Data Sources 20 3.3. Search Terms 22 3.4. Supplementary Literature 22 3.6. Data Synthesis 24 Chapter 4 – Findings 25 4.1. Extent by which flexible and distributed learning is applied for continuing professional development (CPD) in nursing 26 4.2. How flexible and distributed learning is accepted among nurse practitioners as an effective form of learning activity. 30 4.3. Strengths and weaknesses of the new paradigm for the continuing professional development of nurses 34 Chapter 5 – Discussion 41 Chapter 6 – Implications and Recommendations 46 Conclusions 49 References 51 Appendices 60 Abstract Background. Hickie (2004) described the beginnings of the post-registration and education framework (PREP) which was instituted in 1994 to help address the changing needs in health care and protect public interest by regulate post-qualification practice. PREP was implemented by the United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC), which is now known as the Nursing and Midwifery Council. Under the framework, nursing practitioners are required to embark on at least five days or 35 hours of learning activity relevant to current nursing practice during the three-year period preceding the renewal of their registration. Since 2000, renewal of nursing registration certificates for nurses who have not practiced their professions in any capacity for at least 750 hours during the last five years prior to application of renewal specify compulsory return to practice programmes. Additionally, the PREP continuing professional education (CPD) standard also requires nursing practitioners to maintain a personal professional profile (PPP) where all learning activity will be recorded, and compliance with audit requirements of the Nursing and Midwifery Council. Introduction of the portfolio compilation requirement during pre-registration prepares registered nurses for the current nursing practice of keeping a PPP (Hickie, 2004). Flexible and distributed learning offers promising opportunities for continuing professional development of nursing practitioners outside of the rigid context of traditional formats. Aim. The aim of this literature review is to evaluate the efficacy of flexible and distributed learning as an effective new paradigm in the delivery of continuing professional development in nurse education. Methodology. Descriptive analysis in the form of a literature review was adopted as the primary methodology. The review of literature proceeded similar to content analysis of unstructured data which results in summarisation of relevant findings as discussed in Wood and Ross-Kerr (2011). In this paper, findings were analysed and compiled under three main categories: (1) extent by which flexible and distributed learning is applied for continuing professional development in nursing; (2) how flexible and distributed learning is accepted nurse practitioners and the academe as an effective form of learning activity; and (3) strengths and weaknesses of the new paradigm for continuing professional development of nurses. Pertinent conclusions were drawn grounded on the findings from the literature review. Method. A search for pertinent resources was undertaken using the following databases (arranged in the order of the initial number of articles retrieved) : CogNet Library, Health Source: Nursing/Academic Edition, Google Scholar, PsycARTICLES, CINAHL, Cochrane Collaboration, General Science Abstracts, Education Resource Information Centre (ERIC), PubMed, Health
Flexible Distributed Learning in Post Qualifying Nurse Education: An Extended Literature Review Table of Contents Abstract 3 Chapter 1 – Introduction 6 1.1. Aim 7 1.2. Rationale 8 1.3. Literature Review Topic 10 1.4. Outline of the Review 10 Chapter 2 – Methodology 11 2.1…
Acccording to the paper quality management refers to the structures in the education system that help in resolving the management issues while quality improvement refers to specific improvement processes and best practices which can be chosen by educational institutes to fit into their systems. The quality management plan needs to be supported by facts.
Balanced Scorecard (BSC) - Definition Balanced score card is strategic performance management system which is extensively used in businesses and industries, non profit organizations and government organizations across the world for aligning business activities to the strategic vision and mission of the organizations.
One longitudinal American study among female prisoners, for example, found that the recidivism rates amongst women who had attended college programmes was about four times lower than the rate among women who had not participated in college training. (Torre and Fine, 2005).
14). To increase the learning exposure of these children, policy makers created the New Primary Curriculum which strongly suggests the need to incorporate the use of ICT in early childhood education throughout the United Kingdom (Howard, Miles and Rees-Davies, 2010; Stephen and Plowman, 2008).
derinvestment in the UK universities may eventually reduce the standing level of the UK universities that already have an international reputation (Russell Group 2010, pp. 37-47). However, the study stand up to scrutiny especially the idea that the claim of severe pressures on
in a global context and this therefore explains the necessity to have a nation take strategic decisions regarding the sensitive sector (Prince, 2006, p. 414-416). In this understanding, this section reviews literature on the factors that influence strategic decision making
According to the paper the policies made for higher education completely neglect the importance of colleges. Majority students from public institutions join colleges after schooling. The college education is worse than the schools and universities in Pakistan. Students hardly attend regular classes in college while on the other side they are compelled to join local learning centers where instructors prepare them for final exams.