An evaluation of CPD learning and impact upon positive practice change

Lee, NJ

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.

Citation

Lee, N. (2010). An evaluation of CPD learning and impact upon positive practice change. Nurse Education Today, 31(4), 390-395. https://doi.org/10.1016/j.nedt.2010.07.012

• Journal Article Type: Article
• Acceptance Date: Jul 30, 2010
• Online Publication Date: Dec 3, 2010
• Publication Date: Dec 3, 2010
• Deposit Date: Feb 16, 2011
• Journal: Nurse Education Today
• Print ISSN: 0260-6917
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 31
• Issue: 4
• Pages: 390-395
• DOI: https://doi.org/10.1016/j.nedt.2010.07.012
• Publisher URL: http://dx.doi.org/10.1016/j.nedt.2010.07.012
• Related Public URLs: http://www.nurseeducationtoday.com/