Continuing education in nursing

Continue Education in Nursing/ Continue education Programme

1. Continuing Education in Nursing By- Amit Newton Era University

2. Introduction Continuing education provides information and skills of current issues, prepare for discussions and help to develop problem solving skills. Continuing nursing education programme should be developed by nurses and conducted within nursing or in general education system in cooperation with the nurses.

3. Definition Continuing nursing education is planned educational activities intended to build upon the educational and experimental bases of the professional nurse for the enhancement of practice, education, administration, and research or theory development to the end of improving the health of the public. American Nursing A ssociation

4. Concept The term ‘continuing education’ implies that education is a life- long process. Another important aspect is that it does not take place in a classroom or in an institutional or formal way alone. Continuing education is a planned activity directed towards meeting the learning needs of the nurse following basic nursing education.

5. Philosophy of Continuing Education

6. Need for Continuing Education

7. Contd …..

8. Features of Continuing Nursing Education Unified approach Relationship with other system Comprehensiveness Accessibility for all health professional Integration with the management process

9. Contd …. Analysis of needs as a basis for learning continuity Internally coordinated Relevance in planning Credibility and economics Appropriateness in implementation

10. Characteristics of Continuing Nursing Education

11. Program content The content of program consist of concepts, principles, research findings or theories related to nursing. In addition to content that ultimately improves patient care; the content of continuing program may also afford nurses the more general benefits of improved professional development as well as career advancement.

12. Preparation of Content The content may be developed on the basis of:

13. Duration of Program The duration of continuing education offering is usually related to the scope of content covered and the format used to present the learning experience .

14. Program Format

15. Methods of delivery It can include traditional types of classroom lectures and laboratories. D istance learning, which not only includes independent study, but which can include videotaped material, broadcast programming etc. A combination of traditional, distance may be used for a particular continuing education courses.

16. Functions of Continuing Nursing Education To meet the health needs and public expectations. To develop practicing abilities of the nurse. Recruitment function Recognize gaps in their knowledge.

17. Contd … To improve communication between the participants, faculty, community and health sector .. To maintain academic standards. To meet educational requirements. To ensure quality of education

18. Principles of Continuing Nursing Education Provision for school and nursing faculty involvement in planning and teaching the continuing nursing education courses tend to maintain high educational standards for the program. An adequate staff is essential. Responsibility of the Director of Continuing Nursing Education are : Determination of learning needs of the nurse population Development and implementation of a program to meet these needs Evaluation of results

19. Contd …. An advisory committee has to be appointed which includes : Faculty members from a variety of areas of nursing practice Directors of hospital nursing services Representatives from the state licensing authority, health department and voluntary agencies Medical and allied health professionals Other agencies involved in the delivery of health care in the community

20. Contd …. The community may serve as a liaison between the school of nursing and the health community and fulfill communication and public relations function for the university. Continuing nursing education program may be decentralized or centralized.

21. Elements of Continuing Nursing Education The philosophies of continuing nursing education recognizes the :

22. The Teacher Teacher’s task is to help the student how to learn, how to approach situations with an open, inquiring attitude, how to interpret what he observes. The teacher must help the learner to discover new approaches. Teacher should act as a role model, friend, guide and philosopher. The teacher is a dispenser of wisdom and knowledge.

23. Contd …. The skillful teacher has to aware what is already known and encouraging exploration in those areas yet to be discovered. The continuing nursing educator has to play multiple roles like : Guide and counselor to the learner An arranger and organizer of learning experiences Motivator and an encourager of students Evaluator of programs Producing instructional materials Administrative role

24. Pre-requisites for Nurse educator 1. Educational preparation Master’s degree in his/her area of nursing expertise or with a doctorate in adult education Writing and organizing skills A continuing learner Depth of nursing knowledge and skills in its application Interest in the subject, enthusiasm in teaching Skills in working with adult learners Adequate knowledge about teaching skills and methods of teaching Broad base knowledge

25. Contd …. 2. Competencies and other characteristics concern for people Flexibility Sensitive to group response Resourcefulness Determination Self-confidence Broader outlook Interest in self-development and in others development

26. Contd … 3. The Faculty Administrator Teaching as part of responsibility Possess a high degree of administrative skill Assess and use the various abilities of different faculty members Encourages supplemental education and creativity Fosters the expansion of learner’s talent Make the faculty members to support and abide the institutional policies by familiarizing them

27. Contd …. 4. Motivation of the learner To arouse the new area of interest among the learner and involve them in planning, designing the learning activities. Internal motivation i.e. the personal needs desire to learn is more effective than external incentives like certificates, grades and credits etc . Expanded learning opportunities for nurses. For the motivated learner, difficulties encountered in the process are seen as challenges, not as obstacles

28. Contd … 5 . Involvement of learner in learning process Efforts of Learner Motivation of Learner Learning process

29. Contd …. 6. Organized learning experience Teacher are involved more directly in program planning and in the conduct of courses and deciding which educational experiences and the activities are most suitable for specific group of learners, in certain aspects, teacher will include learner’s views while organizing the learning experiences.

30. Contd ….. 7. The needs of society Quality of life and needs of society influences the learning needs of the nurses. The critical issues facing society can be met by the concerned, well informed citizens, who are willing to devote thought, time and energy to their solution . Citizens are vitally concerned and actively involved in seeking solutions to the problems faced by that society . Adequate preparation for participation approach is essential for continuing nursing education.

31. Contd …. 8 . Universalization is necessary for continuing nursing education . 9 . The leisure The individual has to learn how to use leisure time constructively, participate in more educational activities or specific skill development.

32. Contd …. 10. Liberal education Future nursing practice will place heavy demand on all health professional’s efforts; human practice requires practitioners with the insight, understanding and attitudes which can be fulfilled through liberal education. 11. Inter-professional continuing education Nurses have to accept and participates interdisciplinary continuing education. It requires input from all professional groups for whom it is intended

33. Agencies of CNE

34. Planning of CNE

35. Planning of Continuing education in Nursing Planning formula It provides a framework for program planning What has to be done? Why it is necessary? How it has to be done? Where it has to be done? When it has to be done? Who should do the job?

36. Contd …. b . Establishing goals and objectives Goals must be significant and realistic Goals serve to stimulate and direct action and should be reachable. Objectives i. To assist nurse in identifying and meeting current learning needs ii. To influence societal changes which have implications for nursing iii. To promote the development of leadership potential of the nurse iv . To disseminate new information from varied channels v . To assist the nurse educator in increasing teaching effectiveness

37. CONTD….. c. Determining needs and priorities : Assessment of needs will be done by survey, through mailed questionnaires, interview (formal and informal discussions) with participants (feedback) and checklist. After assessing the needs prioritization of needs has to be done.

38. Contd …. d. Assess the available resources for establishing the program :

39. Contd ….. e. Plan the budget appropriate for the program Separate budget is required for each specific activity. Budget requires ascertaining all the anticipated costs of the offering. Sometimes budget for program will be sanctioned by government, university grants or fee collected from participants.

40. Cover Sheet Name of project Summary of project (optional, one paragraph) Name of funding source to which proposal is directed Name and address of institution submitting project Name of principal initiator Date of submission

41. Proposal Narrative 1. Statement of objectives O Description of the nature of problem O Documentation of existence problem O Define target group O State goals of project

42. Contd …. 2. Procedure O Description of sequences of procedure O Description of work done at each stage O Show how work will be organized O Personnel handling each component of work

43. Budget Narrative Explain each budgetary item Criteria and data used to make estimates

44. Appendices Statement outlining details of institution requesting funds Vitae of personnel involved Supporting statements from proposed clientele Supporting statements from cooperating individuals or agencies.

45. Organization of Continuing Nursing Education Programming of professional courses in nursing is a joint responsibility of a Director of continuing Nursing Education and a Dean of school of Nursing. The formal channels of communication make possible the optional use of the nursing faculty to explore the needs of continuing nursing education, to set priorities, to plan courses and to teach them.

46. Organizational Chart Showing Joint Responsibilities

47. Board of regent

48. Organizational Chart Showing Decentralized CNE

49. Board of regent

50. Evaluation of CNE Evaluation is needed to assess the effectiveness of the program or the progress in order to find out to what extent pre-set goals have been achieved. Purposes of evaluation To identify the areas which require greater attention To identify bottlenecks in various activities carried out during the operation of the program To assess the applicability of training For quality control or qualitative improvement

51. Contd …. What to evaluate Evaluation should cover The professional growth and satisfaction of participant The outcome of the course Effectiveness of faculty members Transfer of knowledge Effect on the system

52. Contd …. Procedure for evaluation Pre-test and posttest Attitude tests Observation of skills/performance evaluation Questionnaire Audio or video tapes

53. Contd ….. Evaluation design F ocus of evaluation- what do you want to find out?  Devise the instrument- collection of information  Organize the information- coding, organizing, storing and retrieving  Analyze the information  Report the findings  Reassessing the goals  Updating , modifying and plan periodically based on needs  Evaluate the design for validity, reliability, credibility, timeliness and pervasiveness

54. Process of Continuing Nursing Education

55. Contd …..

56. Researches in CNE Nurses who continue their education in the field enjoy marked professional advantages . An increasing number of studies are evaluating the effects of continuing nurse education on practice.

57. Setting research into practice Setting research into practice is not as simple as choosing an intervention and hoping for best. Administrative or financial policies may exist within organizations that act as disincentives to improving the practice of individuals . Interventions should ideally be tailored to an individual’s stage of change. For example, health professionals might already be aware of the need for cervical screening and may not require an educational intervention, but they may need a prompt on the patient’s chart. If, however, practitioners lack information, awareness or skills, then strategies such as workshops that involve a high degree of interaction might be effective

58. Planning for improving Practices An initial needs assessment can be accomplished The next step is to choose a learning activity. Reading materials can be useful if they are evidence-based. Although short “courses” are popular, practice is likely to improve if lectures are minimized and a high level of reflection and interaction is encouraged.

59. Bibliography Neeraja KP. Textbook of Nursing Education. First edition: 2011. Jaypee brothers. pp 337-349 Nima bhaskar . Textbook of nursing education. First edition: 2013. EMMESS Medical publisher. Pp 320-330 Sudha R. Nursing Education Principles and Concepts. First edition: 2003. Jaypee brothers . pp 219-223 Internet sources www.continuingeducation.com www. Nursingworld.org/ ce

60. THANKS