# data[].attributes.body
Future and current nurses can do
- training
- attend conferences
- further education
- ask senior nurses or fellow colleagues
- in-service training
- seek & receive feedback
- performance monitoring
- attend campaigns
- be in a professional environment

# data[].attributes.body
To maintain continuing professional development, healthcare clinicians can engage in educational activities to enhance medical and skill-based competence in knowledge and skills, as well as in management, team building, professionalism, interpersonal communication, technology and accountability in order to prosper a broader professional perspective of the reformed workforce. For example, the Nursing Midwifery Board is effective in exhibiting the importance of continuing professional development where this will assist nurse clinicians in maintaining their competence to practice and therefore broadening their professional knowledge, expertise and competence to provide ethical and safe clinical practice. For example, in-service education, journal clubs, workshops and seminars are effective in assisting healthcare clinicians in identifying their deficits to improve their practice in order to meet current standards applying evidence-based practice.

# data[].attributes.attachment_link.title
Nursing and Midwifery Board of Australia - Continuing professional development

# data[].attributes.attachment_link.description
Australian Health Practitioner Regulation Agency

# data[].attributes.body
To maintain continuing professional development Nurses should engage with their colleges during debriefing to learn from others and gain a wider professional perspective. Furthermore there are refresher programs to ensure the highest standard of care is always being delivered and up to date.

# data[].attributes.body
https://www.ifolio.com.au/

- manage your CPD and professional portfolio
- quizzes and short courses to increase CPD hours
- free reference cards for nursing
- build and manage your CV
- store and manage important files for an AHPRA audit

# data[].attributes.attachment_link.title
iFolio: Continuing professional development for nurses and midwives.

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Continuing your professional development has never been easier.

# data[].attributes.body
https://www.modmed.com.au/professional-development/?gclid=CjwKCAiA4KaRBhBdEiwAZi1zzp0fDtaE8v4h8v62FzOgUUkrkbaFlqNdgUIRBJC-2CIBo2MlomRoSBoCfEUQAvD_BwE

This website offers courses for nurses, and other health professionals to successfully sustaining and developing CPD.

# data[].attributes.attachment_link.description
This learning module will broaden your understanding of your health and the health of others in the medical profession. It will help you explore the importance of prevention and timely intervention, the help-seeking behaviour of doctors, and the benefits of having your own GP.

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Nurses are continually learning throughout their career by being on the frontline and problem solving on their feet. It is important they keep their brains fresh with recent studies and may even attend PDs, conferences and test themselves.

# data[].attributes.body
Nurses can join workshops to continue professional development also. They can join forums or and facebook groups where like minded nurses all come together also to further their professional development that way.

# data[].attributes.attachment_link.readable_text
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# data[].attributes.attachment_link.description
100% online & part-time Fast-track your career with flexible study you can balance around your life. Study one subject at a time and complete your degree in as little as eight months part-time. Choose your career pathway Choose to specialise in either advanced practice, education or leadership and management, or combine two and graduate with a double major.

# data[].attributes.headline
Nurses may join boards/committees and consider collaboratively writing updated doctrine to reflect advancements in modern healthcare research. 

# data[].attributes.subject
Nurses may join boards/committees and consider collaboratively writing updated doctrine to reflect advancements in modern healthcare research. 

# data[].attributes.body
Attend personal development that cover all aspects of the profession to ensure i am kept up to date and post graduate courses to further my skills and extend my areas of interest within the field.

# data[].attributes.body
CPD for nurses and midwives - NPS MedicineWise

# data[].attributes.body
Ways to maintain cpd units are attending in-service in the workplace if offered, attending conventions, post grad studies, attending, conferences, workshops and trainings.

# data[].attributes.headline
Activites to maintain CPD once you graduate

# data[].attributes.subject
Activites to maintain CPD once you graduate

# data[].attributes.body
Further study i.e. Honors/post grad, attend related workshops or conferences, in-service education (learning in the workplace).

# data[].attributes.headline
Continuing Nursing Professional development 

# data[].attributes.subject
Continuing Nursing Professional development 

# data[].attributes.body
https://www.nursingmidwiferyboard.gov.au/registration-standards/continuing-professional-development.aspx

# data[].attributes.attachment_link.title
Nursing and Midwifery Board of Australia - Continuing professional development

# data[].attributes.attachment_link.description
Australian Health Practitioner Regulation Agency

# data[].attributes.attachment_link.readable_text
Abstract

Background

Continuing professional development (CPD) is central to nurses' lifelong learning and constitutes a vital aspect for keeping nurses' knowledge and skills up-to-date. While we know about the need for nurses' continuing professional development, less is known about how nurses experience and perceive continuing professional development. A metasynthesis of how nurses experience and view continuing professional development may provide a basis for planning future continuing professional development interventions more effectively and take advantage of examples from different contexts. The aim of this paper is to conduct such a metasynthesis, investigating the qualitative research on nurses' experiences of continuing professional development.

Methods

A metasynthesis of the qualitative literature was conducted. A total of 25 articles fulfilled the inclusion criteria and were reviewed.

Results

We determined five overarching themes, Organisational culture shapes the conditions, Supportive environment as a prerequisite, Attitudes and motivation reflect nurse's professional values, Nurses' perceptions of barriers and Perceived impact on practice as a core value. This metasynthesis highlights that nurses value continuing professional development and believe that it is fundamental to professionalism and lifelong learning. Moreover CPD is identified as important in improving patient care standards.

Conclusions

Based on the metasynthesis, we argue that access to continuing professional development could be made more attainable, realistic and relevant. Expediently, organizations should adequately fund and make continuing professional development accessible. In turn, nurses should continue to actively engage in continuing professional development to maintain high standards of nursing care through competent practice. This paper highlights the perceived benefits and challenges of continuing professional development that nurses face and offers advice and understanding in relation to continuing professional development. We believe that this metasynthesis contributes with insights and suggestions that would be valuable for nurses and policy makers and others who are involved in nurse education and continuing professional development.

Introduction

Health care professionals need to update their skills regularly and continuing education, or continued professional development (CPD) enables the renewal and updating of skills in health care settings. While we know about the need for CPD, less is known about how nurses experience and perceive CPD, and currently, there is no comprehensive global picture of how nurses view and experience CPD. A metasynthesis of the qualitative literature on nurses' experiences of CPD may provide a basis for planning future CPD interventions more effectively and take advantage of examples from different contexts. This paper is organised in the following way; first we present the notion of CPD, we then use the United Kingdom, (UK) as a setting to offer an overview of the different mechanisms that exist in one specific health care setting, which may impact engagement with CPD. We acknowledge that similar mechanisms may exist in other health care settings and countries too, and identify the UK context, merely as a way to frame the paper. Subsequently, we conduct a metasynthesis of the qualitative literature addressing the topic of how CPD is experienced by nurses.

Continued professional development

This section aims to unpack the notion of CPD, which exists in different forms and is driven, in part, by top-down requirements, but also, bottom-up, from the needs of practitioners. Continuing professional development (CPD) programmes are central to nurses' lifelong learning and are a vital aspect for keeping nurses' knowledge and skills up-to-date. The requirement for nurses to participate in CPD differs between European countries and elsewhere in the world and can be mandatory or voluntary [ 1, 2]. For example, CPD is mandatory in the U. K, Belgium, Spain, Australia and in some states in the United States of America, [ 2- 4]. In these countries, nurses engage in CPD because it is a mandatory condition by nurse regulators for remaining registered to practice. However, in Sweden, Netherlands and Ireland nurses participate in CPD of their own volition [ 1, 3- 5]. Table provides an overview of some of the European countries which provide mandatory and non-mandatory CPD.

Table 1

Continued professional development: the UK example

This next section aims to illustrate the different mechanisms that arise in one specific health care setting when implementing CPD on a national scale. We recognise that other mechanisms will exist in other contexts, and in places where CPD is not a formal requirement.

Today, nurses in the U.K. are required to engage in continuous learning in order to maintain competence as a means of keeping their licensure with their professional body, the Nursing & Midwifery Council (NMC) [ 22]. Since the 1980s, UK nurses and other allied health care professionals such as physiotherapists and occupational therapists have been required to engage in continuous professional development [ 23]. A justification for CPD has been the need to maintain professional registration to practice. For registered nurses in the UK, the requirement to engage in CPD came to the fore of continuing education in 1995. It was introduced by the then licensing body, the United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) as post registration education and practice (PREP) [ 24]. Further to that, the Agenda for Change Reforms in 2003 introduced a system for linking pay and career progression to competency called the National Health Service Knowledge and Skills Framework [ 25]. The framework is linked to the individual nurse's ability to demonstrate that they possess the necessary knowledge and skills to get promoted and be remunerated accordingly [ 25]. In the UK, further reforms to CPD were introduced in 2012 through the introduction of the Health Education England (HEE) in England [ 27]. Its mandate was to equip the NHS (National Health Service) workforce, including nurses with appropriate knowledge and skills to deliver high standard care to patients. The HEE's role was to support workforce development by providing funding largely for nurses' CPD. In 2016, PREP was replaced with revalidation, which still requires nurses to attend 35 h of CPD every 3 years [ 24, 26]. Revalidation is the process through with nurses and midwives continue as registrants with the Nursing and Midwifery Council (NMC) [ 25]. However, comprehensive HEE budget cuts have had a negative effect on nurse CPD initiatives [ 27]. CPD funding in UK was cut from 205 million pounds in 2015-16 to 83 million in 2017-18 [ 28, 29]. Consequently, nurses have struggled to fulfil revalidation requirements due to some authorities freezing access and refusing to give nurses time to attend CPD activities [ 27].

This previous section offers an insight into different push-pull mechanisms, in the UK alone. Statutory requirements are underpinned by the need for nurses to maintain and develop the knowledge and skills to meet the expected competence standards of practice in response to expanding nursing roles and global trends. Our experience suggests that local governing bodies may enforce similar measures in contexts where CPD measure are not formalised. Nurses may find themselves caught between a patchwork of statutory requirements and a need to develop their skills and knowledge. Consequently, while we know about the need for nurses' continuing professional development, less is known about how nurses experience and perceive continuing professional development. Therefore we propose that a metasynthesis of the qualitative literature could be a part of forming such a comprehensive view and use the following three questions to examine the literature What is the reported value of CPD for nurses' lifelong learning and its impact on nursing knowledge?, What are the conditions necessary for CPD?, and, What are the challenges faced by nurses when engaging in CPD?

Method

In this study, a metasynthesis was used to investigate the qualitative literature [ 30, 31]. Metasynthesis is a form of systematic review method used to review qualitative studies in order to develop theory, to explore and understand phenomena or generate new knowledge, thereby creating meaning from that knowledge [ 32- 36]. In this review, we present a metasynthesis based on the interpretation of qualitative results from topically related qualitative reports. In doing so we strive towards theoretical development, which according to Zimmer refers to the synthesis of findings into a product that is 'thickly descriptive, and comprehensive' and thus more complete than any of the constituent studies alone ( [ 30] p.313).

The results from metasynthesis studies may be used to underpin and inform healthcare policy, nursing practice and patient care. Furthermore, such information can be utilised by health care professionals involved in nursing education to inform planning and designing of training and educational programs. A number of steps are taken when conducting a metasynthesis [ 36] and involve;

a) bringing together a multidisciplinary team, in our case the team of three people includes two skilled medical education professional researchers with extensive experience in qualitative studies, including systematic reviews, moreover these two authors have more than 40 years of comprehensive experience of CPD in health care settings, two of the team are registered nurses and afford the team key insights into the context of nursing CPD, the team is spread across three institutions in two countries, finally, the team consisted of a search engine expert,

b) defining inclusive but manageable research questions, see the questions above;

c) conducting the systematic search, in our case this was conducted by the search engine expert, see Table for the search criteria,

Table 2

Types of studies

Studies published between 2010 and 2019.

Studies published in English language.

Original studies using qualitative methods (describing themes raised by participants) i.e. seeking to understand nurses' experience of CPD,

describing the challenges and benefits of CPD from the nurse's perspective,

nurse lifelong learning

Types of participants

Nurses, nurse managers

Nurse educators

Nurses working in different settings and contexts

Nurses in educational roles

Nurse managers

Abbreviated Key words

Education, Nursing, Continuing Education, Continued Professional Development, Learning, lifelong learning, nurse*, qualitative research, interview as topic, focus groups, Narration, ethnograph* qualitative or questionnaire*, survey*

Example from Search

Field labels

* exp./ = exploded controlled term

* / = non exploded controlled term

* .ti,ab,id. = title, abstract and author keywords

* adjx = adjacent within x words, regardless of order

* = truncation of word for alternate endingsMAINSUBJECT.EXACT("Professional Continuing Education") OR (MAINSUBJECT.EXACT("Lifelong Learning") OR MAINSUBJECT.EXACT.EXPLODE("Staff Development")) OR ti(((continuing or continued or inservice or professional) NEAR/2 (education or development or program* or training))) OR ti((learning NEAR/2 (lifelong or life-long or ongoing or on-going or self-direct* or self-motivat* or voluntary* or work-based)).)

AND

(MAINSUBJECT.EXACT.EXPLODE("Nurses") OR ti((nurse* NEAR/6 ((continuing OR continued OR inservice OR professional) NEAR/2 (education OR development OR program* OR training)))) OR ab((nurse* NEAR/6 ((continuing OR continued OR inservice OR professional) NEAR/2 (education OR development OR program* OR training)))) OR ti((nurse* NEAR/6 (learning NEAR/2 (lifelong OR life-long OR ongoing OR on-going OR self-direct* OR self-motivat* OR voluntary* OR work-based)))) OR ab((nurse* NEAR/6 (learning NEAR/2 (lifelong OR life-long OR ongoing OR on-going OR self-direct* OR self-motivat* OR voluntary* OR work-based)))))

AND

(MAINSUBJECT.EXACT("Qualitative Research") OR MAINSUBJECT.EXACT.EXPLODE("Interviews") OR MAINSUBJECT.EXACT("Focus Groups") OR MAINSUBJECT.EXACT("Narration") OR ti((audiorecording* OR ethnograph* OR fieldwork OR "field work" OR "focus group*" OR interview* OR "key informant*" OR narration* OR narrative* OR observation* OR qualitative OR questionnaire* OR survey*)) OR ab((audiorecording* OR ethnograph* OR fieldwork OR "field work" OR "focus group*" OR interview* OR "key informant*" OR narration* OR narrative* OR observation* OR qualitative OR questionnaire* OR survey*)))

Narrowed by:decade: 2010-2019;Source type: Scholarly Journals;Language: English;Peer reviewed: Peer reviewed

Types of studies

Articles published before 2010

Non-English language

Studies using quantitative methodologies

Systematic reviews

Grey literature and conference papers

Non-peer reviewed journal articles

Theses or dissertations

Editorials, commentary or opinion articles

Articles testing tools for CPD

Articles focused on career development or revalidation not CPD

Non-nurse/ Other healthcare professionals CPD

d) quality assessment of the studies, this was done using the CASP (Critical Appraisal Skills Programme) criteria, weighting three levels (not met, partially met, totally met) where assessment was done by all three authors see Table , e) extracting data from the studies, see Table ,

Table 3

Table 4

e) data analysis, which is explained in more detail below, and.

f) expressing the details of the synthesis which is done in the findings sections below.

Search strategy

A comprehensive systematic search of literature was subsequently conducted on Medline (OVID), PubMed and Cumulative Index to Nursing and Allied Health Literature (CINAHL), Web of Science (Clarivate) and ERIC (ProQuest). The literature search was conducted by a librarian. The literature search was conducted in December 2019 and was limited to articles published in English from 2010 to 2019. Inclusion and exclusion criteria for the literature search were established and are presented below in Table . The inclusion criteria comprise of articles from empirical studies (using qualitative methods), discussing nurse continuing learning and education, professional development, lifelong learning, CPD, motivation and barriers.

Data analysis

A total of 1675 records were identified, and following de-duplication, 1395 articles remained. All 1395 articles were screened. Articles had to address nurses' CPD and continuing education, using qualitative oriented methods. After the first screening 72 articles remained. These articles were divided into three batches and were divided among the researchers. Each author read one batch to further identify if the articles were to be included. For each batch, a second author read the articles, meaning all articles were read by at least two authors. Any remaining ambiguities were discussed and resolved among the team. Figure is a summary of the literature search and screening and Table presents an overview of each study with its citation, location, cohort size and data collection method. 25 articles were identified for the final metasynthesis. All authors read the final 25 articles. Quality assessment using CASP criteria as outlined by Lachal et al., [ 36] is reported in Table . In the quality assessment we assess the following components; Was there a clear statement of the aims of the research?, Is a qualitative methodology appropriate?, Was the research design appropriate to address the aims of the research?, Was the recruitment strategy appropriate to the aims of the research?, Were the data collected in a way that addressed the research issue?, Has the relationship between researcher and participants been adequately considered and reported?, Have ethical issues been taken into consideration?, Is there a clear statement of findings? We also introduce the question of whether the texts are available in Open Access form or not. We introduce this question, as we believe the outcomes on research on nurses' perceptions and experiences of CPD is potentially important for their practice, and access via Open Access channels could act as a quality dimension. However, without access to the data and the process of interpretation we choose not to assess; How valuable is the research?, Was the data analysis sufficiently rigorous?

For the final analysis enabling the synthesis of the studies in this metasynthesis the articles were read carefully, findings related to the research questions; What is the reported value of CPD for nurses' lifelong learning and its impact on nursing knowledge?, what are the conditions necessary for CPD? And what are the challenges faced by nurses when engaging in CPD?, were identified. In the next step of the analysis, study findings were examined using constant comparative analysis. The findings and conceptual categories were coded, compared, and sorted, focusing on conditions, strategies, and consequences. Finally, the synthesis, the interpretation of the findings, were described as themes, and these were revised several times until a coherent whole was formed [ 30, 36- 38] Before the final description of the synthesized themes, all the three authors discussed the content of the themes until consensus concerning credibility was reached.

Findings

From the metasynthesis we present five overarching themes, Organisational culture shapes the conditions, Supportive environment as a prerequisite, Attitudes and motivation reflect nurse's professional values, Nurses' perceptions of barriers and Perceived impact on practice as a core value. Each theme is further explained below with references to the relevant literature.

Nurses' perceptions of barriers

Poor staffing levels, heavy workloads, lack of funding, lack of study time and anti-intellectualism were some of the perceived barriers to CPD brought out by this review. Participants in the studies reviewed felt that a lack of organisational support, especially from their managers, was an indication that the organisation did not take professional development of its staff seriously [ 46]. Some respondents reasoned that an anti-academic culture and lack of relevant CPD programs was further indication of this [ 5, 15, 40]. Seeing a connection to patient care was identified as a strong driver and nurses identified that CPD initiatives would be filtered out unless there was such a clear connection to patient care [ 43, 51].

Additionally, some studies indicated that as role models, managers had to show interest in their own CPD, in order to motivate other nurses. In other words, the manager's knowledge of CPD activities was reflected by their attitude towards work-based study, acceptance of staff who studied openly, the way the manager prioritised funding support and managed staff shift schedules to allow study release time [ 5, 39, 54, 56]. Fatigue was identified as a major barrier. For example in Jho et al. [ 53], in a context of mandated CPD, respondents felt tired due to the heavy nursing workload in conjunction with CPD. Lack of strategy, and financial initiatives in terms of money, or time off to study was also acknowledged as a barrier [ 5, 39, 54, 56]. Lack of transparent career trajectories were also acknowledged as an area of concern [ 44].

Other barriers, or de-motivating factors were identified; difficulties in attending CPD and keeping a life-work balance [ 48]. Barriers included: formal CPD courses away from the clinical areas were perceived to lack in authenticity [ 47, 49] and a mis-match in expectations and outputs, where nurses viewed themselves as agents of change, but where the organisation was unable to offer means to capitalise on this perception and desire to bring about change [ 50, 59]. As much as competency frameworks were viewed positively in offering a sense of direction, a divergent view was that they were limiting or created set boundaries that participants experienced as limited, for example, if used as prescriptive, hindering nurses to define their own learning needs [ 58]. Lack of IT competence was also perceived as a barrier [ 52] with more CPD being conducted online.

Discussion

The aim of this paper is to conduct a metasynthesis investigating the qualitative research on nurses' experiences of continued professional development. As a result, this metasynthesis revealed a number of overarching themes, which synthesize the findings of previous qualitative oriented research during the period 2010-2019. 2010 was chosen to include the last 10 years of CPD research. The themes are; Organisational culture shapes the conditions, Supportive environment as a prerequisite, Attitudes and motivation reflect nurse's professional values, Nurses' perceptions of barriers and Perceived impact on practice as a core value. The themes put focus on important issues that were recurrently put forward by the nurses in the studies reviewed. However, the themes are not isolated from each other, rather, the content of the themes is interrelated. Some of the themes mainly mirror an overarching perspective at the organisational level of health care, while other themes describe the nurses' experiences and needs on a personal level. The following discussion explores the above themes in relation to the three questions posed earlier; what is the reported value of CPD for nurses' lifelong learning and its impact on nursing knowledge? What are the conditions necessary for CPD? What are the challenges faced by nurses when engaging in CPD? While we acknowledge that the questions and themes overlap, we have endeavoured to frame the discussion around the three research questions individually.

What are the challenges faced by nurses when engaging in CPD?

In some of the literature reviewed, participants lamented their current conditions for CPD, and identified clear barriers and challenges in the form of concerns related to lack of funding for CPD, staffing levels, time allocation for study, lack of organisational support because of negative cultural practices, CPD design & delivery and limited choice of CPD activities. This is articulated within the themes: Organisational culture shapes the conditions, Supportive environment as a prerequisite, Nurses' perceptions of barriers [ 2, 11, 34, 41] . However, studies did not explore the views of nurses on recruitment and retention and its impact on accessing a variety of CPD activities. Evidence from this review indicates that modernising healthcare and simultaneously cutting CPD funding for nurses could lead to a limited number of nurses attaining the skills and competences needed for the modernisation process. In view of the understaffing that is reported elsewhere [ 5, 15], we identify a cause for concern. These perceived barriers may undermine nurses' professional development [ 23, 59]. Moreover, the findings presented here revealed that nurses face a number of challenges in relation to their CPD participation. The challenges include limited CPD activities to choose from, poor CPD delivery methods, negative organisational culture practices such as anti-intellectualism and lack of support. As a result, nurses were less motivated to participate in CPD training [ 57].

It is clear from the review, that IT concerns are becoming more and more prominent, given that more CPD programmes are being offered through digital platforms [ 47]. This is a concern for both the individual nurses, but also their organisations. On concerns regarding CPD delivery methods, nurses indicated that they preferred different styles. With these concerns comes the view that learners learn in different ways depending on the context and subject of study [ 61, 62]. This supports the notion that individuals have different learning preferences [ 61], where some adult learners learn better in a structured and teacher guided context, while others prefer self-direction.

Limitations

The search was conducted by an experienced search engine expert. Even so, we may still have been unsuccessful in finding all the relevant articles. The study was focussed on qualitative studies, which means that studies using predominantly quantitative or mixed methods were not included, but could hold important insights. In the introduction to the study we used the UK as an example for how CPD might be regulated. However, we have conducted a comprehensive search of the literature and our analysis was not conducted with a UK-centric perspective. While each study needs to be understood in terms of local rules and regulations, the similarities in the findings are striking.

Conclusion

The metasynthesis indicates that differences exist between the nurses' CPD needs and expectations and organisations' approaches to nurses' professional development. The review lays bare a disconnect between the rhetoric of identifying CPD as a way to enhance nurses' skills, and the reality of CPD interventions, where nurses do not feel support within their organisations or from their immediate supervisors. The review also revealed that CPD is an important element of nursing practice and nurses' lifelong learning. Furthermore, it suggests that nurses are motivated to take part in CPD to enhance their knowledge, improve skills and keep up- to -date with recent evidence. While evidence from this review indicates that nurses believe that CPD has a positive impact on patient care, there is lack of contemporary research to qualify this claim and there is limited evidence from this review to support this assumption. However, evidence from the review suggests and confirms, that the greatest barriers for CPD in nursing are a lack of funding and time to participate in CPD activities, which are clearly related to organisation structure. It is difficult to envisage how such conditions could be conducive for nurse CPD to flourish. Such perceived barriers undermine nurses' efforts to keep knowledge and skills up-to-date and provide better patient care while meeting the ever-changing needs and expectations of their patients. This is further exacerbated by negative organisational cultural practices and lack of knowledge on how to facilitate, design and deliver CPD for their staff. We conclude that policy makers and relevant stakeholders need to put in place strategies to support nurse CPD in long term and in doing so tear down the barriers of CPD.

Acknowledgements

We would like to thank Gun Brit Knutssön, at Karolinska Institutet's University Library, Stockholm, Sweden for the systematic search.

Abbreviations

CPD

Continued Professional Development

UKCC

United Kingdom Central Council for Nursing, Midwifery and Health Visiting

0PREP

Post registration education and practice

NMC

Nursing & Midwifery Council

HEE

Health Education England

NHS

National Health Service

Authors' contributions

MM, CS and CMG designed the study. MM, CS and CMG defined the inclusion and exclusion criteria for the search. MM, CS and CMG conducted an equal share of the analysis work. Versions of the manuscripts were shared, revised and written by all three authors. All authors have read and approved the submitted manuscript.

Funding

Open Access funding provided by Stockholm University.

Availability of data and materials

The data in the study is comprised of previous research articles. A full list of articles is included in the Table .

Declarations

Ethics approval and consent to participate

Ethical vetting in Sweden is conducted by a central and national committee, the Swedish Ethical Review Authority. Review articles where research is not conducted on humans, or animals does not require ethical vetting as per Swedish Ethical Review Act (SFS 2003:460).

Consent for publication

Not Applicable.

Competing interests

Not Applicable.

Footnotes
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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56. Price S, Reichert C. The Importance of Continuing Professional Development to Career Satisfaction and Patient Care: Meeting the Needs of Novice to Mid- to Late-Career Nurses throughout Their Career Span. Adm Sci. 2017;7(2):17.

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Lifelong learning and nurses' continuing professional development, a metasynthesis of the literature

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Continuing professional development (CPD) is central to nurses' lifelong learning and constitutes a vital aspect for keeping nurses' knowledge and skills up-to-date. While we know about the need for nurses' continuing professional development, less is known about how nurses experience and perceive continuing professional development.

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https://www.nursingmidwiferyboard.gov.au/registration-standards/continuing-professional-development.aspx

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Nursing and Midwifery Board of Australia - Continuing professional development

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Australian Health Practitioner Regulation Agency

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Benefits of CPD

Gain new skills and knowledge to achieve your development and career goals

Remain up-to-date with technical, legislative and regulatory changes

Build the knowledge and skills you need to excel in the competitive business environment

Develop your reputation as a business leader

Increase your value to your organisation and/or your clients

CPA Australia provides a range of training, services and events that can contribute to your CPD hours. These include:
How to complete your CPD
Member obligations

When you renew your membership each year, this is your declaration to comply with the CPA Australia constitution, By-Laws and CPD obligations.

CPD requirements apply to the following members:

Associate members (ASAs)

Members (CPAs)

Fellows (FCPAs)

Retired members who provide public accounting services

Specialist service providers

Your rolling three-year period (triennium) CPD review period relates to your CPA Australia join date.

If you joined before June 30, your three-year period starts 1 January that year and concludes on each 3rd anniversary.

If you joined after June 30, your three-year period starts 1 January the following year and concludes on each 3rd anniversary.

Your three-year period can be calculated from this date forward. To confirm when your three-year period starts, visit your CPD Diary.

You must demonstrate the following to meet your CPD obligations:

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Continuing Professional Development (CPD) | CPA Australia

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Gain new skills and knowledge to achieve your development and career goals Remain up-to-date with technical, legislative and regulatory changes Build the knowledge and skills you need to excel in the competitive business environment Develop your reputation as a business leader Increase your value to your organisation and/or your clients CPA Australia provides a range of training, services and events that can contribute to your CPD hours.

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https://www.nswnma.asn.au/education/cpd/

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The NSWNMA offers a range of workshops, study days and webinars throughout the year, as well as the stimulating Professional Day at each Annual Conference - members enjoy reduced rates. Search our education calendar for an event near you.

Use this resource guide to assist in ensuring you meet your CPD requirements: Guide to Continuing Professional Development (CPD).

Free and reduced online CPD courses

New member benefit:
access to online Professional Education - FREE for NSWNMA members!

Meeting your Continuing Professional Development (CPD) obligations* is now even easier with this great new offer for NSWNMA members. As a financial member you'll have access to 61 online courses absolutely free.

Featuring

Access to over 20 hours FREE CPD*

Over 60 topics including those modules that are deemed mandatory annual competencies by large health organisations and nursing agencies*

Free professional development portfolio to provide evidence to the Nursing and Midwifery Board of Australia (NMBA) of participation in CPD annually.

Access free Webinars on a range of topics

Access to ANMJ online - Nursing articles in the ANMJ can count towards your annual CPD.

Logging on

Members: New users create a ONE TIME login to the website.
Non-members: Join us and receive access to your 20 hours FREE CPE!

* Nurses and midwives have various obligations in relation to CPD, which you can read more about on the NMBA website or here. The NMBA outlines that CPD must be relevant to your context of practice, and recommends nurses and midwives complete a range of CPD activities, e.g. - face-to-face, simulation, interactive e-learning, self-directed learning. The ANMF Education is developed for nurses and midwives working across Australia. For nurses and midwives practicing in NSW, it is important to ensure you follow relevant governance and legislative requirements. If you need any assistance or have any feedback, please email education@anmf.org.au.

The Australian Nursing and Midwifery Federation (ANMF) offers members of the NSWNMA, who are automatically members of the ANMF, several professional development training rooms to assist you to meet your Professional Development (CPD) requirements for continued registration each year.

The ANMF Online Education offers you best practice information on a number of topics of interest as well as specialised areas of practice. They regularly add new training modules to each of its training rooms with the new topics being derived directly from the requests of nurses and midwives.

Take a look now and estimate how far you need to go before renewing your registration on May 31. Members of the NSWNMA can subscribe to or purchase these courses for a discounted rate.

The Aged Care Training Room is a one-stop-shop for nurses whose area of practice in aged care in the residential or community setting.

The Body Systems Training Room (BSTR) offers the most comprehensive collection of health education programs.

The TAE Academy and the NSWNMA have formed a partnership in order to offer the members of the NSWNMA the TAE40116 Certificate IV in Training and Assessment at a discounted rate. Currently there are no face-to-face courses scheduled (dates for 2022 tbc), online delivery is available. Click here for more information / Download the TAE Online Course Information Pack.

Develop and assess your medication dosage calculation skills with the worlds leading resource for healthcare practitioners and students.

safeMedicate Learning and Assessment Modules:

- Essential Skills
- Paediatric Bodyweith-Based Calculations
- Injectable Medicine Therapies
- Diagnostic Assessments
- Authentic Assessments

Meet your CPD requirements:

- Certificate of Completion, Reflective Account, Up To 21 CPD hours (7 hours per module)

safeMedicate is brought to you in partnership with the NSW Nurses and Midwives' Association.

For more information, contact one of the Association's Professional Officers (Education), education@nswnma.asn.au or 1300 367 962.
Go to www.safemedicate.com

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Continuing Professional Development (CPD) - NSW Nurses and Midwives' Association

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The NSWNMA offers a range of workshops, study days and webinars throughout the year, as well as the stimulating Professional Day at each Annual Conference - members enjoy reduced rates. Search our education calendar for an event near you. Use this resource guide to assist in ensuring you meet your CPD requirements: Guide to Continuing Professional Development (CPD).

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https://cpd.anmfvic.asn.au/

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Please note - All of our face to face workshops, and our online seminars and workshops delivered via Zoom or webinar continue to be led by our expert instructors, and require payment as normal. Your ANMF member credit benefit is for our range of online, self-directed modules only.

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CPD Learning that's responsive to your needs

Contemporary, evidence-based learning that's fresh, exciting, and developed by leading authorities in their field.

All fully financial ANMF (Vic Branch) members receive an annual credit (renewed every 1 July) for CPD Portal online modules ONLY (note - all face to face or interactive Zoom workshops/seminars require payment):

full time and part time members $400

members on primary carer's leave $120

student and associate members $80

CPD Portal Helpdesk

Help is only a phone call away, 24 hours a day, seven days a week. Call 1800 084 481 or email us on CPDportal@anmfvic.asn.au

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Contemporary, evidence-based learning that's fresh, exciting, and developed by leading authorities in their field. All fully financial ANMF (Vic Branch) members receive an annual credit (renewed every 1 July) for CPD Portal online modules ONLY (note - all face to face or interactive Zoom workshops/seminars require payment): full time and part time members $400 members on primary carer's leave $120 student and associate members $80 Help is only a phone call away, 24 hours a day, seven days a week.

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https://www.apna.asn.au/education/apna-online-learning

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APNA Online Learning delivers rich, interactive learning in a fully flexible online format, with courses designed specifically for nurses in primary health care and other health professionals.

APNA Online Learning allows users to work through the education at a pace that suits you. An educational module can be started, paused and recommenced a number of times without users losing track of their progress, giving you the flexibility to stop and start your learning. Education can be completed at home or work, there is no need to travel, take time off from work, be away from family or having the cost and inconvenience of travelling to a central location.

All courses available in APNA Online Learning are APNA Endorsed and outline an approximation of continuing professional development (CPD) hours for national registration.

APNA online learning allows you the opportunity to keep up to date with knowledge and skills, it offers:

Over 200 hours of learning

Many courses are FREE or discounted to APNA members

Meet CPD requirements

Many courses tablet friendly

Carry out online training using rich, interactive learning

View past presentations from APNA conferences

Access a range of valuable resources

How to purchase online learning

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Learning on the go with APNA online learning

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APNA Online Learning delivers rich, interactive learning in a fully flexible online format, with courses designed specifically for nurses in primary health care and other health professionals. APNA Online Learning allows users to work through the education at a pace that suits you.

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https://www.nps.org.au/cpd/professions/nurses

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https://www.apna.asn.au/online-learning-products

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Ausmed.com.au - Conferences, Seminars and Online CPD for Nurses

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Professional development for nurses and midwives. Register for a nursing conference or seminar, or complete your CPD online.

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https://www.acn.edu.au/education/cpd-online/refresher-program-for-registered-nurses

Intended for RN's ... refresh their knowledge in acute care nursing.

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Student will accrue 4 hours of CPD per module.

At the end of each module learners will need to complete an assessment quiz. A score of 80% or more in each quiz is needed to progress to the next module. Learners are allowed three attempts at each of the quizzes to be deemed successful for that module.

On successful completion of all modules learners will be able to print out their own certificate of completion.
Fee paying participants have three months from the time of enrolment to complete the course.

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Refresher Program for Registered Nurses - Australian College of Nursing

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Student will accrue 4 hours of CPD per module. At the end of each module learners will need to complete an assessment quiz. A score of 80% or more in each quiz is needed to progress to the next module. Learners are allowed three attempts at each of the quizzes to be deemed successful for that module.

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Nurses can continue learning through doing small post-graduate diplomas or short courses through educational institutions. Alternatively, resources such as Primary Health Networks, NPS MedicineWise or even pharmaceutical companies will host a number of events during the year. These can be free events or paid events that will also offer CPD points to the attendee. These are often, but not always, sessions that occur for one evening or they can be invited to host one at a convenient time for you.

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https://tickets.lup.com.au/aus-healthcare-2022?cat=CAT-REGISTRATION&ref=omg&gclid=Cj0KCQiAmpyRBhC-ARIsABs2EApn_wUCp1XRyt8qUCYupA44wMlPSMrQkM6lz1323tQgB6DWCYmmAg8aAggAEALw_wcB

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The free Australian Healthcare Week Expo is back bigger and better than ever in 2022 with:

8 dedicated theatres with tailored content across Nursing, Patient Experience, Healthcare Workforce, Data Analytics and Cyber Security, GPs and Primary Care and Mental Health Services

Exclusive insights from over 200 healthcare innovation leaders and over 16 hours of learning

FREE CPD points available for Nurses and Midwives, GPs, and Health Informaticians to help you take your skills to the next level

Fetch-A-Friend Referral Bonus - bring your colleague along and you both score a $15 lunch voucher on us!

$20,000 in prizes - including a free holiday - up for grabs. Plus games, interactive learning experiences and free treats to enjoy

Over 200 exhibitors showcasing cutting edge innovations shaping the future of healthcare

Wednesday, 16 March 2022, 9:30am - 4:30pmThursday, 17 March 2022, 9:30am - 4:30pm

ICC Sydney
14 Darling Dr, Sydney NSW 2000

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The free Australian Healthcare Week Expo is back bigger and better than ever in 2022 with: 8 dedicated theatres with tailored content across Nursing, Patient Experience, Healthcare Workforce, Data Analytics and Cyber Security, GPs and Primary Care and Mental Health Services Exclusive insights from over 200 healthcare innovation leaders and over 16 hours of learning FREE CPD points available for Nurses and Midwives, GPs, and Health Informaticians to help you take your skills to the next level Fetch-A-Friend Referral Bonus - bring your colleague along and you both score a $15 lunch voucher on us!

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Science Vs takes on fads, trends, and the opinionated mob to find out what's fact, what's not, and what's somewhere in between.