knowledge, values and judgement requires practice settings to be learner-centered. This study
aimed at exploring strategies that might improve the current practice-based learning
environment. A focused ethnographic approach was used. Nursing students, staff nurses, clinical
instructors and nurse leaders from three hospitals and an educational program participated in
individual interviews. Five key areas of improvement emanated from study data: 1)
strengthening institutional support; 2) improving school-hospital collaboration; 3) building the
capacity of nurses and clinical instructors; 4) restructuring clinical placement; and 5) reviewing
the current supervision model. Based on these findings a "Co-CREATES" framework grounded in
the actions of collaboration, care, recognizing, empowering, actively engaging, transforming,
enhancement and support was developed. The framework offers a collaborative approach that
engages every stakeholder in "cocreating" conditions that build positive practice environments
which are conducive to preparing students as professional nurses. The positive outcomes
stemming from such a collaborative approach can further enhance a positive culture of
collaboration in nursing education and practice. • Developing students into professional nurses
requires supportive environments. • Practice-academia collaboration fosters a positive practice
learning environment. • Institutional support and resources empower nurses to empower
students. • Innovative teaching approaches improve students' clinical learning experience.

Underwood, P., et al. (2004). "Continuing professional education: does it make a difference in perceived
nursing practice?" Journal for Nurses in Staff Development 20(2): 90-98.
Nursing professional development educators, nurses, and their employers want assurances that
continuing professional education (CPE) programs have quality and positively influence nursing
practice behaviors and subsequent patient outcomes. The goal of this prospective study was to
evaluate a model for measuring perceived changes in expertise and perceived utility and
applicability of concepts gained from attendance at three types of CPE generally offered at the
American Nurses Association's (ANA) 2000 convention. Perceived nursing expertise was
measured at before, after, and 6 months following CPE program attendance. Advantages and
limitations for use of this CPE evaluation model are described.

Undilashvili, A., et al. (2019). "CONTINUOUS PROFESSIONAL DEVELOPMENT OF HEALTHCARE WORKERS -

ANALYSIS OF THE CURRENT STATE." Georgian medical news(297): 158-163.
Nowadays Continuous medical education means motivated continuous professional
development based on competencies of medical workforce and other healthcare professionals.
Its purpose is to identify and fill a gap in knowledge and practical skills that is determined by the
development of technologies and changes, which occur in the healthcare system, the regulatory
environment, and society in general. Result of good quality can be achieved with close
collaboration of stakeholders and high-quality programs based on the competence, of which
basis shall be a solid legislative framework and a relevant motivational environment as for
professionals also employers. A new phase in the continuous professional training of medical
 staff started in Georgia 2018. Forms of Continuing Medical Education, Accreditation Procedure
and Criteria were approved by the Order №01-3/N of the Minister of Labor, Health and Social
Affairs of Georgia. The old orders were invalidated which made difficulties for CPD as a
professional development mechanism. Professional preparedness and competency of health
workforce, effective evaluation of productivity and quality of continuous medical education are
particularly important in the Healthcare system of Georgia for achieving sustainable
development goals supplied by World Health Organization with a view to better responding to
the health needs of people, taking into account the special needs of country.

Unger, K. V., et al. (1987). "Rehabilitation through education: A university-based continuing education
program for young adults with psychiatric disabilities on a university campus." Psychosocial
Rehabilitation Journal 10(3): 35-49.
Describes a university-based rehabilitation program that uses the principles and practice of
psychiatric rehabilitation to assist mentally ill young adults in entering the work force. Students
attend continuing education classes focusing on teaching functional abilities involving physical,
intellectual, and emotional skills. Staff support includes individual progress reviews, coaching,
individual support, peer assistance, recreation activities, resource linking, and outreach. An
evaluation of 27 enrolled and 41 nonenrolled psychiatrically disabled young adults is presented.
(PsycInfo Database Record (c) 2020 APA, all rights reserved)

Unni, E. P., et al. (2019). "Implementation of a Continuing Professional Development Course in a

Longitudinal Didactic Curriculum for Pharmacy Students." American Journal of Pharmaceutical Education
83(8): 1732-1741.
First-year students rated the course higher than second-year students did. In a 2009 report, the
Institute of Medicine emphasized the importance of lifelong learning in health care and
concluded that the education and training of health care professionals must be competency
based.1 In pharmacy, continuing education (CE) is the traditional and primary means by which
pharmacists pursue learning and maintain their knowledge, skills, and competencies after they
have entered the profession. "3 The steps in the CPD cycle are described in Figure 1.3 While
pharmacists' professional education begins in pharmacy school, it must be continually developed
through in-service training, hands-on experience, and other lifelong learning activities. [...]the
University of North Carolina Eshelman School of Pharmacy and University of Maryland School of
Pharmacy implemented CPD programs during experiential rotations.7,8 While Wegman's School
of Pharmacy at St. John Fisher College implemented a CPD process in the first year of the Doctor
of Pharmacy (PharmD) curriculum, Belmont University College of Pharmacy implemented their
CPD program as part of a terminal capstone course.9,10 At the University of Minnesota College
of Pharmacy, students enroll in a CPD course that runs concurrently with advanced pharmacy
practice experiences.8 Several studies have suggested that incorporation of CPD early in the
curriculum makes it easier for pharmacy students to adopt lifelong learning using CPD
principles.11-13 Roseman University College of Pharmacy (RUCOP) implemented our CPD
program as part of the didactic curriculum of the three-year PharmD program in fall 2014.

Urbano, M. T. and I. R. Jahns (1988). "A conceptual framework for nurses' participation in continuing
education." Journal of Continuing Education in Nursing 19(4): 182-186.

Urbano, M. T. P. R. N. and I. R. P. Jahns (1988). "A Conceptual Framework for Nurses' Participation in
Continuing Education." The Journal of Continuing Education in Nursing 19(4): 182-186.
A comprehensive basic professional preparation was no longer sufficient for a lifetime of
 practice. [...] the rapid technological changes resulted in the need for continual expansion of
competencies into new knowledge and skill areas. Examples include . . . subjective traits that
reflect need dispositions, cognitive style, perceptions of opportunities for participation, and
relative value placed by the individual on various elements in his network of social activities
(Knox & Videback, 1963, p. 104).

Vachon, B., et al. (2010). "Using reflective learning to improve the impact of continuing education in the
context of work rehabilitation." Advances in Health Sciences Education 15(3): 329-348.
Reflective learning has been described as a promising approach for ameliorating the impact of
continuing education (CE) programs. However, there are still very few studies that have
investigated how occupational therapists use reflection to improve the integration of CE program
content in their decision-making processes. The study objectives were to describe how these
professionals, working in the sector of work rehabilitation, used reflective learning to integrate
research evidence into their clinical decision-making process and to identify the factors that
influenced the reflective learning process. A collaborative research study was conducted. Eight
occupational therapists were recruited to participate to the group that was convened for 12
meetings and held during a 15-month period. The strategies used were critical analysis of ill-
structured and authentic clinical situations, peer support, reflective journal writing and
complementary reading. The group facilitator acted as a research evidence mentor and guided
the group process. The data collected was analyzed using the grounded theory method. The
reflective learning process, used by the participants, enabled them to change their perspective
at six different stages in their decision-making process. The participants developed their ability
to use different types of reflective thinking: Introspection, concept attainment, self-attribution,
problem solving, action planning and reorganization. The factors that most influenced learning
were: ease in sharing experience, normative beliefs, coping with negative emotions, perceived
self-efficacy, social support and risk taking. Results led to the development of the Model of
Research Utilization Grounded in Critical Reflection. © 2009 Springer Science+Business Media
B.V.

Vachon, B., et al. (2010). "Using Reflective Learning to Improve the Impact of Continuing Education in the
Context of Work Rehabilitation." Advances in Health Sciences Education 15(3): 329-348.
Reflective learning has been described as a promising approach for ameliorating the impact of
continuing education (CE) programs. However, there are still very few studies that have
investigated how occupational therapists use reflection to improve the integration of CE program
content in their decision-making processes. The study objectives were to describe how these
professionals, working in the sector of work rehabilitation, used reflective learning to integrate
research evidence into their clinical decision-making process and to identify the factors that
influenced the reflective learning process. A collaborative research study was conducted. Eight
occupational therapists were recruited to participate to the group that was convened for 12
meetings and held during a 15-month period. The strategies used were critical analysis of ill-
structured and authentic clinical situations, peer support, reflective journal writing and
complementary reading. The group facilitator acted as a research evidence mentor and guided
the group process. The data collected was analyzed using the grounded theory method. The
reflective learning process, used by the participants, enabled them to change their perspective
at six different stages in their decision-making process. The participants developed their ability
to use different types of reflective thinking: introspection, concept attainment, self-attribution,
problem solving, action planning and reorganization. The factors that most influenced learning
were: ease in sharing experience, normative beliefs, coping with negative emotions, perceived
 self-efficacy, social support and risk taking. Results led to the development of the Model of
Research Utilization Grounded in Critical Reflection.

Valencius, J. C. (1980). "Impact of a Continuing Education Program in Cancer Nursing Part II: Results
Affecting the Learner." The Journal of Continuing Education in Nursing 11(3): 23-27.
Data collected from 250 registered nurses who completed a variety of cancer nursing
educational programs over a three-year period are presented. Postprogram activities such as
role changes, memberships in oncology related professional organizations and preparation of
educational materials are presented. Perceived organizational barriers ana supports for
application of cancer concepts ana skills learned are also delineated. [PUBLICATION ABSTRACT]

Valentine-Maher, S. (2008). "The transformative potential of realigning agape and eros in the continued
development of nursing's role." Research & Theory for Nursing Practice 22(3): 171-181.
Nursing may reach its highest potential when there is an integration of Agape love and Eros love
within nursing. That is, an ontological framework from which service and giving of the self are
aligned with creative power and development of the self. The concepts of Eros and Agape give
the nurse tools to understand the contradictions of nursing and to find increased purpose,
peace, and strength in her own work. For the field of nursing, the concepts of Eros and Agape
offer a pathway to redefining a heroic role of service. Such a redefined role may help nursing
become increasingly responsive to the true reality of human needs, from direct contact with a
patient to involvement in international health.

Valerievna, L. N., et al. (2018). "Continuous education of the higher school teacher: Andragogical
approach." Research Journal of Pharmaceutical, Biological and Chemical Sciences 9(2): 1142-1149.
The authors substantiate the relevance of the continuing education of high school teachers in
their publication. The authors analyzed the main theoretical grounds for continuing education as
one of the priority areas for the development of the educational sphere. The authors reveal the
peculiarities of the andragogical approach, which sets the substantive and procedural integrity of
the development of higher education in the current socio-economic conditions. The team of
authors reviews the main components of innovative education: information technology, active
and interactive forms of learning, individualization of trajectories, forms and content of teaching,
taking into account many scientific, pedagogical and creative needs of the individual. Today, the
social worker needs the region a large set of professional knowledge, skills, and skills in the field
of social work, psychology, pedagogy, jurisprudence, gerontology, conflict logy and other areas
necessary for the implementation of professional activities. As a result, the issue of raising the
level of skills of social workers and getting them the appropriate education was sharply raised.
Additional vocational education (hereinafter referred to as AVE) is now the "life-saving circle",
which contributes to promptly responding to the ongoing changes in the social sphere and
represents an opportunity to constantly raise the professional level of social
workers.Psychotypological characteristics of the individual and individual stereotypes of
behavior should be taken into account when forming an individual style of teaching students.
The study of the personality-character structure of students helps to purposefully use the strong
character of the character and to control and strengthen the weak ones, which contributes to
the harmony of the individual during studies, increasing the effectiveness of mastering a social
work, optimizing the pedagogical process as a whole. The key idea of lifelong education is that
throughout life, a person as a subject of life and communication can be creatively updated,
developed and improved using the entire educational potential of the individual.
Valmas, M. M., et al. (2020). "Women’s experiences of supervision and professional development."
Journal of Psychotherapy Integration 30(1): 130-139.
Supervision is an integral part of training for graduate-level psychologists and is often a catalyst
for professional growth and identity development. This paper is intended to be a qualitative
resource for psychological trainees and supervisors alike, as 3 women share encounters of
supervision across diverse graduate-level training experiences. Within each lived experience, the
authors explore critical exchanges that sparked personal and professional identity development
related to caregiving, self-care, and interactions with gender and power. Developmental theories
of supervision will be explored through the Competency Benchmarks Model, with a focus on
core competencies as one moves through practicum experiences, internship, and postdoctoral
studies (Fouad et al., 2009). (PsycINFO Database Record (c) 2020 APA, all rights reserved)
(Source: journal abstract) Original language abstract 女性督导及专业发展的经验 督导是研究
生阶段心理学家培训的一个组成部分，常常是专业成长和自我认同发展的催化剂。本文旨
在为心理学员和导师提供一个定性的资源，因为 3 名女性分享了不同研究生阶段的培训经
历。在每一次生活经历中，作者都探索了引发个人和职业认同发展的关键交流，这些职业
认同的发展与照顾、自我照顾、与性别和权力的互动都有关系。督导发展理论将通过能力
基准模型进行探索，重点放在通过实践经验、实习和博士后研究培养的核心能力上 (Fouad
et al., 2009)。 (PsycINFO Database Record (c) 2020 APA, all rights reserved) (Source: journal
abstract) Original language abstractExperiencias de las Mujeres en la Supervisión y Desarrollo
Profesional La supervisión es una parte integra de la capacitación para psicólogos al nivel
graduado y con frecuencia es un catalizador para el crecimiento profesional y desarrollo de
identidad. Este artículo tiene el propósito de ser un recurso cualitativo para aprendices y
supervisores de psicología, donde 3 mujeres comparten encuentros en la supervisión a través de
diversas experiencias de capacitación al nivel graduado. Dentro de cada experiencia vivida, las
autoras exploran intercambios críticos que provocaron desarrollo de identidad personal y
profesional relacionados a la provisión de cuidado, el autocuidado, e interacciones con género y
poder. Teorías de desarrollo en la supervisión serán exploradas mediante el Modelo de
Capacidades Referente [Competency Benchmarks Model], con un enfoque en las capacidades
centrales mientras uno se mueve de las experiencias en prácticas, al puesto de interno, y
estudios posdoctorales (Fouad et al., 2009). (PsycINFO Database Record (c) 2020 APA, all rights
reserved) (Source: journal abstract)

Valois, P., et al. (2016). "The Health Impacts of Climate Change: A Continuing Medical Education Needs
Assessment Framework." Journal of Continuing Education in the Health Professions 36(3): 218-225.
Introduction: As the health consequences of climate change (CC) will likely become more
manifest in the future, family physicians have to be knowledgeable about these impacts and the
ways in which they can affect their patients. The main aim of this study was to propose a
competency framework and questionnaire used to conduct a needs analysis to identify and
prioritize family physicians' real educational needs regarding the health impacts of CC. Methods:
A mixed method combining a qualitative interview and a quantitative online questionnaire was
used (n = 24 physicians). The interview assessed key beliefs related to participating in an online
continuing medical education (eCME) activity on the health impacts of climate change, and the
perception of the key factors or conditions required to ensure the family physicians' satisfaction
with this eCME activity. The questionnaire assessed the current and desired levels of
competency on five general training themes: general knowledge about CC; heat-related illnesses;
CC, extreme weather events and modification of vector-borne and zoonotic diseases; CC,
 extreme weather events and modification of water-borne diseases; and mental health impacts
of natural disasters. Results: Results revealed the need for improved medical education on
climate change and health. Results also add to the literature by showing that a 3-hour eCME
activity covering these topics would be useful and would allow family physicians to use this
knowledge in their daily practice, notably through prevention and counseling. Discussion:
Introducing a CME needs assessment framework and a generic instrument that reflects family
physicians' needs regarding the health impacts of CC has the added advantage of standardizing
the assessment procedure.

van der Aa, M. J., et al. (2016). "Measuring renewed expertise for integrated care among health- and
social-care professionals: Development and preliminary validation of the ICE-Q questionnaire." Journal of
Interprofessional Care 30(1): 56-64.
Accumulations of health and social problems challenge current health systems. It is hypothesized
that professionals should renew their expertise by adapting generalist, coaching, and population
health orientation capacities to address these challenges. This study aimed to develop and
validate an instrument for evaluating this renewal of professional expertise. The (Dutch)
Integrated Care Expertise Questionnaire (ICE-Q) was developed and piloted. Psychometric
analysis evaluated item, criterion, construct, and content validity. Theory and an iterative
process of expert consultation constructed the ICE-Q, which was sent to 616 professionals, of
whom 294 participated in the pilot (47.7%). Factor analysis (FA) identified six areas of expertise:
holistic attitude towards patients (Cronbach’s alpha [CA] = 0.61) and considering their social
context (CA = 0.77), both related to generalism; coaching to support patient empowerment (CA =
0.66); preventive action (CA = 0.48); valuing local health knowledge (CA = 0.81); and valuing local
facility knowledge (CA = 0.67) point at population health orientation. Inter-scale correlations
ranged between 0.01 and 0.34. Item-response theory (IRT) indicated some items were less
informative. The resulting 26-item questionnaire is a first tool for measuring integrated care
expertise. The study process led to a developed understanding of the concept. Further research
is warranted to improve the questionnaire.

van der Donk, C. and W. Kuijer-Siebelink (2015). "Practitioner research to promote practice
development: the continued development by means of practitioner research of a multidisciplinary
learning environment within neurorehabilitation care for older persons." International Practice
Development Journal 5(2): 1-14.
Background: Continuous innovation is required to help clinical practice adapt to healthcare
demand and there is a pressing need for sufficient numbers of professionals trained to work in
this ever-changing context. New environments for learning are needed to enhance the
development of these skills for existing and future care professionals. This article gives an
account of how practitioner research was used to further develop a multidisciplinary learning
environment for students of the Institute of Health Studies and the Institute of Nursing Studies
of HAN University of Applied Sciences in a department specialising in neurorehabilitation for
older persons from ZZG Herstelhotel, a public hospital offering long-term residential care in the
Netherlands. Aim: The aim of the study was to pursue the development of the learning
environment by exploring stakeholders’ visions of their ideal multidisciplinary learning
environment. Method: Practitioner research was chosen as a methodology as it deliberately
seeks to generate local knowledge and theories through exploring different perspectives, and to
encourage learning and reflection. A research group was formed consisting of the first author
and three practice supervisors. A mixed-methods approach was used by the research group.
First, a selection of relevant publications was reviewed by the group. This was followed by
 learning sessions in which students, supervisors and managers were invited to dream and design
on the basis of their own experiences, thereby linking up with the constructionist-based change
approach of Appreciative Inquiry. Results: A collective view of the characteristics of a workbased
learning environment was developed by students, supervisors and managers. These
characteristics were placed in one of four ideal perspectives: the core professional competencies
to be acquired; the resources available; the learning culture; and the supervision. Not all
students valued multidisciplinary learning, preferring monodisciplinary approaches. Conclusion:
The study has resulted in a group of stakeholders being able to set out a number of
characteristics of their ideal learning environment from the four perspectives. In doing so, an
important condition for organisational learning was created: making the tacit knowledge of
professionals explicit. Implications for practice: • We recommend the development and
explication of a shared vision regarding the ideal knowledge and skills when introducing new
approaches to learning in practice • Educational perspectives (individual learning and curriculum
development) and organisational perspectives (professional development and organisational
learning) should be brought together to develop new learning models and methods in a practice
context • Practitioner research can contribute to practice development by making tacit
knowledge explicit • In practitioner research, participation is the defining principle throughout
the process. This sometimes necessitates pragmatic choices in dialogue with stakeholders to
maximise their participation at all stages of the research process • Patient-centred healthcare is
important, so patients should be involved as stakeholders in the development of new learning
approaches in a practice context

van der Vleuten, C. P. M. (2015). "Competency-based education is beneficial for professional

development." Perspectives on Medical Education 4(6): 323-325.

Van Dormael, M., et al. (2007). "North-South exchange and professional development: experience from
Mali and France." Fam Pract 24(2): 102-107.
BACKGROUND: Developing countries are facing the challenge of developing a family practice
culture in a context in which clinical practice remains strongly associated with hospital practice.
To what extent can professional exchange between GPs from North and South fuel novel
professional identities in family practice? OBJECTIVES: Assess to what extent a North-South
professional exchange programme involving rural GPs from Mali and France affected practice
development and professional identity formation of Malian GPs. METHODS: Qualitative analysis
of 19 exchanges between rural GPs from Mali and France based on (i) interviews; (ii)
retrospective report analysis; (iii) field observation of three exchanges; (iv) workshop with
Malian GPs; and (v) workshop with French GPs. RESULTS: Malian GPs reported increased self-
esteem, increased concern for doctor-patient communication and innovations in practice
organization. Although Malian participants considered a transfer from France's general practice
irrelevant, the experience was thought provoking. The interpersonal and professional interaction
was crucial. The Malian Rural Doctors Association provided a platform to capitalize on individual
experiences in a process of collective professional identity construction. Costs of the programme
were kept low, limiting possible side expectations of participants. CONCLUSIONS: North-South
professional exchange can contribute to professional development. Exchange programmes
should be designed as mutual learning processes, rather than unilateral assistance or transfer of
practice models. Southern family practitioners are likely to improve primary care to individuals
and families, while Northern GPs can draw lessons from the community perspective of primary
health care in the South. Recruitment and preparation of participants are crucial, as well as
collective reflection upon return.
Van Harrison, R. (2004). "Systems-Based Framework for Continuing Medical Education and
Improvements in Translating New Knowledge into Physicians' Practices." Journal of Continuing Education
in the Health Professions 24.
Concerns about health care costs and quality are focusing increasing attention on physicians and
their continuing medical education (CME). These concerns have produced several calls for "a
new definition," "a new vision," "repositioning," "reinventing," and "transforming" CME.
However, differences in conceptualizations and vocabularies have introduced appreciable
confusion in recommending changes. This article uses a systems-based approach to describe and
analyze the processes involved in translating new information into physicians' practices. The
article (1) introduces a conceptual framework that links physician learning and performance to
systems for information, education, implementation, and regulation in the context of the larger
health care system; (2) uses the framework to identify concerns and opportunities for the major
types of systems immediately relevant to CME; and (3) uses the framework to suggest broader
implications for CME, including the nature of process for changing physicians' practices, needed
improvements, priorities in performing research, and implications for CME professionals.

Van Hoof, T. J. and T. P. Meehan (2011). "Integrating Essential Components of Quality Improvement into a
New Paradigm for Continuing Education." Journal of Continuing Education in the Health Professions
31(3): 207-214.
Continuing education (CE) that strives to improve patient care in a complex health care system
requires a different paradigm than CE that seeks to improve clinician knowledge and
competence in an educational setting. A new paradigm for CE is necessary in order to change
clinician behavior and to improve patient outcomes in an increasingly patient-centered, quality-
oriented care context. The authors assert that a new paradigm should focus attention on an
expanded and prioritized list of educational outcomes, starting with those that directly affect
patients. Other important components of the paradigm should provide educational leaders with
guidance about what interventions work, reasons why interventions work, and what contextual
factors may influence the impact of interventions. Once fully developed, a new paradigm will be
helpful to educators in designing and implementing more effective CE, an essential component
of quality improvement efforts, and in supporting policy trends and in promoting CE scholarship.
The purpose of this article is to rekindle interest in CE theory and to suggest key components of
a new paradigm. (Contains 3 tables and 1 figure.)

van Huyssteen, M., et al. (2020). "Continuous professional development for public sector pharmacists in
South Africa: A case study of mapping competencies in a Pharmacists' preceptor programme." Pharmacy
8(2).
Lifelong learning among healthcare practitioners is crucial to keep abreast of advances in
therapeutic and service delivery approaches. In South Africa, continuous professional
development (CPD) was mandated (2019) for re-registration of pharmacists to illustrate their
learning according to the South African Pharmacy Council's (SAPC) competency standards. This
paper uses a preceptor programme linked to the University of the Western Cape School of
Pharmacy's service learning programme to map the competencies employed by pharmacist
preceptors in primary care public healthcare facilities in Cape Town in an attempt to encourage
completion of their annual CPDs and strengthening the academic-service partnership.
Competencies identified were divided into input competencies related to the preceptor's role in
designing and implementing the educational programme in their facilities and assisting students
to complete their prescribed learning activities, and output/outcome competencies that
 emerged from preceptors identifying the facility needs and employing their input competencies.
Input competencies pertained to education, leadership, patient counselling, collaborative
practice and human resources management. Output competencies related to pharmaceutical
infrastructure, quality assurance, professional and health advocacy, primary healthcare, self-
management and patient-centred care. The preceptor programme enabled pharmacist
preceptors to employ several competencies that are aligned with the SAPC's competency
framework.

van Servellen, G. M., et al. (1988). "Nurses' responses to the AIDS crisis: implications for continuing
education programs." Journal of Continuing Education in Nursing 19(1): 4-8.
This article will summarize the results of a study of AIDS -- related attitudes, fears, and
knowledge of nurses and will highlight key issues in the conceptualization of continuing
education programs designed to address their attitudes and fears. Specific implications for future
studies of the effects of educational programs on nurses' attitudes and beliefs about AIDS are
also discussed.

van Vuuren, S. and M. Nel (2013). "A Clinical Skills Unit: Addressing the need for Continued Professional
Development (CPD) in Allied Health Professions." South African Journal of Occupational Therapy 43(3):
41-46.
Introduction: The Health Professions Council of South Africa (HPCSA) monitors compulsory
continuing professional development (CPD) to ensure that healthcare professionals update their
knowledge and skills to the benefit of their clients. One of the objectives of the Clinical Skills Unit
(CSU) in the School for Allied Health Professions at the University of the Free State (UFS) was to
use it for CPD as part of a responsibility towards alumni. This study investigated the needs of
qualified dieticians (DT), occupational therapists (OT) and physiotherapists (PT) to assist in the
provision of relevant CPD activities at the Unit. Methods: A descriptive, comparative study was
conducted. Two hundred and fifty-eight questionnaires were distributed in the Free State and
Northern Cape provinces, to members of the professional groups mentioned above. To ensure
reliability, 10% of the sample was re-tested after one month. Results: One hundred and twenty-
seven professionals responded to the questionnaire, with 55.6% being from the Free State. CPD
activities were attended in Bloemfontein by 65.9%. Most of the CPD activities (70.6%) attended
prior to the study were theoretical in nature and 85% of respondents would have prefered to
observe experts and learn by doing. Differences between the groups were significant for some of
the questions, for example, dieticians preferred a large group didactic approach while the other
professional groups prefered to observe experts and be involved in the learning process. All the
professionals prefered CPD activities to be presented by an expert in their specific field of
practise. Conclusions Taking into consideration the views of professionals and the results of
international studies, the CSU at the UFS will be able to address the CPD needs of allied health
professionals in the Free State and Northern Cape.

Vandergrift, J. L., et al. (2018). "Do State Continuing Medical Education Requirements for Physicians
Improve Clinical Knowledge?" Health Services Research 53(3): 1682-1701.
Objective: To evaluate the effect of state continuing medical education (CME) requirements on
physician clinical knowledge.Data Sources: Secondary data for 19,563 general internists who
took the Internal Medicine Maintenance of Certification (MOC) examination between 2006 and
2013.Study Design: We took advantage of a natural experiment resulting from variations in CME
requirements across states over time and applied a difference-in-differences methodology to
measure associations between changes in CME requirements and physician clinical knowledge.
 We measured changes in clinical knowledge by comparing initial and MOC examination
performance 10 years apart. We constructed difference-in-differences estimates by regressing
examination performance changes against physician demographics, county and year fixed
effects, trend-state indicators, and state CME change indicators.Data Collection: Physician data
were compiled by the American Board of Internal Medicine. State CME policies were compiled
from American Medical Association reports.Principal Findings: More rigorous CME credit-hour
requirements (mostly implementing a new requirement) were associated with an increase in
examination performance equivalent to a shift in examination score from the 50th to 54th
percentile.Conclusions: Among physicians required to engage in a summative assessment of
their clinical knowledge, CME requirements were associated with an improvement in physician
clinical knowledge.

Vanderveen, E. and R. M. Hubbard (1979). "Continuing education needs as perceived by dietetic

practitioners." Journal of the American Dietetic Association 75(4): 429-433.
Educational needs of dietitians were identified by 232 practitioners in Ohio by means of a self-
administered questionnaire. Three major knowledge areas--managerial science, nutritional care
science, and behavioral, communicative, and socio-cultural science--were covered in 109
questions. The respondents perceived a need for more professional knowledge than for
behavioral, communicative, and socio-cultural sciences. Greater need was expressed for skills in
technical and human ability than for skills in conceptual ability, and generally for nutritional
knowledge rather than application. The findings could form the basis for continuing education
programs.

Vannier, C. N. (2013). "Indigenous Professional Development Workers in Haiti." Michigan Academician

41(3): 332-354.
Indigenous development professionals in southern Haiti occupy an intermediary position
between actors and institutions of the international development industry and the rural peasant
beneficiaries of development projects and programs. Educated and trained as agronomists or
development technicians, these professionals facilitate the transmission of northern
development standards and ideologies to southern subjectivities. By first situating Haitian
development into greater post-structural understandings of how the global south is produced,
these agents of globalization will be oriented as rural intellectuals in the Gramscian sense. In the
rural communes surrounding the city of Les Cayes in southern rural Haiti, indigenous
professionals have a place in the social field that characterizes localized development practice,
which itself is located in larger regimes of power and representation that typify development
processes around the world. These frequently urban-based professional agents carry western-
based discourses surrounding modernity, secularism, and scientific capitalism to local peasant
communities that are ideologically constructed as antitheses to these discourses. However, a
case study of these processes demonstrates that the produced "truths" regarding aid and
development are mediated and negotiated through social encounters between development
intermediaries and aid recipients. This article concludes that localized development
intermediaries represent new and important intellectual strata through which the peasantry
engages global governance institutions.

Vartanian, F. (1993). "Continuing medical education and its management." Journal of Management in
Medicine 7(2): 27.
World Health Organization and official documents have repeatedly emphasized the need for, and
the significance of, continuing medical education (CME) for all categories of health workers. Non-
 governmental international organizations working in the field of health manpower development
also consider CME a vital activity in enhancing health care systems. Programs for continuing
education for health personnel are being intensively developed in many countries throughout
the world, while international cooperation facilitates this process at national levels. CME is
defined as the process of mastering professional competences and skills relevant to an
individual's work, and it is a lifelong process from graduation to retirement. CME should be
appropriate to community needs if it is to bring about the changes in health care systems that
will truly address the real health problems of the population and the effectiveness of
interventions. CME must be an integral component of the total health system of a country and
occupy a central place within the framework of national priorities in health care delivery.

Vasli, P., et al. (2018). "Factors affecting knowledge transfer from continuing professional education to
clinical practice: Development and psychometric properties of a new instrument." Nurse Education in
Practice 28: 189-195.
Despite the emphasis placed on the implementation of continuing professional education
programs in Iran, researchers or practitioners have not developed an instrument for assessing
the factors that affect the knowledge transfer from such programs to clinical practice. The aim of
this study was to design and validate such instrument for the Iranian context. The research used
a three-stage mix method. In the first stage, in-depth interviews with nurses and content analysis
were conducted, after which themes were extracted from the data. In the second stage, the
findings of the content analysis and literature review were examined, and preliminary
instrument options were developed. In the third stage, qualitative content validity, face validity,
content validity ratio, content validity index, and construct validity using exploratory factor
analysis was conducted. The reliability of the instrument was measured before and after the
determination of construct validity. Primary tool instrument initially comprised 53 items, and its
content validity index was 0.86. In the multi-stage factor analysis, eight questions were excluded,
thereby reducing 11 factors to five and finally, to four. The final instrument with 43 items consists
of the following dimensions: structure and organizational climate, personal characteristics,
nature and status of professionals, and nature of educational programs. Managers can use the
Iranian instrument to identify factors affecting knowledge transfer of continuing professional
education to clinical practice.

Velliaris, D. M. and D. Coleman-George (2016). Handbook of Research on Study Abroad Programs and
Outbound Mobility. Advances in Higher Education and Professional Development (AHEPD) Book Series,
IGI Global.
Millions of students seek short- and long-term study abroad options every year, and this trend is
a key illustration of the internationalization of higher education. Because a global perspective
has become mandatory in the largely globalized workforce, many institutions look to study
abroad programs to prepare their students. This outbound mobility has the potential to
contribute to greater understanding between cultures, countries, and individuals. The
"Handbook of Research on Study Abroad Programs and Outbound Mobility" offers a
comprehensive look into motivations for and opportunities through all forms of outbound
mobility programs. By providing empirically-based research, this publication establishes the
benefits, difficulties, and rewards of building a framework to support international students and
programs. While generous in scope, the information is well organized via the use of paragraph
headings, subheadings, bullet points, tables, definitions, and more within each chapter. Readers
will also find references listed at the end of each chapter and compiled at the end of the book
accompanied by brief contributor biographies and an index. Academic areas covered in this
publication include but are not limited to: (1) Bilateral Networks; (2) Internationalized
Curriculum; (3) New Mobility; (4) Offshore Campuses; (5) Program Promotion; (6) Quality
Assurance; (7) Staff Evaluation; (8) Student Evaluation; and (9) Students' Perception. This book is
divided into six sections. Section 1, "Short-Term Study Abroad Trends and Demographics,"
contains the following chapters: (1) Research on US Education Abroad: A Concise Overview
(Anthony C. Ogden and Bernhard Streitwieser); (2) Counting Outward Mobility: The Data Sources
and their Constraints (Steve Nerlich); and (3) Higher Education Abroad: Trends among the
Indigenous Palestinian Arab Minority in Israel (Khalid Arae and Kussai Haj-Yehia). Section 2, "Pre-
Departure Considerations for Outbound Mobility," includes: (4) Repositioning Study Abroad as a
Rite of Passage: Impact, Implications, and Implementation (David Starr-Glass); (5) Providing
Study Abroad Opportunities for Underrepresented Populations: Lessons from the University of
California, Riverside (Elizabeth Claassen Thrush and Christine Victorino); (6) Encountering
Unfamiliar Educational Practices Abroad: Opportunities or Obstacles? (B. Jane Jackson); (7)
Students' Perceived Benefits of Short-Term Study Abroad Programs: A Case Study of Hong Kong
Higher Education (Annie Yan-Ni Cheng); (8) Critical Components in Preparing Students for Short-
Term Study Tours to Asia (Tracey Bretag, Robert van der Veen, Sonia Saddiqui, Ying Zhu); (9) A
New Border Pedagogy: Rethinking Outbound Mobility Programs in the Asian Century (Louise
Townsin, Chris Walsh); and (10) Rationale and Risk Considerations: Establishing Transnational
Higher Education Provisions or International Branch Campuses Abroad (Eng Kee Sia). Section 3,
"Faculty-Led International Exchange and Service-Learning Experiences," contains: (11) Service-
Learning Abroad: Undergraduates' Development of Pluralistic Outcomes (Krista M. Soria, Shane
M. Lueck, Rebecca E. Hanson, and Dale J. Morrow); (12) Engineering and Information
Technology: Challenges and Opportunities for Exchange Studies (Shanton Chang, Martina von
Imhoff, and Rikke Ilona Ustrup); (13) Value Co-Creation in Faculty-Led Study Abroad Programs: A
Service-Dominant Logic Approach (Sven Tuzovic); (14) Exploring Intercultural Awareness:
International Student Mobility in China and the UK through a Non-Essentialist Lens (Monika
Foster); and (15) Faculty Memoirs: Study Abroad Business Program in China (Devi Akella).
Section 4, "Global Health-Related Courses and International Field Placements," includes
chapters: (16) Fostering Global Citizenship in Higher Education: Development of an International
Course in Global Health (Lee Stoner, Lane Perry, Daniel Wadsworth, Mikell Gleason, Michael A.
Tarrant, Rachel Page, and Krystina R. Stoner); (17) International Service-Learning: Study Abroad
and Global Citizenship Development in a Post-Disaster Locale (Joellen E. Coryell, Trae Stewart,
Zane C. Wubbena, Tereza Cristina Valverde-Poenie, and B. J. Spencer); (18) International Medical
Experiences Outbound New Zealand: An Economic and Medical Workforce Strategy (Charles
Mpofu); (19) International Healthcare Experiences: Caring While Learning and Learning While
Caring (Jon P. Wietholter, Renier Coetzee, Beth Nardella, Scott E. Kincaid, and Douglas Slain); and
(20) Beyond Borders: International Social Work Field Education (Linette Hawkins, Supriya
Pattanayak, Jennifer Martin, and Lew Hess). Section 5, "Teacher Internationalization and
Preservice Practicums Abroad," includes: (21) Graduate Study Abroad: Student Learning,
Pedagogy, and Outcomes (John M. Dirkx, Kristin A. Janka, Julie Sinclair, and Gina R. Vizvary); (22)
Teaching Practicums Abroad: Increasing the Professionalization of Preservice Foreign Language
(Karin Vogt); (23) Beyond Accommodations: Study Abroad in Brazil, Teacher Preparation, and
Global Consciousness (Fernanda Orsati and Lauren Shallish); (24) Integrating Study Abroad in
Teacher Education: Enhancing the Curriculum (Yasemin Kirkgöz); (25) Walking in English
Learners' Shoes: Preservice Teacher Struggles Result in Empathy (Debbie Powell and Roberta J.
Aram); and (26) Promotion of Internationalization of Teacher Education: A Case Study from
Croatia (Sanja Tatalovic Vorkapic). Finally, section 6, "Second Language Acquisition and
Intercultural Awareness," contains: (27) Disentangling Research on Study Abroad and
 Pronunciation: Methodological and Programmatic Considerations (Charles L. Nagle, Alfonso
Morales-Front, Colleen Moorman, and Cristina Sanz); (28) Perspectives on Mediated L2 Learning
during Study Abroad: Identity, Motivation, and Learning Strategies (Kaishan Kong); (29) Language
Learners' Social Interaction during Study Abroad: Opportunities, Satisfaction, and Benefits (Rikki
Campbell); and (30) Intercultural Communication between East and West: Implications for
Students on Study Abroad Programs to China (Ping Yang).

Venus, C. E. (1985). "Economic Education: A Continuing Commentary -- Electricity Prices and Changes in
Consumption." Arkansas Business and Economic Review 18(1): 29.
Major efforts have been made to reduce energy consumption as a result of increases in energy
prices. The recently discussed concept of a ''death spiral'' for utilities, where significant gas or
electric rate increases result in substantial consumption decreases, is in direct conflict with
current reality and experience in Arkansas, where the problem is selling excess capacity. First,
the basic elasticity assumption of the death spiral is erroneous: in the real world, residential and
commercial customers have increased their consumption despite price increases -- a very
inelastic consumption pattern. Moreover, the death spiral proponents compare real (actual)
usage charges with nominal (not inflation adjusted) price changes -- a typical fallacy. Electricity
demand would be more elastic if close substitutes were available, but none exist except plant
relocation. Since the death spiral is not likely to occur in Arkansas, attention should be focused
instead on selling excess capacity, especially long-term off-peak power.

Verdon, S. (2020). "Awakening a Critical Consciousness among Multidisciplinary Professionals Supporting

Culturally and Linguistically Diverse Families: A Pilot Study on the Impact of Professional Development."
Child Care in Practice 26(1): 4-21.
In an increasingly globalised world there is need for professionals involved in providing services
to children and families to be culturally competent. This pilot study explores the impact of
attending a multidisciplinary professional development workshop based on the Six Principles of
Culturally Competent Practice [Verdon, S. (2015a). "Embracing diversity, creating equality:
Supporting the speech, language and communication of culturally and linguistically diverse
children" (Unpublished doctoral thesis). Charles Sturt University, Bathurst, Australia] upon
professionals' cultural competence. There were 52 participants who completed pre-workshop
questionnaires and post-workshop evaluations. Of these, two participated in in-depth follow-up
interviews one year later to discuss the ongoing impact of professional development upon their
practice. Pre-workshop, major challenges identified for working with culturally and linguistically
diverse (CALD) families were cultural and language barriers, and working with interpreters. After
completing the workshop, participants reported gaining knowledge about engaging in holistic
practice, their personal cultural competence and the culture of families they worked with.
Interviews conducted one year later revealed the workshop had an ongoing impact upon
practice in four key areas: (1) knowing the family (2) organisational structures (3) collaborative
practice and (4) the ongoing nature of cultural competence. This article discusses the
complexities of teaching cultural competence, problematic issues in conceptualisation and the
efficacy of such workshops in developing a critical consciousness among professionals to engage
in culturally responsive practice with CALD families.

Viets, J. L., et al. (1987). "AANA Journal course: advanced scientific concepts: update for nurse
anesthetists. Part I. The cardiovascular system (continuing education credit)." AANA Journal 55(2): 165-
177, 180.
Villanueva-russell, Y. (2008). "An Ideal-Typical Development of Chiropractic, 1895-1961: Pursuing
Professional Ends Through Entrepreneurial Means." Social Theory & Health 6(3): 250-272.
An ideal type distinction between professional and entrepreneurial orientations is presented,
using the founding Palmer family and their Palmer School of Chiropractic to illustrate how
'entrepreneurial' means were used to pursue 'professional' ends. Although chiropractic desired
the professional goals of autonomy, authority, social distinction, trust and service, it was unable
and unwilling to pursue this by emulating the attributes and rewards set by orthodox medicine.
Professional (and therefore medicalized) means such as social closure and licensure were
eschewed in favor of antipodal entrepreneurial strategies such as status congruence and
populist generalism. Chiropractic's proud, maverick pursuit of entrepreneurialism at times
represented a more righteous commitment to the ideals and ends of professionalism than was
actually displayed by orthodox medicine. For its first 60 years, chiropractic established itself as a
separate and distinct occupation that not only refashioned what it meant to be professional, but
demonstrated the innovative use of existing resources and the acumen of its founders.
[PUBLICATION ABSTRACT]

Vinas, E. K., et al. (2020). "Advancing Academic Continuing Medical Education/Continuing Professional
Development: Adapting a Classical Framework to Address Contemporary Challenges." Journal of
Continuing Education in the Health Professions 40(2): 120-124.
Lifelong learning is essential for the practicing physician, yet continuing medical education (CME)
and continuing professional development (CPD) units at academic medical centers (AMCs) have
been historically underappreciated and underresourced. Their integration into AMC leadership
structures continues to vary widely among institutions. Without necessary resources and
leadership alignment, many units are less able to focus on advancing CME/CPD to offer and
study innovative educational opportunities that may enhance learner and patient outcomes.
Using benchmarking data and recommendations from national leaders in the field, a CPD
Hierarchy of Needs was created to frame the strategic development of CME/CPD units. This five-
level hierarchy includes priorities such as (1) securing investment, (2) building infrastructure, (3)
integrating into AMC leadership structures, (4) promoting data-driven interventions, and (5)
advancing educational innovation. Recommendations to use the CME/CPD Hierarchy of Needs
are described to convey the significance of CME/CPD units to AMCs and to the lifelong learning
of practicing physicians.

Visser, C. L. F., et al. (2018). "The Association of Readiness for Interprofessional Learning with empathy,
motivation and professional identity development in medical students." BMC Medical Education 18.
Background The Readiness for Interprofessional Learning Scale is among the first scales
developed for measurement of attitude towards interprofessional learning (IPL). However, the
conceptual framework of the RIPLS still lacks clarity. We investigated the association of the RIPLS
with professional identity, empathy and motivation, with the intention of relating RIPLS to other
well-known concepts in healthcare education, in an attempt to clarify the concept of readiness.
Methods Readiness for interprofessional learning, professional identity development, empathy
and motivation of students for medical school, were measured in all 6 years of the medical
curriculum. The association of professional identity development, empathy and motivation with
readiness was analyzed using linear regression. Results Empathy and motivation significantly
explained the variance in RIPLS subscale Teamwork & Collaboration. Gender and belonging to
the first study year had a unique positive contribution in explaining the variance of the RIPLS
subscales Positive and Negative Professional Identity, whereas motivation had no contribution.
More compassionate care, as an affective component of empathy, seemed to diminish readiness
 for IPL. Professional Identity, measured as affirmation or denial of the identification with a
professional group, had no contribution in the explanation of the variance in readiness.
Conclusions The RIPLS is a suboptimal instrument, which does not clarify the ‘what’ and ‘how’ of
IPL in a curriculum. This study suggests that students’ readiness for IPE may benefit from a
combination with the cognitive component of empathy (‘Perspective taking’) and elements in
the curriculum that promote autonomous motivation.

Vogel, R. G. M., et al. (2020). "The perceived behavior and barriers of community care professionals in
encouraging functional activities of older adults: the development and validation of the MAINtAIN-C
questionnaire." BMC Health Services Research 20: 1-12.
Background Community care professionals need to encourage older adults in performing
functional activities to maintain independence. However, professionals often perform functional
activities on behalf of older adults. To change this, insights into the behavior and barriers of
professionals in encouraging activities are required. In the current study, the MAINtAIN
questionnaire, which was developed for nursing homes, was adopted. The objective was to
create a modified version that is suitable for measuring behavior and barriers of community care
professionals in encouraging functional activities of clients in the community care setting. The
overall aims were to assess the content validity, construct validity, and internal consistency of the
modified version. Methods Data was collected by qualitative and quantitative methods in two
phases. During phase one, the MAINtAIN was assessed on appropriateness and feasibility by
community nurses (N = 7), and the adapted questionnaire was assessed on content validity by
research experts (N = 9) and community care professionals (N = 18). During phase two, the
psychometric properties of the adapted MAINtAIN-C were assessed in community care
professionals (N = 80). Construct validity was evaluated by an Exploratory Factor Analysis (EFA),
and internal consistency was determined by calculating Cronbach’s alpha coefficients. Results
The formulation, verbs, and wording of the MAINtAIN were adapted; some items were excluded
and relevant items were added, resulting in the MAINtAIN-C with two scales, showing good
content validity. The Behaviors scale (20 items) measures perceived behavior in encouraging
functional activities, expressing good internal consistency (Cronbach’s alpha: .92). The Barriers
scale measures barriers in encouraging functional activities related to two dimensions: 1) the
clients’ context (7 items), with good internal consistency (.78); and 2) the professional, social,
and organizational contexts (21 items), showing good internal consistency (.83). Conclusions The
MAINtAIN-C seems promising to assess the behavior and barriers of community care
professionals in encouraging functional activities. It can be used to display a possible difference
between perceived and actual behavior, to develop strategies for removing barriers in
encouraging activities to foster behavioral change. The results also provide guidance for further
research in a larger sample to obtain more insight into the psychometric properties.

Vogt, K., et al. (2015). "An Innovative, Strengths-Based, Peer Mentoring Approach to Professional
Development for Registered Dietitians." Canadian Journal of Dietetic Practice & Research 76(4): 185-189.
The Professional Development Network (PDN) program was implemented to enhance mentoring
and learning opportunities for dietitians at a multisite health care organization. Program
development, implementation, and evaluation were carried out by a Professional Practice
Council composed of dietitians in the organization. An exploratory evaluation was conducted
after the first year of PDN implementation. Evaluation data were collected from an online survey
containing open- and closed-ended questions and PDN documents submitted by dietitians. Data
were analyzed with descriptive statistics and thematic analysis. Survey results indicate the PDN
provided a mechanism for dietitians to learn from each other, apply learning to their career
 development, reflect on their strengths, and connect with others in the department. Analysis of
PDN documents showed that dietitians pursued learning related to clinical practice, technology,
private practice, and research. Mentoring interactions were also described by participants within
PDN documents. Findings from this study demonstrate how multiple frameworks from academic
literature can be integrated to create a professional development program in a dietetics practice
environment. Evaluation results from this study may provide useful insights for others interested
in implementing professional development programming.
Le programme du Réseau de développement professionnel (RDP) a été mis en place pour accroître les
occasions de mentorat et d'apprentissage pour les diététistes au sein d'une organisation de soins
de santé multisites. Le développement, la mise en oeuvre et l'évaluation du programme ont été
réalisés par un Conseil des pratiques professionnelles composé de diététistes de l'organisation.
Une évaluation exploratoire a été effectuée un an après la mise en oeuvre du RDP. Les données
utilisées pour cette évaluation provenaient d'une enquête en ligne contenant des questions
fermées et ouvertes, et de documents du RDP soumis par des diététistes. Ces données ont été
analysées au moyen de la statistique descriptive et d'une analyse thématique. Les résultats de
l'enquête indiquent que le RDP constituait pour les diététistes un mécanisme leur servant à
apprendre les uns des autres, à utiliser les connaissances acquises pour le développement de
leur carrière, à se pencher sur leurs points forts et à mieux communiquer avec les membres de
leur service. L'analyse des documents du RDP a montré que les diététistes cherchaient à
approfondir leurs connaissances associées à la pratique clinique, aux technologies, à la pratique
privée et à la recherche. Les interactions de mentorat étaient également décrites par les
participants dans les documents du RDP. Les conclusions de cette étude démontrent comment
plusieurs cadres basés sur des travaux de recherche réalisés par des universitaires peuvent être
intégrés afin de créer un programme de développement professionnel dans un environnement
de pratique de la diététique. Les résultats de l'évaluation de cette étude pourraient fournir une
aide précieuse aux gens qui souhaiteraient mettre en place un programme de développement
professionnel.

Vogt, K., et al. (2015). "An Innovative, Strengths-Based, Peer Mentoring Approach to Professional
Development for Registered Dietitians." Canadian journal of dietetic practice and research : a publication
of Dietitians of Canada = Revue canadienne de la pratique et de la recherche en dietetique : une
publication des Dietetistes du Canada 76(4): 185-189.
The Professional Development Network (PDN) program was implemented to enhance mentoring
and learning opportunities for dietitians at a multisite health care organization. Program
development, implementation, and evaluation were carried out by a Professional Practice
Council composed of dietitians in the organization. An exploratory evaluation was conducted
after the first year of PDN implementation. Evaluation data were collected from an online survey
containing open- and closed-ended questions and PDN documents submitted by dietitians. Data
were analyzed with descriptive statistics and thematic analysis. Survey results indicate the PDN
provided a mechanism for dietitians to learn from each other, apply learning to their career
development, reflect on their strengths, and connect with others in the department. Analysis of
PDN documents showed that dietitians pursued learning related to clinical practice, technology,
private practice, and research. Mentoring interactions were also described by participants within
PDN documents. Findings from this study demonstrate how multiple frameworks from academic
literature can be integrated to create a professional development program in a dietetics practice
environment. Evaluation results from this study may provide useful insights for others interested
in implementing professional development programming.
Volkening, U., et al. (2010). "The Impact of Self-Determination on Academic Motivation of Occupational
Therapists and Physiotherapists in Continuing Higher Education in Germany." Journal of Continuing
Higher Education 58(2): 85-98.
This study aims to examine the academic motivation of students in two therapeutic health
professions along with their individual attitudes toward professional training and continuing
higher education in Germany. The self-determination theory was taken as a theoretical basis,
and the intercultural validated German version of the original French "Echelle de Motivation
Dans Les Etudes-Etudes Avancees" (EME) was used to show that occupational therapists and
physiotherapists attending courses of continuing higher education are motivated by a specific
complex of intrinsic and extrinsic motivating factors. In the sense of self-determination theory,
older students already in employment feature higher autonomous motivation than younger, not
yet employed students. The education of occupational therapists and physiotherapists in North
America is compared with the special features of the German setting as a stimulus for further
research. (Contains 4 tables and 3 figures.)

von Kreuz, P. and H. Kraft (1984). "[Balint seminars in clinics with assistant physicians in neurology
continuing education--a workshop report]." Psychiatr Prax 11(3): 92-97.
The article describes the problems of Balint seminaries held internally in hospitals, basing on
literature and on the authors' practical experience, with particular reference to the effectivity of
Balint group work. On the one hand, it is evident that this entails a number of disadvantages
compared with Balint groups not linked to the institution; however, these drawbacks are no fatal
obstacle to Balint group work. On the other hand, we can safely reject the argument that it is not
possible to topicalise within the framework of a Balint seminary the pathology of reference in
psychiatric and particularly in schizophrenic patients.

Vos, S. S., et al. (2018). "The Report of the 2017-2018 Professional Affairs Standing Committee: The
Development of the Preceptor Self-Assessment Tool for Entrustable Professional Activities for New
Graduates." American Journal of Pharmaceutical Education 82(7): 885-898.
The 2017-2018 AACP Professional Affairs Committee addressed the charges of (1) developing a
self-reflection/self-assessment tool for pharmacy faculty and preceptors to allow them to assess
their capability and confidence with Center for the Advancement of Pharmacy Education (CAPE)
Educational Outcomes, the Pharmacists' Patient Care Process (PPCP), and the Entrustable
Professional Activities (EPAs) for New Pharmacy Graduates and (2) creation of a plan for AACP to
utilize in the development of preceptor continuing education and training programs. This report
describes the framework, rationale and process for the development of the Preceptor Self-
Assessment Tool for Entrustable Professional Activities for New Pharmacy Graduates (PSAE Tool),
the pre-test for the PSAE tool, and the online pilot test and its results for the PSAE Tool. The
committee provides recommendations for AACP in the continued development and distribution
of the PSAE Tool to the schools of pharmacy. Considerations for AACP and the schools of
pharmacy to consider in the continuing professional development (CPD) for all preceptors are
also discussed. The committee provides a policy statement, adopted by the AACP House of
Delegates, regarding the commitment of AACP regarding the CPD for all preceptors. The
committee also provides several recommendations to AACP and suggestions to schools of
pharmacy and other stakeholder groups pertaining to the committee charges.

Vos, S. S., et al. (2018). "The Report of the 2017-2018 Professional Affairs Standing Committee: The
Development of the Preceptor Self-Assessment Tool for Entrustable Professional Activities for New
Graduates." American Journal of Pharmaceutical Education 82(7): 885-898.
 The 2017-2018 AACP Professional Affairs Committee addressed the charges of (1) developing a
self-reflection/self-assessment tool for pharmacy faculty and preceptors to allow them to assess
their capability and confidence with Center for the Advancement of Pharmacy Education (CAPE)
Educational Outcomes, the Pharmacists' Patient Care Process (PPCP), and the Entrustable
Professional Activities (EPAs) for New Pharmacy Graduates and (2) creation of a plan for AACP to
utilize in the development of preceptor continuing education and training programs. This report
describes the framework, rationale and process for the development of the Preceptor Self-
Assessment Tool for Entrustable Professional Activities for New Pharmacy Graduates (PSAE Tool),
the pre-test for the PSAE tool, and the online pilot test and its results for the PSAE Tool. The
committee provides recommendations for AACP in the continued development and distribution
of the PSAE Tool to the schools of pharmacy. Considerations for AACP and the schools of
pharmacy to consider in the continuing professional development (CPD) for all preceptors are
also discussed. The committee provides a policy statement, adopted by the AACP House of
Delegates, regarding the commitment of AACP regarding the CPD for all preceptors. The
committee also provides several recommendations to AACP and suggestions to schools of
pharmacy and other stakeholder groups pertaining to the committee charges.

Vought-O'Sullivan, V., et al. (2006). "Continuing education: a national imperative for school nursing
practice." Journal of School Nursing 22(1): 2-8.
Competency-based continuing education is critical to the professional development of school
nurses to ensure the application of timely, age-appropriate clinical knowledge and leadership
skills in the school setting. School nurses are responsible for a large number of students with a
variety of complex and diverse health care needs. Benner's theory of novice to expert provides a
framework for the development of roles and competencies in the practice of school nursing. This
manuscript synthesizes research reviewed in 15 articles. Common themes found in the articles
include the importance of continuing education and identified barriers to attainment. In
response, methods to access continuing education and financial resources are presented.

Vovides, Y. and L. R. Lemus (2019). Optimizing Instructional Design Methods in Higher Education.
Advances in Higher Education and Professional Development (AHEPD) Book Series, IGI Global.
Higher learning has seen an increase in web-based distance education programs, which
coincides with advancements made in educational technologies. As these programs are on the
rise, it becomes increasingly more important to ensure that instructional designers are prepared
to accommodate the needs of these academic institutions. Developing a culture of collaboration
through the optimization of instructional design methods is part of the profession's identity but
has gotten overshadowed by the pressures of thinking of courses as products. "Optimizing
Instructional Design Methods in Higher Education" is an essential reference source that discusses
the importance of collaboration, training, and the use of new and existing models in supporting
instructional designers to formalize and optimize curriculum development in higher education. It
covers the importance of adapting, adjusting, and re-evaluating models based on learner needs
in relation to both the process of learning and outcomes. Featuring research on topics such as
human resource development, academic programs, and faculty development, this book is ideally
designed for educators, academicians, researchers, and administrators seeking coverage to
support design thinking and innovation that encourages student learning. This book contains the
following chapters: (1) The Evolving Landscape of Instructional Design in Higher Education
(Yianna Vovides and Linda Rafaela Lemus); (2) Resisting the Deprofessionalization of Instructional
Design (Matthew M. Acevedo and Gustavo Roque); (3) Advancing a New General Education
Curriculum Through a Faculty Community of Practice: A Model for Intentional Design (Judith A.
 Giering and Gail M. Hunger); (4) Instructional Design in Human Resource Development Academic
Programs in the USA (Sunyoung Park, Doo Hun Lim, and Minkyoung Kim); (5) Instructional
Design for Adult and Continuing Higher Education: Theoretical and Practical Considerations (Doo
Hun Lim, Jieun You, Junghwan Kim, and Jihee Hwang); (6) Applying Instructional Design
Guidelines for Community Health Programs in Health Education (Laura Adams and Neal
Shambaugh); (7) Computer-Assisted Language Learning and Design for Learning: Potential
Synergies (Aysel Sahin Kizil); (8) Instructional Design Applied to TCN5 Virtual World (Andressa
Falcade, Aliane Loureiro Krassmann, Roseclea Duarte Medina, and Vania Cristina Bordin Freitas);
and (9) The Role of Instructional Design in Surfacing the Hidden Curriculum (Linda Rafaela Lemus
and Yianna Vovides).

Vuorinen, R., et al. (2000). "Peer evaluation in nurses' professional development: a pilot study to
investigate the issues." Journal of Clinical Nursing (Wiley-Blackwell) 9(2): 273-281.
Peer evaluation in nursing is a method by which the nurse evaluates the work of a peer,
according to set evaluation criteria. The aim of the study was to clarify the potential significance
of peer evaluation with regard to nurses' career development and relates to the introduction of
a career development programme for nurses in a Finnish University Hospital. The research
concepts were created on the basis of literature analysis. The concepts served as a basis for data
collection, and five open-ended questions were devised from them. Informants (n = 24) gave
free-form essay-type answers to these questions. The material was analysed using qualitative
content analysis. The results indicate that self-evaluation constitutes the basis for peer
evaluation. Peer evaluation allows nurses to give and receive professional and personal support
promoting professional development. Professional support offers possibilities for change and
alternative action. Personal support requires respect for the peer's equality and individuality.
Personal peer support can decrease feelings of uncertainty and insecurity caused by work. The
conclusion is drawn that peer evaluation is a means of promoting nurses' professional
development to further on-the-job learning in collaboration with peers.

Vuorinen, R., et al. (2000). "Peer evaluation in nurses' professional development: a pilot study to
investigate the issues." Journal of Clinical Nursing 9(2): 273-281.
Peer evaluation in nursing is a method by which the nurse evaluates the work of a peer,
according to set evaluation criteria. The aim of the study was to clarify the potential significance
of peer evaluation with regard to nurses' career development and relates to the introduction of
a career development programme for nurses in a Finnish University Hospital. The research
concepts were created on the basis of literature analysis. The concepts served as a basis for data
collection, and five open-ended questions were devised from them. Informants (n = 24) gave
free-form essay-type answers to these questions. The material was analysed using qualitative
content analysis. The results indicate that self-evaluation constitutes the basis for peer
evaluation. Peer evaluation allows nurses to give and receive professional and personal support
promoting professional development. Professional support offers possibilities for change and
alternative action. Personal support requires respect for the peer's equality and individuality.
Personal peer support can decrease feelings of uncertainty and insecurity caused by work. The
conclusion is drawn that peer evaluation is a means of promoting nurses' professional
development to further on-the-job learning in collaboration with peers.

Vuorinen, R., et al. (2000). "Peer evaluation in nurses’ professional development: a pilot study to
investigate the issues." Journal of Clinical Nursing (Wiley-Blackwell) 9(2): 273-281.
• Peer evaluation in nursing is a method by which the nurse evaluates the work of a peer,
 according to set evaluation criteria. • The aim of the study was to clarify the potential
significance of peer evaluation with regard to nurses’ career development and relates to the
introduction of a career development programme for nurses in a Finnish University Hospital. •
The research concepts were created on the basis of literature analysis. The concepts served as a
basis for data collection, and five open-ended questions were devised from them. Informants (n
= 24) gave free-form essay-type answers to these questions. The material was analysed using
qualitative content analysis. • The results indicate that self-evaluation constitutes the basis for
peer evaluation. Peer evaluation allows nurses to give and receive professional and personal
support promoting professional development. Professional support offers possibilities for change
and alternative action. Personal support requires respect for the peer’s equality and
individuality. Personal peer support can decrease feelings of uncertainty and insecurity caused
by work. • The conclusion is drawn that peer evaluation is a means of promoting nurses’
professional development to further on-the-job learning in collaboration with peers.

Waddell, J., et al. (1999). "The integration of research by nurse educators: advancing practice through
professional development programs." Journal of Continuing Education in Nursing 30(6): 267-271.
Background: This article describes how nurse educators at The Hospital for Sick Children,
Toronto, have used Benner's findings as a framework to direct the advancement of professional
development programs, specifically preceptorship, orientation, and central education programs.
Method: Narrative methodology was introduced as a key educational strategy to capture the
complexity of pediatric clinical practice and enhance learning experiences. Results: The shift in
content and structure of the education programs from a structured behavioral teaching-learning
framework to the use of narrative methodology has enhanced learning, professional
development and clinical practice. Conclusion: Participant evaluations of these programs suggest
a high level of satisfaction with the use of narrative methodology. Evaluative measures focusing
on the relationship between narrative methodology, professional development, and client
outcomes is needed. This evaluative approach that measures outcomes is imperative to future
directions in program planning.

Waddell, J. R. N. P., et al. (1999). "The integration of research by nurse educators: Advancing practice
through professional development programs." The Journal of Continuing Education in Nursing 30(6):
267-271.
The content and structure of the three educational programs were initially developed in 1990.
Since this time, the programs described have shifted from a very structured behavioral
teaching^earning framework to one where narrative methodology is becoming a key aspect in
program planning.

Wade, G. A., et al. (2015). "Rotation, spectral variability, magnetic geometry and magnetosphere of the
Of?p star CPD -28° 2561." Monthly Notices of the Royal Astronomical Society 447(3): 2551.
We report magnetic and spectroscopic observations and modelling of the Of?p star CPD -28...
2561. Using more than 75 new spectra, we have measured the equivalent width variations and
examined the dynamic spectra of photospheric and wind-sensitive spectral lines. A period search
results in an unambiguous 73.41 d variability period. High-resolution spectropolarimetric data
analysed using least-squares deconvolution yield a Zeeman signature detected in the mean
Stokes V profile corresponding to phase 0.5 of the spectral ephemeris. Interpreting the 73.41 d
period as the stellar rotational period, we have phased the equivalent widths and inferred
longitudinal field measurements. The phased magnetic data exhibit a weak sinusoidal variation,
with maximum of about 565 G at phase 0.5, and a minimum of about -335 G at phase 0.0, with
 extrema approximately in phase with the (double-wave) H... equivalent width variation.
Modelling of the H... equivalent width variation assuming a quasi-3D magnetospheric model
produces a unique solution for the ambiguous couplet of inclination and magnetic obliquity
angles: (i, ...) or (..., i) = (35..., 90...). Adopting either geometry, the longitudinal field variation
yields a dipole polar intensity Bd = 2.6 ± 0.9 kG, consistent with that obtained from direct
modelling of the Stokes V profiles. We derive a wind magnetic confinement parameter ...,
leading to an Alfven radius ..., and a Kepler radius .... This supports a physical scenario in which
the H... emission and other line variability have their origin in an oblique, corotating 'dynamical
magnetosphere' structure resulting from a magnetically channelled wind. Nevertheless, the
details of the formation of spectral lines and their variability within this framework remain
generally poorly understood. (ProQuest: ... denotes formulae/symbols omitted.)

Wakefield, J. G. (2004). "Commitment to change: exploring its role in changing physician behavior
through continuing education." Journal of Continuing Education in the Health Professions 24(4): 197-
204.
Statements of commitment to change are advocated both to promote physician change and to
assess interventions designed to promote change. Although commitment to change is only one
part of a complex process of change, recent progress has established a solid theoretical and
research base to support this approach. Studies have demonstrated that it can be used
effectively with many different types of educational activities and that statements of 'plans to
change ' practice can predict actual changes. The importance of follow-up as part of the
commitment to change model is becoming clearer, although questions remain about the most
effective process to accomplish this and the optimal timing. Further research is needed to
establish the effectiveness of the commitment-to-change approach itself as well as to better
understand the functions (and thus the forms) of the different components of the commitment-
to-change model.

Walji-Jivraj, N. and J. K. Schwind (2017). "Nurses' experience of creating an artistic instrument as a form
of professional development: an arts-informed narrative inquiry." International Practice Development
Journal 7(1): 1-18.
Background: Nursing is often referred to as an art and a science. Consistent with the literature,
art is subjective, encouraging imagination and creative self-expression. Stories told through
artistic illustrations over time access deeper meanings that nurses may hold about their identity
as caregivers, as well as their professional and therapeutic relationships. Thus, by engaging in
creative self-expression, nurses have the opportunity to expand their reflective practice.
Objective: To explore nurses’ experiences of creating their own individual art pieces and artistic
instruments, and so to learn what meaning these creations hold for their nursing practice and
their identity as caregivers. Method and data collection: In this arts-informed narrative inquiry,
two participants engaged in a narrative interview and in an adaptation of Schwind’s narrative
reflective process (2014). Specifically, participants were invited to tell stories of their nursing
practice and then to choose and draw a metaphor that best represents them as caregivers.
Participants’ stories were reconstructed and analysed using the three narrative inquiry
commonplaces (temporality, sociality and place), and examined through the theoretical lens of
Carper’s patterns of knowing (1978a, 1978b). Findings and discussion: The study revealed six
narrative threads: empathy; quality of life; communication; power imbalances; personal
development; and professional development, highlighting the importance of person-centred
care, and the value of reflective practice. Implications for practice: • Education – the use of arts
in education encourages diverse ways of teaching and learning, including relationship building
 and development of critical thinking skills • Practice – engaging in artistic self-expression links
theory to practice, revealing how nurses coconstruct their identity and knowledge. The use of
arts also supports reflective practice for the purpose of personal and professional development,
thus strengthening communication and relationship building with peers, and with patients and
their families • Research – building on this study, further research could focus on exploring how
artistic selfexpression impacts on nurses’ self-care practices

Walker, R. B. G. B. N. D. A. P. D., et al. (2019). "Evaluating Online Continuing Professional Development

Regarding Weight Management for Pregnancy Using the New World Kirkpatrick Model." Journal of
Continuing Education in the Health Professions 39(3): 210-217.
Introduction: Clinical practice guidelines advocate the importance of continuing professional
development (CPD) that supports health professionals (HPs) to discuss the sensitive topic of
maternal weight management with women. However, there is a lack of accredited CPD related to
this important area of preconception and antenatal care. Therefore, aims were to evaluate HPs'
reactions to accredited online CPD regarding weight management for pregnancy and their
knowledge, attitudes, confidence, and commitment to provide women with advice after
completing the course. Methods: A mixed-methods evaluation was based on the New World
Kirkpatrick Model (NWKM). Accredited online CPD was developed by experts in maternal
nutrition and weight management. Participants completed a questionnaire before (n = 136) and
after (n = 65) the weight management components of the course. McNemar and Wilcoxon
signed-rank tests were used to evaluate paired data (n = 36) (p <.05). Deductive content analyses
explored free-text responses (n = 65). Results: Participants' reactions to the online CPD were
encouraging, facilitating increases in perceptions of the importance of weight management for
pregnancy and confidence to provide advice. Quantitative measures assessed no change in
participants' knowledge; however, qualitative analyses revealed an increase in participants'
knowledge of communication strategies that they intend to apply in practice. Discussion: The
NWKM facilitated an evaluation of HPs' encouraging reactions to online CPD and the affective
constructs of education including attitudes, confidence, and commitment to provide advice.
Online CPD should be developed with collaboration between universities/professional
associations and health care providers, so that evaluation of organizational change and clinical
outcomes is possible.

Walker, S. E., et al. (2010). "A professional learning plan has value in guiding the continuing education of
athletic trainers: a pilot study." Internet Journal of Allied Health Sciences & Practice 8(1): 1-13.
Purpose: The purpose of this investigation was to pilot the use of and explore the feasibility of an
individualized professional learning plan (PLP) designed to guide the continuing education of
athletic trainers (AT) based on their individual learning needs and explore the participants'
perceptions of its usefulness and feasibility. Method: A sample of 18 ATs (11 males and 7
females) completed the PLP and follow up the survey. Of these 18 individuals, five were also
interviewed regarding their experience. The PLP Follow-up Survey consisted of 10 demographics
items and 11 Likert-scale items (strongly agree = 5, strongly disagree = 1) assessing experiences
with the PLP. Inductive analysis was utilized to analyze the qualitative data. Descriptive statistics
were utilized to analyze the quantitative data. Results: Ninety four percent (94%) of the survey
respondents agreed or strongly agreed that the concept of having a PLP would assists in
developing meaningful continuing professional education. Also, 78% agreed or strongly agreed
that the PLP could aid with their selection of future continuing education. Three themes
emerged from the qualitative data: 1) identifying learning needs; 2) planning continuing
education; and 3) flexible guidance. Conclusion: The survey data and themes capture
 participants' experience related to believing that the PLP was helpful in assisting ATs in
identifying and self-analyzing individual learning needs and providing planning strategies to
address these needs. Moreover, participants utilized the PLP to help guide their continuing
education and also found it flexible enough to adapt based upon individual workplace challenges
and financial considerations.

Wallace, R., et al. (2020). "Efficacy of online nutrition professional development for Early Childhood
Education Care staff." European Journal of Public Health, suppl. 5 30.
Background Early Childhood Education & Care (ECEC) services are a public health setting that
influences the lifelong eating habits and health of young Australians. Over 1.3 million children
attend ECEC for 30 hours/week. Overweight/obesity, a risk factor for chronic disease, has been
associated with this setting. Research reports sub-optimal food provision, poor role modelling
and a lack of nutrition training and confidence. Online nutrition education training was provided
to ECEC staff, aiming to increase nutrition knowledge/confidence. Methods Training was
evidence-based, informed by stakeholders and developed by tertiary nutrition experts. ECEC
staff were recruited and randomised to intervention or control groups. The intervention group
completed an online short course about whole-service approach to healthy eating of 2-3 hours
duration. Nutrition knowledge/confidence were measured pre/post-intervention via a pre-
validated, online survey. GLM was used to determine differences within and between groups
adjusting for years of experience. Results Participants (n = 116) were mostly female, aged >36
years, with >10 years industry experience. Post-course, compared to the control group,
intervention participants significantly increased confidence to offer 2 serves of grains/day and
unsweetened cereals, a variety of vegetables and low-sodium foods, and solid fats were avoided.
Confidence to avoid serving discretionary foods did not change and cakes/biscuits were offered
frequently. Conclusions Following course completion, intervention participants demonstrated
increased confidence to serve foods from core food groups, but both groups reported offering
discretionary foods frequently. Some results are promising and may improve the nutritional
value of food offered at ECEC, but it appears discretionary foods continue to be overprovided.
Further research is required to identify the depth of training required to embed important
nutrition education concepts in ECEC settings. Key messages Evidence-based nutrition education
adopting a whole-service approach is effective in increasing ECEC staff nutrition knowledge and
confidence to provide foods from core food groups. Further research is required to establish the
level of nutrition education appropriate for ECEC staff to avoid the continuing overprovision of
discretionary foods to young children.

Walling, B. M., et al. (2021). "Evaluating the Feasibility of Continuing Medical Education for
Disseminating Emerging Science on the Breast Cancer and Environment Connection." Journal of Health
Communication 26(6): 391-401.
Developing continuing medical education (CME) training programs is a strategy for
communicating emerging science to health practitioners. This research tests the feasibility of
using CME modules for translating and disseminating research findings from the Breast Cancer
and Environment Research Program. Recent findings have identified certain windows of
susceptibility, like during puberty, in which exposure to endocrine-disrupting chemicals can
increase breast cancer risk later in life. In order to reach pediatric patients and their caregivers,
using a Diffusion of Innovations framework, pediatric health-care providers were identified as
opinion leaders. Two CME modules informed by theory and formative research were tested with
a sample of pediatricians and pediatric nurse practitioners. Participants completed knowledge,
attitude, intention, and behavior items immediately before and after exposure to a randomly
 assigned module, and then again 3 weeks later. Quantitative and qualitative results indicate
knowledge gain and strong links between practitioners’ intentions to enact and implemented
behavior learned from training recommendations with parents and caregivers in their practices.
Results indicate that CMEs can be an effective strategy for translational activities targeted to
health providers in order to change behavior within practice.

Walling, B. M., et al. (2021). "Evaluating the Feasibility of Continuing Medical Education for
Disseminating Emerging Science on the Breast Cancer and Environment Connection." Journal of Health
Communication 26(6): 391-401.
Developing continuing medical education (CME) training programs is a strategy for
communicating emerging science to health practitioners. This research tests the feasibility of
using CME modules for translating and disseminating research findings from the Breast Cancer
and Environment Research Program. Recent findings have identified certain windows of
susceptibility, like during puberty, in which exposure to endocrine-disrupting chemicals can
increase breast cancer risk later in life. In order to reach pediatric patients and their caregivers,
using a Diffusion of Innovations framework, pediatric health-care providers were identified as
opinion leaders. Two CME modules informed by theory and formative research were tested with
a sample of pediatricians and pediatric nurse practitioners. Participants completed knowledge,
attitude, intention, and behavior items immediately before and after exposure to a randomly
assigned module, and then again 3 weeks later. Quantitative and qualitative results indicate
knowledge gain and strong links between practitioners' intentions to enact and implemented
behavior learned from training recommendations with parents and caregivers in their practices.
Results indicate that CMEs can be an effective strategy for translational activities targeted to
health providers in order to change behavior within practice.

Wallman, A., et al. (2016). "Reflective professional development portfolios in pharmacy education."
International Journal of Pharmacy Practice 24: 58.
Introduction: This study aimed to address the challenge to educate pharmacy students for
professionalism. Reflection can be a way to deal with new knowledge and increase professional
confidence and competence. Since the process of learning professional values, attitudes and
behaviours starts early, an emphasis on students' development is crucial. Methodology: In the
pharmacy practice experience courses at year 3 (n = 149) and year 5 (n = 23), all students write
reflective papers. Students' level of reflection was measured (on a 6-degree level of reflection
scale) in order to study if students at year 5 reach a higher level of reflection than at year 3
without any further introduction to reflective thinking and learning in the current curricula. A
complementary literature search on educational methods to stimulate reflective professional
development throughout a pharmacy curriculum was done. Results: The results show no
significant difference (ANOVA, P = 0.77) in level of reflection between year 3 (3.58 ± 0.14) and
year 5 (3.52 ± 0.22) students. The literature search showed that reflection and reflective
portfolios are methods used in many healthcare educational programs to approach, stimulate
and pin-point students' professional development. Conclusion: Ume-a University plan to
introduce "reflective professional development portfolios" as a learning activity integrated in all
theoretical courses, practitioner mentorship, and pharmacy practice experience intergraded in
the pharmacy curricula. Assessments and feedback on reflective writing of portfolios are
planned to occur on several occasions and different levels including level of reflection, mentoring
discussions on professionalism, and content. This baseline measurement can be used to assess
the suggested curricula developments.
Walter, L. (2022). "Storytelling to Engage Staff Nurses in Continuing Education: A Proven Approach."
Journal of Continuing Education in Nursing 53(5): 200-202.
Engaging staff nurses in continuing education can be challenging for nursing professional
development specialists (NPDSs). Storytelling enables NPDSs to engage staff nurses who are
resistant to learning. A personal story told by a nurse educator was used to engage 180 nurses in
a mandatory staff development session. This story is an excellent example. The next three
Teaching Tips columns will provide more tips for NPDSs to understand the various types of
stories, how to construct stories, and how to present stories in an effective way. [J Contin Educ
Nurs. 2022;53(5):200–202.]

Wanchoo, P., et al. (2021). "The RightSTEPS initiative: Continuing education impact on clinicians' optimal
medical therapy practices for chronic heart failure." Medical Teacher 43(2): 208-215.
Despite the existence of expert recommendations that can improve morbidity and mortality,
reduce the need for hospitalization or readmission, and enhance quality of life in patients with
heart failure (HF), many patients do not receive optimal medical therapy (OMT). The goal of this
initiative, titled RightSTEPS, was to help physicians take the right steps to apply-evidence-based
HF management strategies in clinical practice. Using the PRECEDE-PROCEED Model aimed at
improving the clinical behavior of the learner, the instructional design featured 23 online and live
face-to-face activities offering up to 16 credit hours of CME/CNE credit. These activities were
delivered sequentially in three phases: predisposing, enabling and reinforcing. The lessons
provided concise, pragmatic, stepwise management strategies aimed at empowering clinicians
to prescribe evidence-based, guideline-directed OMT for patients with HF. The predisposing and
reinforcing online activities within the initiative reached a total of 71,510 learners with 23,902
successfully completed activities and post-tests; the enabling face-to-face activities reached a
total audience of 763 clinicians. This initiative resulted in a statistically significant (p < 0.0001)
increase in knowledge and competence related to HF OMT among the clinician learners.
Furthermore, follow-up surveys indicated a commitment from learners to implement these
guideline-directed strategies in their clinical practice. This initiative demonstrated that the
design of the RightSTEPS curriculum, using the Precede-Proceed model with sequentially-
delivered, blended learning, provides a methodological framework to help learners translate
knowledge into improvements in clinical behavior with the potential to improve patient health
outcomes.

Wang, F. (2008). "Valuation of Online Continuing Medical Education and Telemedicine in Taiwan."
Educational Technology & Society 11(4): 190-198.
Physicians have acknowledged information technology (IT) efficiency and now utilize it in their
professional practice and patient management. The benefits of IT within the health care
environment has received academic attention, however existing literature currently pertains to
limited areas, including the financial effects of telemedicine networks, and both the acceptability
of this branch of medical care and the perceptions of patients and clinicians. Studies on welfare
valuation of telecommunication health services in an economy are deficient. Based on a welfare
concept valuation method, this research provides systematic as well as empirical analysis of
telemedicine and finds that online CME plays a key role in enhancing the health care
environment. The quantity of health services, the quality of the health care environment, as well
as a consumer surplus all increased with online CME lectures. Such lectures are underprovided
in telemedicine systems. Appropriate government intervention or programs, through adding
physicians for local on-site visits with the electronic health care program and increasing the
availability and quality of online CME, could possibly remedy the situation and establish a stable,
 well-structured, and effective medical care system for rural areas. (Contains 3 tables and 2
figures.)

Wang, S. and H. Yan (2013). "The continuing education and training program for Ophthalmology
residents in America." International Eye Science 13(4): 780-782.
AIM: To find reference and inspiration for training ophthalmology residents in our country.
METHODS: This article focused on the ophthalmology residency training program in Doheny Eye
Institute, combined with the experience of Wilmer Eye Institute and Jules Stein Eye Institute. The
principle and purpose of continuing medical education in America was also introduced. RESULTS:
America has a scientific system for the training of clinical physicians, especially the residency
training program and continuing medical education. CONCLUSION: By learning the experience of
America, we can find new ideas for improving medical care in our country. Copyright 2013 by the
IJO Press.

Wasch, S. (1980). "The Role of Baccalaureate Faculty in Continuing Education." Nursing Outlook 28(2):
116-120.
The author advocates the involvement of nursing school faculty in continuing education for
nurses. Among the benefits to the teacher is the opportunity to integrate theory with practice
and bridge the gap between nursing education and nursing service. (SK)

Waterfield, J. (2010). "Continuing professional development: policy and practice in the National Health
Service (NHS)." Twenty - First Century Society 5(1): 103.
For professional disciplines, continuing professional development (CPD) is subject to policy
initiatives, serving either to facilitate or to constrain CPD opportunities. This paper focuses on
the relationship between the physiotherapy profession and management and government in
relation to CPD. This research utilized qualitative methods to explore practitioners' perceptions
and experiences of policy in relation to post-qualifying learning. Here, learning activities were
seen as important in maintaining employability in a competitive workplace and fulfilling
managerial and government agendas. Additionally, how policy affected the individual was
partially explained by the implementation of CPD and re-registration policies without clear
frameworks from the government and professional body. Practitioners therefore negotiated
their own position within organizations, leaving managers in a powerful position and the
physiotherapy workforce relatively compliant to their demands. For physiotherapy, this may
mean that theoretical and practical innovations will be suppressed, the professional knowledge
base will not be developed, and autonomy will be challenged. [PUBLICATION ABSTRACT]

Waterfield, J. (2011). "The relationship between policy and continuing professional development in UK
physiotherapy: A qualitative study." Physiotherapy (United Kingdom) 97: eS1331-eS1332.
Purpose: To explore UK physiotherapists' perceptions and experiences of policy issues in relation
to their postqualifying learning. Relevance: For professional disciplines, such as physiotherapy,
continuing professional development (CPD) is influenced by policy initiatives, at local or national
levels. The initiatives may have the effect of either facilitating or constraining CPD opportunities.
The specific focus of this presentation is on the relationship between the physiotherapy
profession and management and Government, in relation to CPD. Participants: Purposive sample
of physiotherapy practitioners (n = 39) with a range of specialties (including education and
research) and grades and lengths of clinical experience (6-40 years). Methods: Four focus groups,
each of 5-7 physiotherapists, and 11 semi-structured interviews were undertaken. The
interviewguide addressed: the qualities of a good physiotherapist; learning experiences since
 qualifying; the profession's role in CPD and Life Long Learning (LLL); and the Government's role
in CPD and LLL. Analysis: Thematic analysis was undertaken for the interview data, influenced by
the work of Giorgi (1997). For the focus group data, analysis was based on Vaughn et al. (1996).
The analysis included a process of coding, categorising and developing themes for each
interview and focus group. Relationships between themes were explored and where there were
commonalities, broader themes were developed. A similar process was undertaken with the
focus group data. The final stage was to bring the individual interview and focus group data
together through reviewing the themes. Results: Participants' accounts revealed that learning
activities were seen as important in maintaining their employability in an increasingly
competitive workplace and played a role in fulfilling managerial and Government agendas. The
data also suggested that the impact of policy on the individual practitioner's CPD was to some
extent explained by the perception thatCPDand re-registration policies were implemented
without clear frameworks from the Government and professional body. Accordingly, participants
spoke of having to negotiate their own position within the organisations in which they worked,
leaving managers in a powerful position and the physiotherapy workforce subject to their
demands. Conclusions: These findings suggest that physiotherapists are relatively disempowered
in relation to their own CPD, with the result that theoretical and practical innovations may be
held back or undermined, development of the professional knowledge base will be inhibited,
and professional autonomy will be challenged. Implications: For physiotherapy this may mean
that theoretical and practical innovations will be suppressed, the professional knowledge base
will not be developed, and autonomy will be challenged.

Waters, C. M. (1996). "Professional development in nursing research--a culturally diverse postdoctoral

experience." Image--the journal of nursing scholarship 28(1): 47-50.
Given the current shift from culturally-sensitive to culturally-competent healthcare, preparing
culturally diverse nurse-scientists beyond the doctorate is crucial to the ability to better
understand the healthcare of diverse client populations. The probability of ethnic-minority
postdoctoral fellows having mentors of the same race is low. This article describes key issues to
consider for culturally integrated professional development experiences between ethnic-
minority postdoctoral nursing research fellows and White, non-Hispanic nurse-scientists. The
discussion delineates three characteristics that describe a scientific community: communality,
colleagueship, and constructive competition. Conclusions are that four factors are critical to
ensuring the survival and success of ethnic-minority researchers: instruction, affiliation and
mentoring, sustaining ethnic-minority researchers' contributions, and expanding the number of
ethnic-minority researchers.

Waters, M. and D. Wall (2008). "Educational CPD: an exploration of the attitudes of UK GP trainers using
focus groups and an activity theory framework." Med Teach 30(8): e250-259.
BACKGROUND: There is a move to "professionalize" medical educators, but little has been
published on the views of UK GP trainers to this change. AIMS: To explore the attitudes of GP
trainers to their own professional development as teachers. METHODS: A focus group study was
undertaken in a large UK Deanery. The emergent theory was developed using Activity Theory,
which sees learning as a dynamic interaction between individuals and their cultural, social and
historical setting. RESULTS: There were a range of factors influencing GP trainer development. GP
trainers were more motivated to develop themselves as teachers when their GP registrar was
perceived to be of high quality. There was ambivalence amongst trainers regarding university
qualifications in medical education. The biggest obstacles to professional development were the
attitudes of the GP trainer's partners, and the challenge of finding protected time. Trainers
 looked to the Deanery for leadership and direction for their educational CPD, but expressed
disappointment that this was not more regularly in evidence. CONCLUSIONS: Incongruity exists
between the professionalization of GP training and the feeling that trainers themselves have
about the way they are regarded. GP trainer development can be understood more fully when
viewed as a product of discourses between the trainer and their environment.

Watkins, R. L. and et al. (1976). Improving the Quality of the Pharmacist as a Drug Advisor to Patients
and Physicians Through Continuing Education, American Journal of Pharmaceutical Education. 40: 34.
A continuing education program was successful in changing both the knowledge and behavior of
an experimental group of pharmacists. Their attitudes were not significantly changed, and this
might be explained through cognitive dissonance theory. (LBH)

Watson, C. L. (2021). "Time for change? A qualitative exploration of the educational preparation and
subsequent continuing professional development needs of nurse and midwife prescribers." Nurse
Education in Practice 54: N.PAG-N.PAG.
The aim of this study was to explore nurse and midwife prescribers' perception of their
educational preparation for the role and identify continuing professional development (CPD)
requirements to generate practitioner-based knowledge with the potential to inform education
and research, policy and practice. Educational preparation for the nurse and midwife prescribing
role has remained relatively unchanged since its introduction and follows a model whereby
practitioners engage in theoretical learning and learning situated within the clinical
environment, facilitated by a dedicated medical mentor. No significant examination of this
preparation has been undertaken in Ireland since 2009. This was a qualitative study, guided by
elements associated with hermeneutic phenomenology. Following research ethics approval and
informed consent, 16 participants from 2 maternity hospitals participated in one-to-one audio
recorded semi-structured interviews. Participants experience of the education programme
varied with some acknowledging the importance of a broad pharmacological module whereas
others believed it to be irrelevant given their prescribing scope was in many instances quiet
narrow. The experience of being mentored by a medical doctor ranged from a positive learning
experience to one which did not contribute to learning. Barriers to engaging with CPD were
identified along with advancements in the practice arena which identify additional CPD
requirements. This study has generated practitioner-based knowledge which provides direction
for future developments in the educational preparation of nurse and midwife prescribers,
particularly around pharmacology and mentorship and outlines specific CPD requirements for
practitioners. • Mentorship for student nurse and midwife prescribers is not always ideal. • RNPs
are ideally placed to fulfil mentorship role. • Broad pharmacology knowledge needed due to
profile of maternity services attendees. • RNP engagement with CPD activities is adhoc with
specific needs identified.

Watts, P. I., et al. (2020). "Professional Development for Simulation Education." Annu Rev Nurs Res 39(1):
201-221.
Professional development in simulation methodologies is essential for implementation of
quality, consistent, simulation-based experiences. Evidence demonstrates that participation in
comprehensive training positively impacts learner outcomes. There are many benefits to
professional development, however, challenges exist requiring thoughtful planning,
administrative buy-in, and fiscal support. While there are no established guidelines, the
literature provides an ongoing consensus related to overall concepts and strategies for training in
simulation. We describe a continuum of growth for simulationists, ranging from
 novice/advanced beginner, competent/proficient, to expert. As a novice, one must conduct a
self-assessment of current strengths and create a development plan to advance simulation skills
and knowledge. A simulationist should use evidenced-base guidelines, mentorship, and feedback
to inform simulation practices. They should be knowledgeable of the standards of best practice,
modalities, simulation design, learning theories, and professional integrity. Simulationists must
seek ongoing advancement through certification, scholarship, and lifelong learning. This chapter
describes the continuum of education and methodologies for the development of simulationists.

Wear, D. (1997). "Professional development of medical students: Problems and promises." Academic
Medicine 72(12): 1056-1062.
Observers and critics of the medical profession, both within and without, urge that more
attention be paid to the moral sensibilities, the characters, of medical students. Passing on
particular moral values and actions to physicians has always been an essential core of medical
training, and this call for renewal is not new in modern medicine. Some of the structures and
characteristics of modern medical education, however, often work directly against the
professionalism that the education espouses. For example, medical students are socialized into a
hierarchy that has broad implications for relations among health care professional, other health-
care workers, and patients, and academic medicine has to promoted and taught critical
reflection about the values and consequences of this hierarchy. Further, behind the formal
curriculum lies the 'hidden curriculum' of values that are unconsciously or half consciously
passed on from the faculty and older trainees. Two resources for thinking anew about
professional development for medical students are feminist standpoint theory and critical
multicultural theory, each of which raises important and fundamental questions about defining
the role of medicine in society and the role of the physician in medicine. The author discusses
these two theories and their implications for medical education, showing how they can be used
to move discussion of professional development into analysis of the widespread social
consequences of how a society organize its health care and into critical reflection on the nature
of medical knowledge.

Wearne, S. (2008). "Trapped in the net? - What to look for in a web based CPD program." Australian
Family Physician 37(10): 845-848.
Background: Increasing numbers ol general practitioners access web based education programs
for continuing professional development (CPD). Web based programs vary in style, content,
relevance, reliability, authorship and sponsorship, and hence educational quality. Objective: This
article outlines how to choose a web based CPD program. Discussion: Busy GPs need to
maximise their time by enrolling in effective CPD programs. Effective web based education
programs implement educational theory on adult learning and the development of clinical
competence.

Wearne, S. (2008). "Trapped in the net? What to look for in a web based CPD program." Australian
Family Physician 37(10): 845-848.
Increasing numbers of general practitioners access web based education programs for
continuing professional development (CPD). Web based programs vary in style, content,
relevance, reliability, authorship and sponsorship, and hence educational quality. This article
outlines how to choose a web based CPD program. Busy GPs need to maximise their time by
enrolling in effective CPD programs. Effective web based education programs implement
educational theory on adult learning and the development of clinical competence.
Webb, T., et al. (2017). "Career Mapping for Professional Development and Succession Planning." Journal
for Nurses in Professional Development 33(1): 25-32.
Career mapping facilitates professional development of nurses by education specialists and
nurse managers. On the basis of national Nursing Professional Development Scope and
Standards, our education and professional development framework supports the organization's
professional practice model and provides a foundation for the professional career map. This
article describes development, implementation, and evaluation of the professional career map
for nurses at a large children's hospital to support achievement of the nursing strategic goals for
succession planning and professional development.

Weber, M. A. and S. Delorme (2017). "[Ultrasound training in the professional development of

radiological specialists : Concepts and challenges]." Radiologe 57(11): 967-972.
ISSUE: Ultrasound is an integral part of imaging diagnostics but, unlike CT or MRI, requires the
physician to have advanced technical skills for the implementation and documentation of
studies. CURRENT SITUATION: Owing to poor remuneration and the large effort required,
ultrasound is not a priority at many institutions, and compared to CT, MRI or interventions, little
reward is given to those committed to ultrasound. Intense practical teaching is rarely given. As
a result, residents have to teach themselves or gain experience during rotations outside
radiology. In some cases, they are not educated at all. Only rarely do residents in radiology
participate in certified ultrasound courses, compared to other clinical disciplines. ONGOING
DEVELOPMENTS: (1) Standardized ultrasound curricula accompanying resident training, training
focused on contrast-enhanced ultrasound, ultrasound-guided interventions, vascular ultrasound,
and typical radiological applications of ultrasound like image fusion for biopsies or therapeutic
interventions; (2) interdisciplinary ultrasound centers; (3) fostering of ultrasound education by
the German Radiological Society (DRG) through intensive courses during the annual meeting.
ACHIEVEMENTS: The above measures will help to increase skill and dexterity of radiologists in
ultrasound, to introduce typical radiological applications of ultrasound into a broader field of
applications and increase the awareness of these methods, and to strengthen the role of
ultrasound in resident training. FUTURE REQUIREMENTS: (1) One senior radiologist in charge of
ultrasound in each department; (2) communication of and adherence to examination and
documentation standards; (3) demonstration of ultrasound studies during rounds and boards;
(4) interdisciplinary centers for ultrasound education.

Webster, J. (2004). "Continuing professional development. Person-centred assessment with older

people." Nursing Older People 16(3): 22-28.
This article dscribes the principles behind the assessment of older people's needs and the
challenges inherent in developing a person-centred framework for assessment. It suggests that
person-centred assessment calls for skilled, empowered and well-supported nurses who are able
to work in creative, innovative ways and who recognise that the needs of the older person are at
the centre of all therapeutic working.

Webster, T. G. (1971). "National priorities for the continuing education of psychologists." American
Psychologist 26(11): 1016-1019.
Discusses 4 principles for the development of continuing education programs: (a) program
planning based on psychology manpower and educational resources; (b) development of
leadership experts in continuing education; (c) high-priority content areas, e.g., alcohol and drug
abuses; and (d) research in basic and applied fields, e.g., learning and communications.
Interdisciplinary and interorganizational exchange of knowledge and techniques is stressed.
 (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Weclew, T. V. (1977). "Colleges of continuing education." Journal of the American Dental Association
(1939) 94(6): 1063-1065.
Educators should now take over the haphazard pattern that has envolved in continuing
education and formalize it in colleges of continuing education. Most dentists in America are now
oriented to the concept of continuing education, and this large group could be the nidus for the
promotion of colleges of continuing education. Dentistry is the youngest of the health
professions and has been the foremost advocate of continuing education. The founding and
promotion of colleges of continuing education by the dental profession, as the fourth level in our
education system, would certainly contribute to dentistry's stature.

Weerts, D. J. (2019). "Resource Development and the Community Engagement Professional: Building and
Sustaining Engaged Institutions." Journal of Higher Education Outreach and Engagement 23(1): 9-33.
Creating sustainable revenue streams to support community engagement is critical to building
engaged colleges and universities. Drawing on social cognition theories within the organizational
science literature, this article explores how community engagement professionals (CEPs) can
promote sensemaking and organizational learning in ways that promote engagement as a
pathway to institutional sustainability. Specifically, this article explores ways in which
engagement can be positioned to differentiate institutions from their competitors, attract
enrollment, and bolster public and private support for an institution. Toward these ends, this
article makes connections among campus engagement identity, retention and completion,
enrollment management, state relations, grant-writing strategy, advancement/alumni relations,
and marketing and communications. Practical tools are provided to help CEPs lead strategic
conversations about engagement as a means to promote institutional health and vitality.

Wei, Y., et al. (2020). "Mental health literacy development: Application of online and in-person
professional development for preservice teachers to address knowledge, stigma, and help-seeking
intentions." Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement
52(2): 107-114.
Educators play a significant role in addressing student mental health. However, most educators
in Canada indicate that they did not receive adequate mental health education to prepare for
this role. One potential solution is to engage preservice teachers and provide professional
development opportunities for improving their mental health literacy before they enter the
workforce. We developed a professional development opportunity (both online and in-person)
for preservice teachers to learn how to utilize a mental health literacy resource in their future
classrooms. One hundred seventy-six preservice teachers in the secondary and middle years
programs from a large Canadian university faculty of education voluntarily participated in this
quasi-experimental study. They were assigned to 3 groups based on their demographics
(preservice teachers in either the urban or rural secondary or middle years cohorts), with 1
group receiving the intervention face-to-face, 1 group receiving it online, and the third group as
control. They were evaluated on knowledge, stigma and help-seeking intentions at baseline,
immediately post the intervention, and at 3-month follow-up. Both the in-person and the online
groups demonstrated statistically significant improvements on knowledge, stigma reduction, and
enhancement on help-seeking intentions post the intervention ( p < .000), compared to the
control group. Knowledge and stigma outcomes were sustained at 3-month follow-up ( p < .000).
The use of both an online professional development and in-person delivery approaches can be
considered as viable strategies to promote the mental health literacy of preservice teachers,
 increasing the ease and reach of this evidence-based mental health literacy resource. (PsycInfo
Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract) Original language
abstractLes enseignants jouent un rôle important en ce qui a trait à la santé mentale des
étudiants. Cependant, la plupart des enseignants du Canada indiquent qu’ils n’ont pas reçu une
éducation en santé mentale adéquate pour être prêts à remplir ce rôle. Une solution possible
serait de mobiliser des enseignants en formation initiale et de leur fournir des possibilités de
perfectionnement professionnel pour améliorer leur littératie en santé mentale avant qu’ils
n’entrent sur le marché du travail. Nous avons donc élaboré une possibilité de perfectionnement
professionnel (en ligne et en personne) qui montre aux enseignants en formation initiale
comment utiliser une ressource de littératie en santé mentale dans leurs éventuelles salles de
classe. Cent soixante-seize enseignants en formation initiale des programmes de niveau
intermédiaire et secondaire de la faculté d’éducation d’une université canadienne ont participé
de façon volontaire à cette étude quasi expérimentale. Ces enseignants ont été répartis dans
trois groupes selon leur profil démographique (enseignants en formation initiale des cohortes
secondaires ou intermédiaires urbaines ou rurales); le premier groupe recevait l’intervention
face à face, le second la recevait en ligne, et le troisième tenait lieu de groupe témoin. Les
enseignants étaient évalués selon leurs connaissances, leur degré de stigmatisation et leur
intention de rechercher de l’aide au départ, immédiatement après l’intervention et au moment
du suivi trois mois plus tard. Les groupes d’intervention et en ligne ont démontré des
améliorations statistiquement significatives sur les plans des connaissances et de la réduction de
la stigmatisation, ainsi que des améliorations pour ce qui est de l’intention de rechercher de
l’aide après l’intervention (p < 0,000), en comparaison du groupe témoin. Les résultats sur les
plans de l’amélioration des connaissances et de la réduction de la stigmatisation étaient
maintenus au moment du suivi trois mois plus tard (p < 0,000). Les deux types d’approches
utilisées, soit le perfectionnement professionnel en ligne et la prestation en personne, peuvent
être considérés comme des stratégies pertinentes pour promouvoir la littératie en santé mentale
des enseignants en formation initiale, améliorant ainsi la facilité d’accès et la portée de cette
ressource de littératie fondée sur des données probantes. (PsycInfo Database Record (c) 2020
APA, all rights reserved) (Source: journal abstract) Impact statementPublic Significance
Statement: Mental health literacy (MHL) resources have traditionally been taught using face-to-
face methods. This study compared a novel online approach to the face-to-face method, as well
as a control group. The results showed similar significant positive improvements of MHL in
preservice teachers between the online and face-to-face methods, indicating an online method
can be used where face-to-face methods may not be feasible. (PsycInfo Database Record (c)
2020 APA, all rights reserved)

Weis, D. P. R. N. and M. J. P. R. N. Schank (2009). "Development and Psychometric Evaluation of the

Nurses Professional Values Scale-Revised." Journal of Nursing Measurement 17(3): 221-231.
The Nurses Professional Values Scale--Revised (NPVS-R) is an instrument derived from the
American Nurses Association Code of Ethics for Nurses designed to measure nurses' professional
values. The purpose of this study was to examine the psychometric properties of the NPVS-R in a
random sample of baccalaureate and master's students and practicing nurses. The NPVS-R, a 26-
item Likert-scale format instrument, was tested on 782 subjects. Responses to the NPVS-R were
subjected to exploratory and confirmatory factor analysis. Principal components analysis with
varimax rotation and Kaiser normalization resulted in a five-factor solution explaining 56.7% of
the common variance. Findings supported internal consistency reliability of five factors with
alpha coefficients from .70 to .85 and a total scale alpha coefficient of .92. Construct validity was
supported with an overall factor loading range of .46 to .79 across the five factors labeled Caring,
 Activism, Trust, Professionalism, and Justice. The NPVS-R is a psychometrically sound instrument
for measuring professional nurses' values and enhancing professional socialization.

Weiss, S., et al. (2004). "CONTINUOUS ASSESSMENT AND REGIONAL SUSTAINABLE DEVELOPMENT
POLICY IN FRANCE: The Case of Forestry in the Limousin Region." Policy Studies 25(4): 295-305.
In 2000, as a response to rising social expectations in forest areas, a French region (the
Limousin), in partnership with the State, initiated an innovative regional framework for
establishing sustainable forest management. This initially involved the launch of two forestry
programmes on a regional basis - the creation of a forestry charter for the Perigord-Limousin
Regional Nature Park, and a programme of planned forestry management sponsored by the
Limousin Regional Centre for Forest Property (CRPF). The broader aim of the regional framework
was to establish a beacon of sustainable forestry management, which could be transferred
elsewhere in France. The purpose of this article is to provide an evaluation of the utility of this
regional sustainable development framework and, in particularly, the continuous assessment
approach that was used as a key policy instrument for supporting collective learning amongst
participants. The argument underpinning this aim is two-fold: first, to demonstrate the benefits
of continuous assessment in helping to establish a sustainable development policy; and, second,
to highlight the importance of a regional perspective in embedding an effective sustainable
development policy. [PUBLICATION ABSTRACT]

Wellensiek, S., et al. (2022). "Designing Categories for a Mixed-Method Research on Competence
Development and Professional Identity through Collegial Advice in Nursing Education in Germany."
Healthcare 10(12): 2517.
Background: The aim of nursing education in Germany is the development of different
competences, including professional identity. To promote this, the use of collegial consultation in
the form of collegial advice is recommended. How collegial advice affects the development of
competences and professional identity, and which didactic and organizational framework
conditions are favorable for this have not yet been conclusively clarified. Objectives: The aim of
the study is to determine how collegial consultation affects the development of competence and
professional identity of student nurses. Enabling and hindering factors for the success of collegial
advice will be identified. Design/ Participants: A mixed-methods study with 25 student nurses
who completed training in collegial advice and then regularly engaged in collegial advice for one
year. Methods: A content analysis from four focus group interviews using a category system
developed for this purpose. Results: This article reports the development of the category system
necessary for the content analysis with examples. The resulting categories are presented.
Conclusions: The category system has high objectivity, reliability, and validity. It contains links to
competence and identity research in the care sector. A suitable instrument has been developed
for further evaluation of the focus group interviews.

Wengström, Y. and M. Ekedahl (2006). "The art of professional development and caring in cancer
nursing." Nursing & Health Sciences 8(1): 20-26.
The impetus for this qualitative study was the premise expressed by lay people that nursing
terminally ill cancer patients must be depressing and difficult to cope with. Its focus was nurses'
stress and coping strategies, both secular and religious. Data was collected using a narrative life-
story approach, and then Lazaruz and Folkman's coping theory and Pargament's theory on the
psychology of religion were used during the analysis of the data. Several factors were identified,
related to the individual and group levels, that influence a nurse's identity and professional
development. A person's life orientation was suggested as a first concept for developing a
 professional paradigm that includes caritas as a main orienting factor. Directed by the nurse's
secular and religious orientation, competence develops, making it possible to understand,
analyze, manage, and appreciate the significance of the professional work of caring.

Wen-ting, L. and A. Mao (2022). "Impacts of COVID-19 pandemic on professional identity development
of intern nursing students in China: A scoping review." PLoS One 17(10).
Purpose Clinical experience plays a vital role in the development of the professional identity (PI)
of nursing students. China has applied a strict zero- COVID health policy in combating the COVID-
19 pandemic since December 2019 and studies have been conducted in different places of China
to explore PI development of nursing students during the pandemic time among the intern
nursing students who are on clinical practices. This review study aims to synthesize the previous
studies and provide a comprehensive picture of the impacts of the pandemic on the PI
development of intern nursing students. Methods Arksey and O’Malley’s five-stage scoping
review framework was used. Combinations of keywords were used to search relevant articles in
both Chinese and English databases published from inception of the articles until the final search
date (10 March 2022). The initially included articles were also appraised for their quality, and
those that passed the appraisal were left for data analysis. The analytic results were cross-
checked among the reviewers. Result Three themes emerged from the included studies: 1) the PI
levels, 2) the impacts of personal and social factors of PL, and 3) the specific impact of the
COVID-19 pandemic. The levels of students’ PI ranged from 66%-80% of the total scores in PI
instruments, almost the same levels as in pre-pandemic time, despite the elevated social image
of nurses after the COVID-19 pandemic. There is no consensus about the impacts of most
personal and social factors on students’ PI across the studies. The impacts of COVID-19 on PI
were both positive and negative. Conclusions COVID-19 epidemic exerted complicated impacts
on the PI of intern nursing students. While it is necessary to address the fear of the COVID-19
pandemic among intern nursing students, the pandemic may not be an opportunistic time to
enhance the students’ PI.

Westein, M. P. D. P., et al. (2019). "Development of a Postgraduate Community Pharmacist Specialization

Program Using CanMEDS Competencies, and Entrustable Professional Activities." American Journal of
Pharmaceutical Education 83(6): 1354-1365.
Objectives. To develop and implement a postgraduate, workplace-based curriculum for
community pharmacy specialists in the Netherlands, conduct a thorough evaluation of the
program, and revise any deficiencies found. Methods. The experiences of the Dutch Advisory
Board for Postgraduate Curriculum Development for Medical Specialists were used as a guideline
for the development of a competency-based postgraduate education program for community
pharmacists. To ensure that community pharmacists achieved competence in 10 task areas and
seven roles defined by the Canadian Medical Education Directions for Specialists (CanMEDS), a
two-year workplace-based curriculum was built. A development path along four milestones was
constructed using 40 entrustable professional activities (EPAs). The assessment program
consisted of 155 workplace-based assessments, with the supervisor serving as the main
assessor. Also, 360-degree feedback and 22 days of classroom courses were included in the
curriculum. In 2014, the curriculum was evaluated by two focus groups and a review committee.
Results. Eighty-two first-year trainees enrolled in the community pharmacy specialist program in
2012. That number increased to 130 trainees by 2016 (a 59% increase). In 2015, based on
feedback from pharmacy supervisors, trainees, and other stakeholders, 22.5% of the EPAs were
changed and the number of workplace-based assessments was reduced by 48.5%. Conclusion.
Using design approaches from the medical field in the development of postgraduate workplace-
 based pharmacy education programs proved to be feasible and successful. How to address the
concerns and challenges encountered in developing and maintaining competency-based
postgraduate pharmacy education programs merits further research.

Weston, M. J. P. R. N. F., et al. (2018). "Professional Governance Scale: Instrument Development and
Content Validity Testing: Advances in Nursing Science." ANS 41(2): 188.
Instrument development and content validity testing resulted in a new instrument to measure
the relatively new concept of professional governance. Professional governance is defined as the
accountability, professional obligation, collateral relationships and decision making of a
professional, foundational to autonomous practice and achievement of exemplary empirical
outcomes. Fourteen experts with subject matter expertise either in measurement development
or in creating professional practice environments assessed the validity of the proposed items
and the instrument. The resulting Professional Governance Scale consisted of 75 items that
adequately covered all attributes and their characteristics and had a Relevancy Mean Individual
Content Validity Index of 95.

Wheeler, A., et al. (2013). "Using an Intervention Mapping Framework to Develop an Online Mental
Health Continuing Education Program for Pharmacy Staff." Journal of Continuing Education in the Health
Professions 33(4): 258-266.
Introduction Current mental health policy in Australia recognizes that ongoing mental health
workforce development is crucial to mental health care reform. Community pharmacy staff are
well placed to assist people with mental illness living in the community; however, staff require
the knowledge and skills to do this competently and effectively. This article presents the
systematic planning and development process and content of an education and training program
for community pharmacy staff, using a program planning approach called intervention mapping.
Methods The intervention mapping framework was used to guide development of an online
continuing education program. Interviews with mental health consumers and carers ( n = 285)
and key stakeholders ( n = 15), and a survey of pharmacy staff ( n = 504) informed the needs
assessment. Program objectives were identified specifying required attitudes, knowledge, skills,
and confidence. These objectives were aligned with an education technique and delivery
strategy. This was followed by development of an education program and comprehensive
evaluation plan. The program was piloted face to face with 24 participants and then translated
into an online program comprising eight 30-minute modules for pharmacists, 4 of which were
also used for support staff. The evaluation plan provided for online participants ( n ≅ 500) to be
randomized into intervention (immediate access) or control groups (delayed training access). It
included pre- and posttraining questionnaires and a reflective learning questionnaire for
pharmacy staff and telephone interviews post pharmacy visit for consumers and carers. Results
An online education program was developed to address mental health knowledge, attitudes,
confidence, and skills required by pharmacy staff to work effectively with mental health
consumers and carers. Discussion Intervention mapping provides a systematic and rigorous
approach that can be used to develop a quality continuing education program for the health
workforce.

While, A., et al. (2007). "Development and validation of a learning needs assessment scale: a continuing
professional education tool for multiple sclerosis specialist nurses." Journal of Clinical Nursing (Wiley-
Blackwell) 16(6): 1099-1108.
Aim. To develop and validate a learning needs assessment scale. Background. Learning needs
analysis is a central component of continuing professional development but there is a lack of
 psychometrically developed learning needs assessment tools. Self-assessment questionnaires
are emerging as a key method. The development of a learning needs analysis scale for multiple
sclerosis specialist nurses is described. Design. A psychometric approach comprising the three
phases of the development and testing of the scale are outlined. Method. Phase 1: Item
identification using a literature review; postal survey of stakeholders ( n = 320), 20 nurse
interviews; four nurse focus groups; five telephone interviews with people with MS. Phase 2:
Refinement of draft scale and establishing face and content validity testing using an expert
panel. Phase 3: Testing of draft scale using data from a postal survey ( n = 47 MS specialist
nurses) to assess the feasibility and effectiveness of scale, internal consistency and construct
validity. Test–retest reliability was assessed using data from 17 MS specialist nurse respondents
to calculate intra-class correlation coefficients. Results. The data from the different study phases
informed scale refinement. The validity and reliability of the scale was confirmed through
testing. Conclusion. The study provides an example of how a robust learning needs assessment
scale may be developed for a specialist area of nursing practice to be used in conjunction with
more subjective approaches. Relevance to clinical practice. High quality nursing care depends
upon a competent nursing workforce that engages in continuing professional development. This
study provides an example of a psychometrically developed learning needs assessment scale to
inform continuing professional development needs of nurses working in a specialist area of
practice.

White, C. H. and F. V. Jones, Jr. (1971). "A single concept approach to continuing education in remote
hospitals." J Med Educ 46(6): 548-551.

White, C. H. and F. V. Jones Jr (1971). "A single concept approach to continuing education in remote
hospitals." Journal of Medical Education 46(6): 548-551.

White, J. A. (1992). "Applying an Experiential Learning Styles Framework to Management and

Professional Development." The Journal of Management Development 11(5): 55.
If the development and delivery of training and development programs are to be successful,
participants and trainers or consultants need an experiential understanding of the process of
learning and of preferred learning styles. A study reports the findings and observations from
managerial and professional development workshops with managers, physicians, educators, and
social workers where a theory of experiential learning theory was applied in workshop design
and content, along with the Learning Styles Inventory (LSI). In a follow-up study of some of the
workshops, participants reported an increase in self-understanding and appreciation of their
own and their colleagues' learning styles and a valuing of the differences and integration of all 4
learning types - accommodators, divergers, assimilators, and convergers. Some reported an
improvement in their working relationships between peers, supervisees, managers, and clients.

Widayati, A., et al. (2021). "Teachers’ perceptions of continuing professional development: a study of
vocational high school teachers in Indonesia." Teacher Development 25(5): 604-621.
The research examines Indonesian vocational high school teachers’ perceptions of continuing
professional development (CPD) in the context of changing policies regarding teacher CPD.
Bronfenbrenner’s bioecological model is used as the conceptual framework. Six accounting
teachers interviewed understood CPD as an activity for teachers’ improvement, but in different
ways. They perceived CPD as teacher performance assessment and government regulation
(exosystem), personal development activities (individual), and some considered religious values
when they described CPD. These teachers regarded their profession as a devotion to God and
 CPD as part of their duty and responsibility as obedient persons (interactional factors between
individual and macrosystem). Civil servant teachers participated in more structured CPD
compared with their non-civil servant peers as CPD activities are more closely related to
promotion. Teachers showed they have interest and capacity to further develop their CPD but
need support to develop their professionalism through microsystem and exosystem factors.

Wieland, B., et al. (2021). "Continuing professional development for veterinarians in a changing world."
Rev Sci Tech 40(2): 555-566.
The veterinary profession has time and again successfully adapted to new challenges and
developments, with considerable evolution of the skills needed. Different contexts, production
systems and societal requirements continue to shape the profession, resulting in an increasing
demand for specialisation, interdisciplinary collaboration along value chains, and preparedness
for the omnipresent risk of emerging diseases. To keep up with changes, new insights, advances
in research and novel ways to address challenges, continuing professional development (CPD)
and the adaptation and updating of the veterinary curriculum have been essential to maintain
and enhance the quality and performance of Veterinary Services. This paper reviews actors
involved in the provision of Veterinary Services and discusses how vital CPD is in addressing
current and future challenges, by focusing on veterinarians and allied veterinary professionals.
The authors examine how providers of CPD contribute to the system and how the internal and
external factors of a cohort or individual affect the quality and impact of capacity development.
The paper further examines the landscape of veterinary CPD in terms of organisational
structures, pedagogical approaches, the transition from input- to outcome-based learning,
modern delivery tools, and the demands on the different actors involved in the delivery of
animal health services. The authors conclude that CPD is essential if the quality of Veterinary
Services is to keep pace with the ever-increasing and evolving demands of the 21st century. A
CPD programme should therefore be constructed in a way that is tailored to the needs of
veterinary professionals and to the requirements of their workplace, whether they work with
animal keepers, livestock value chains, national governments or international regulatory bodies.
An optimised and successful veterinary sector requires an evidencebased CPD programme that
keeps those professionals who are involved in the delivery of animal health services both
competent and relevant in a changing world.

Wienekamp, R. (1979). "Continuing education through guidance - experiences with a continuing

education programme related to practice, collected in a large psychiatric hospital." Psychiatrische Praxis
6(4): 234-241.
The article reports on the setting-up of a continuing education programme related to practice,
applicable in particular to nursing personnel of long-time wards in a large psychiatric hospital.
The article describes the prerequisites of 'continuing education within the framework of the
hospital itself', organised in various sub-sections such as guidelines for group work with patients
on the wards, and topic-centered continuing education groups for co-workers. The planning and
execution of group work is demonstrated by means of model examples. The assumption that
continuing education can help to change the atmosphere prevalent in wards and can also change
the degree of activation of the patients, has been confirmed by the experience collected so far.
This illuminates once again the need for practice-related continiuing education an subject-
specific further training for psychiatric nursing staff, even though in the long-term therapeutic
field, possibilities of rehabilitation may probably gain more ground in psychiatric treatment of
the future.
Wilbur, K. (2016). "Evaluating the online platform of a blended-learning pharmacist continuing education
degree program." Medical Education Online 21(1): 1-6.
Distance-based continuing education opportunities are increasingly embraced by health
professionals worldwide. To evaluate the online component of a blended-learning degree
program for pharmacists, we conducted a structured self-assessment and peer review using an
instrument systematically devised according to Moore's principles of transactional distance. The
web-based platform for 14 courses was reviewed by both local and external faculty, followed by
shared reflection of individual and aggregate results. Findings indicated a number of course
elements for modification to enhance the structure, dialog, and autonomy of the student
learning experience. Our process was an important exercise in quality assurance and is
worthwhile for other health disciplines developing and delivering distance-based content to
pursue.

Wilbur, K., et al. (2018). "Systematic Review of Standardized Patient Use in Continuing Medical
Education." Journal of Continuing Education in the Health Professions 38(1): 3-10.
Introduction: The standardized patient (SP) has assumed a fundamental role in undergraduate
medical education since first conceived over 50 years ago. While widely used in student training
and assessment of communication and clinical examination across health disciplines, little is
known how SPs enhance knowledge or skill development among professionals. We conducted a
systematic review to determine the effectiveness of SPs in continuing medical education (CME)
programs. Methods: Authors independently searched for studies published between 1966 and
2016, describing CME initiatives using SP encounters as practice for participants compared with
those which did not. Studies assessing virtual patients or mannequins or employing SPs for
assessment only were excluded. Learning outcomes were characterized according to the
Kirkpatrick framework for determining the effectiveness of training programs. Results: Four
hundred eighty-eight studies were identified, but only five were eligible for analysis. Most were
conducted with small numbers of primary care physicians in North America. CME topics related
to opioid prescribing, breast cancer examination and cancer screening, smoking cessation and
chronic asthma management. In the two studies testing knowledge, no difference was found
between intervention and control groups (Kirkpatrick level 2). Improved behaviors were
demonstrated in breast cancer patient examination and interview and decreased opioid-
prescribing rates among selected participants in two studies (Kirkpatrick level 3). Only one study
investigated patient outcomes and found reduced rates of uncontrolled asthma in practices of
physicians who were assigned to SP practice encounters in the CME training (Kirkpatrick level 4).
Discussion: There is little rigorous outcome study of CME programs incorporating SPs. Given the
necessary human and fiscal resources associated with their use, our review highlights the need
to reconsider the SP role in CME unless further purposeful evaluation to determine participant
behavior change and related patient outcomes is pursued.

Wilcock, P. M., et al. (2009). "Health care improvement and continuing interprofessional education:
continuing interprofessional development to improve patient outcomes." Journal of Continuing
Education in the Health Professions 29(2): 84-90.
Health care improvement and continuing professional education must be better understood if
we are to promote continuous service improvement through interprofessional learning in the
workplace. We propose that situating interprofessional working, interprofessional learning,
work-based learning, and service improvement within a framework of social learning theory
creates a continuum between work-based interprofessional learning and service improvement in
which each is integral to the other. This continuum provides a framework for continuing
 interprofessional development that enables service improvement in the workplace to serve as a
vehicle through which individual professionals and teams can continually enhance patient care
through working and learning together. The root of this lies in understanding that undertaking
improvement and learning about improvement are co-dependent and that health care
professionals must recognize their responsibility to improve as well as complete their everyday
work. We believe that significant opportunities exist for health care commissioners, service
providers, and educational institutions to work together to promote continuing interprofessional
development in the workplace to enhance patient outcomes, and we outline some of the
opportunities we believe exist.

Wilcox, A. (2005). "Continuing professional development. How to succeed as a lifelong learner." Primary
Health Care 15(10): 43-50.
This article examines the concepts and practical applications of lifelong learning and continuing
professional development. It explores the ways in which nurses working in community settings
can set and achieve learning goals.

Wilcox, L. S., et al. (2009). "Successful continuing professional development of the multidisciplinary
team: “Working together, learning together”." Rheumatology 48: i148-i149.
Background: Learning and development are key to delivering the Government's vision of patient
centred care within the NHS. Continuing professional development (CPD) is essential to this
process and has become more relevant to all healthcare staff as professional bodies develop
processes to re validate and renew registration based on evidence of life long learning.
Professional development within the multidisciplinary team (MDT) can take many different
forms but its effectiveness depends on a strong relationship between individual members and
their immediate world of work and an infrastructure that is designed to be accessible in terms of
time and location. In 2004 as part of the department's clinical governance strategy a weekly, 1
hour, MDT meeting was initiated to address our local needs. Two members of the team lead this
non-hierarchical meeting. They bring along presentations, interesting/difficult management
cases, review journals or new guidelines, discuss local service issues, present audit and research
proposals etc. This has expanded to involve representatives from our pain management
colleagues monthly. Relevant presentations are saved electronically as a learning resource. The
aims of this survey were a)to determine average attendance, b) Identify perceived benefits of
attendance and c)Establish any change in clinical practise. Methods: Attendance records for a six-
month period were reviewed and a questionnaire distributed to all core members of the team
(16) - consultants (4), SpR (1), FY1 (2), nurses (4), physiotherapists (2), occupational therapist (1),
podiatrist (1),pharmacist (1) Results: All 16 questionnaires were returned.Average weekly
attendance was 9. The perceived benefits were; a positive impact on clinical knowledge 87% (14)
the rapid dissemination of knowledge 81% (13), a forum for discussion 83% (14), promotion of
team building 87%(14), improved communication 94% (15), provision of a MDT perspective 87%
(14), promotion of a problem solving approach 81% (13), greater knowledge of research 75%
(12), and improvement in personal presentation skills 56% (9).75% (12) confirmed a change in
certain aspects of clinical practise. Conclusions: This survey positively demonstrates some of the
advantages and benefits of “learning together”. The average attendance shows it is accessible in
terms of time and location. It is small scale and interactive and the informal nature has led to
both clinical and non-clinical development benefits for staff. The impact goes beyond the
individual to the organisation as a whole and, most importantly through changes in clinical
practise, to our patients. This model of rheumatology MDT meetings has provided an excellent
framework for CPD for the rheumatology team and also improved the quality of service we
 deliver.

Wilding, C., et al. (2012). "Enhancing occupational therapists' confidence and professional development
through a community of practice scholars." Australian Occupational Therapy Journal 59(4): 312-318.
Introduction: An important professional issue for occupational therapy is the need to develop
and maintain high-quality occupational therapy services. Clearly, a strong educational foundation
is necessary but not sufficient, for meeting this goal. Occupational therapists need to engage in
ongoing education, professional development and critique of their theory and practice to ensure
they meet best practice standards. One way that practitioners can do this, is to form practitioner
communities with a focus on scholarship: a 'community of practice scholars'. Methods: Using the
framework of action research, three occupational therapy academics worked collaboratively
with 25 occupational therapy practitioners over a period of 12 months. During monthly
teleconference meetings, the research group discussed, critiqued and reflected upon their
practice. Transcripts of the final month's teleconferences, which focussed on evaluation of the
community of practice scholars, were qualitatively analysed. Findings: Tzoo major themes are
presented. The first theme, promotion of scholarship, describes that involvement in the
community of practice scholars assisted participants to think more critically about their practice
and to consider ways in which their practice might be improved. The second theme, promoting
professional confidence, passion and cohesion, articulates that the support offered by the group
helped the participants to feel an increased sense of confidence in their practice. Conclusion: It
is proposed that communities of practice scholars have considerable potential for providing
professional development opportunities for occupational therapists. In addition, such
communities may lead to occupational therapists feeling more supported and experiencing
increased satisfaction in their work.

Wilkinson, S. and R. Hayward (2017). "Band 5 nurses' perceptions and experiences of professional
development." Nursing Management - UK 24(2): 30-37.
Aim The aim of this qualitative study was to explore band 5 nurses' perceptions and experiences
of professional development in an acute care provider to identify what, if any, effect these have
on their job satisfaction and intention to stay in post. Method An adapted grounded theory
approach was used. Theoretical sampling identified band 5 nurses in their first 24 months of
employment in the trust. Data were collected through focus groups and analysed using the
constant comparative method. Results Findings suggest that the provision of, and support for,
development opportunities affect nurses' job satisfaction, and investment in these opportunities
is likely to improve staff retention. Conclusion It is important that resources and funding can be
used flexibly so nurse leaders can ensure nursing staff are provided with the training and career
progression they require. This will support them to achieve and retain essential competencies,
and improve job satisfaction and staff retention.

Williams, A. P. (1991). "Assessing the continuing education needs of long-term care administrators in
Ontario: results of a survey." J Health Adm Educ 9(4): 483-501.
This article reports the results of a 1989 survey of the professional characteristics and
educational needs of 429 managers and supervisors in long-term care institutions and
community-based service agencies in greater metropolitan Toronto. The data identify important
gaps in the professional training of these administrators: while two-thirds report attainment of
postsecondary education credentials, the remaining third, including a quarter of senior
managers, have no formal college or university training. Moreover, of those with postsecondary
credentials, only a minority are trained in health or human services and administration--skills
 and knowledge areas key to establishing and managing a client-centered continuum of long-term
care. The data also demonstrate that there is widespread support in principle and practice
among current administrators in the Toronto region for programs of education which address the
particular challenges of long-term care administration, and that specific credentials in the field
are seen as a future requirement for promotion to management positions. Preferred modes of
education program delivery are short, intensive seminars and night classes.

Williams, J. (1995). "Education for empowerment: implications for professional development and
training in health promotion." Health Education Journal 54(1): 37-47.
This paper discusses an empowerment approach to the study of education on a postgraduate
health promotion prgramme. It is argued that, if professionals are to understand and espouse an
empowerment approach in their work, they need opportunities to explore the process of
empowerment in their own professional development and training. The paper discusses the
experiences of one facilitator and group of students taking part in a module based on
empowerment principles. It explores the core values of participation and holistic learning
underpinning it, discusses the major learning processes and outcomes, and reflects on the value
of this approach.

Williams, S. (1991). "Evaluating a continuing education program." Australian Journal of Advanced Nursing
9(2): 21-28.
This study evaluated an innovative program designed to assist registered nurses to achieve
professional competency in a role that was introduced in the career structure and was new to
Western Australian nurses. Quantitative and qualitative methods were used to determine
formative and summative aspects of the program. The framework for data processing was
Stake's Countenance Model. Data were collected from participants and preceptors over one
year. A variety of instruments were used including interviews, questionnaires, document reviews
and observations. Findings indicate that the program facilitated development of professional
behaviours and that the participants found it worthwhile. The method of evaluation was able to
demonstrate that the program outcomes were logically and empirically contingent upon
transactions and antecedents and were congruent with the program's intentions.

Williams, T. R. and S. Raney (2020). "Relational Cultural Supervision Enhances the Professional
Development of Postdoctoral Residents of Color in Health Service Psychology." Journal of Psychotherapy
Integration 30(1): 140-146.
Relational cultural theory (RCT) is an emerging framework that can enhance clinical supervision
of postdoctoral residents of color in health service psychology. Unlike traditional supervision
models, relational cultural supervision focuses on the interplay of relational, contextual, and
sociopolitical factors informing the supervisory relationship and the supervisee's work in clinical
settings. The facilitation of RCT core principle, such as mutual empathy, relational authenticity,
and mutual empowerment, can foster connection, growth, and mutual learning for both
supervisors and supervisees. This article describes the benefits of the use of relational cultural
supervision and its influence on the personal and professional development of two women of
color: the postdoctoral resident and supervisee, a Black woman, and the supervisor, an Indian
woman. Within the framework of relational cultural supervision, the supervisory relationship,
the management of two critical incidents, and the impacts of these growth-fostering experiences
are discussed. Implications and future directions advocating for the use of relational cultural
supervision for postdoctoral residents and trainees with marginalized or oppressed identities in
health service psychology are offered.
La supervisión cultural relacional mejora el desarrollo profesional de los residentes de color
posdoctorales en Psicología del Servicio de Salud: La Teoría Cultural Relacional (RCT; Miller, 1976)
es un marco emergente que puede mejorar la supervisión clínica de los residentes de color
posdoctorales en psicología de servicios de salud. A diferencia de los modelos de supervisión
tradicionales, la supervisión cultural relacional se centra en la interacción de factores
relacionales, contextuales y sociopolíticos que informan la relación de supervisión y el trabajo de
los supervisados en entornos clínicos. La facilitación del principio básico de ECA, como la
empatía mutua, la autenticidad relacional y el empoderamiento mutuo puede fomentar la
conexión, el crecimiento y el aprendizaje mutuo tanto para los supervisores como para los
supervisados. Este artículo describe los beneficios del uso de la supervisión cultural relacional y
su influencia en el desarrollo personal y profesional de dos mujeres de color, la residente
posdoctoral y la supervisada, una mujer negra, y la supervisora, una mujer india. En el marco de
la supervisión cultural relacional, se discuten la relación de supervisión, el manejo de dos
incidentes críticos y los impactos de estas experiencias que fomentan el crecimiento. Se ofrecen
implicaciones y direcciones futuras que abogan por el uso de la supervisión cultural relacional
para los residentes y aprendices posdoctorales con identidades marginadas u oprimidas en la
psicología de los servicios de s
关系文化督导促进有色人种健康服务心理学博士后的职业发展: 关系文化理论（RCT; Miller, 1976）
是一种快速发展的理论框架，可以提高健康服务心理学领域中有色人种博士后的临床督导。
与传统的督导模型不同，关系文化督导关注临床场景下督导关系和被督导者工作中的关系、
背景和社会政治因素的相互影响。促进关系文化理论的核心原则，如相互共情，关系真实
性和相互赋权等，能够培养督导与被督导者的联结、成长和相互学习。本文描述了使用关
系文化督导的益处，以及对两位有色人种女性的个人和职业发展的影响。其中博士后被督
导者是一名黑人女性，而督导者则是一名印度女性。在关系文化督导的理论框架下，本文
讨论了督导关系，对两起关键事件的管理，以及这些体验对成长的作用。本文也提供了使
用关系文化督导的实际意义和未来方向的讨论，呼吁在健康服务心理学行业的被边缘化或
被压迫的博士后和受训者们使用该督导模式。

Willman, A. S. (2020). "Use of Web 2.0 tools and social media for continuous professional development
among primary healthcare practitioners within the Defence Primary Healthcare: a qualitative review."
BMJ Military Health 166(4): 232-235.
IntroductionAlongside traditional attendance at learning, general practitioners use social media
and Web 2.0 tools in the UK for continuous professional development (CPD). Research has
demonstrated, however, barriers to their uptake and use, as well as a requirement for training.
Primary care doctors working for the Defence Primary Healthcare (DPHC) use similar
technologies, but it is not known what factors affect the uptake. This qualitative research aimed
to explore the knowledge and attitudes of this demographic further.MethodsAn online
questionnaire was distributed to DPHC doctors via email and a social networking service (SNS)
tool. Questions included demographic and open free-text response boxes. These were subjected
to thematic analysis to identify initial concepts subsequently grouped into
categories.ResultsDPHC doctors are already using Web 2.0 and social media for education. The
benefits of convenience are recognised, but protected time is required to maximise impact. They
also identified attendance at learning events, better quality information technology (IT) and
further training as important enablers for their CPD.ConclusionsThe results reaffirmed previous
findings that while there is engagement with online learning and Web 2.0 technologies, training
in Web 2.0 use and substandard IT infrastructure were barriers to greater uptake. Attended
 learning events are also popular due to the peer-to-peer networking that takes place, but also as
they allow protected time out of the office. The use of Web 2.0 for CPD and of SNS should be
given equal status to allow the development of a DPHC doctors’ ‘community of practice’.

Willsher, K. (2015). "Nursing the moral distress: professional development for empowered caring."
Reflective Practice 16(1): 1.
Reflection takes place upon how feelings of moral distress can lead to the examination of
possible causes and to strategies for empowerment. The links between Feminist Standpoint
theory and Freire's Concept of Education for Critical Consciousness are examined. Solutions to
moral distress lie in examining the history and causes of oppression, and in intergenerational
equity where all participants question, reflect and participate in the development of meaning
and build upon available knowledge using collective and democratic principles for
transformation. My professional development as a nurse over diverse settings including a British
neonatal intensive care unit, an Aboriginal settlement in a remote area of Australia and as a
maternal and child health nurse in rural Australia, is examined giving voice to several of the
companions who accompanied me on the journey. These professionals and community
members assisted in improving the ethical climate and provided contexts for desired change.
Knowledge sharing can lead to reconciliation. The transformations related in this article serve to
provide encouragement to all health professionals.

Wilson, J. W., et al. (2019). "Patient Shadowing: A Useful Research Method, Teaching Tool, and Approach
to Student Professional Development for Premedical Undergraduates." Academic medicine : journal of
the Association of American Medical Colleges 94(11): 1722-1727.
PROBLEM: Questions have been raised about whether undergraduate institutions are effectively
preparing premedical students in the sociobehavioral and cognitive reasoning content found on
the revised Medical College Admission Test, providing opportunities to understand and apply
these sociobehavioral and cognitive reasoning concepts in real-world scenarios, and offering
career exploration opportunities. APPROACH: The Research in Physician-Patient Interactions
course is a 15-week course designed for premedical students and taught through the
collaboration of an emergency medicine physician and an applied medical anthropologist. As of
January 2016, the course is offered each spring at the University of South Florida, Tampa,
Florida. The course provides opportunities for patient and physician shadowing within the
anthropological methodological framework of participant observation. Other qualitative
research methods are also taught, and students complete a group patient experience quality
improvement project. OUTCOMES: Thematic analysis of students' field notes and reflection
essays and follow-up communications with course alumni revealed 3 salient themes regarding
the utility of patient shadowing as a research method that provides unique types of qualitative
data, as a teaching tool for premedical students to understand the perspectives of patients, and
as an approach to developing the professional skills necessary in health care, such as effective
communication styles, establishment of rapport, and empathy. NEXT STEPS: Similar courses
should be offered at other universities to premedical students. While it appears that patient
shadowing experiences have a great impact during premedical education, there may also be
value in integrating a similar experience into medical school and residency training.

Windt, K. (2016). "Development of Online Learning Modules as an Adjunct to Skills Fairs and Lectures to
Maintain Nurses' Competency and Comfort Level When Caring for Pediatric Patients Requiring
Continuous Renal Replacement Therapy (CRRT)." Nephrology Nursing Journal 43(1): 39-47.
Continuous renal replacement therapy (CRRT) for pediatric patients is an extremely specialized
 therapy requiring knowledge of the patient's diagnosis, understanding of the principles of the
therapy, astute patient assessment, and proficiency with complicated equipment. The
complexity of CRRT is compounded by its relatively rare occurrence in the pediatric population.
Maintaining staff competency with this high-risk/low-volume therapy is extremely difficult. This
article discusses the development and implementation of a structured system and set of
resources to support routine education, and the development of two online, interactive learning
modules to provide additional exposure to CRRT throughout the year. The modules are an
efficient, effective, and inexpensive way to provide additional education and information to large
groups of staff.

Wingfield, A. H. (2014). "Crossing the Color Line: Black Professional Men's Development of Interracial
Social Networks." Societies 4(2): 240-255.
Sociologists have established that social networks often play an important role in hiring,
promotions, and occupational mobility. For black workers, however, social networks can be
racialized in ways that work to their disadvantage. In this paper, I consider how black
professional men develop and maintain interracial social networks with white men and women. I
argue that these networks are shaped by intersections of race and gender and are intentionally
constructed in response to black professional men's perceptions of their positioning within male-
dominated occupations. Specifically, this paper examines how black men establish social
networks with white men, their perceptions of how diverging levels of social capital shape these
networks compared to their white male peers, and their observations of ways that women are
less advantaged than they are in constructing social networks.

Winkler Th, W. (1979). "Concepts on the supraregional sociopsychiatric continuing education of female
and male nurses within the competence of the 'Landschaftsverband Westfalen-Lippe'." Psychiatrische
Praxis 6(4): 221-226.
The new activities of nurses working in the field of psychiatry, resulting from the realisation of
sociopsychiatric and sociotherapeutic concepts, have led to an expansion of the 'job description'
of the nursing personnel. Intensive measures for additional training and continuing education
will have to be taken to acquaint this personnel with these new tasks. Such measures have
already been initiated from 1969 onwards in various places within the Federal Republic of
Germany. For the psychiatric hospitals looked after by the Landschaftsverband Westfalen-Lippe,
a continuing education commission which comprises co-workers of various job categories and
institutions, developed a continuing education concept about which this article reports in detail
with regard to target aims and tasks to be tackled.

Winkler, W. T. (1979). "[Concepts on the supraregional sociopsychiatric continuing education of female

and male nurses within the competence of the "Landschaftsverband Westfalen-Lippe" (author's transl)]."
Psychiatr Prax 6(4): 221-226.
The new activities of nurses working in the field of psychiatry, resulting from the realisation of
sociopsychiatric and sociotherapeutic concepts, have led to an expansion of the "job
description" of the nursing personnel. Intensive measures for additinal training and continuing
education will have to be taken to acquaint this personnel with these new tasks. Such measures
have already been initiated from 1969 onwards in various places within the Federal Republic of
Germany. For the psychiatric hospitals looked after by the Landschaftsverband Westfalen-Lippe,
a continuing education commission which comprises co-workers of various job categories and
institutions, developed a continuing education concept about which this article reports in detail
with regard to target aims and tasks to be tackled.
Winn, A. S. M. D., et al. (2018). "Promoting Resident Professional Development Using Scholarly
Academies." Academic Pediatrics 18(4): 477.
A study conducted by Winn et al which aims to bring together residents and faculty with similar
career interests. Using self-determination theory, they sought to address autonomy by
individualizing experiences to meet scholarship and career goals, competence by building skills
for academic career advancement and scholarship, and relatedness by facilitating meaningful
mentoring relationships and establishing a sense of community among residents pursuing similar
academic goals. They found that Our primary lessons learned were thai residents should be
incorporated into the leadership to represent the resident voice, and that the academies were
strengthened when they were allowed to individualize their approaches to meet their goals.
Next steps include efforts to strengthen mentoring networks and further study of the impact of
the academies on scholarly output, career choice, and wellness.

Winslade, N. E., et al. (2007). "Integrating performance assessment, maintenance of competence, and
continuing professional development of community pharmacists." American Journal of Pharmaceutical
Education 71(1).
Although a number of regulatory authorities are developing programs intended to ensure that
health professionals continue to practice in a safe and effective manner, the design and
implementation of these programs has been challenging. For the pharmacy profession, a novel
framework is proposed that is performance based, applies to all community pharmacists,
recognizes the powerful influence of external factors on an individual pharmacist's ability to
perform to his/her highest level of capability, and can be effectively integrated with CPD. The
framework expands upon current best practices in health professions assessment, and in doing
so identifies a number of research questions. First, the use of databases as a source of
performance data is central to the proposed framework and the validity of using such indicators
as measures of quality of pharmacy practice remains to be evaluated, as does the validity of
using pharmacy-based measures to reflect the performance of individual pharmacists employed
at these pharmacies. Second, further research is needed to gain a better understanding of the
varied source and nature of determinants of quality community pharmacy practice. Third, the
tools and formats to assess the impact of these determinants on the daily practice of community
pharmacists must be developed or modified from those used by other health professions.
Fourth, the most effective strategies to overcome specific barriers documented to impact quality
community pharmacy practice require evaluation. Finally, as with any assessment program, the
efficiency and outcomes of the program must be evaluated to determine the impact on the
quality and safety of community pharmacists' practice.

Winter, P. (2016). "Using a High-Performance Planning Model to Increase Levels of Functional

Effectiveness Within Professional Development." Journal for Nurses in Professional Development 32(1):
33-40.
Nursing professional practice models continue to shape how we practice nursing by putting
families and members at the heart of everything we do. Faced with enormous challenges around
healthcare reform, models create frameworks for practice by unifying, uniting, and guiding our
nurses. The Kaiser Permanente Practice model was developed to ensure consistency for nursing
practice across the continuum. Four key pillars support this practice model and the work of
nursing: quality and safety, leadership, professional development, and research/evidence-based
practice. These four pillars form the foundation that makes transformational practice possible
and aligns nursing with Kaiser Permanente's mission. The purpose of this article is to discuss the
 pillar of professional development and the components of the Nursing Professional
Development: Scope and Standards of Practice model (American Nurses Association & National
Nursing Staff Development Organization, 2010) and place them in a five-level development
framework. This process allowed us to identify the current organizational level of practice,
prioritize each nursing professional development component, and design an operational strategy
to move nursing professional development toward a level of high performance. This process is
suggested for nursing professional development specialists.

Wischumerski, R. S., et al. (2008). "Direct drug loading into preformed porous solid dosage units by the
controlled particle deposition (CPD), a new concept for improved dissolution using SCF-technology."
Journal of Pharmaceutical Sciences 97(10): 4416-4424.
The controlled particle deposition (CPD), a supercritical fluid precipitation process, is used to
load porous tablets with ibuprofen to improve drug dissolution. Porous tablets (porosity 44.3 ±
5.5%), consisting of microcrystalline cellulose pellets and hydroxyethylcellulose, or sugar cubes
(porosity 37.2 ± 0.5%), are used as carrier material. Loading experiments are conducted at 313 K
and 25 MPa, drug concentrations between 6.25 and 33.3 mg ibuprofen/mL supercritical carbon
dioxide and contact times of 15.5 h or 5 min. The resulting products have drug contents of 3-5 g
ibuprofen/mL void volume in the carrier. Comparison of a predicted value, calculated from pore
volume and loading concentration to the actual drug concentrations yielded by the loading
process demonstrates the efficiency and controllability of the process. The mean particle size
d50 of deposited ibuprofen is around 25 μm, half the size of the starting material. Drug
dissolution from loaded carriers is significantly increased by a rise in the dissolution coefficient
from 0.07 min-1 for the starting material to 0.13 or 0.14 min-1 for the CPD products. The CPD
method therefore is presented as a feasible and controllable process to load porous solid dosage
forms with drug particles in order to improve dissolution. © 2008 Wiley-Liss, Inc. and the
American Pharmacists Association.

Wiskott, H. W., et al. (2000). "A continuing education programme for general practitioners. Status report
after 5 years of function." European journal of dental education : official journal of the Association for
Dental Education in Europe 4(2): 57-64.
In 1992, following newly issued university regulations, the board of the School of Dental
Medicine of the University of Geneva decided to establish a structured continuing education
course programme for practising dentists in an effort to better meet the school's continuing
education mandate. The programme started in January 1994 and was structured so that regular
courses would be offered in each discipline of dentistry. The course contents were aimed at
satisfying the demands of practising dentists, but it was also established that basic science issues
and theoretical concepts should be included. Possible course formats were "conference",
"hands-on", "clinical" and "seminar". The courses were meant as a form of knowledge transfer
from the school to the practising community, but also as a means to generate revenue for
research and teaching programmes. Operative aspects were supervised by a small staff which
was assisted by computer software designed to handle all procedural steps of course
administration, participant registration, accounting, communication. The dentists' responses
were rewarding in that attendance was very satisfactory. Closer scrutiny of our data, however,
indicates that our impact is still low since at best only 20% of the course-hours required by the
Swiss dental association are actually taken. Both course and programme evaluations were
satisfactory and are discussed using the Harden and Laidlaw CRISIS criteria.

Wolak, E. S., et al. (2008). "Nursing grand rounds as a medium for the continuing education of nurses."
Journal of Continuing Education in Nursing 39(4): 173-178.
Grand rounds are an educational technique used by the medical profession, yet only sporadically
used in nursing. When grand round are employed, knowledge can be disseminated on a
consistent basis. No literature was found detailing the effectiveness and value of such programs.
This article describes a small pilot study that assessed the effect on knowledge and the
perceived value of a nursing grand rounds (NGR) format. To measure these two concepts, those
who attended the inaugural NGR presentation were given a posttest and an assessment survey 1
year after the presentation. The posttest focused on key concepts presented, and the survey
rated perceived value and knowledge on a scale from 1 (strongly disagree) to 5 (strongly agree).
Results demonstrated positive knowledge acquisition and a high perceived value. This
assessment review lends support to the use of institutional NGR as a means of continuing
education and professional advancement.

Wolak, E. S. M. S. N. R. N. C.-C. S. C., et al. (2008). "Nursing Grand Rounds as a Medium for the
Continuing Education of Nurses." The Journal of Continuing Education in Nursing 39(4): 173-178.
Grand rounds are an educational technique used by the medical profession, yet only sporadically
used in nursing. When grand round are employed, knowledge can be disseminated on a
consistent basis. No literature was found detailing the effectiveness and value of such programs.
This article describes a small pilot study that assessed the effect on knowledge and the
perceived value of a nursing grand rounds (NGR) format. To measure these two concepts, those
who attended the inaugural NGR presentation were given a posttest and an assessment survey 1
year after the presentation. The posttest focused on key concepts presented, and the survey
rated perceived value and knowledge on a scale from 1 (strongly disagree) to 5 (strongly agree).
Results demonstrated positive knowledge acquisition and a high perceived value. This
assessment review lends support to the use of institutional NGR as a means of continuing
education and professional advancement. [PUBLICATION ABSTRACT]

Wolf, M. S. E. R. N. (1996). "Changes in Leadership Styles as a Function of a Four-Day Leadership Training

Institute for Nurse Managers: A Perspective on Continuing Education Program Evaluation." The Journal of
Continuing Education in Nursing 27(6): 245-252.
This study measured changes in knowledge acquisition and application of the Hersey and
Blanchard model of leadership styles and leadership style adaptability among 144 registered
nurses who participated in a four-day management institute. A pre- and post-institute
administration of the LEAD-Self instrument was conducted. Although the findings demonstrated
a significant change in the participants' leadership styles, the data revealed that outcomes were
not as positive as had been assumed based on participants' selfreports. The discussion of
findings reveals the complexity and the necessity of measuring learning outcomes for continuing
education program improvement. [PUBLICATION ABSTRACT]

Wolfel, T., et al. (2016). "Medical ward round competence in internal medicine - an interview study
towards an interprofessional development of an Entrustable Professional Activity (EPA)." BMC Medical
Education 16.
Background The medical ward round is a central but complex activity that is of relevance from
the first day of work. However, difficulties for young doctors have been reported. Instruction of
ward round competence in medical curricula is hampered by the lack of a standardized
description of the procedure. This paper aims to identify and describe physicians' tasks and
relevant competences for conducting a medical ward round on the first day of professional work.
Methods A review of recent literature revealed known important aspects of medical ward
 rounds. These were used for the development of a semi-structured interview schedule. Medical
ward round experts working at different hospitals were interviewed. The sample consisted of 14
ward physicians (M = 8.82 years of work experience) and 12 nurses (M = 14.55 years of work
experience) working in different specializations of internal medicine. All interviews were
audiotaped, fully transcribed, and analyzed using an inductive-deductive coding scheme. Results
Nine fields of competences with 18 related sub-competences and 62 observable tasks were
identified as relevant for conducting a medical ward round. Over 70 % of the experts named
communication, collaborative clinical reasoning and organization as essential competences.
Deeper analysis further unveiled the importance of self-management, management of difficult
situations, error management and teamwork. Conclusion The study is the first to picture ward
round competences and related tasks in detail and to define an EPA "Conducting an internal
medicine ward round" based on systematic interprofessional expert interviews. It thus provides
a basis for integration of ward round competences in the medical curricula in an evidence based
manner and gives a framework for the development of instructional intervention studies and
comparative studies in other medical fields.

Wolkon, G. H., et al. (1982). "University-based continuing education and mental health system change."
American Psychologist 37(8): 966-970.
Describes how a continuing education program successfully effected a change in the organized
mental health services in a large metropolitan area. The principles, goals, and outcomes of a
program oriented toward mental health system change and using community organization
interventions are reported and discussed. Comparisons are made with traditional individually
oriented continuing education programs. Mental health professionals were trained in program
consultation to community care facilities serving chronic mental patients, and attempts were
made to have such consultations incorporated into the organized service delivery systems. It is
concluded that university-based continuing education can be a major stimulus and have a major
impact on organized mental health delivery systems. (6 ref) (PsycINFO Database Record (c) 2016
APA, all rights reserved)

Wong, B. M. and L. A. Headrick (2021). "Application of continuous quality improvement to medical

education." Medical Education 55(1): 72-81.
ContextThe explicit, intentional and systematic application of continuous quality improvement
(QI) in medical education practice and research can improve medical education and help it
achieve its goals. Quality improvement and medical education share a foundation centred on
learning—experiencing, reflecting, thinking and acting in continuous cycles that spiral to
sustained advancement. This suggests that a QI mindset can be brought to bear on various
aspects of medical education research and practice.DiscussionTo explore this possibility, we turn
to W. Edwards Deming's System of Profound Knowledge, widely regarded as one of the
foundational frameworks in quality improvement, where he argues strongly that there are four
highly interrelated elements that are required for improvement: Appreciation of a System,
Theory of Knowledge, Knowledge about Variation and Knowledge of Psychology. In this article,
we define and explore each of the four domains and their application in medical education,
highlighting both opportunities and challenges.ConclusionMedical educators who utilise QI in
their educational practices can help create learning environments that imprint positively on
learners and contribute to better outcomes in their clinical learning environments. We provide
recommendations for how educators' informed use of QI can improve medical education and
help it achieve its ultimate goal of improved health and health care.
Wong, R., et al. (2021). "Paradox of Patient-Centered Care and the Implications for Patient Involvement
in Continuing Professional Development." Journal of Continuing Education in the Health Professions
41(4): 238-246.
Introduction: Patient-centered care (PCC) is widely considered as essential in chronic disease
management. As the underlying rationale for engaging patients in continuing professional
development (CPD) is commonly described as fostering care that is more patient-centered, we
hoped to understand the discursive conditions for how educators and health professionals can
(or cannot) learn with, from, and about patients. Methods: Using diabetes as a case, we
conducted a Foucauldian discourse analysis of an archive of relevant policy documents,
professional and educational texts, to explore different conceptualizations of practice and the
implications for PCC. We also conducted in-depth interviews with a purposive sample of
physicians to understand their experiences in providing and teaching PCC. We sought to
understand: How has PCC been discursively constructed? Whose interests does advocating PCC
serve? What are the implications for patient involvement in CPD? Results: We describe three
discursive constructions of PCC, each extending the reach of biomedical power. PCC as a disease
intervention emphasizes knowing and relating to patients to normalize laboratory test results.
PCC as a form of confession promotes patients to come to their own realizations to become
responsible for their own health, but through the lens and evaluation of physicians. PCC as a
disciplinary technique makes visible the possibility of using a checklist to judge physician
competency in providing PCC. Discussion: PCC may be constructed in ways that paradoxically
reinforce rather than challenge conventional, provider-centric paradigms. Our results challenge
educators to acknowledge the existence and effects of discourses when involving patients in the
planning and delivery of CPD.

Woodcock, A., et al. (2000). "GP selection of postgraduate education courses has implications for
colleagues: messages for course providers and for those writing practice professional development
plans." British Journal of General Practice 50(459): 785-790.
The Department of Health's review of continuing professional development in general practice
advocates setting team and individual goals. To explore how general practitioners (GPs) share
learning experiences with colleagues, focusing on how GPs choose courses as one factor
influencing sharing. Interviews were conducted with 21 GPs using grounded theory
methodology. The responses were coded by six researchers from psychology, education, and
general practice. Much sharing with colleagues took place, though not always immediately
following a course. GP explanations revealed four reasons for course selection that influenced
the degree of sharing: 1. Attendance to meet group needs encouraged rapid sharing and could
involve course attendance with colleagues. 2. Attendance to enhance 'special interests' could
either encourage or inhibit sharing. 3. Attendance in pursuit of 'personal interests' peripheral to
general practice did not result in sharing within the primary care team. 4. Attendance to meet
personal learning needs did not involve sharing when needs were not currently shared with
colleagues. Course selection and subsequent sharing have implications for course providers and
those writing personal and practice professional development plans.

Woolf, C. R. (1993). "Continuing Health Professional Education: Principles for Global Application." Journal
of Continuing Education in the Health Professions 13(3): 229-234.
Offers a list of continuing health professional education principles developed by a network of 26
individuals in 14 countries that provide a broad perspective and, as a result of this consultation
with individuals of varying cultural circumstances, show differences in emphasis. Proposes
personal, educational, and administrative principles. (Author/JOW)
Wrede, C., et al. (2016). "Continuing education concepts in clinical emergency medicine." Notfall und
Rettungsmedizin 19(7): 533-539.
Background: The duties of clinical emergency medicine personnel in emergency departments
have shifted in Germany and internationally in recent decades from predominantly accident-
related treatment–outpatient care to also include the conservative care of critically ill patients.
Parallel to the increase in medical requirements for the emergency care physician, there is also
an increased need for qualified medical personnel so that the required treatment quality can be
ensured. Methods: Presentation and assessment of the current literature. Results: Continuing
education concepts in clinical emergency medicine were previously often based on topics from
the fields of resuscitation and trauma care, training in (emergency) sonography and other
aspects. For example, ATLS® is used worldwide and is currently in the 9th version, which is also
available in German. A newer format is the European Trauma Course (ETC®). Different course
formats use the possibilities of simulation to varying degrees in order to learn and train certain
skills but without real patient contact. Because sonography is an important diagnostic tool in
emergency departments, the German Society for Ultrasound in Medicine (DEGUM) has
developed various courses in emergency ultrasonography. Training concepts in clinical
emergency medicine have long been known at the European level (e.g. curriculum of the
European Society for Emergency Medicine, EuSEM) and will soon be implemented in Germany at
the national level (additional further training in clinical acute and emergency medicine).
Conclusion: Emergency departments should be organized in a central and interdisciplinary
manner and be permanently staffed by appropriately qualified personnel. The additional further
training in clinical acute and emergency medicine will achieve a well-founded prerequisite in the
future.

Wu, Z. Y., et al. (2010). "Comparison of dental education and professional development between
mainland China and North America." European Journal of Dental Education 14(2): 106-112.
Different educational and professional developments within the dental field create different sets
of missions, norms, and practices regarding dental diseases and their appropriate treatment.
This review has addressed differences in dental education and professional development
between mainland China and North America. Many factors influence the choice of model and it
is very difficult to predict which model will become predominant. However, there is growing
sentiment that the independent faculty model in North America is logical and superior to the
model, which 'integrates' dental and medical education in mainland China. Many North America
dental schools place a high priority on preclinical and clinical training in the curriculum in order
to expose students to patient oral health needs and systemic dental problems much earlier than
in mainland China. North America dental schools promote and embrace students self-learning
skills by the use of PBL, CRL, and TRAD education methodologies and new e-based technologies
and approaches whereby students learn rather than are taught. In mainland China, the
traditional lecture-based format is still employed in the majority of dental schools; however,
strategies to enhance students self-learning skills is increasingly utilised in most well-known
Chinese dental schools. The Chinese dental education model, which treats dentistry as a sub-
specialty of medicine, has brought about fundamental differences, with the dentist functioning
essentially as a stomatologist. For example, China has built up a large oral and maxillofacial
surgery society, and craniofacial surgery is performed to a much broader extent by Chinese
dentists than by most North American counterparts. In North America, dentists engage in full-
time work, attend continuing training/education programmes, belong to an association, gain
legal status, and construct a code of ethics emphasising the quality of care delivered to the
 public. Currently, continuing dental education in North America is available through a variety of
venues involving licensing authorities, universities and private programmes. The concept of
professional development in mainland China is relatively new and is still considered primarily in
the context of promotion or achieving a higher professional title. Mandatory continuing dental
professional education requirements do not guarantee the competence of members of the
profession. Today, the Chinese government and society place increasing emphasis upon the
accountability of self-regulating professions. Rather than attempting to summarise the current
scope of dental education and professional development between mainland China and North
America, this paper hopes to enhance mutual understanding, and promote greater academic
exchanges in dental education. [PUBLICATION ABSTRACT]

Wyatt, T. R., et al. (2016). "Coming in From the Cold-Physician Professional Development as Deepening
Participation in the Healthcare Community." Teaching and learning in medicine 28(4): 358-361.
This Conversation Starters article presents a selected research abstract from the 2016
Association of American Medical Colleges Southern Region Group on Educational Affairs annual
spring meeting. The abstract is paired with the integrative commentary of three experts who
shared their thoughts stimulated by the pilot study. These thoughts probe the concept of patient
"ownership" and suggest an alternative way of conceptualizing physicians' total dedication to
patient care.

Wynne, J. (2015). "Nurse practitioner continuing education: Exploring influences." Journal of the
American Association of Nurse Practitioners 27(7): 398-402.
Purpose This article introduces the interrelated concepts of nurse practitioner (NP) continuing
education (CE) funding patterns, regulatory guidance surrounding NP CE, and its effect on
patient outcomes in the United States. Data sources A literature review was done by searching
online databases: MEDLINE and CINAHL. Searches included review of NP certifying body
websites, Institute of Medicine, Josiah Macy Foundation, and the National Council of State
Boards of Nursing websites. Conclusions The nursing literature supports no connection between
required CE and improvement in provision of care to patients, nor does it support improvement
in individual provider competence. The funding patterns for nursing and medicine indicate a bias
toward biomedical and pharmacological interventions. This type of funding stream may
contribute to practice gaps rather than improve them. Implications for practice Understanding
factors that influence CE program availability, plus the choices NPs make regarding mandatory
CE, can provide planning guidance. This guidance can help reach the goal of improved patient
outcomes and decreased healthcare disparities as a result of CE interventions. NP-specific
findings may potentially influence regulatory reform relevant to mandatory CE and maintenance
of certification. It is important that NPs recognize existing conflicts of interest in order to make
informed program choices.

Xiao, L. D. (2010). "Continuing nursing education policy in China and its impact on health equity." Nursing
Inquiry 17(3): 208-220.
XIAO LD. Nursing Inquiry 2010; 17: 208–220 Continuing nursing education policy in China and its
impact on health equity The aim of this study was to evaluate the mandatory continuing nursing
education (MCNE) policy in China and to examine whether or not the policy addresses health
equity. MCNE was instituted in 1996 in China to support healthcare reform was to include
producing greater equity in health-care. However, the literature increasingly reports inequity in
participation in MCNE, which is likely to have had a detrimental effect on the pre-existing
discrepancies of education in the nursing workforce, and thereby failing to really address health
 equity. Despite a growing appeal for change, there is lack of critical reflection on the issues of
MCNE policy. Critical ethnography underpinned by Habermas’ Communicative Action Theory and
Giddens’ Structuration Theory were used to guide this study. Findings are presented in four
themes: (i) inaccessibility of learning programs for nurses; (ii) undervaluation of workplace-
based learning; (iii) inequality of the allocation of resources; and (iv) demands for additional
support in MCNE from non-tertiary hospitals. The findings strongly suggest the need for an
MCNE policy review based on rational consensus with stakeholders while reflecting the
principles of health equity.

Yam, C. H. K., et al. (2020). "What helps and hinders doctors in engaging in continuous professional
development? An explanatory sequential design." PLoS One 15(8).
Background Licensure and registration are the traditional approaches to ensure minimally
acceptable standards of care for practice. However, due to advances in medical technology and
changes in clinical practice, the knowledge and skills obtained from basic education and training
may rapidly become out of date. There is no mandated, structured and ongoing mechanism to
assess all doctors’ competence in Hong Kong. This paper assessed doctors’ perceived needs for
continuous professional development, and to identify facilitators and barriers that are likely to
influence the implementation of compulsory continuous professional development for
maintaining professional competence and ensuring patient safety. Methods An explanatory
sequential mixed method design with two distinct interactive phases was adopted comprising a
postal self-administered questionnaire survey among a random sample of 2,459 of doctors
(Phase 1), followed by individual interviews of a stratified sample of 30 questionnaire
respondents for the subsequent qualitative analysis (Phase 2). Results The majority of doctors
(over 90%) agreed the importance of continuous professional development to update
knowledge and skills. However, just 30.7% of non-specialists compared with 65.4% of specialists
agreed it would be desirable for continuous professional development to be a requirement for
renewal of licenses. A relatively higher percentage of non-specialists compared with specialists
reported barriers to participation such as accessibility, availability and relevance of the content
of the programmes. Facilitators for uptake included more convenient schedule and location,
relevant content, and incentives for participation such as making this a pre-condition for
enrolling in government-funded services. Conclusions To address the needs of individual doctors,
the spheres of practice, personal preferences and learning styles should be considered in
deciding the content and processes of continuous professional development. Flexibility is also an
important principle. A learning model, incentives for participation and a compliance strategy
(instead of deterrence) could be effective strategy for continuous professional development.

Yam, C. H. K., et al. (2020). "What helps and hinders doctors in engaging in continuous professional
development? An explanatory sequential design." PLoS One 15(8): e0237632.
BACKGROUND: Licensure and registration are the traditional approaches to ensure minimally
acceptable standards of care for practice. However, due to advances in medical technology and
changes in clinical practice, the knowledge and skills obtained from basic education and training
may rapidly become out of date. There is no mandated, structured and ongoing mechanism to
assess all doctors' competence in Hong Kong. This paper assessed doctors' perceived needs for
continuous professional development, and to identify facilitators and barriers that are likely to
influence the implementation of compulsory continuous professional development for
maintaining professional competence and ensuring patient safety. METHODS: An explanatory
sequential mixed method design with two distinct interactive phases was adopted comprising a
postal self-administered questionnaire survey among a random sample of 2,459 of doctors
 (Phase 1), followed by individual interviews of a stratified sample of 30 questionnaire
respondents for the subsequent qualitative analysis (Phase 2). RESULTS: The majority of doctors
(over 90%) agreed the importance of continuous professional development to update
knowledge and skills. However, just 30.7% of non-specialists compared with 65.4% of specialists
agreed it would be desirable for continuous professional development to be a requirement for
renewal of licenses. A relatively higher percentage of non-specialists compared with specialists
reported barriers to participation such as accessibility, availability and relevance of the content
of the programmes. Facilitators for uptake included more convenient schedule and location,
relevant content, and incentives for participation such as making this a pre-condition for
enrolling in government-funded services. CONCLUSIONS: To address the needs of individual
doctors, the spheres of practice, personal preferences and learning styles should be considered
in deciding the content and processes of continuous professional development. Flexibility is also
an important principle. A learning model, incentives for participation and a compliance strategy
(instead of deterrence) could be effective strategy for continuous professional development.

Yan, L., et al. (2016). "Pharmaeotherapeutics education reform for the continuing education of
pharmacists from the aspect of prescription review." Pharmaceutical Care and Research 16(1): 70-73.
In accordance with the current status of prescription review by pharmacists and through
pharmacotherapeutics education reform for the continuing education of pharmacists, the paper
explored the optimization of the training scheme of qualified personnel from the aspect of
prescription review, curriculum arrangement, and teaching methods as well. It highlighted the
application of case-based teaching method in the education theory and practice of prescription
review and paid special attention to rational application of drugs and the ability of prescription
review in such activities as the 4-review-and-10-check and the review on the rationality of drug
application, so that pharmacist ability of prescription review could be improved considerably.

Yang, C., et al. (2004). "Professional career development for male nurses." Journal of Advanced Nursing
(Wiley-Blackwell) 48(6): 642-650.
AIM: The aim of this paper is to report a study to: (a) explore Taiwanese male nurses'
motivations for becoming a nurse; (b) reveal their professional developmental process in
nursing; (c) understand the difficulties hindering their professional development from both
professional and gender aspects; and (d) identify the strategies they use to cope with these
difficulties. BACKGROUND: Hindered by historical, cultural, economic and warfare factors, the
proportion of male nurses in Taiwan remains low. Taiwanese male nurses' career development
process has not been well investigated yet. METHODS: A descriptive qualitative research design
was used, with a convenience sample of 15 male nurses (mean age 30.8 years) with a Bachelor's
degree in Nursing Science. Data were collected by semi-structured interviews and analysed by
content analysis. RESULTS: Taiwanese male nurses' entrance into the nursing profession involved
three phases: pre-study, study and employment. The difficulties encountered during career
development were related to the gender expectations of patients and the general public. The
nurses received support more from superiors than from colleagues. The strategies they used
included (a) improving their professional knowledge and skills to obtain higher levels of
satisfaction and better opportunities for promotion; (b) thinking aggressively about job
promotion; (c) choosing specialist departments as appropriate environments for graduate study
and personal growth; and (d) changing their professional track for personal growth.
CONCLUSIONS: Based on the nature of nursing work and clinical experiences, Taiwanese male
nurses believed that nursing was a profession suitable for both men and women. Their
preparation for career development started at the pre-study phase. The major strategies they
 used were related to a strong desire for personal growth and professional promotion. Finally, a
conceptual framework was developed to depict this complex phenomenon.

Yang, G. and X. Zang (2022). "Development of the professional competence and professional self-concept
of undergraduate nursing students during the clinical practice period: A cross-lagged panel analysis."
Nurse Education in Practice 63: N.PAG-N.PAG.
To explore the relationship of the development of professional competence and professional
self-concept of undergraduate nursing students during the clinical practice period. Clinical
practice is one of the most important aspects of nursing education. Nursing students combine
theoretical knowledge, psychomotor skills and emotions in a professional socialization process
through clinical practice sessions. A two-time point longitudinal design was performed. A cross-
lagged model was employed to analyze the relationship between the development of
professional competence and professional self-concept of undergraduate nursing students
during their clinical practice period. A total of 210 undergraduate nursing students were included
in this study. The questionnaire was distributed two months and six months after their clinical
practice started. Professional Self Concept of Nurses Instrument and Professional Competence
Scale for Undergraduate Nursing Students were the two main instruments. Both the professional
competence and professional self-concept of Undergraduate nursing students increase at the
end of the sixth month compared with the end of the second month after their clinical practice
started. The results of the cross-lagged analysis showed that the professional self-concept was
partially responsible for the development of professional competence. The effect of professional
competence on the development of professional self-concept, in contrast, was not found in this
study. Clinical nursing educators should pay greater attention to the development of the
professional self-concept of undergraduate nursing students. More attention should be paid to
creating a supportive clinical learning environment to facilitate the improvement of
undergraduate nursing students' professional self-concept and professional competence.

Yeager, S. J. (1981). "FOSTERING THE DEVELOPMENT OF PROFESSIONALISM: AN EXCHANGE THEORY

PERSPECTIVE OF THE DECISION TO JOIN A PROFESSIONAL ASSOCIATION: INTRODUCTION." Southern
Review of Public Administration (pre-1986) 5(3): 314.
Professionalism and civil service reforms are closely interrelated aspects of American public
administration. [1] Civil service reform has occurred both in terms of major events such as the
reforms of 1883 and 1978 and in terms of more modest day-to-day changes in the way things are
done because of professionalism or because of the desire of professionals to do things better.
Similarly, civil service reforms have made professionalism possible at all levels of government.

Yearly, C. (2003). "Guided reflection as a tool for CPD...continuing professional development." British
Journal of Midwifery 11(4): 223-226.
Local Supervising Authorities, the NMC and formerly the ENB identified the role of the
supervisor of midwives (SoM) in staff support, enabling midwives to evaluate their practice and
identify areas for development. This tenet is integral to the continuing professional development
(CPD) quality programme strategy (Department of Health (DoH), 1999a). At local levels, it has
been demonstrated that guided reflection, set within the context of a framework of Statutory
Supervision of Midwives, strengthens professional learning and can be used constructively,
demonstrating CPD to be one flexible method for meeting PREP standards; a statutory
requirement (UKCC, 2001a). Additionally it has the potential to operate as a cost-effective
resource. This article argues that SoMs through their statutory function are ideally placed to lead
the development and implementation of group guided reflection in practice, as a tool for CPD
 and quality assurance. The transfer, implementation and evaluation of an established, successful
model for guided reflection, facilitated through midwifery supervision, from a small birth unit to
two larger services within the same trust are presented.

Yeh, C., et al. (2020). "LO41: The development of a standardized provincial massive hemorrhage protocol
with a built-in continuous quality improvement framework." CJEM : Journal of the Canadian Association
of Emergency Physicians 22(S1): S21-S22.
Background: Massive hemorrhage protocols (MHPs) streamline the complex logistics required
for prompt care of the bleeding patient, but their uptake has been variable and few regions have
a system to measure outcomes from these events. Aim Statement: We aim to implement a
standardized MHP with uniform quality improvement (QI) metrics to increase uptake of
evidence-based MHPs across 150-hospitals in Ontario between 2017 and 2021. Measures &
Design: We performed ongoing PDSA cycles; 1) stakeholder analysis by surveying the Ontario
Regional Blood Coordinating Network (ORBCoN), 2) problem characterization and Ishikawa
analysis for key QI metrics based on areas of MHP variability in 150 Ontario hospitals using a
web-based survey, 3) creation of a consensus MHP via a modified Delphi process, 4) problem
characterization at ORBCoN for the design of a freely available toolkit for provincial
implementation by expert working groups, 5) design of 8 key QI metrics by a modified Delphi
process, and 6) identification of process measures for QI data collection by implementation
metrics. Evaluation/Results: PDSA1-2; 150-hospitals were surveyed. 33% of hospitals lacked
MHPs, mostly in smaller sites. Major areas for QI were related to activation criteria, hemostatic
agents, protocolized hypothermia management, variable MHP naming, QI metrics and serial
blood work requirements. PDSA3; 3 Delphi rounds were held to reach 100% expert consensus
for 42 statements and 8 CQI metrics. Major areas for modification were protocol name,
laboratory resuscitation targets, cooler configurations, and role of factor VIIa. PDSA4; adaptable
toolkit is under development by the steering committee and expert working groups.
Implementation is scheduled for Spring 2020. PDSA5; the 8 CQI metrics are: TXA administration
< 1 h, RBC transfusion < 15 min, call to transfer for definitive care < 60 min, temp >35°C at end of
protocol, Hgb kept between 60-110g/L, transition to group-specific RBC by 90 min, appropriate
activation defined by ≥6 units RBC in the first 24 hours, and any blood component wastage.
Discussion/Impact: MHP uptake, content, and tracking is variable. A standardized MHP that is
adaptable to diverse settings decreases complexity, improves use of evidence-based practices,
and provides a platform for continuous QI. PDSA6 will occur after implementation; we will
complete an implementation survey, and design a pilot and feasibility study for prospective
tracking of patient outcomes using existing prospectively collected inter-hospital and provincial
databases.

Yeh, S., et al. (2004). "The effects of continuing education in restraint reduction on novice nurses in
intensive care units." Journal of Nursing Research (Taiwan Nurses Association) 12(3): 246-255.
A decrease in the use of physical restraints in Intensive Care Units (ICUs) is an important
indicator of quality of nursing care. This quasi-experimental study examined the effect on nurses
of a session of continuing education aimed at reducing the use of restraints. At a medical center
in southern Taiwan, 37 novice nurses were surveyed about their knowledge, perception, attitude
and clinical practice of restraint use in 11 ICUs. Two instructors then taught a four-hour
continuing education class on patient restraint standards, principles for reducing physical
restraint use, and alternatives to restraining. Data were analyzed by paired t-test and the results
of identical structured questionnaires which participants received before and after the lecture,
showed that, afterwards, knowledge (t = -6.04, p <.01), perception (t = 4.76, p <.01), and attitude
 (t = 3.93, p <.01) toward restraint use had significantly improved. The continuing education
improved the nurses' knowledge and attitude toward restraint use and may therefore enhance
the quality of care provided to ICU patients.

Yeh, S. H., et al. (2004). "The effects of continuing education in restraint reduction on novice nurses in
intensive care units." The journal of nursing research : JNR 12(3): 246-256.
A decrease in the use of physical restraints in Intensive Care Units (ICUs) is an important
indicator of quality of nursing care. This quasi-experimental study examined the effect on nurses
of a session of continuing education aimed at reducing the use of restraints. At a medical center
in southern Taiwan, 37 novice nurses were surveyed about their knowledge, perception, attitude
and clinical practice of restraint use in 11 ICUs. Two instructors then taught a four-hour
continuing education class on patient restraint standards, principles for reducing physical
restraint use, and alternatives to restraining. Data were analyzed by paired t-test and the results
of identical structured questionnaires which participants received before and after the lecture,
showed that, afterwards, knowledge (t = -6.04, p <.01), perception (t = 4.76, p <.01), and attitude
(t = 3.93, p <.01) toward restraint use had significantly improved. The continuing education
improved the nurses ' knowledge and attitude toward restraint use and may therefore enhance
the quality of care provided to ICU patients.

Yeung, M. (2016). "Designing better continuing education for rural emergency physicians." Canadian
Journal of Emergency Medicine 18: S126-S127.
Introduction / Innovation Concept: Rural emergency physicians often work alone, and identify
higher needs for continuing professional development in emergency medicine (EM) than urban
doctors. We have offered the Community Emergency Medicine Outreach program (CEMO) at 12
rural hospitals in Eastern Ontario since 2009. Each emergency team selects topics in Adult EM for
discussion at half-day outreach sessions at their local hospital. Methods: The CEMO program
director participated in a Masters of Health Professions Education program. Newly learned
concepts were applied to further the development of CEMO. Curriculum, Tool, or Material: Five
important lessons learned, and their impacts on CEMO: First, curriculum design is a dynamic
process. While CEMO was originally developed for physicians, the program has attracted many
participants from other disciplines including nurses, administrators, pharmacists, and learners.
Content and delivery have been redesigned to enhance interprofessional learning, which
promotes team harmony, local problem solving, and knowledge translation into practice.
Second, learning must be highly relevant to the local context to be effective. The content of each
CEMO session is tailored to each group's perceived and ascribed learning needs. CEMO is
informed by sociocultural, transformative, experiential and cognitivist learning theories.
Teaching strategies include interactive discussion of locally encountered clinical cases, and
simulation. Third, it is more effective to integrate new technologies into a larger curriculum than
to offer them as stand-alone modules. CEMO incorporates innovative presentation software,
screencasts, procedural videos, and online audience response systems to engage participants.
Fourth, learning effectiveness is best measured using multiple sources of assessment, and
multiple assessments over time. CEMO's learner assessment strategies include self-reflection at
sessions, and months later. Participants consider CEMO's effects on their practice, including
reactions of co-workers and patients to their new skills, knowledge and behaviours. Finally,
program evaluation may take many forms, and begins with defining evaluation goals and
questions. We have developed a program logic model for CEMO, and a combined process and
outcome evaluation is in progress. Conclusion: The application of important educational
concepts promotes the design of effective continuing education in emergency medicine for rural
 health professionals.

Yeung, M., et al. (2019). "P001: Continuing professional development and faculty development:
launching continuous practice enhancement for academic emergency physicians." CJEM : Journal of the
Canadian Association of Emergency Physicians 21(S1): S63.
Innovation Concept: Emergency medicine physicians must maintain a broad knowledge base and
procedural skillset while fulfilling their academic roles as teachers, researchers and
administrators. Most academic departments do not have a regular, affordable, formal continuing
professional development (CPD) and faculty development (FD) curriculum for their staff. We set
out to design and implement a novel continuous practice enhancement program to address this
issue. Methods: Strategic planning by the Ottawa academic Department of EM identified CPD
and FD as priorities. A program was created to support high quality, monthly CPD/FD courses
provided by physicians. We had 5 goals: (1) enhance clinical and academic skills, (2) disseminate
group best practices, (3) sustain skills in high impact/low frequency scenarios, (4) support
physician academic careers, and (5) acquire new procedural skills. A CPD/FD Committee
composed of local meded experts and experienced clinical teachers was tasked with overseeing
the creation and evaluation of these sessions. Curriculum, Tool or Material: The longitudinal
curriculum was informed by perceived needs (group survey), ascribed needs (M&M rounds,
physician metrics and departmental leadership priorities) and participant feedback. The
committee identified local experts to present on their areas of expertise in order to promote
group best practice. Topics to-date have included clinical skills updates, teaching and coaching
strategies and academic career planning. A comprehensive monthly simulation-based curriculum
was rolled out simultaneously to give participants the opportunity to develop crisis resource
management and critical care skills. Except for sessions requiring advanced equipment or
cadavers, sessions are financed by academic funds and free for participants. Conclusion: Faculty
academic learning and engagement is an important goal and participation in this curriculum is
reviewed at each physician's annual reappointment. To-date, 18 physicians (21% of our group)
have presented topics and 92% of physicians have participated in at least one session with 63%
having attended three or more. Evaluations have been overwhelmingly positive, and a recent
survey identified the CPD/FD program as a significant contributor to our physicians’ wellness. We
introduced an innovative, structured CPD/FD program in response to perceived and ascribed
needs of our physicians and departmental leadership. Our successful CPD/FD curriculum
represents a model for other departments who are considering similar initiatives.

Yin, H. S., et al. (2018). "Outcome-based continuing education: A quality improvement intervention to
improve family-centered communication in pediatrics." Pediatrics 141(1).
Introduction Health literacy is the capacity to obtain, communicate, process, and understand
basic health information and services to make health decisions. There is significant room for
improvement in physician-patient communication strategies to enhance health literacy. For
example, prior studies have documented that only 25-40% of clinicians use recommended
strategies such as teach-back. During 2015-2016, the AAP Council on Quality Improvement and
Patient Safety tested a prototype for a quality improvement (QI) learning collaborative for
members to earn Maintenance of Certification credits utilizing distance education and a learning
session at the AAP National Conference and Exhibition (NCE). The collaborative focused on
developing clear communication strategies by utilizing principles of health literacy. Methods
Participants included 38 general pediatricians and subspecialists. During a 4.5-hour learning
session at the AAP NCE physicians learnt and practiced the use of QI and health literacy tools.
They used a structured approach to enhance the understandability of parent education
 materials, and practiced verbal communication skills (specifically teach-back) to supplement the
effectiveness of educational materials. During four webinars, physicians selected aims for
improvement, and learnt how to assess, and benchmark their own data using quality measures
in the AAP's data collection portal. Over a 5-month period, physicians used individual and group
data to guide improvement, planned and implemented interventions, and identified
sustainability and spread strategies. The interactive format enabled physicians to share best
practices and experiences. The AHRQ Health Literacy Universal Precautions Toolkit was used to
develop interventions. Results Each provider surveyed 20 parents at baseline and at each of the
3 follow-up time-points to obtain feedback on health literacy strategies used during the clinical
encounter and to assess the effectiveness of communication. Approximately 760 parent surveys
were completed at each time-point. Improvements were seen in all QI measures (Figure 2):
Providing parents information they wanted about their child's health; explaining things in a way
that was easy to understand; encouraging parents to talk about health questions or concerns;
answering parents' questions to their satisfaction; asking parents to explain in their own words
how they would take care of their child's health (teach-back); giving parents written material
that was easy to understand; and using pictures, drawings, models, or videos that were easy to
understand. The greatest improvement was noted in the use of teach-back, which increased
from 66.6% to 86.1%. The combined use of visual materials with teach-back increased from
55.6% to 72.4%. Discussion The intervention provided AAP members with the opportunity to
improve clinical care through the use of health literacy informed communication strategies,
obtain CME, Part 2, and Part 4 MOC credits, and engage in peer learning. The AAP NCE provided
a feasible venue for the in-person learning session and outcome-based continuing education
that improved the quality of care provided by pediatricians.

Yi‐Wen, C. and F. Jui‐Ying (2020). "Development and Validation of a Paediatric Abusive Head Trauma
Awareness Questionnaire for Healthcare Professionals: A Two‐Stage Questionnaire Development Study."
Child Abuse Review 29(3): 218-230.
This two‐stage study aimed to develop and validate a paediatric abusive head trauma (AHT)
awareness questionnaire for healthcare professionals. In stage one, an item pool was created for
the AHT awareness questionnaire. Four experts assessed the content validity. Test–retest
reliability and internal consistency were examined using a pilot study of 24 healthcare
professionals. In stage two, 302 healthcare professionals from a medical centre in southern
Taiwan were recruited to establish the questionnaire's psychometric properties. The final version
of the questionnaire comprised 81 items, including demographics, attitudes towards childrearing
and four sub‐concepts on AHT awareness (infant crying, soothing skills, clinical manifestations
and consequences of AHT, and risk factors of AHT). The content validity of the questionnaire was
satisfactory with a score of 0.91 to 1.0 for the scale content validity index. The test–retest
reliability was 0.51–0.71. Cronbach's alphas for the final sample were 0.52–0.93 for the four
subscales. Exploratory factor analysis extracted two factors as risk factors of AHT with a total
explained variance of 55.9 per cent. This questionnaire is useful in understanding AHT awareness
with identified aspects among healthcare professionals and other professionals working in child
protection fields. Items and subscales of the AHT awareness questionnaire could act as a
reference guide for future training programmes.‘This two‐stage study aimed to develop and
validate a paediatric abusive head trauma (AHT) awareness questionnaire for healthcare
professionals’Key Practitioner MessagesWe developed and validated a questionnaire to assess
healthcare professionals' awareness of paediatric AHT.This is the first instrument developed to
measure healthcare professionals' awareness of paediatric AHT with acceptable psychometric
properties for use in Taiwan.The questionnaire can be used to understand healthcare
 professionals' awareness of paediatric AHT.This questionnaire may also be used to explore other
professionals' awareness of paediatric AHT and to design related education programmes.

Ylönen, M., et al. (2019). "Congruence between perceived and theoretical knowledge before and after an
internet-based continuing education program about venous leg ulcer nursing care." Nurse Education
Today 83: N.PAG-N.PAG.
Previous research has revealed nurses' knowledge gaps in venous leg ulcer (VLU) nursing care,
and continuing education is needed. The closer nurses' perceived knowledge is to their
evidence-based theoretical knowledge, the better possibilities they have to conduct evidence-
based VLU nursing care. To assess the congruence between nurses' perceived and theoretical
knowledge about VLU nursing care before and after an internet-based education about VLU
nursing care (eVLU). Quasi-experimental study with intervention and comparison groups and
pre- and post-measurements. Home health care in two Finnish municipalities. Nurses (n = 946)
working in home health care were invited to participate. In the intervention group, 239 nurses
and 229 nurses in the comparison group met the inclusion criteria, and they were all recruited to
the study. Nurses were divided into intervention and comparison groups with lottery between
the municipalities. Nurses in both groups took care of patients with VLU according to their
organizations' instructions. In addition to this, nurses in the intervention group received a 6-
week eVLU while those in the comparison group did not. Data were collected with a
questionnaire about perceived and theoretical knowledge before education, at six weeks, and at
10 weeks. The percentages of congruence were calculated at every measurement point, and the
McNemar test was used to detect statistical significance of changes between measurements.
The increase of congruence was more often statistically significant in the intervention group than
in the comparison group. The results support the hypothesis that the congruence between
perceived and theoretical knowledge will be higher among nurses receiving eVLU. Because of
the low participation and drop-outs, the results should be interpreted with caution.

Yoder, S. L. and R. Terhorst 2nd (2012). ""Beam me up, scotty": designing the future of nursing
professional development." Journal of Continuing Education in Nursing 43(10): 456-462.
Experts in nursing education, such as Benner, Sutphen, Leonard, and Day (2010), as well as the
Institute of Medicine report, The Future of Nursing (2011), agree that 21st-century nursing
education must change. However, the focus is often on academic education rather than practice
education. Today's nurses deserve exceptional practice education that is built on 21st-century
learning principles, technologies, and methods as they pursue lifelong, behavior-forming
learning. This requires four key shifts: (1) using synergistic, collaborative, learner-centered
methods; (2) infusing technology into learning and teaching; (3) designing professional
development rooted in instructional design best practices; and (4) performing comprehensive
evaluations of professional development. This article explores the necessity for change and
encourages nursing professional development specialists to boldly go where they have never
gone before. Copyright 2012, SLACK Incorporated.

Yoder, S. L. and I. I. R. Terhorst (2012). "'Beam Me Up, Scotty': Designing the Future of Nursing
Professional Development." Journal of Continuing Education in Nursing 43(10): 456-462.
Experts in nursing education, such as Benner, Sut-phen, Leonard, and Day (2010), as well as the
Institute of Medicine report. The Future of Nursing (2011), agree that 21st-century nursing
education must change. However, the focus is often on academic education rather than practice
education. Today's nurses deserve exceptional practice education that is built on 21st-century
learning principles, technologies, and methods as they pursue lifelong, behavior-forming
 learning. This requires four key shifts: (1) using synergistic, collaborative, learner-centered
methods; (2) infusing technology into learning and teaching; (3) designing professional
development rooted in instructional design best practices; and (4) performing comprehensive
evaluations of professional development. This article explores the necessity for change and
encourages nursing professional development specialists to boldly go where they have never
gone before.

Yoder, S. L. and R. Terhorst, 2nd (2012). ""Beam me up, scotty": designing the future of nursing
professional development." J Contin Educ Nurs 43(10): 456-462.
Experts in nursing education, such as Benner, Sutphen, Leonard, and Day (2010), as well as the
Institute of Medicine report, The Future of Nursing (2011), agree that 21st-century nursing
education must change. However, the focus is often on academic education rather than practice
education. Today's nurses deserve exceptional practice education that is built on 21st-century
learning principles, technologies, and methods as they pursue lifelong, behavior-forming
learning. This requires four key shifts: (1) using synergistic, collaborative, learner-centered
methods; (2) infusing technology into learning and teaching; (3) designing professional
development rooted in instructional design best practices; and (4) performing comprehensive
evaluations of professional development. This article explores the necessity for change and
encourages nursing professional development specialists to boldly go where they have never
gone before.

Yoder, S. L. M. S. N. R. N. and R. I. I. M. A. Terhorst (2012). ""Beam Me Up, Scotty": Designing the Future
of Nursing Professional Development." The Journal of Continuing Education in Nursing 43(10): 456-462.
Experts in nursing education, such as Benner, Sutphen, Leonard, and Day (2010 ), as well as the
Institute of Medicine report, The Future of Nursing (2011 ), agree that 21st-century nursing
education must change. However, the focus is often on academic education rather than practice
education. Today's nurses deserve exceptional practice education that is built on 21st-century
learning principles, technologies, and methods as they pursue lifelong, behavior-forming
learning. This requires four key shifts: (1) using synergistic, collaborative, learner-centered
methods; (2) infusing technology into learning and teaching; (3) designing professional
development rooted in instructional design best practices; and (4) performing comprehensive
evaluations of professional development. This article explores the necessity for change and
encourages nursing professional development specialists to boldly go where they have never
gone before.

Yoon, M. H., et al. (2017). "Medical Students' Professional Development as Educators Revealed Through
Reflections on Their Teaching Following a Students-as-Teachers Course." Teaching & Learning in
Medicine 29(4): 411-419.
Phenomenon: Teaching is an important part of the tri-partite mission of every medical center.
Although teaching often is given lower priority and recognition as opposed to patient care
and/or research, this activity for many physicians in academic medicine ranks second to their
patient care responsibilities. Medical teacher training has traditionally been aimed at faculty and
residents through faculty development initiatives, continuing education for physicians at
professional conferences, formalized degree or certificate programs in education, and residents
as teachers programs. More recently medical schools have developed medical-students-as-
teachers programs, often offered as 4th-year electives, to introduce learners to the theory of
teaching and learning with appropriate application in the clinical setting. Data on learner
outcomes and students' perceptions and experiences in these programs consist mostly of their
 satisfaction after completing such a program. In this article we explore 4th-year medical student
trainees' experiences and emerging self-concepts as educators during a teaching
elective.Approach: The purpose of this project was to explore students' reflections on their
experiences in a 4th-year medical students-as-teachers course in their own words through their
written self-assessment narratives. We used qualitative content analysis to examine 96 trainees'
self-reported, written reflective narratives of how they translated their students-as-teachers
course experience into application by applying newly learned educational theories, instructional
strategies, and feedback skills while teaching novice peers physical diagnosis skills.Findings:
Narratives revealed candid self-assessments and detailed descriptions of their experiences and
what they valued most from the course. Content analysis revealed nine key themes: using
teaching strategies for adult learning, preparing for class, modeling professionalism,
incorporating clinical correlations, exceeding course requirements, giving and receiving
feedback, providing mentoring, creating a positive learning climate, and growing as
educators.Insights: This study's results reveal how learners perceive and translate their
experiences in a teaching course, in terms of incorporating particular knowledge or skills, valuing
or displaying certain professional behaviors, and gaining self-awareness and satisfaction from
teaching experiences. The findings of this study, specifically major themes from self-assessment
narratives, provide us with a better understanding of medical students' developing identities and
emerging professional self-concept as educators, specifically as experienced through a
combination of formal teaching, and applying education theories and strategies. Findings may be
informative from a program evaluation lens but also for faculty development initiatives related
to training medical teachers and the larger landscape of the emerging field of Health Professions
Education.

Yoshimura, M., et al. (2020). "Experiential learning of overnight home care by medical trainees for
professional development: an exploratory study." International Journal of Medical Education 11: 146-
154.
Objectives: In an ageing society, community-based medical education in a home care setting
needs to be developed. Drawing on Kolb's experiential learning theory, this study aimed to
explore the learning processes in overnight home care by medical trainees in terms of their
understanding of terminally ill patients and their conceptualization of themselves as future
physicians. Methods: An overnight home care program in which a trainee had to take care of
terminally ill patients on his/her own under the supervision of a healthcare team was conducted.
Nineteen trainees, including eight medical students and 11 residents, participated in this study.
Text data of reflective reports written after the overnight care were collected and thematically
analyzed. Results: The trainees' learning experiences in the program were categorized into four
stages: predeparture, concrete experience, reflective observation and abstract
conceptualization. Although they had mixed feelings, including anxiety, fear and expectations, at
the predeparture stage, they could be actively involved in providing medical care and daily life
support and in taking care of dying patients at the patients' homes overnight. By reflecting on
their experiences, they gained a sense of achievement and identified the aspects upon which
they should improve as future physicians. Subsequently, based on their reflective observation,
they conceptualized their approaches to home care and the roles/responsibilities of physicians
as healers, which led to professional identity formation. Conclusions: Overnight home care by
medical trainees has the potential as an educational strategy to promote their realistic
understanding of home care and facilitate professional identity formation.

Yoshioka, S., et al. (2014). "Efficacy of the end-of-life nursing care continuing education program for
nurses in general wards in Japan." The American journal of hospice & palliative care 31(5): 513-520.
This study aimed to examine effectiveness of the End-of-life nursing care continuing education
program for general ward nurses. A nonrandomized, before-after trial was conducted. The
program was implemented for 25 nurses. The contents of the program consisted of the family
assessment, general symptom management and practical use of theories and models regarding
end-of-life nursing care. The primary outcome, implementation ability of end-of-life nursing care,
was significantly improved after the program; improvements continued even at 2 months after.
Similar results were obtained for nurses' confidence and knowledge concerning end-of-life
nursing care. As for attitude toward end-of-life care, participants' scores were further elevated
after the program. The participants rated the usefulness of the program as high. The
effectiveness of the program was suggested from these results. In the future, this program
should be widely used for in-service training.

Younes, N. A., et al. (2019). "Engagement of Jordanian Physicians in Continuous Professional

Development: Current Practices, Motivation, and Barriers." International Journal of General Medicine 12:
475-483.
Background: Mandatory relicense of all physicians in Jordan went into effect at the beginning of
May 2018. The bylaw states that all physicians should engage in Continuing Professional
Development (CPD) in order to upgrade their knowledge and maintain competency as a
prerequisite to renew their license every 5 years. The characteristics of effective CPD are
different from one country to another. Jordan has decided to link CPD to mandatory relicense;
however, no research has been done to identify the factors that influence CPD offerings, needs,
practices, experiences, and effectiveness in the healthcare sector in Jordan. This paper reviews
the history of CPD and CME, and the different options to upgrade and improve the competence
of physicians. It explores the current practices, motivation, and barriers for physicians to get
engaged in CPD activities in Jordan. Purpose: The purpose of this research was to provide a
better understanding of the state of CPD in the healthcare sector in Jordan with a view to
informing the development of Jordan’s first CPD framework. The findings of this research will
provide policymakers with baseline information concerning current CPD practices, experiences,
and attitudes of physicians towards CPD, and enablers and contributors to effective CPD in
Jordan. Methods: Stratified clustered self-selected participants that represented physicians
working at all healthcare sectors in Jordan were used in this study. A structured pre-tested self-
reported questionnaire was used to collect the data. A total of 457 physicians were included in
the sample according to one-proportion sample size calculation method, and they were
distributed among the healthcare sectors based on their shared proportions. Conclusion:
Despite considerable evidence supporting the role of CPD in maintaining competency of
physicians, participating in CPD activities in Jordan is compromised by lack of mandatory laws
and barriers related to staff shortage, heavy workload, limited funds, lack of time, and cost.
Personal interests and career progression are the top motivators for CPD. Most Jordanian
physicians are interested in CPD activities related to health/medical informatics and enhancing
their skills in evidence-informed practice. We recommend that future interventions and health
policy directions should be informed by these findings in order to optimize uptake of CPD
programs in Jordan.

Young, Y., et al. (1996). "Continuing education for public health medicine - Is it just another paper
exercise?" Journal of Public Health Medicine 18(3): 357-363.
In 1993 the Conference of Royal Colleges and their Faculties called for its members to develop
formalized continuing medical education (CME) programmes. Most colleges have adopted a
 narrow definition of CME and a mechanistic approach to monitoring participation. The Faculty of
Public Health Medicine has responded differently by initiating a broader model of continuing
professional development (CPD) which emphasizes the individual nature of continuing
education. This paper explores the rationale behind this decision. Recent systematic reviews of
the effectiveness of CME have demonstrated the need for relevance in any continuing education
activity. This means relevance not only to learning needs but also to current work and the
applicability of the knowledge. However, the effectiveness of traditional CME for all doctors and
particularly public health physicians remains to be established. Thus the Faculty has moved
towards a wider context of learning in the form of CPD incorporating an evaluative approach and
aspects of adult learning theory. There remains a need for the links between audit and
continuing education to be strengthened.

Young, Y., et al. (1996). "Continuing education for public health medicine--is it just another paper
exercise?" J Public Health Med 18(3): 357-363.
In 1993 the Conference of Royal Colleges and their Faculties called for its members to develop
formalized continuing medical education (CME) programmes. Most colleges have adopted a
narrow definition of CME and a mechanistic approach to monitoring participation. The Faculty of
Public Health Medicine has responded differently by initiating a broader model of continuing
professional development (CPD) which emphasizes the individual nature of continuing
education. This paper explores the rationale behind this decision. Recent systematic reviews of
the effectiveness of CME have demonstrated the need for relevance in any continuing education
activity. This means relevance not only to learning needs but also to current work and the
applicability of the knowledge. However, the effectiveness of traditional CME for all doctors and
particularly public health physicians remains to be established. Thus the Faculty has moved
towards a wider context of learning in the form of CPD incorporating an evaluative approach and
aspects of adult learning theory. There remains a need for the links between audit and
continuing education to be strengthened.

Youssef, N., et al. (2022). "Development, Validity, and Reliability of the Perceived Telemedicine
Importance, Disadvantages, and Barriers (PTIDB) Questionnaire for Egyptian Healthcare Professionals."
International Journal of Environmental Research and Public Health 19(19): 12678.
Background: This study aimed to develop and investigate the psychometric properties of the
Perceived Telemedicine Importance, Disadvantages, and Barriers (PTIDB) questionnaire for
healthcare professionals (HCPs) in Egypt. This study was conducted in three phases: (1)
development of the questionnaire, (2) preliminary testing of the questionnaire, and (3)
investigation of its validity and reliability using a large survey. Methods: A cross-sectional survey
was conducted over two months. A convenience sample of 691 HCPs and clerks from 22
governorates accessed the online survey. The construct validity was assessed using exploratory
factor analysis (EFA), confirmatory factor analysis (CFA), and internal reliability. Results: The
initial Eigenvalues showed that all 19 items of the questionnaire explained 56.0% of the variance
in three factors. For Factor 1 (importance), eight items were loaded on one factor, with factor
loading ranging from 0.61 to 0.78. For Factor 2 (disadvantages), seven items were loaded on one
factor with factor loading ranging from 0.60 to 0.79. For Factor 3 (barriers), four items were
loaded on one factor, with factor loading ranging from 0.60 to 0.86. The CFA showed that All
loadings ranged from 0.4 to 1.0, with CFI = 0.93 and RMSEA = 0.061. All the factors had
satisfactory reliability; 0.87 for ‘‘Importance’’, 0.82 for ‘‘Disadvantages’’, and 0.79 for ‘‘Barriers’’.
Conclusion: The PTIDB questionnaire has an acceptable level of validity and internal consistency,
at a readability level of 12th grade. The retest reliability, however, still needs to be tested.
Yu, K.-H., et al. (2015). "Transnational Contexts for Professional Identity Development in Accounting."
Organization Studies 36(11): 1577.
Global expansion in the boundaries of professional work, the introduction of managerial
concepts and thinking, and changes in the organizational form of professional service firms all
impact the process by which professionals come to identify with their profession. The focus of
this paper is on transnational professional careers and professional identity development, which
remain an under-researched aspect of how globalization affects the professions. Based on
original survey data from Australia, we chart the influence of social and organizational contexts
on professional identity development for migrant and local accounting professionals respectively.
Findings suggest that unlike the "boundaryless" opportunities associated with globe-trotting
professionals, the majority of professional migrants are significantly constrained by the
organizational and inter-subjective settings in which they work. Theoretically, we extend the
concept of professional identity development to include not only formative early career
experiences, but also large institutional jolts such as those provided by migration. Findings also
help expand current understandings of organizations as sites of professionalization by shedding
light on their impact on transnational careers.

Yuen, F. (1991). "Continuing nursing education: some issues." Journal of Advanced Nursing (Wiley-
Blackwell) 16(10): 1233-1237.
In nursing, a commitment to continuing education appears to be a relatively new concept. There
have always been nurses who are continuing learners throughout their professional lives. Too
often, this is incidental, rather than planned. There appears to be a need to re-examine current
approach in continuing nursing education.

Yuen, F. (1993). "Professional nursing development: a note on leadership and team." Journal of Nursing
Management 1(2): 69-73.
It is difficult to understand properly the characteristics and problems of professional
development in nursing without reference to the clinical settings in which nursing exists. This
exploratory study, using case study methodology, attempts to determine important aspects of
that context, with particular focus on the roles of the nurse unit managers who appear to be
influential on the way professional nursing development is perceived in nursing. An emerging
picture from this study which requires rigorous conceptual analysis is leadership and the notion
of team. It is particularly evident in this study that a delicate interplay appeared between the
style of leadership by the Nurse Unit Manager and the context in which a team environment was
provided.

Yvonne Wengström, o. and d. Marieanne Ekedahl (2006). "Research Article: The art of professional
development and caring in cancer nursing." Nursing and Health Sciences 8(1): 20-26.
The impetus for this qualitative study was the premise expressed by lay people that nursing
terminally ill cancer patients must be depressing and difficult to cope with. Its focus was nurses'
stress and coping strategies, both secular and religious. Data was collected using a narrative life-
story approach, and then Lazaruz and Folkman's coping theory and Pargament's theory on the
psychology of religion were used during the analysis of the data. Several factors were identified,
related to the individual and group levels, that influence a nurse's identity and professional
development. A person's life orientation was suggested as a first concept for developing a
professional paradigm that includes caritas as a main orienting factor. Directed by the nurse's
secular and religious orientation, competence develops, making it possible to understand,
 analyze, manage, and appreciate the significance of the professional work of caring.
[PUBLICATION ABSTRACT]

Zaghab, R. W., et al. (2015). "Online Continuing Education for Health Professionals: Does Sticky Design
Promote Practice-Relevance?" Electronic Journal of e-Learning 13(6): 466-474.
Online continuing education (CE) holds promise as an effective method for rapid dissemination
of emerging evidence-based practices in health care. Yet, the field of CE continues to develop
and delivery is predominately face-to-face programs. Practice-oriented online educational
methods and e-learning platforms are not fully utilized. Educational theorists suggest an
experiential approach to CE consistent with adult learning theory. A compelling question
remains: Can online asynchronous CE programming prepare health care providers in delivering
higher-level practice competencies?. To address this question, the authors have identified seven
composite "sticky" factors that have been critical to the engagement of learners and the creation
and delivery of practice-oriented online educational programs (Zaghab et al, 2015). The sticky
factors are based in knowledge management (Nonaka, 1994; Szulanski, 2002) and adult
education or andragogy (Knowles, 1970; 1984). In this paper, sticky factors are mapped to Moore
and colleagues' (2009) higher level learning outcomes in health care CE. Data are presented on
learner reported practice-related outcomes in a selection of online CE courses on the CIPS
Knowledge Enterprise™ portal with the University of Maryland School of Pharmacy's Center for
Innovative Pharmacy Solutions (CIPS). A dynamic, adaptive e-learning environment built by
technology partner, Connect for Education, Inc., provides the innovative platform and the
Acclaim! interactive learning technology. This technology-instructional partnership is dedicated
to an iterative continuous improvement process called the Learner Stewardship Cycle (Zaghab et
al, 2015). The cycle improves stickiness and learner engagement in order to achieve highe-level
learning outcomes in CE. Findings suggest that of the 769 learners successfully completing an
online course with two or more sticky design segments, the majority report reaching level 4, 5
and 6 learning competencies. Learners from the professions of pharmacy, nursing, medicine, and
other health decision makers also found the courses relevant, easy to use and evidence-based.

Zahid, A., et al. (2018). "Coaching Experts: Applications to Surgeons and Continuing Professional
Development." Surgical Innovation 25(1): 77-80.
Surgery is a science and an art, which is mastered through years of training and refined by the
accumulation of individual experience and preference. Continuing professional development
(CPD) is a concept that emphasizes a self-directed approach to education. Coaching is a process
that leads to increased utilization of a person’s current skills and resources without counselling
or advising. Coaching in surgery could be used to facilitate and optimize feedback and reflection,
thus enhancing performance and outcomes through elite performance of an operative
procedure. Therefore, it can be applied under the umbrella of CPD. Ultimately also emphasizing
that better quality surgery is not necessarily purely based on technical outcomes, it is a
combination of both technical and nontechnical practice. Coaching of surgeons is a conceptually
formidable tool in the successful implementation of effective CPD programs. CPD currently
provides an opportunity for surgeons to gain access to constantly evolving medical knowledge
and technique; however, there is no accountability to its understanding or implementation.
Coaches have the potential to provide confidential appraisal and feedback in a constructive
approach with the aim to eliminate any barriers to the transfer of technique and knowledge.

Zainuldin, R. and H. Y. Tan (2021). "Development of entrustable professional activities for a

physiotherapy undergraduate programme in Singapore." Physiotherapy 112: 64-71.
 The concept of entrustable professional activities (EPAs) as an assessment framework is new to
undergraduate physiotherapy training in Singapore. The physiotherapy community was tasked to
develop EPAs to reflect the core professional activities of an entry-level physiotherapist for its
undergraduate programme. A qualitative participatory approach was used to develop entry-level
EPAs for undergraduate physiotherapy students. Four phases occurred; (1) formation and
training of the EPA writing workgroup from different sectors of the physiotherapy industry in
Singapore; (2) conceptualization of the framework; (3) writing EPAs and; (4) iteration of EPAs
through reflection, revision and consensus building. Five core activities were identified for
undergraduate physiotherapy students to perform upon graduation and were developed into
entry-level EPAs. These entry-level EPAs were subsequently termed as core EPAs to reflect the
core practices expected at entry level across specialties and sectors in Singapore. These EPAs
were mapped to five competency domains and 12 competency descriptors. The sources of
information to support entrustment decisions were (1) short practice observation, (2)
entrustment-based discussion and (3) case notes evaluation. Remote supervision was selected as
the level of entrustment that physiotherapy students must attain at graduation. The
development of EPAs utilized a ground-up and cross-sector approach to define entry-level EPAs
as core physiotherapy activities expected to be performed and assessed during clinical training
by undergraduate physiotherapy students. Future research is needed to validate the use of EPAs
as an assessment framework for undergraduate physiotherapy education.

Zarei, M., et al. (2022). "The role of continuing medical education programs in promoting iranian nurses,
competency toward non-communicable diseases, a qualitative content analysis study." BMC Medical
Education 22: 1-14.
Background Continuing medical education is essential for nurses to provide quality patient care
and upgrade their professional skills and competence. The need for continuing medical
education (CME) has become more apparent in the face of advances in medical science, the
ever-changing healthcare system, and nurses’ vital role in improving health care. It is, therefore,
imperative to explore the nurses’ experience of CME courses and the extent to which such
programs are effective. Objective The present qualitative study aimed to explore and describe
nurses’ experiences of the effect of CE programs in promoting their competencies toward non-
communicable diseases. Methods This qualitative content analysis study was conducted from
December 2019 to April 2020 at various hospitals affiliated to Shiraz University of Medical
Sciences (Shiraz, Iran) and based on the principles of conventional content analysis. The target
population was nurses who actively worked in the chronic wards of these hospitals. The
participants were selected using maximum variation sampling, including nine nursing managers,
education and clinical supervisors, and staff nurses. Data were collected through individual, face-
to-face, semi-structured interviews guided by an interview guide, and data collection continued
until data saturation was achieved. Each interview took about 30–45 min. Follow up questions
were used for clarification when needed. Data trustworthiness was assessed according to the
criteria proposed by Guba and Lincoln. Results Analysis of the interview data resulted in 230
primary codes, based on 8 categories, and three themes were identified. The extracted themes
were gaps in the planning of the CME program, problematic context, and training to improve
professional skills and competency. The associated categories were gaps in the planning of the
CME program, problematic context, and training to improve professional skills and competency.
Conclusion Professional competence and performance of nurses can be improved through
intrinsic motivation stimulation, planning, and implementation of training programs based on
professional needs and effective assessment of the teaching/learning process.
Zaver, F., et al. (2021). "Professional development during a pandemic: a live virtual conference for
emergency medicine chief residents." Canadian Journal of Emergency Medicine 23(5): 696-699.
Limited professional development training exists for chief residents. The available training uses
in-person lectures and workshops at annual national conferences. The COVID-19 pandemic
prevented most in-person gatherings in 2020, including pivotal onboarding and training events
for new chief residents. However, for the last five years, Academic Life in Emergency Medicine’s
Chief Resident Incubator conducted year-long remote training programs, creating virtual
communities of practice for chief residents in emergency medicine (EM). As prior leaders and
alumni from the Incubator, we sought to respond to the limitations presented by the pandemic
and create an onboarding event to provide foundational knowledge for incoming chief residents.
We developed a half-day virtual conference, whereupon 219 EM chief residents enrolled. An
effective professional development experience is feasible and scalable using online
videoconferencing technologies, especially if constructed with content expertise, psychological
safety, and production design in mind.

Zaver, F., et al. (2018). "P165: A Non-hierarchical mentorship model for professional development." CJEM
: Journal of the Canadian Association of Emergency Physicians 20(S1): S116.
Introduction: Mentorship is an essential component of professional development and benefits
include increased career satisfaction, scholarship, and efficiency of academic promotion. The
Mastermind group, a collaborative, network-based model for mentorship has gained popularity
in the business world. It comprises of a group of colleagues that provide mentorship and career
advice for each other through regularly scheduled meetings. The group benefits from the
combined intelligence and accumulated experience of the participants, who may be at different
career stages. Methods: Academic Life in Emergency Medicine (ALiEM; www.aliem.com), a
digital health professions education organization, conducted two Mastermind groups for 14
team members in 2017. The groups included all levels of academic rank from full professor to
instructors, and represented 14 different medical schools in North America. Each Mastermind
group completed a self-assessment summarizing their professional strengths and weaknesses,
two homework assignments, and two 90-minute videoconference meetings, using a structured,
moderator-facilitated format. Meetings were conducted on Google Hangouts on Air© (Google
Inc.). In the initial group meeting, participants discussed their self-assessments, current projects,
and career challenges. The second meeting allowed discussion of suggested professional
development resources for each participant, actionable next steps, and an accountability
timeline for each participant. The free, cloud-based platforms and voluntary basis for the
Mastermind groups resulted in a zero-cost innovation. Results: In a post-intervention survey, the
14 participants rated the experience as 9.4/10 (response rate 100%) using a Likert scale. In a
quasi-experimental analysis participants cited the need for career advice or assistance with a
project as their reason for participating. Participants received specific resource
recommendations during the sessions, including books, training courses, or conferences.
Contacts outside the group for additional mentorship were made possible given the breadth of
networks among the participants. All participants had at least one identifiable next step with
accountability to the group. Overall, the participants described a synergy of energy, commitment
to one anothers longitudinal success, and benefit from the diverse range of talent and expertise
in the group. Many of the members discussed plans to replicate this mentorship model at their
own institutions. Conclusion: Our experiences suggest that the Mastermind conceptual
framework is an easily replicated, feasible, zero-cost, and effective model for professional
development. Though the model was originally proposed as a method for in-person discussions,
we report a more modern, online experience for professional development in our diverse,
 globally-distributed team.

Zhang, H. (2015). "Applied effect of constructivist learning theory in continuing education and training of
nurses." Chinese Nursing Research 29(9C): 3408-3409.

Zhang, H. (2022). "Application of Psychological Contract Theory in Mental Health and Professional
Development of University Teachers." Journal of Environmental & Public Health: 1-8.
Mental health is an important element of human public health. To investigate the respective
causes of and the relationship between effort-reward imbalance and psychological anxiety of
university teachers, the author, after making a targeted survey of more than 2000 questionnaires
and conducting statistics and analysis of the survey data, discovers that the effort-reward
imbalance has a significant effect on the anxiety of university teachers and meanwhile, effort-
reward imbalance will indirectly affect the anxiety of university teachers through the breach of
psychological contracts and thus directly affect the mental health of university teachers. To solve
this problem, the author takes advantage of the psychological contract theory and designs a
mental health improvement system for university teachers, that is, to pay more attention to the
feeling of effort-reward balance of young university teachers, to give more care and help to
teachers who have imbalance feelings, to take the maintenance of psychological contracts as an
important starting point of the ideological work of young teachers in universities, and so on.
Through the implementation of relevant systems, colleges and universities have effectively
strengthened their ability to fulfill contracts, established convenient and unobstructed
communication channels, prevented breach of psychological contracts of teachers, and
prevented teachers from working at high exhaustion at the cost of their physical and mental
health, which can finally improve the job satisfaction and professional development of university
teachers and enable them to be devoted to higher education in better health.

Zhang, K. and S. Zhuang (2016). "Study on application of SWOT model for analysis of community nurses'
standardized continuing education and training." Chinese Nursing Research 30(5A): 1600-1602.
It systematically analyzed the internal environment (advantages, disadvantages) and external
conditions (opportunities and risks) of the community nursing standardized training in the new
period by using SWOT analysis method. And it put forward the sustainable development strategy
of community nursing standardized training, including the establishment and improvement of
the community nursing continuing education management system, and active construction of
new model of continuing education and training for community nurses, establish a
comprehensive and systematic continuing education quality evaluation system and optimising
the continue education and training methods and approaches. It aimed to provide theoretical
bas for community nursing standardized training.

Zhengnan, Q. (2022). "On the Professional Development Environment of Young Teachers in the Series of
Quality Education in Colleges and Universities." Journal of Environmental and Public Health 2022.
With the changes of the times, China has made remarkable achievements in economic, political,
social, cultural, and education can improve the comprehensive quality of the people, enhancing
the country’s comprehensive national strength and international competitiveness effect. China
has importance to education, and in recent years has increased its investment in education.
Higher education undertakes important functions such as cultivating talents, scientific research,
and serving the society. It is an indispensable part of the education system, and these are closely
related to the teaching staff of colleges. The development of quality education is an inevitable
choice to promote it, an important way to implement it with morality, and promoting it of
 national governance capabilities. At present, there are four major problems in quality education
in colleges: the marginalization of status, fuzzy goals, segmentation of content, and isolation of
development paths. It is important to study and explore new ideas and strategies for promoting
quality education. Nowadays, colleges are no longer the “ivory towers” of the past, and the
construction of college teachers has also undergone many changes compared with the past. The
topics and discussions about college teachers are increasing day by day, and the problems and
confusion exposed to them have also aroused the attention of the society. Young teachers are
the fresh blood of college teachers and the future of our country. It is particularly meaningful to
study and understand the current professional development of these groups. The research
object is the young teachers in colleges. Through the literature research method, it analyzes the
status of the professional quality education in colleges, understands the problems existing in
their professional development, analyzes the reasons, and puts forward corresponding
countermeasures. It helps for the career development of the whole group of young teachers in
colleges in order to improve the current situation, seek better development for young teachers
in colleges, and also provide a reference for promoting quality education in colleges.

Zhou, W., et al. (2022). "Development of entrustable professional activities for advanced practice nurses
education." Nurse Education Today 116: N.PAG-N.PAG.
Entrustable professional activity (EPA) framework has gained popularity within competency-
based healthcare education programmes across disciplines, professions, and countries. As
opposed to traditional time-based approach, EPAs bridge the gaps between competency
framework and clinical practice, however, limited information on nursing EPAs highlights a need
to develop EPAs specific to graduate nursing education to promote patient safety and quality
patient care. This paper described comprehensively the four-stage approach used to develop
and pilot test a set of core EPAs for advanced practice nurse (APN) education. The four-stage
approach used to develop and pilot the EPAs included: 1) team formation, 2) development of
conceptual framework, 3) identifying and reviewing core EPAs, and 4) pilot testing the EPAs. Post
pilot test and surveys were conducted for the EPA developers, APN preceptors and interns to
explore their perceptions and experiences using the EPAs. A framework of nine core EPAs was
developed for APN education, including: 1) perform an initial assessment and formulate
management plans, 2) manage follow-up care for a clinical encounter, 3) plan, perform and
evaluate care procedures, 4) recognise and manage patients requiring urgent care, 5) manage
care transitions within and between health care organisations, 6) recognise and manage
pharmacological needs of patients, 7) collaborate with patients, families, and community to
improve health through disease prevention and health promotion, 8) participate in health
quality improvement initiative, and 9) develop self and others for professional practice. Despite
the stakeholders having generally positive attitudes towards the use of EPAs, it has its
drawbacks. More research is needed to examine the psychometric properties of the EPA
assessment tools and evaluate the effectiveness of EPAs in graduate nursing education.
Additionally, the described set of core APN EPAs needs more refinement and rigorous testing
before it can be implemented on a larger scale.

Zillén, P. A. (1976). "Continuing education." International dental journal 26(1): UNKNOWN.

The greatest fault in current dental education is that for many dentists education ceases with
graduation. It should instead be a lifetime process beginning with the undergraduate course and
progressing through clinical experience alternating with continuing education. The ultimate
objective should be good oral health for the population but in many cases the service provided
falls short of the ideal taught at dental school. Education alone will not solve this problem. Other
 factors such as job satisfaction, pay and superannuation, general policy and the organization of
the individual surgery play a part. Planning of continuing education should start with a
comparative analysis of dental care as it is and as one would like it to be. At the undergraduate
level the concentration must be on theoretical knowledge and the practice of clinical skills.
Growing clinical experience will develop these skills and will also give rise to new feelings about
work, patients and the world around. Continuing education must update the dentist's theoretical
knowledge which is then advanced at collective sessions. Although voluntary, more than 20 per
cent of all private dentists in Sweden are currently taking part in this programme.

Zimmerman, P. A., et al. (2018). "From novice to expert, and the in-between: A narrative of the evolution
of a novel reflective professional development mentoring program." Infection, Disease and Health 23:
S5-S6.
Introduction: Mentoring has been identified in the literature as a means of supporting the
professional development of nurses and other healthcare professionals from novice to expert.
The setting for most mentoring studies has been conducted in nursing faculties aiming to help
the transition of new nurse educators or graduate nurses. There are no mentoring studies
reported in an Infection Control setting. The aim of this report is to provide a narrative of the use
and evolution of a structured professional development and mentoring model incorporating a
reflective tool to facilitate novice infection prevention and control professionals to become
experts within the infection control department of a large tertiary facility. Methods: A
professional development program (PDP) was developed for new staff members to facilitate
acquisition of knowledge and development of skills essential to their role. The structure of this
program evolved in response to the demonstrated needs of participants to include a mentor-
guided professional development and mentoring program (PDMP) in accordance with a
framework using critical reflection, goal setting and mentor feedback. The program spanned a
period of six-months with weekly assessments of the mentee’s progress towards the self-
identified goals. Results: Staff who participated in the PDMP informally reported positive growth
both personally and professionally in infection control. Their feedback corroborated the findings
from the measurable outcomes used to demonstrate their progress. Conclusion: This pilot
program has scope for replication in other healthcare settings and will aid in succession
planning, a critical need in nursing and more specifically, infection control.

Zorek, J. A., et al. (2011). "Guest speakers in a professional development seminar series." American
Journal of Pharmaceutical Education 75(2): 28.
To evaluate the impact guest speakers have on student development in a professional
development seminar series. Over a 5-semester period, presentations were given by 18 guest
speakers as part of a professional development seminar series. A 28-item survey instrument was
constructed and administered to 68 students to assess the impact of the guest speakers on the
students' professional development. Forty-six (68%) students completed the survey instrument,
and the results demonstrated the value of the guest speakers, most notably in the areas of
career development and professional responsibility. Exposing pharmacy students to guest
speakers from varied pharmacy career paths positively impacted students' knowledge of career
options and professional development.

Zorek, J. A. B. A., et al. (2011). "Guest Speakers in a Professional Development Seminar Series." American
Journal of Pharmaceutical Education 75(2): 1-28.
To evaluate the impact guest speakers have on student development in a professional
development seminar series. Over a 5-semester period, presentations were given by 18 guest
 speakers as part of a professional development seminar series. A 28-item survey instrument was
constructed and administered to 68 students to assess the impact of the guest speakers on the
students' professional development. Forty-six (68%) students completed the survey instrument,
and the results demonstrated the value of the guest speakers, most notably in the areas of
career development and professional responsibility. Exposing pharmacy students to guest
speakers from varied pharmacy career paths positively impacted students' knowledge of career
options and professional development.

Zou, Y., et al. (2023). "Professional development needs and decision-making of new graduate
physiotherapists within Australian private practice settings." Physiotherapy Theory and Practice 39(2):
317-327.
IntroductionProfessional development contributes to new graduate health professionals’
transition into the workplace. Current literature indicates that new graduate physiotherapists are
often underprepared to work within private practice settings, however little is known of their
professional development needs to facilitate their transition.ObjectivesThis study aimed to
understand new graduate physiotherapists’ perceived needs and decision-making for
professional development within private practice settings.MethodsThis study used a qualitative
interpretative phenomenological approach. A sample of new graduate physiotherapists
employed within private practice settings (n = 14) participated in semi-structured telephone
interviews, after being selected through convenience and randomized sampling. Interview data
was subject to thematic analysis.ResultsFour key themes emerged from the data: 1) practical and
commercial relevance; 2) influence of self and others in decision-making; 3) professional
development as a social construct; and 4) access is critical.ConclusionNew graduate
physiotherapists expressed needs for practically and clinically relevant professional development
within formal and informal settings, and this extended to non-clinical skills specific to private
practice. Their decision-making was shaped by social influences and perceived barriers to access.
This study has identified implications for employers and professional development providers to
support and cater to new graduate physiotherapists’ perceived needs for professional
development, which may facilitate their transition into private practice.

Zousmer, S., et al. (2023). "School-Based Physical Therapists' Perceptions about Becoming Effective
Practitioners through Professional Development." Physical & occupational therapy in pediatrics: 1-19.
AIMS: The aims of this study were to explore perceptions of school-based physical therapists
(SBPTs) about professional development and effective practice and to create a conceptual
framework to help understand how SBPTs become effective practitioners who continue to learn
and grow professionally as clinicians in an educational setting. METHODS: Twenty school-based
physical therapists completed a demographic questionnaire and a semi-structured interview.
Guiding interview questions focused on SBPTs' perceptions of roles and responsibilities,
professional development, barriers, and recommendations. RESULTS: Participants identified roles
and personal qualities of effective SBPTs. Three concepts for the process of professional
development were developed: educational context and culture, barriers to effective practice,
and strategies for professional development. CONCLUSION: The development of effective
practice for SBPTs is a multifaceted, iterative process involving a unique set of knowledge, skills,
and behaviors that allow them to fulfill their roles. The process takes time and effort to
understand the self within the educational context and culture, recognize barriers to effective
practice, and develop strategies for success. A conceptual framework was developed to assist
SBPTs in implementing a plan for professional development that leads to effectively providing
services to students and functioning as essential members of the educational team.