Reframing professional development for first-line nurses.
Within a context of healthcare restructuring and a shift toward individualized continuing competency in Canada, this inductive, narrative inquiry explored positive learning experiences of first-line acute care nurses. The written stories of eight self-selected participants were collected and unstructured follow-up interviews were conducted. The stories and interview transcripts were examined using categorical-content and holistic-form analysis, and analyzed in light of literature relating to adult education and professional development in nursing. Emergent themes included life-changing learning and learning through one's own, and other's, experiences. The findings highlight the need to re-frame professional development for nurses in Canada, specifically by valuing and utilizing shared workplace experiences.
Jantzen
Darlaine
D
University of Alberta, Edmonton, Alberta. jantzend@camosun.bc.ca
D001291:Attitude of Health Personnel; D004509:Education, Nursing, Continuing / Q000458:organization & administration*; D005260:Female; D005500:Follow-Up Studies; D006272:Health Facility Environment / Q000458:organization & administration; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007400:Interprofessional Relations; D019300:Medical Errors / Q000451:nursing / Q000523:psychology; D033262:Narration; D015404:Nursing Methodology Research; D009741:Nursing Staff, Hospital / Q000193:education / Q000523:psychology; D015279:Organizational Culture; D018794:Problem-Based Learning; D011361:Professional Competence; D020377:Self Efficacy; D013192:Staff Development / Q000458:organization & administration*; D011795:Surveys and Questionnaires