Document Type : Original Article
Ph.D. in Nursing, Assistant Professor, Department of Nursing , School of Nursing and Midwifery, Yazd University of Medical Sciences, Yazd, Iran
Background & Objective: Factors effective in the continuous nursing education process may motivate nurses to participate in continuous education programs and thus result in knowledge promotion and improvement of skills in clinical practice and improvement of patient care However they may also prevent the achieving of these goals The precise recognition of these factors can result in constructive modification in continuous education programs and achieving of the goals of continuous education (improving patient care) Thus the aim of this study was to explain the factors influencing the successful implementation of the continuous nursing education process based on the experiences of nurses Methods: This qualitative study was conducted in 2012 The study subjects consisted of 28 individuals including nurses nursing supervisors and nursing managers The participants were selected using purposive sampling method Data were collected through unstructured interviews and field notes In addition data analysis was conducted using content analysis Results: From the data 3 main categories of advantage of compulsory education appropriate context for education and passive training were achieved The subcategories of these 3 categories consisted of compulsory training regulations and gaining advantage from training various sources of education suitable educational conditions educational willingness commitment to education and educational competency insufficient educational motivation of employees and managers inadequate educational qualification of nursing managers and passive educational supervision Conclusion: The identification of motivational factors and barriers of the continuous nursing education process based on nurses experiences can assist continuous education program policy makers and planners and nursing managers in the development of continuous education regulations based on effective programs and activities
- Gould D, Drey N, Berridge E-J. Nurses’ experiences of continuing professional development. Nurse Educ Today 2007;27(6):602-9.
- Aiga H. Reasons for participation in and needs for continuing professional education among health workers in Ghana. Health Policy 2006;77(3):290-303.
- Gallagher L. Continuing education in nursing: A concept analysis. Nurse Educ Today 2007;27(5):466-73.
- Hayajneh F. Attitudes of professional Jordanian nurses toward continuing education. J Contin Educ Nurs 2009;40(1):43-8.
- Ibrahim SA, Mahran SM. Attributes of Nursing Staff Development in Port Said Hospitals. J Nurses Staff Dev. 2010;26(1):E6E13.
- Flores Peña Y, Alonso Castillo M. Factors influencing nursing staff members' participation in continuing education. Rev Lat Am Enfermagem 2006;14(3):309-15.
- Baxter P, DiCenso A, Donald F, MartinMisener R, Opsteen J, Chambers T. Continuing education for primary health care nurse practitioners in Ontario, Canada. Nurse Educ Today 2013; 33(4): 353-7.
- Curran VR, Fleet L, Kirby F. Factors influencing rural health care professionals’ access to continuing professional education. Aust J Rural Health 2006;14(2):51-5.
- Essa I. Reflecting on some of the challenges facing postgraduate nursing education in South Africa. Nurse Educ Today 2011;31(3):253-8.
- Govranos M, Newton JM. Exploring ward nurses' perceptions of continuing education in clinical settings. 2014;34(4):655-60. Nurse Educ Today
- Gray M, Rowe J, Barnes M. Continuing professional development and changed reregistration requirements: reflections. Nurse 2014;34(5):860-5. Educ Midwives' Today
- Ni C, Hua Y, Shao P, Wallen GR, Xu S, Li L. Continuing education among Chinese nurses: A general hospital-based study. Nurse Educ Today 2014;34(4):592-7.
- Amerioun A, Ebadi A, Tavakkoli H, Teymourzadeh E, Mousavi M, Momeni K, et al. Survey of related factors with motivation of nurses intend to participating in the in-service training in affiliated baqiyatallah university hospitals in 2010. Iran J Nurs Res 2012;6(23):32-40. [In Persian]
- Ebrahimi H, Mohammadi Hosseini F, Amirnia M, Mehraee A, Jamali V, Hejazi SA. Factors Influencing Nurses’ Participation in Continuing Education Programs in Tabriz University of Medical Sciences. Iran J Med Educ 2012;12(7):518-26. [In Persian]
- Shakoor M, Mohammadi SZ. Nurse's Attitude to Ward Deterring Factors of Participation in Continuing Nursing. Sci J Hamadan Nurs Midwifery Faculty 2010;18(1):23-33. [In Persian]
- Elo S, Kyngäs H. The qualitative content analysis process. J Adv Nurs 2008;62(1):10715.
- Hsieh H-F, Shannon SE. Three approaches to qualitative content analysis. Qual Health Res 2005;15(9):1277-88.
- Polit DF, Beck CT. Essentials of nursing research: Appraising evidence for nursing practice. New York: Lippincott Williams & Wilkins; 2009.
- Graneheim UH, Lundman B. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse 2004;24(2):105-12. Educ Today
- Sawchuk ME. Ensure staff competency with point-of-care testing. 2004;35(4):24. Nurs Manage
- Hegney D, Tuckett A, Parker D, Robert E. Access to and support for continuing professional education amongst Queensland nurses: 2004 and 2007. Nurse Educ Today 2010;30(2):142-9.
- Richards L, Potgieter E. Perceptions of registered nurses in four state health institutions on continuing formal education. Curationis 2010;33(2):41-50.
- Chong MC, Sellick K, Francis K, Abdullah KL. What influences Malaysian nurses to participate in continuing professional education activities? Asian Nurs Res (Korean Soc Nurs Sci). 2011;5(1):38-47.
- Tame SL. Secret study: A new concept in continuing professional education. Nurse Educ Today 2011;31(5):482-7.
- Brestovacki B, Milutinovic D. Continuing education of paediatric nurses in Vojvodina, Serbia. Nurse Educ Today 2011;31(5):461-5.
- McWilliam CL. Continuing education at the cutting edge: Promoting transformative knowledge translation. J Contin Educ Health Prof 2007;27(2):72-9.
- Cohen JD. The aging nursing workforce: How to retain experienced nurses. Journal of healthcare management. J Healthc Manag 2006;51(4):233-45.
- Huggins K. Lifelong learning—the key to competence in the intensive care unit? Intensive Crit Care Nurs 2004;20(1):38-44.
- Tabari-Khomeiran R, Kiger A, Parsa-Yekta Z, Ahmadi F. Competence development among nurses: the process of constant interaction. J Contin Educ Nurs. 2007;38(5):211-8.
- Xiao LD. Continuing nursing education policy in China and its impact on health equity. Nurs Inq. 2010;17(3):208-20.
- Zhang M, Petrini M. Factors influencing Chinese undergraduate nursing students' perceptions of the nursing profession. Int Nurs Rev 2008;55(3):274-80.