An evaluation of CPD learning and impact upon positive practice change

Lee, NJ 2010, 'An evaluation of CPD learning and impact upon positive practice change' , Nurse Education Today, 31 (4) , pp. 390-395.

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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:	Schools > School of Health and Society > Centre for Applied Research in Health, Welfare and Policy
Journal or Publication Title:	Nurse Education Today
Publisher:	Elsevier
Refereed:	Yes
ISSN:	0260-6917
Related URLs:	Publication
Depositing User:	Dr Nancy-Jane Smith
Date Deposited:	16 Feb 2011 12:47
Last Modified:	16 Feb 2022 11:02
URI:	http://usir.salford.ac.uk/id/eprint/12887

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