Factors associated with the effectiveness of continuing education in long-term care.
OBJECTIVE
This article examines factors within the long-term-care work environment that impact the effectiveness of continuing education.


METHODS
In Study 1, focus group interviews were conducted with staff and management from urban and rural long-term-care facilities in southwestern Ontario to identify their perceptions of the workplace factors that affect transfer of learning into practice. Thirty-five people were interviewed across six focus groups. In Study 2, a Delphi technique was used to refine our list of factors. Consensus was achieved in two survey rounds involving 30 and 27 participants, respectively.


RESULTS
Management support was identified as the most important factor impacting the effectiveness of continuing education. Other factors included resources (staff, funding, space) and the need for ongoing expert support.


CONCLUSIONS
Organizational support is necessary for continuing education programs to be effective and ongoing expert support is needed to enable and reinforce learning.
Stolee
Paul
P
Southwestern Ontario Regional Geriatric Program, c/o St. Joseph's Health Care London, 801 Commissioners Road East, London, Ontario N6C 5J1, Canada. paul.stolee@sjhc.london.on.ca
Esbaugh
Jacquelin
J
Aylward
Sandra
S
Cathers
Tamzin
T
Harvey
David P
DP
Hillier
Loretta M
LM
Keat
Nancy
N
Feightner
John W
JW
D003697:Delphi Technique; D004496:Education, Continuing; D017144:Focus Groups; D008134:Long-Term Care; D015397:Program Evaluation