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An evaluation of CPD learning and impact upon positive practice change

Lee, Nancy-Jane 2010, 'An evaluation of CPD learning and impact upon positive practice change' , Nurse Education Today . (In Press)

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    Abstract

    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.

    Item Type: Article
    Themes: Subjects / Themes > R Medicine > RT Nursing
    Health and Wellbeing
    Schools: Colleges and Schools > College of Health & Social Care > School of Nursing, Midwifery, Social Work & Social Sciences > Centre for Nursing, Midwifery & Social Work Research
    Colleges and Schools > College of Health & Social Care
    Colleges and Schools > College of Health & Social Care > School of Nursing, Midwifery, Social Work & Social Sciences
    Journal or Publication Title: Nurse Education Today
    Publisher: Elsevier
    Refereed: Yes
    ISSN: 0260-6917
    Depositing User: Dr Nancy-Jane Smith
    Date Deposited: 16 Feb 2011 12:47
    Last Modified: 20 Aug 2013 17:46
    URI: http://usir.salford.ac.uk/id/eprint/12887

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