ERA UNIVERSITY

COLLEGE OF NURSING

SEMINAR ON

“CONTINUING EDUCATION”

SUBMITTED TO- SUBMITTED BY-

MRS. MADHU GUPTA DEEPANSHI MASIH

ASSISTANT PROFESSOR M.Sc. NURSING 1ST YR

ERA COLLEGE OF NURSING ERA COLLEGE OF NURSING

LUCKNOW LUCKNOW

DATE OF PRESENTATION-: 2ND December, 2019

“CONTINUING EDUCATION”

INTRODUCTION
Nursing is a dynamic profession with changing technology, changing health care delivery
system, changing role of professional and changing need of the people whome they care.
Continuing education programmes helps nurses to remain current in nursing skills,
knowledge and theory. It includes formal, organised educational programs offered by the
educational institutions, health care setting and nurses associations.

MEANING
Continuing education means a lifelong learning process which builds on and modifies
previously acquired knowledge, skills and attitude of the individual or these are the courses,
programs or learning experiences usually taken after a degree is obtained to enhance personal
or professional goal.

Continuing education in nursing is a lifelong process of professional development, which

takes place after completion of basic nursing education program. It consists of planning
learning experiences which are designed to augment knowledge, skill and attitude of
registered nurses for enhancement of nursing practice, patient care, and education,
administration and research in nursing.

DEFINITION OF CONTINUING EDUCATION

“Continuing education is all the learning activities that occur after an individual has
completed his basic education.”

-Cooper.

“That education which builds on previous education.”

-Shannon.

NEED FOR CONTINUING EDUCATION

Factors which lead to need of continuing education for nurses are-

 Technologic development and introduction of new equipments and supply.

 Changing nature of health care approach.
 Enlarging role in nursing related to leadership, management, delegation, supervision,
legal and ethical demands.
 Shorter patient stay in hospital provides few opportunities for clinical learning.
 Aging population of nursing professional trained by traditional methods.
  Professional forces like changing roles and responsibilities of nurses, increasing trend
towards specialization, and mobility of nurses from one to another country.
 Increasing research work in nursing.
 Emerging new knowledge in basic and allied sciences.

PURPOSE OF CONTINUING EDUCATION

 To acquire new knowledge and skill.
 To acquire competencies relevant to the performance of job responsibilities.
 To expand knowledge base and to keep professional up to date on new development.
 To bridge gap between nursing research and practice.
 To help in requirement or advancement in career.
 To fulfil professional needs
 To help in specialization in area of practice.

THREE FOLDS OF CONTINUING EDUCATION

Continuing education may be considered fewer than three headings-

1. In-service education. For example: work orientation programme on use of new safety
syringes before introducing it into hospital.
2. Continuing education. For example: post basic degree for a diploma holder.
3. Special training. For example: courses a nurse seek to practice at advance level like-
cardiac nursing, oncology nursing, etc.

ADULT EDUCATION
Adult education is an important branch of total educational system. In India it has two
aspects-

 Adult literacy- that is education to those adults who have been unfortunate to get any
schooling during their childhood.
 Continuous education for adults- that is education which an individual receives on
part time basis while continuing in his occupation.

PRINICIPLES OF ADULT EDUCATION

VELLA’S 12 PRINCIPLE FOR EFFECTIVE ADULT LEARNING

1. Needs assessment: participation of the learner in naming what is to be learned.
2. Safety: in the environment between teacher and learning for learning and
development.
3. A sound relationship: between teacher and learner for learning and development
4. Careful attention to sequence of content and reinforcement.
 5. Praxis: action with reflection or learning by doing.
6. Respect for learners as subjects of their own learning.
7. Cognitive, affective, and psychocomotor aspects: ideas, feelings, actions.
8. Immediacy of the learning.
9. Clear roles and role development.
10. Teamwork: using small groups.
11. Engagement of the learning in what they are learning.
12. Accountability: how do they know they know?

NEED OF EDUCATION FOR ADULTS

 Individual equipment and satisfaction of needs.

 For further education.
 To enlarge the cultural span of the individual.
 For healthy recreation and relaxation.
 Political consciousness and civic participation.
 Social efficiency and co-operation.
 Economic betterment and self sufficient.

IMPORTANCE OF EDUCATION FOR ADULTS

 In a complex modern democracy, citizens must be knowledgeable.

 Research shows that older people who keep their minds active suffer less dementia
and other memory type disease in old age.
 In a complex modern economy, workers must be up-to-date on new techniques, and
technologies related to their job.
 To bring greater happiness and satisfaction to individuals.

SETTING FOR LEARNING

COOMB’S FRAMWORK

TYPE OF DEFINITION EXAMPLES

EDUCATION
 Formal Sequences of learning that are socially High school education,
education organised, goal oriented and certified diploma granted vocational
by a diploma or degree having education, higher education
currency in the public educational degree.
system
 Non formal Sequences of learning that are socially CPR training, on job training
education organised and goal oriented but are at work.
not certified by formal education
 credentials.
 Informal Serendipitous or self directed Learning to change a clutch
education individual learning resulting from by observation, learning how
daily experience. to care for one child.

METHODS AND TECHNIQUES

The method of delivery of continuing education can include-:

1. Traditional types
 Classroom lectures.
 Laboratories.
2. Distance learning
 Videotaped
 Broadcasting programmes
 Online/internet delivery
 Online interactive courses
3. Conference type group study
 Study networks
 Seminars
 Workshops

A combination of traditional, distance, and conference type study may also be used for
continuing education courses and programmes.

PROGRAMMES IN ADULT EDUCATION

 Policy statement (1978)

The Government have resolved to wage clearly conceived, well planned and relentless
struggles against literacy to enable the masses to play an active role in social and
cultural change.
 National adult educational programme(NAEP)
 NAEP was launched on October 2, 1978
 It was proposed to cover the entire population in the age group 15-35 by the
end of 1983-84.

SUGGESTIONS OF PROMOTION OF ADULT EDUCATION

 National campaign for literacy.
 National get together.
 Pilot project on adult education.
 Involvement of students in literacy programmes
 Ministry of education to give priority.
 More public libraries and literature.
  Training programme.
 Utilizing the services of voluntary organizations.

ASSESSMENT OF LERANING NEEDS

An educational need/learning need is basically something we ought to learn for our good. The
learning need is the gap between a trainee’s present level of competence and a higher level of
competence as required by the task, the standard is set by the organization or by the
profession itself.

For example- needs of a person work in rural area is different from a person work in urban
area.

PURPOSE OF LEARNING NEED ASSESSMENT

1. To help in educational planning/ future training planning.
2. It encourages trainee to become aware of his/her own limits.
3. To identify shortcomings in trainee’s performance.
4. To find out trainees individual learning needs.

PROCESS OF LEARNING NEED ASSESSMENT

It consists of three steps-

I. Identifying learning needs

 Gap analysis
 Observation
 Reflection on action
 Self assessment by log books, diaries.
 Peer review
 Critical incident review
 Document analysis
II. Prioritizing needs
III. Need analysis

CONTINUING EDUCATION IN NURSING

INTRODUCTION
Continuing education in nursing includes the experiences after initial training which helps
nurses to maintain and improve existing knowledge and acquire new competences relevant to
the performance of their responsibilities. Appropriate continuing education should reflect
health needs in the community and lead to planned improvements in the health of the country.

Continuing nursing education is a modern imperative as new knowledge is emerging rapidly

in physical, biological, behavioural and medical sciences which constitute the foundation of
nursing. It must be future oriented, geared to, facing new situations and making new
responses appropriate for these situations.

DEFINITION
It is a planned activity directed towards meeting the learning needs of the nurse following
basic nursing education, exclusive of full time formal post basic education.

FEATURES
 Unified approach.
 Relationship with other systems.
 Comprehensiveness.
 Internally coordinated.
 Relevance in planning.
 Appropriateness in implementations.

NEED FOR CONTINUING EDUCATION IN NURSING

 To ensure safe and effective nursing care.
 To meet the needs of populations and should cater to needs of services.
 For career advancement.
 Professional roles are altered as society changes and as new knowledge and
technologies emerge.
 For developing wise leadership and component practioners.
 To acquire specialized skills and meet technological adjust.
 Preparations of nurses in research aptitudes.
 To prepare nurses for other positions.
 To provide a variety of continuing nursing education opportunities of high quality to
nurses in both education and service changes.

RESEARCH IN CONTINUING EDUCATION

Research enhances professional nursing practice by defining the scope of practices, by
extending scientific knowledge base of practioners and by identifying unique difference that
nursing makes in the health status of individual.

The nurse educators must communicate research findings, conduct research, and prepare staff
to participate in research process.

IDENTIFING RESEARCH TOPICS

It should be based on the priorities.

INCORPORATING RESEARCH INTO STAFF DEVELOPMENT RESPONSIBITIES

Nurses in clinical practice are expected to participate in the research process.

  Educational practioners with masters degree can conduct studies and facilitate
research by collaborating with the investigators.
 Doctoral prepared nurses provide leadership role by conducting investigations,
developing methodologies and integrating scientific knowledge to advance the
practice of nursing.
 Conducting and teaching research can be challenging task for the staff development
educator.

APPROACHES TO RESARCH IN STAFF DEVELOPMENT

Settler identifies 4 strategies-

1. Original research-: it is an investigation to discover new technologies that does

not substantially duplicate the design of another study.
2. Replication research-: it is based on previous research either by examination/
slight modification.
3. Application projects-: it systematically examines the applicability of findings to
nursing practice, management or education.
4. Special projects-: it does evaluation of current needs or practices.

SOURCES OF RESEARCH PROBLEMS

1. Practice setting
2. Text and journals
3. Research reported by others.

SOURCE OF FUNDING AND SUPPORT FOR RESEARCH

 A research project requires human, materials and financial resources.

 The staff development educator who is conducting investigation must think about the
cost of purchasing instruments, supplies, paper, files, and tests.
 Private funding agencies- American nurse foundations, Robertwood Johnson
Foundation.

EHTICS AND STAFF DEVELOPMENT RESEARCH

Basic right of human subject participating in research include-:

1. Right of self determination

2. Right to privacy and confidentiality.
3. Right to fair treatment.
4. Right to protection from harm.
IN- SERVICE EDUCATION
DEFINITION

 “In service education includes all the experiences that teacher require after they start
their professional activity in job”.
- Hite & Howey; 1977
 “The board conception of all education, above the level of basic nursing programs,
offered in hospitals or institutions for their employees.”
 A programme of instruction or training provided by an agency or institution for its
employees. The programme is geld in parental institution or outside agency to
increase the skill and competence of the employees in a specific area, in-service
education may be a part of any program of staff development.

AIMS OF IN-SERVICE EDUCATION

1. To enable individual to be successful in their profession.

2. To improve the work performance of the individuals.
3. To develop quality in education and to increase the effectiveness of the teachers.
4. To achieve the required knowledge, skill and attitude.
5. To improve knowledge of employee through upgrading the services rendered with
scientific principles.
6. To keep in face in changing society to meet the employees needs.
7. Improvement in performance of professional activities by developing professional
skills required for practice.
8. It improves staff members to get chances for promotion.
9. To maintain high standard of nursing.
10. Effective production will be observed through their work performance.

STAGES IN IN-SERVICE EDUCATION PROGRAM- SYSTEM APPROACH

ANALYSIS

EVALUATION
DESIGN
STAGES
 1. IMPLEMENTATION DEVELOPMENT
ANALYSIS-: analyze needs, goals, and priorities. Resources, alternative delivery
system. Determine scope and sequence of training program(by task or job analysis).
2. DESIGN-: determine approach; develop learning objectives, performance measures
and training program specifications.
3. DEVELOPMENT-: develop curriculum guide, lesson plan, and supportive media and
revise materials.
4. IMPLEMENTATION-: implement training plan, conduct training, formulate
evaluation and document training results.
5. EVALUATION-: conduct summative evaluation, analyse collected information and
initiate corrective actions.

IN-SERVICE EDUCATION PROGRAM OR STAFF EDUCATION PROGRAM IN

CLINICAL SETTING

 The complexity of the in-service organization will depend on the size of the hospital and the
kind of service it renders.
 The hospital administration supports the need of nursing in-service education.
 The larger hospital may find it necessary to appoint instructors for each service, with all
working under the direction of the overall coordinator.
 The in-service coordinator must work closely with supervisors and head nurses in planning
and executing worthwhile programs on their division.
 In-service instructor should have background B.Sc. (N) or senior diploma holder.
 Creative thinking is most valuable asset for the instructor.
 Staff development program planned by the employees generate greater interest.
 When new staffs are recruited the educator of the ward has to plan orientation training and
special training on skill development specific to particular department.
 All staff development program must ultimate lead to improvement of patient care.
 The final phase of staff development involves leadership training or management
development of personnel to assume responsible positions such as team leader, head nurse
or supervisor.

CORRESPONDANCE EDUCATION
It is a process in which the contributions of both are usually based on specially prepared and
methodically developed printed course material. It is a form of instruction which is necessary
to bridge a distance between a teacher and student, which can be achieved not only with the
help of letters and printed course materials, but also by other technical media or electronic
media.

OPEN UNIVERSITIES
In open universities, pure distance teaching will take place, where the varying entry
qualifications of its students, their domestic & work circumstances as adult learning part
time, previous experience of learning and their perception of what they are capable of and the
support that they requires.

LIST OF PROGRAMME CONDUCTED BY OPEN UNIVERSITY (IGNOU)-:

 B.Sc. (N) Post basic
 Post graduate diploma in MCH
 Post graduate diploma in hospital and health management
 Diploma in nursing administration.
 Certificate in health care waste management.
 Certificate of competency enhancement for ANM/FHW.
 Certificate programme in new born and infant care.

SELF INSTRUCTIONAL MATERIAL (SIM)

It is specially prepared for target group. The learner gets very little opportunity to interest
with the teachers and peer group and this loss is compensated by SIM which include all study
material needed to stimulate independent learning.

AIM OF SIM

To feed relevant knowledge to the students from multiple angles by providing proper quality
material.

CHARATERISTICS OF SIM

 Self explanatory
 Self contained
 Self directional
 Self motivation
 Self learning

SUMMARY
Continuing education plays a very important role after nurses begin their practice. Multiple
career paths and goals are open for experienced nurses to keep them up to the date with
advancements in the field. With fast change in health care needs of the community and
changes in medical technology nurses has to keep updating their knowledge. Continuing
nursing education can be provide effectively only by proper planning, implementation and
evaluation.

RESEARCH INPUT
A research study was conducted from April 2012 to February 2013 in Isfahan, Iran. This
study was designed to explore the challenges of nursing continuing education in Isfahan
University of Medical Sciences hospitals. In this descriptive explorative qualitative research,
they interviewed 39 participants in five focus groups and five individual groups. The
participants were both learners and planners of continuing education programme. The
outcome of this study was the participants faced problems related to factors related to learners
and teachers, educational process related factors, and inadequate facilities and defective
evaluation.

CONCLUSION
To achieve the goal of “education” for all and equality of educational opportunities from a
quantitative and qualitative point of view, distance along with conventional mode of
education is the answer. This is important in the field of nursing education because
opportunities for higher education are limited; distance education in nursing strengthens the
“earn and learn” approach.

BIBLIOGRAPHY

BOOK REFERENCES
 Text book of nursing education (2nd edition)
Shebeer P. Basheer
EMMESS publications
Page no-302 to 316
 Text book of communication and education technology for nurses
KP. Neeraja
JAYPEE publications
Pg no.328-337

NET REFERENCES
 https://www.ncbi.nlm.gov>pmc
 https://www.heallo.com>jcen
 https://www.acedmia.edu>documents
 https://www.wikipedia.com