CONTINUING EDUCATION INTRODUCTION: Continuing education is an all encompassing term with in a broad spectrum of post secondary learning activities and programs, used to either obtain additional certifications, or as critics required to maintain a license. Almost any body can take contin continuin uing g educat education ion credit credit for person personal al or profes professio sional nal enrich enrichmen ment; t; fitness fitness traine trainers, rs, nurses and safety instructor are examples, of professionals who studying studying for professional enrichment.
Day by day, day, new knowle knowledge dge is emergi emerging ng rapidl rapidly y in the physica physical, l, biolog biological ical,, behavioral and medical sciences, which constitute the foundation of nursing problems in nursing mist be solved by rational effort based upon systematic enquiry. o continuing education should be future oriented. !eared to feeing of new situations to the making of new responses appropriate for these situations. Continuing nursing education programmes should be developed by nurses and conducted within nursing or in general education system in co"operation with the nurses.
DEFINITION:
#Continuing education is all the learning activities that occurs after an individual has completed his basic education$ % Copper
Contin Continuin uing g educati education on in nursin nursing g is define defined d as planne planned d learni learning ng experi experienc ences es beyond a basic nursing educational program. &he learning experiences are designed to promote the development of knowledge skills, attitudes for the enhancement of nursing practice thus improving health care to the public. #&hat education which builds an previous education$" hannon
FEATURES:
•
'nified approach
•
(elationship with other systems
•
Comprehensiveness
•
Accessibility for women health workers.
•
)ntegration with the management process.
•
Analysis of needs as a basis for learning continuity.
•
)nternally coordinated.
•
(elevance in planning
•
Credibility and economic
•
Appropriateness in implementation
METHODS OF CONTINUING EDUCATION: &he method of deliver of continuing education include traditional types of class room lectures and laboratories. Continuing education makes heavy use of distance learning which not only includes independent study which can include videotaped material broad casting program delivery and online interactive courses. )n addition to independent study the use of conference type group study which can include study networks as well as different types of seminar* workshops can be used to facilitate learning.
NEED: •
&o ensure safe and effective nursing care, nurses need to keep abreast with interest, knowledge and technical advances.
•
&o meet the needs of population and should cater to the needs of services.
•
Development of nurses will occur by updating their knowledge and prepare them for speciali+ation for career advancement.
•
rofessional roles are entered as society changes and as new knowledge and technologies emerge.
•
)f the nursing professional is to respond effectively to the challenge of developing wise leadership and competent practitioners, current social changes must be recogni+ed and future one foresees.
•
&o acquire speciali+ed skills of personnel and meet technological ad-uncts.
Clinical specialists are needed for direct patient care and for teaching and consultative e roles to help the students and staff nurses to reach higher levels of competency. •
urses with research aptitudes and preparation are needed.
•
urses in administrations positions need to increase their understanding of the administrative process and to design effective method of minimi+ing the contribution of individuals helps to provide nursing services to patient.
•
ursing functions requires a high degree of skill knowledge, competence and educational preparation.
•
&he demand for speciali+ed nursing services is increasing more rapidly.
•
lanned programmes are need to increase their competences as practitioners.
•
eeds for additional preoperational preparation for the positions are already holding as to prepare themselves for other positions.
•
)f provides opportunities for educational growth compatible with the realities of both with situation and the home responsibilities.
•
)n the world, scientific, advancement, technology innovations, social changes are occurring rapid and new pattern of health care changes in the role expectations of all health care personnel are emerging to meet these needs and demands qualify nurses are essential.
•
&o maintain their roles as bedside nurses and assume more supervisor, administrative and delegated medical functions to speciali+e and to generali+e their practice continuing nursing education is essential.
•
)t is needed for the nurses who wish to help shapes their own destiny.
•
&o provide and prepare faculty who see continuing nursing education as a personal responsibility as well as professional and university responsibility.
•
&o provide a variety of continuing nursing education opportunities of high quality to nurse in both education and service changes.
FUNCTIONS: •
&o meet the health needs and public expectoration.
•
&o develop the practicing abilities of the nurse.
•
(ecruitment function.
•
(ecogni+e gaps in their knowledge.
•
&o list ability to do final academic study.
•
&o improve the communication between the participants, faculty, community and health sector.
•
&o test the participants ability to do formal academic study.
•
&o shape support universal educational polices and practices.
•
&o ensure the quality of education.
•
&o maintain academic standards.
•
&o meet educational requirement.
PHILOSOPHY: )ndividual nurses are responsible for their own learning and should participate in the identification of their own learning needs to meet these identified needs. roviders of continuing nursing education must have a commitment to involve learners in the learning process from the initial stages of planning through the evaluation of organi+ed learning experiences. Continuing nursing education should be provided in a well planned organi+ed educational environment. trong support and leadership is expected from all groups providing continuing education. Continuing nursing education should assist individual practitioners on the continued acquisition of knowledge the extension of professional responsibilities laities, the expansion of interpersonal skills and the improvement of problem soling approach to professional practice. Continuing nursing education should serve as a viable means of improving the professional competence. Continuing nursing education should include such important concerns as quality of life and the understanding of the current health problems of modern society. Continuing nursing education is concerned with the development of the nurses as a person practitioner and a citi+en.
ELEMENTS: 1. LEARNER: As a person, as a nurse and as a citi+en continuing education is seen as totality it recogni+es all three aspects of life long learning. Diversity is a part of learning process and contributes to the development of the individual so the teacher has to make the learner to involve in nursing and non nursing courses. &he learner in his life plays many different role, so continuing education should be focused on all the elements. )t also aims as self directed learning.
2. TEACHER/NURSE EDUCATOR: /e has to accept the concept of life long learning and he encourage nurse to participate different types of educational activities. 0ducation must be aware of sources of information about related continuing education activities. &eacher1s task is to help the student how to learn, how to approach situation how to interpret and takes action and evaluate the effectiveness of his action. &eacher must help the learner to discover new approaches and potential developments in the field. &eacher should act as a role model teacher is a guide in the learning process assist. 2herever appropriate, encourages the activities that promotes, individual thought •
Creative teaching is essential its has to show interest and concern for every number of his class.
•
&he continuing educator has to play multiple rules like, guide and counselor to the learner.
•
An arranger and organi+e of learning experiences.
•
3otivator and an encourage of students.
•
0valuater of programems.
•
)nvolving resources experts for teaching the students.
•
roducing instructional materials.
•
elect and evaluate materials prepared by others.
•
Administrative role.
•
ublic relations role to change the image of nursing and in recogni+ing the contributions and potentials of nurses.
ASSESMENT OF LEARNING NEEDS: 4.
EDUCATIONAL PREPERATION: •
3aster1s degree in his area of nursing expertise or with a doctorate in adult education.
•
Credentials with more publications.
•
2riting and organi+ing skills.
•
A continuing learner.
•
Clinical expertisedness.
•
Depth of nursing knowledge and skill in its application.
•
)nterest in the sub-ect, enthusiasm in teaching.
•
kill in working with adult learners.
•
Adequate knowledge about teaching skills and methods of teaching.
•
5road base knowledge.
2. COMPETENCIES AND OTHER CHARECTERISTICS: •
Concern for people
•
6lexibility
•
ensitive to group response
•
2illing to travel
•
Detailed advance preparation and organi+ation for teaching.
•
(esourcefulness
•
Determination
•
elf" Confidence
•
A sense of humour
•
An innate curiosity
•
7ove of adventure
•
Desire to search the unknown
•
)nterest in self development and other development.
3. THE FACULTY ADMINISTRATOR: •
&eaching is a part of his responsibility.
•
/e should posses a high degree of administrative skill.
•
/e must assess and uses the various abilities of different faculty members
•
earch for faculty with wide varied of talents.
•
/elps the faculty members to strengthen their teaching skills.
•
Conducive environment for faculty member and learners to promote personnel and prefersronal development is necessary.
•
!rieves adequate orientation creating opportunities on the -ob which contributes faculty growth.
&he effective administrator is prepared to meet the unexpected. •
/e must guard against the interference of his own needs with good of the programme.
•
upports his faculty and accepts responsibility, encourages team spirit, working with other members.
•
8.
(ecogni+es the person1s contribution.
MOTIVATION OF LEARNER: )nternal motivation ie, the personal needs desire to learn is more effective than
external incentives like certificates, grades, credits, etc, expand learning opportunity for nurses which required in their work experience is needed to be motivated. &he truly motivated person will learn without external requirements being placed upon him. •
/e learns because he has a need for the knowledge.
•
6or the motivated learner, difficulties encountered in the process are been as challenges not as obstacles.
5.
INVOLVEMENT IN THE LEARNING PROCESS: 7earner has to participate in the learning process learning depends upon the
student himself learning can be done only by the learner. )t depends up on the effort put forth by the learner.
6.
ORGANISED LEARNING EXPERIENCES: 7earner also involved more directly on programme planning and in the conduct of
courses and decided which educational experiences and the activities are most suitable to him. 7.
THE NEEDS OF SOCIETY 9uality of life and needs of society influences the learning needs of the nurses.
&he critical issues facing society can be met by a concerned well informed citi+en who are willing to devote thought, time and energy to their solution. Adequate preparation for participation approach is essential for continuing nursing education.
8.
UNIVERSALISATION:
'niversalisation of continuing nursing education is necessary.
.
THE LEISURE: &he individual has to learn how to use leisure time constructively, participate in
more educational activities.
1!.
LI"ERAL EDUCATION: 6or the effective human practice requires practitioners with the insight
understanding and attitudes which can be fulfilled through liberal education.
11.
INTER PROFESSIONAL CONTINUING EDUCATION: 0ducational programmes now include course content open to all those various
health fields. urses have to accept and participate interdisciplinary continuing education.
PRINCIPLES: )nvolvement of school and nursing faculty involvement in planning and teaching the continuing nursing education to improve the standards for the programme. "
An adequate staff is essential to planning implementing and evaluating a programme
"
&here should be one director having responsibilities like determination of learning needs of the nurse population. Development and implementation of a programme to meet these needs; evaluation of results.
"
&here should be sufficient number of staff with talent to implement the planed programme. &here should be advisory staffs, secretarial Administrative, supportive and also some of the staff for Assistance.
"
An advisory committee has to be appointed.
"
&he community may serve as a liason between the school of nursing and the health community and full fill a communication and public relations function for the university.
"
Continuing education programmes may be decentrali+ed or centrali+ed.
STEPS IN FORMULATION: PLANNING: A successful continuing nursing education programme is the result of careful and detailed planning. 5road planning by institution and agency responsible for continuing nursing education. lanning is essential to: 3eet the nursing needs use available resources. 3eet needs at all levels.
Avoid duplication and fragmentation efforts. /elp keep at a minimum any gaps in meeting the continuing education needs of nurses. &he selection of teaching factually may depend up on the availability of the persons rather than his exercise as lunching ability planning is an ongoing process, the rapid technologic advances and proliferation of knowledge demands continuous planning to meet ever changing learning needs.
PLANNING PROCESS: 4.
ESTA"LISHING GOALS #ITH THE PURPOSE OF PHILOSOPHY OF THE ORGANI$ATION. 3aking frame week for planning formula putting some of the questine to be what
is to be done 2hy is it necessary /ow is it to be done 2here is it to be done when" is it to be done 2ho should do the -ob
2.
ESTA"LISHING GOALS AND O"%ECTIVE: lanning moves towards goals which are significant and realistic which can be
attained. !oals serve to stimulate and direct action and should be reachable. An ob-ective is specific, it is a desired and or accomplishment to be sought.
O"%ECTIVES:
&o assist the nurse in identifying and meeting current learning needs and those need generated by changing professional practice.
•
&o encourage the nurse to identify and influence societal changes.
•
&o promote the development of leadership potential of the nurse.
•
&o varied teaching methods for extending nursing knowledge and competency.
•
&o assist the nursing educator in increasing teaching effectiveness.
•
&o seek opportunity for and collaborate with other health disciplines to effect improvement in the delivery of health care by stress.
3.
DETERMINING NEEDS AND PRIORITIES OF ACTION:
After assessing the needs prioriti+ation of needs has to be done.
&.
ASSESS THE AVAILA"LE RESOURCES FOR ESTA"LISHING
THE PROGRAMME: 6aculty, finances and facilities may be seen as the ma-or resources required for a continuing nursing education programme. A broad survey of the ma-or resources are necessary to the total continuing nursing education programme planning involves deciding up on the resources necessary to the activity and adequate financial support appropriate faculty, facilities with easy accessibility space and necessary equipment required to conduct offering.
5.
PLANNING THE "UDGET: )ndividual offering is expected to be self supporting. 5udget requires ascertaining
all the anticipated costs of the offering.
#RITING THE PROPOSAL: &he proposal should be written with carefulness clear, concise familiar forms which include enough detail so that reviewers have a through understanding of what the pro-ect intends to accomplish. 6ormat for proposal preparation:
1.
C'()* +,))- 0)+: i<
ame of pro-ect
ii<
ummary of pro-ect
iii<
ame of funding source to which proposal is directed
iv<
ame and address of institution submitting pro-ect
v<
ame of principal initiator and others
vi<
)nvolved in proposal preparation
vii<
Date of submission
24
P*''+ +-*0-
34
P*''+ N**-() a<
A statement of ob-ectives
•
Describe the nature of problem
•
Document existence of problem with appropriate dates.
•
Describe the existing efforts to solve problem or crate opportunity.
•
Define target group.
•
tate goals of pro-ect
b.
rocedure: •
Describe phases or sequences of procedures
•
Describe work performed at each stage and duration.
•
how how work will be organi+ed.
c<
6acilities (equires
d<
(esources that will be tapped
&4
")- N**-(): 0xplain each budgetary item
54
•
Criteria and data used to make estimate
•
5reak down of budgetary 3aterials where appropriate
A)0)+: •
tatement out longing qualifications of institution requesting funds.
•
=itae of personnel involved.
•
upporting statements from co"operating individuals or agencies.
ORGANISATION: rogramming of professional course in nursing is a -oint responsibility of a director of continuing nursing education and a dean of school of nursing university faculty may be assigned to continuing education in nursing as a part of the regular teaching load or an extra compensation basis.
EVALUATION: EVALUATE THE RESULTS AT STATED INTERVALS: 0valuation is a needde
to assess the effectiveness of the programme or the
progress in order to find out to what extent pre set goals have been achieved. 0valuation should be done at various stages of the programme.
0g: reparatory stage, implementation stage, the impact of programmes, the process of programme operation, the management systems, efforts and performance evaluation. 0valuation should cover. •
&he growth and satisfaction of participants.
•
&he outcome course and the whole programme, or activity or task.
•
0ffectiveness of faculty members.
•
&ransfer of knowledge.
•
0ffect on the system. &here are some of the method for evaluation they are:
•
re test and post lest.
•
Attitude test
•
>bservation of skills.
•
9uestionnaire
•
Audio and =ideo tapes
PURPOSES OF EVALUATION:
9
&o identify the area which require greater attention.
9
&o identify bottle necks in various activities carried out during the operation of the programme.
9
&o assess the applicability of training in field or actual situation.
9
romotes better learning by qualitative improvement in instruction, can determine future changes and needs.
9
6or quality control as qualitative improvement.
CONCLUSION: Continuing education programme help nurses remain current in nursing skill knowledge and theory.
)t involves formal offered by educational and health care
institutions. &he main goals of continuing education in nursing are to improve and
maintain nursing practice fulfill professional leaning needs and helping nurses becomes speciali+ed in a particular area of practice and teaching nurses new skills and technical.
