Continuing nursing education: a perspective

This article takes a renewed look at continuing education (CE) within the discipline of nursing. Increasing complexity in the personal, professional, and social environments in which nursing is practiced, as well as changes in the present educational foundation of nurses all signal a need for a broader, more comprehensive concept of the content and process of CE. The continuing professional learning process (CPLP) is presented as a beginning attempt to view nursing CE from a more comprehensive perspective. The CPLP is a multifaceted, helical, on-going process of learning, patterned and directed by the learner. The CPLP, which incorporates the multiple contexts of nursing and nursing practice, and which may encompass learning of an informal, formal, or academic nature, has as its end the enhancement of the professional and the profession.     

Continuing education in nursing: a concept analysis

The importance of continuing education for nurses has been increasingly emphasized in the nursing literature since the beginning of the profession. The concept of continuing education is often used as a substitute for associated terms such as continuing professional development and lifelong learning, thus highlighting a need for its clarification. The purpose of this article is to explain and describe continuing education, in order to encourage a broader understanding of the concept among nurses. The concept analysis is directed by Rodgers' [Rodgers, B.L., 1989. Concept analysis and the development of nursing knowledge: the evolutionary cycle. Journal of Advanced Nursing 14, 330-335] 'evolutionary approach' which is viewed as an ongoing dynamic process, and one that identifies the shared meaning of concepts. Examining everyday discourse used in the nursing literature identified the critical attributes, antecedents and consequence of continuing education in nursing. As a result, the emerging attributes of the concept are synthesised into a conceptual model. The article concludes with an exploration of the application of the concept of continuing education within nursing and its implications for professional development.     

Developing a teaching portfolio in nursing education: a reflection

Presenting teaching accomplishments through a portfolio promotes self-reflection and provides direction for improvement and advancement decisions. The authors examine experiences, insights, and reflections about their participation in a pilot project introducing teaching portfolios. Themes of taking stock, documenting practice, and reflecting emerge. Their experiences of completing teaching portfolios and personal growth as educators and colleagues are described.     

Continuing nursing education: some issues

In nursing, a commitment to continuing education appears to be a relatively new concept. There have always been nurses who are continuing learners throughout their professional lives. Too often, this is incidental, rather than planned. There appears to be a need to re-examine current approach in continuing nursing education.     

The DSM and child psychiatric nursing: a cautionary reflection

The DSM is the key reference guide for clinicians and it continues to be the way in which practitioners apply discrete categories to behaviors that are sufficiently disruptive to social institutions to have come to the attention of tertiary care systems. As a way to classify and diagnose mental disorders, the DSM has been a source of controversy in the psychiatric community since its development. This article reviews some of the limitations of the DSM approach to psychiatric nosology with respect to practice with children. Alternative conceptualizations and approaches to childhood psychopathology are proposed and implications for child psychiatric nurses are discussed.     

Continuing education in neuroscience nursing

Since its inception in 1968 the American Association of Neuroscience Nurses (AANN) has devoted the majority of its energy and resources to establishing and maintaining excellence in continuing education (CE). Building and sustaining a program for CE is both challenging and rewarding. AANN, accredited as a provider and approver of CE in nursing by the American Nurses' Association, has awarded hundreds of contact hours to individuals and AANN chapters. It now has the authority to approve CE for any organization or individual meeting specific criteria. In order to promote ongoing growth of its CE program, and thus the knowledge of nurses caring for neuroscience patients, AANN encourages groups and individuals to provide CE and offers this article as assistance. The article defines terms, addresses components of development of CE and offers the opportunity to earn contact hours.     

Continuing education in nursing: a review of the literature

The literature concerning continuing professional education (CPE) in nursing will be reviewed, with an emphasis on the experience of CPE in the United Kingdom (UK). The reviewed literature will cover aspects of the implementation of CPE, including motivational factors, needs analysis and outcome evaluations, and in addition CPE in the UK will be set in its socio-political context. The literature shows a fragmented, inequitable and poorly funded provision of CPE to date in the UK. The literature has not shown the cyclical nature of CPE, suggesting that a more holistic approach to educational research is needed. There continues to be a lack of research showing the impact of CPE on patient care. If this is not remedied it may be difficult to justify future expenditure of public funds on CPE for nurses.