An evaluation of CPD learning and impact upon positive practice change.
This paper explores positive practice change in nursing and health care practice following continuing professional development (CPD). It is derived from a commissioned evaluation study within the United Kingdom (UK). Evaluation data was gathered using semi structured discussions with CPD participants, a convenience sample of line managers and University module leaders. Findings suggest that professional peer attitudes and support, when harnessed effectively in the practice setting, strongly enhance positive change. Conversely a lack of engagement with practice peers, a lack of strategic support and not knowing how to access support hinder change. The study found that learning need was often explored through personal development planning and appraisal, however there was little systematic follow up, review and support following learning. Interestingly the individual personal drive and enthusiasm of practitioners was perceived as the strongest factor helping practice change, while policy drivers and national health targets were secondary. Possible strategies to enhance positive practice change are explored.
Director Centre for Nursing and Midwifery Research, University of Salford, School of Nursing, Salford M6 6PU, United Kingdom. n.lee@salford.ac.uk
Nancy-Jane
NJ
Lee
D002983:Clinical Competence; D003479:Curriculum; D004509:Education, Nursing, Continuing / Q000379:methods*; D004522:Educational Status; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007857:Leadership; D007858:Learning; D009862:Online Systems; D010379:Peer Group; D036301:Qualitative Research; D013663:Teaching; D006113:United Kingdom