College of Pharmacy, QU Health, Qatar University, Doha, Qatar.
BMC Med Educ. 2024 Sep 20;24(1):1031. doi: 10.1186/s12909-024-06016-7.
Continuing professional development (CPD) is an approach for health professionals to preserve and expand their knowledge, skills, and performance, and can contribute to improving delivery of care. However, evidence indicates that simply delivering CPD activities to health professionals does not lead to a change in practice. This review aimed to collate, summarize, and categorize the literature that reported the views and experiences of health professionals on implementing into practice their learning from CPD activities.
This review was guided by the Joanna Briggs Institute Reviewers' Manual methodology for scoping reviews. Three databases, PubMed, Embase and Cumulative Index to Nursing and Allied Health Literature (CINAHL), were systematically searched in February 2023 for articles published since inception. Two independent reviewers screened the articles against the inclusion criteria, and completed the data extraction. Data were summarized quantitatively, and the findings relating to views and experiences were categorized into challenges and facilitators.
Thirteen articles were included. Implementation of learning was not the primary focus in the majority of studies. Studies were published between 2008-2022; the majority were conducted in North America and nurses were the most common stakeholder group among Healthcare Professionals (HCPs). Five studies adopted qualitative methods, four quantitative studies, and four mixed-methods studies. The reported barriers of implementation included lack of time and human resource; the facilitators included the nature of the training, course content and opportunity for communal learning.
This review highlights a gap in the literature. Available studies indicate some barriers for health professionals to implement their learning from CPD activities into their practice. Further studies, underpinned with appropriate theory and including all relevent stakeholders are required to investigate strategies that may facilitate the integration of learning from CPD into routine practice.
继续专业发展（CPD）是一种使卫生专业人员保持和扩大其知识、技能和绩效的方法，有助于改善护理服务的提供。然而，有证据表明，仅仅向卫生专业人员提供 CPD 活动并不能导致实践的改变。本综述旨在收集、总结和分类报告卫生专业人员对将从 CPD 活动中学到的知识应用于实践的观点和经验的文献。
本综述遵循乔安娜·布里格斯研究所综述手册方法进行范围综述。2023 年 2 月，在 PubMed、Embase 和 Cumulative Index to Nursing and Allied Health Literature（CINAHL）三个数据库中系统地搜索了自成立以来发表的文章。两名独立评审员根据纳入标准筛选文章，并完成数据提取。数据以定量方式进行总结，并将与观点和经验相关的发现分类为挑战和促进因素。
共纳入 13 篇文章。在大多数研究中，学习的实施并不是主要焦点。研究发表于 2008 年至 2022 年之间；大多数研究在美国进行，护士是医疗保健专业人员（HCPs）中最常见的利益相关者群体。五项研究采用了定性方法，四项定量研究，四项混合方法研究。报告的实施障碍包括缺乏时间和人力资源；促进因素包括培训的性质、课程内容和共同学习的机会。
本综述突出了文献中的一个空白。现有研究表明，卫生专业人员在将 CPD 活动中学到的知识应用于实践时存在一些障碍。需要进一步的研究，以适当的理论为基础，并包括所有相关的利益相关者，以调查可能促进将 CPD 学习纳入常规实践的策略。
