Professional Continuing Nursing Education - Essay Example

Professional Continuing Nursing Education Healthcare is one of the fastest growing professions in the world. As the population ages, and the health costs rise, the demand for nurses continue to increase. It implies that the role of the nurses are expanding which do not only covers the direct care to the patients but also shifting into a health educator. The healthcare delivery system is constantly changing, and nurses, particularly those with advanced education will become in demand for quite some time. (Quan, 2006). Thus, to assure continuing competence in the specialty of professional school of nursing with its constant evolving care and performance issues, further professional development in the fields of nursing, school of nursing, health and care are essential (“Position Statement: Professional Developoment/Continuing Education”,2003). In line with this, professional development and/or continuing education is done to ensure the quality of health care of the public and to assist the professional school nurse in continuing competence. Continuing education refers to the systematic professional learning experience designed to supplement the knowledge, skills and attitudes of nurses. It may be part of staff development, part of a formal academic program, or study in an accredited program for the purpose of improving nursing practice. Academic education may be used to pursue a specific course or study for a degree or certification or to update in a particular area with individual courses (“Position Statement: Professional Developoment/Continuing Education”,2003). Currently, in the United States, continuing education in the nursing profession is mandatory for RN relicensure in 21 states and 2 territories {Collins, 2002). Sen. Patricia H. Vance (R-Cumberland/York) sponsored the Senate Bill 235 amending the Professional Nursing Law (Act 69 of 1951) by providing for continuing nursing education.  The bill has tasked the Board of Nursing to allocate and implement rules and regulations for continuing nursing education in an efficient and economic manner. It stipulates 30 hours of mandatory continuing education during each 2-year renewal period. Participants of the continuing education program will receive Continuing Education Credit. First-time licensees are exempted from this mandatory requirement of their first license period ("Governor Inks Continuing Education Bill", 2006). . Likewise, the professional nursing associations and nurse certification and regulatory board unwaveringly stressed the significance and importance of the continuing nursing education as vital and crucial for maintaining professional competency. There were several associations that emphasizes the nurses’ liability for lifetime learning {Eustace, 2001}. , Collins (2002) stated that “change, it seems has become a fact of life in the workplace and in society. Nurses have been encouraged to adjust and adapt to these changes to be successful and strive in the new environment.” Nurses need certain skills and competencies to be able to fiddle with the constant changes successfully. The dynamic roles of the nurse in the healthcare system necessitate continued education to keep up with current trends in practice brought about by the rapidly changing health care environment and help them meet up these challenges (Griffiths, 2003). Because of the mandatory requirement for relicensure, nurses need to earn credits of continuing professional education to meet up with the state and professional requirements to obtain certification for renewal (Eustace, 2001). Nurses need to update continually and remain current for professional growth and advancement to keep up with the demands of an active practice. Getting a certification is a will do well to the nurses, to their patients, and to the organizations that support them (Plank, 1998). Continuing Education is an integral part of the nursing profession and it is associated with advancing nursing excellence. Such program help practicing nurses maintain and advance their knowledge and skills in response to the state, regional and national needs of competent nurses in clinical practice, nursing education and research (Underwood, 2004). Top-notch nursing continuing education courses are offered for case managers, critical care nurses, hemodialysis nurses, operating room nurses, perianesthesia nurses, neonatal nurses, and nurses who work in high-risk pregnancy, gerontology, rehabilitation, medical-surgical, oncology, and hospice (Collins, 2002). Learning opportunities include on-site courses, self-study courses, classroom including simulation learning and preceptor/mentor guided clinical experience (Kuther, 2006). The principal aim of continuing nursing education is to keep nurses abreast with the progress and developments in the medical field; this will eventually result to improved nursing skills, enhanced professional awareness, and ultimately improve patient care {Plank, 1998}. Knowledge and skills in the healthcare systems require incessant professional growth. Educators in continuing education give nurses an opportunity to recognize their strong points and build up the skills needed to be dynamic to adjust, cope and adapt to the rapidly changing environment {Underwood, 2004}. In view of the significance of continuing nursing education, nursing professional development educators are faced up with the challenge to offer quality continuing education program with measurable outcomes. Nurses and their employers expect that the attendance to any type of continuing education modes can constructively influence nursing practice behaviors that will eventually ensue positive patient outcomes {Collins, 2002}. Continuing nursing education presents new opportunities for nurses who are searching for both basic and advanced degrees, certificates, or lifelong learning for professional advancement {Tilleczek, 2005}. To satisfy the diverse learning needs and preferences of the program participants, a wide range of educational approaches is necessary. The interactive approach and self-directed approach are shown to be effectual in producing positive outcomes in professional practice and patient care outcomes {O'Brien, 2000}. {Mamary, 2000} pointed out that that the most successful modes of continuing nursing education are those that precisely assess and tackle the exact needs of nurses. It should also actively involve the participants in the learning process {Harrington, 2002} Mamary (2000}delineated the nine types of continuing education delivery modes for the nursing profession types: 1) in-person conference; 2) print-based (journal review); 3) audiocassette self-study; 4) interactive audio (telephone conference); 5) live satellite conference; 6) interactive videoconference; 7) videocassette self-study; 8) computer-based via CD-ROM; and 9) computer-based via Internet. In a survey conducted by Charles (2002), the findings demonstrated that in-person conferences and live satellite conferences were the most commonly used mode of delivering continuing education. In addition to this, the study showed that the top three choices in rank order of earning continuing education credits were in-person conference, print-based self-study, and interactive video conference {Kuther, 2006). On the other hand, the computer-based mode which includes the Internet and CD-ROM modes of continuing nursing education delivery were the least used {Peterson, 2005}. According to Cobb (2004), basing on the review of key articles and research studies on online continuing education, the traditional in-person delivery mode of continuing education is still the most common and remain to be the leading choice. In-person conferences are overwhelmingly the preferred mode because participants can spend ample time in quest of professional development and permit colleague-interaction {Billings, 2001}. But in the study done by Wutoh (2004), a review on eLearning revealed that Internet-based continuing education programs are just as effectual in conveying knowledge as traditional approaches of continuing education. Technological advances have made possible several promising approaches for delivering continuing nursing education. Peterson (2005) noted that educational and health information materials placed on the Web is very effective in the dissemination of information and is very efficient in providing online education. Web-based instruction presents stimulating options for a new paradigm in nursing education. It capitalizes on both the interactivity and sizeable resources of the internet {Billings, 2001}. In the light of the modern times, modes of delivery must incorporate computers and advanced telecommunications as essential components in the delivery of continuing nursing education. A significant part of online continuing education consists of educational relevance and ease of access {Cobb, 2004}. Online continuing education is one way to help today’s clinical staffs who are both time and resources constrained, to meet their learning needs. The flexibility and convenience of online continuing nursing education is the key that has encouraged many nurses to participate in it {O'Brien, 2000}. Continuing education computer based-delivery mode is drawing a lot of attention today because it is active, dynamic, self-directed and offer immediate feedback. In addition to these, online continuing education is on the rise because of the benefits of accessibility and expediency {Hegge, 2002}. There are wide arrays of web-based instructional tools to assist in the course implementation in online continuing nursing education that support and enhance the teaching-learning process. These tools comprise e-mail, chat, streaming audio and video “plug-ins”, desktop video conferencing, bulletin board or forums, online discussion, and course software program (Wutoh, 2004). Online learning presents several other advantages over the traditional mode of education. Participants with language difficulties benefit from this mode of instruction because they are less likely to miss out on important information (Mamary, 2000). Because it is self-paced and individualized, slow-reader-participants can work through the course at their own paces. Participants who have problem comprehending a concept can go over the lessons repeatedly as needed which in a way may increase retention of learning. To provide additional clarifications if needed, Help screens can be utilized {Kuther, 2006 #8}. Online learning is one strategy that can train nurses at their convenience and it has opened opportunities for learning whenever and wherever they need it. The Web site is the principal source of up-to-date and accurate information. It provides abundant links to information not usually accessed by any other means. The internet supplies links to information often not found easily and provides continuous resources for supplementary knowledge {Billings, 2001}. Online continuing education programs adopt self-directed, computer-based instructions via the Internet or CD-ROM. Learners via the Internet take part electronically in their own setting. Instructors and educators may be available via discussion rooms or through e-mail {Billings, 2006}. There are a variety of strategies and styles in presenting a course. Information presentation can take different forms. In a textbook format presentation, there is a slight interaction between teacher and learner. On the other side, in a complex learning situation, the learner can be actively engaged (Hayes, 2000). The staging of online information should be interesting, engaging, dynamic, vibrant and practical. (Peterson, 2005) Characteristic of the Internet (web) is that it is accessed quickly, widely distributed and boundless in terms of time and place. All these features make the Internet the most suitable place for nurses to get continuing education for credentialing and licensing requirements {Hayes, 2000. Advantages of online learning include minimal cost of education as compared to classroom setting. Another facet of economics is the cost in time gone from work. As opposed to the traditional and commonly used in-person conferences, the computer-based mode is more convenient, of minimal cost, has constant updated information, reduced time away from workplace and with individualized pace of learning {Peterson, 2005}. Because of these identified advantages with the adoption of computer-based learning, continuing education programs on the Internet or online is becoming popular and promising with 90 websites offering continuing nursing education as of the first quarter of 2000 {Mamary, 2000}. In addition, online education permits participants to take part when they have available time, as compared to having to run off from work during traditional inservice education are in session.{Peterson, 2005}. The potential for electronic learning is vast and boundless hegge because of its flexibility, eases of use and advanced file management {Hayes, 2000} Notwithstanding the numerous advantages, online learning also has also several disadvantages. Computer based learning does not give participants the chance to practice physical skills with an instructor {Harrington, 2002}. Due to dealings through email or text chatting, participants may not have an opportunity to augment their oral communication skills (Kuther, 2006). The main reason cited barrier for the use of computers in continuing nursing education is “not knowing how” or lack of knowledge and awareness about how to use the Internet or a CD-ROM. Lack of sufficient of computer skills is also a factor {Mamary, 2000; Cobb, 2004}. Even though, computer-based learning is not among the most commonly preferred and heavily used mode of providing continuing education, it showed promising potential to be the dominant mode in delivering continuing education in due time {Charles, 2002}. Online learning is gaining popularity even with the existing barriers {Cobb, 2004}. Practically all employment settings have computers with access to the World Wide web (www) and increasingly too, homes with computers have connection to the Internet making online continuing education a practicable alternative to the traditional continuing nursing education methods {Peterson, 2005}. According to Phillips (2005) “the future of online education will continue to grow, and using active learning strategies will ensure that quality learning will occur, appealing to a wide variety of learning needs.” The use of distance continuing education may be also valuable to rural nurse practitioners in the advancement of their professional skills. The study conducted by Tilleczek, 2005, people in the rural areas are not discounting the advantages in the used of an online course delivery as well as they recognized the benefits of the information technologies. Nevertheless, at present, delivery of continuing education to rural and remote areas are still tainted with so many obstacles. Healthcare is at present experiencing a dearth of nurses which has affected nursing for decade {Hegge, 2002}. It is estimated that by the year 2010, the average age of today’s nurses will be 45.5 years and their retirement would cause a dearth in the pool of nurses in all healthcare settings {Griffiths, 2003}. In addition to this, some nurses have diversified to another career that offers better salaries and advancement. Other factor is the hard fact that the nursing profession has a difficult work environment {Cobb, 2004}. O‘Brien (2000) emphasized that one factor of the shortage of registered nurses is associated with the demands of home life, child rearing and employment which were identified as obstacles for continuing education To deal with the worsening shortage of nurses, also central to the initiative of an online program for continuing education is to provide a review and bring up to date nursing knowledge and skills to inactive nurses and later become more confident, competent and productive staffs. The return of inactive nurses back to the workforce will help augment the crisis on the shortage of nurses {Griffiths, 2003} Among the reasons nurses choose to attend continuing nursing education are: 1) to expand new professional knowledge and skills; 2) help stay abreast of new advances in nursing; 3) boost efficiency in the professional role; 4) promote equality between knowledge and skills with the demands of nursing practice; 5) develop expertise needed to keep up quality performance; and 6) enhance competence in nursing {Hegge, 2002} Besides being a requirement for relicensure, some registered nurses participate in online continuing education for career advancement by upgrading their clinical knowledge and skills. Some take it with a different course from what they specialize in so they can have an idea and help them decide whether changing focus or area of assignment will do them good {Hayes, 2000}. Some nurses participate in online continuing education to get hold of certification signifying mastery of the course. Others just plainly want to gain more knowledge {Billings, 2006}. But for some nurses, cited reasons for not attending continuing nursing education were work shift, do not have time and lack of awareness of continuing education offerings. Others say they are equipped enough with knowledge and skills to provide care to their patients and therefore rate themselves as highly competent. Other cited barriers to acquiring credits for continuing nursing education are: distance to travel, limited transportation choices, failure to get time off from work, and limited financial resources to support attendance (Hegge, 2002). The availability of continuing nursing education can be a problem to nurses who work in far away places. But for some nurses who work extra shift or do double-jobs, participation to continuing nursing education is not an option yet. And to some, although readily available, some find continuing nursing education to be too costly and too time consuming. And to some, to save them time, settle for inservice education, not putting in mind if it meets their continuing nursing education needs or contribute to their professional growth (Hegge, 2002). Hegge (2002) noted that nurses have a professional obligation to be competent and they are expected to develop their capacities to accommodate new changes in technology, roles, practice settings and health problems. Nurses have constantly been pushed to keep learning, whether through continuing education or not. Maintaining nurses’ performance competencies current remains a major challenge in the workforce. Today’s nurses are expected to expand their competence and skills to put up with the rapid advances in technology, new roles, new practice settings, and new health problems. According to Eustace (2001), continuing education for nurses remains to be a practical means to facilitate maintenance of competency in the face of ever-increasing knowledge and technology in healthcare settings. The quality of continuing education therefore is crucial to help nurses keep up with the challenges presented by the many changes in the health care system (Collins, 2002). Nursing professional development or continuing nursing education is a lifelong process of learning new and current knowledge that will aid in developing and sustaining competence of nurses, improving their professional practice and upholding attainment of their career goals (ANA, 2000). References: America Nurses Association (ANA). (2000). Scope and standards of practice for nursing professional development American Association of Colleges of Nursing. (1998). Educational mobility. Journal of Professional Nursing, 14, 314-316. Billings, D. M., Jeffries, P. R., Daniels, D. M., Rowles, C., Stone, C. 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