Gould Dinah, Drey Nicholas, Berridge Emma-Jane
St Bartholomew's School of Nursing and Midwifery, 20 Street Bartholomew's Close, City University, London EC1 A7QN, United Kingdom.
Nurse Educ Today. 2007 Aug;27(6):602-9. doi: 10.1016/j.nedt.2006.08.021. Epub 2006 Nov 15.
Continuing professional development is regarded as part of the nursing role in the National Health Service. Health policy in the United Kingdom is built on the assumption that nurses' roles can be extended through continuing professional development which is also considered to be a key factor in nursing retention. Previous research has considered the provision of learning mainly from the perspective of managers and education providers. The purpose of this paper is to explore nurses' experiences of continuing professional development. The results presented in this paper form part of a larger survey (n=451, response rate=64.9%) designed to examine opportunities for continuing professional development and factors encouraging and discouraging uptake. An unexpectedly high number of respondents (n=125, 27.7%) commented extensively on their personal experiences of continuing professional development. These comments were analysed inductively. Five main themes emerged: who and what is continuing professional development for?; accessing continuing professional development; one size does not fit all; managing work, life and doing continuing professional development; and making the best of continuing professional development. Most responses were positive, but the demands of taking courses were perceived to encroach on life outside work, especially the need to complete lengthy assignments. Managers were perceived to operate as the gatekeepers to course admission and opportunities to implement new knowledge and expertise. No comments were received concerning the role of education staff in continuing professional development.
持续专业发展在国民医疗服务体系中被视为护士职责的一部分。英国的卫生政策基于这样一种假设，即护士的职责可以通过持续专业发展得到扩展，而持续专业发展也被认为是留住护士的关键因素。以往的研究主要从管理者和教育提供者的角度考虑学习的提供情况。本文的目的是探讨护士在持续专业发展方面的经历。本文呈现的结果是一项更大规模调查（n = 451，回复率 = 64.9%）的一部分，该调查旨在研究持续专业发展的机会以及鼓励和阻碍参与的因素。数量出乎意料多的受访者（n = 125，27.7%）广泛评论了他们在持续专业发展方面的个人经历。对这些评论进行了归纳分析。出现了五个主要主题：持续专业发展是为了谁以及什么？；获得持续专业发展；一刀切并不适用；管理工作、生活与进行持续专业发展；以及充分利用持续专业发展。大多数回复是积极的，但人们认为参加课程的要求侵犯了工作之外的生活，尤其是完成冗长作业的需要。管理者被视为课程准入以及实施新知识和专业技能机会的把关人。未收到关于教育人员在持续专业发展中作用的评论。
