The relationship between efficiency and level of satisfaction on Continuing Professional Development among teachers
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The aim of this study was to identify the level of efficiency among teachers in Bachang Zone and their satisfaction towards online Continuing Professional Development (CPD). The survey has been conducted among 181 respondents in Bachang Zone, Malacca in order to identify the relation between teachers' level of knowledge on ICT and their satisfaction based on gender and ages. The study showed that teacher who has more knowledge in ICT where have a high satisfaction. However, the comparative analysis found that teachers’ efficiency on ICT was varied by gender, not by age. Meanwhile, the level of CPD satisfaction were significant by gender and age. Therefore, this study suggested that various educational organizations should provide teachers with assistance in ICT and improve the training website system to be more user-friendly and the similar conducted in rural areas also mostly welcomed.Keywords:
User Satisfaction
School teachers
It is introduced in this article that the continuing medical education and the continuing medical professional development in Europe, United States, Canada, Australia and New Zealand, and a comparison is maked.It is pointed out that the trend and direction of continuing medical education and continuing medical professional development of the world.
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This article discusses the proposals for continuing education, professional development and keeping midwives' names on the professional register. The potential effect of continuing education on an individual's professional development is discussed in the light of PREP, the Higher Award, portfolios and funding.
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The Cologne Consensus Conference 2015 has focused on "Providers in accredited CME[continuing medical education]/CPD [continuing professional development]". As an outcome of the CCC 2015, the authors of this paper, who were part of the faculty, propose a contemporary definition of the roles and responsibilities of stakeholders involved in the different stages of planning, delivery and evaluation of CME/CPD.
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Reviews information needed for Arkansas residents to get either an ALA Accredited MLS or NCATE and AASL accreditation for school librarianship. Included are scholarship opportunities and research options.
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The recent decision by the Department of Health to make nursing an all-graduate profession in England has drawn one of the largest postal and online responses ever seen by nursing and healthcare journals in the UK. Many of those writing solidly support the government's decision, while about the same number are vehemently opposed to it, and provide dire warnings about the dangers of setting the initial entry-gate for nursing at too high an academic level. The fact that nursing is already an all-graduate profession in Scotland, Wales and the Republic of Ireland largely escapes their notice, and it is evident that nursing as practised in those countries is not, in spite of their fears, in danger of falling apart. On the contrary, it is my view that many of the systemic failures uncovered in English hospitals and reported extensively in the media in recent years could have been averted if the nurses working in those settings had been better equipped not only to manage patient care, but to act as true patient advocates by helping to determine and police the total quality management system which patients should experience each and every time they need healthcare, including that delivered to them in their own homes (Lindberg 2002). A lengthy analysis of the arguments for and against an all-graduate nursing profession is not appropriate in an Editorial of this nature however, but this decision, and similar ones which have, or will be taken by other European governments in future years does merit consideration in so far as their consequences for specialist clinical practice are concerned. Nursing is a complex craft and consists of much more than the exercise of observable tasks or psychomotor skills in deference to a medical prescription. In most of Europe, we have moved away from the idea that the nurse is only the instrument by which the doctor gets his instructions carried out and occupies no independent position in the treatment of the sick person as McGregor-Robertson confidently asserted at the beginning of the last century (McGregor-Robertson 1902). However, notable exceptions are likely to exist in a continent which is as culturally, linguistically, historically, politically and geographically diverse as Europe, and some of the exceptions may be far closer to home than many of us would care to imagine. I was surprised recently to hear that a colleague was asked by students undertaking a health policy and management master's degree in my own institution why nurses should even be working in an academic university department, and frequently have to counter other (non-nursing) students' misconceptions that nurses do not have the same level or standard of education as other healthcare professionals. These attitudes are as dated (and unfounded) as those expressed by McGregor-Robertson over a century ago, but clearly indicate that much more work needs to be done in relation to raising the status of the nursing profession across the whole of Europe, and developing output measures which clearly demonstrate the value and complexity of what nurses do every day of their working lives (Doran et al. 2006; Weydt 2009). Nurses have to bridge the gap between linear disease processes and their treatment, and the oftentimes, less than linear emotional, psychological and social responses to these challenges. It is no wonder then that nurses are frequently at the forefront of clinical innovation, particularly when resources are scarce or complex patient problems present themselves (Hughes 2006), and this is particularly true in relation to cancer care (McCorkle 2009; Towler 2009). As long ago as 1993, the World Bank recognised that nurses provide, ‘the most cost-effective resource for delivering high quality public health and clinical packages’ in relation to cancer and a host of other chronic debilitating diseases (World Bank 1993), but historically, the significant impact which nurses can have on the health and well-being of Europe's citizens has been poorly recognised at both national and European level (OECD 2009). It is regrettable therefore that the Commission of the European Communities (2008) Green Paper entitled Promoting a Sustainable Workforce for Health in Europe has so little to say about the role which nurses should play in the future of European healthcare, and that they are not giving greater consideration to the professional and educational development of Europe's single largest professional workforce. Article 152 of the European Treaty provides for greater community action in the areas of public health and protection designed to ensure ‘safer, healthier and more confident citizens’ by ‘preventing more illness and diseases and obviating sources of danger to human health’, but this is unlikely to be achieved without the willing support of Europe's nurses who will require greater knowledge, skills and competencies to meet this agenda and address the many health challenges faced by Europe's citizens in the future, including a rapidly ageing population and a concomitant increase in cancer diagnoses. Europe currently has far fewer nurses with an MSc or PhD qualification than its obvious comparator, the USA, where 9.6% of the 2.7 million nurses in that country hold a master's degree and 0.6% a doctoral degree (AACN 2005). In the Netherlands for instance, only 1650 or 0.7% of 232 117 qualified nurses held an MSc in Nursing Science in 2005, and only 50 had a PhD in the same specialism. If more countries in Europe move towards an all-graduate nursing profession as I believe they should, then greater consideration should also be given to the need for extending the number of postgraduate or post-qualifying courses for nurse specialists in a whole range of areas including cancer, palliative and end-of-life care. The transition of pre-qualifying nurse education and training from vocational schools or technical colleges which many (often wrongly) regard as second rate academic institutions needs to be speeded up where necessary, or greater collaboration between these and traditional higher education institutions encouraged, as occurs for example, in my own area. In my own experience, the education and training being delivered by such institutions is second to none, and their curricula are both innovative and responsive to the needs of healthcare providers and the clients they serve. In such cases, their efforts should be supported and applauded, and their students should not be subjected to continuing academic snobbery when it comes to their accessing postgraduate or post-qualifying education programmes elsewhere within the higher education sector. It may also be appropriate for some countries to look at the UK's example in relation to the accreditation of prior learning and experiential learning (APL/APEL) when deciding upon the appropriateness of candidates for such courses, and I would hope that UK institutions will also take this into account when considering who may and may not be eligible for inclusion into any new pre-registration bachelor's degree programmes. This may overcome many peoples' concerns that exceptional candidates who do not currently meet the higher education sector's formal entry requirements but have ample clinical experience (as healthcare assistants for example) or comparable skills are not excluded from such programmes. In times of economic hardship, continuing professional education often becomes a lower order priority, as evidenced by the relatively small number of people attending a recent symposium for cancer nurse educators organised by the European Oncology Nursing Society in November 2009. It is to their credit however, that they are already thinking ahead to a time when the provision of a competence-based post-qualifying educational framework becomes a political necessity in this important area, and are considering how new and existing curricula can be delivered to all of those caring for cancer patients using traditional and non-traditional learning and teaching methods. These efforts should be supported by policy makers and academic institutions alike, since they demonstrate how comprehensive professional curricula derived from effective international collaboration can shape the future of Europe's cancer nursing workforce. This seems to be in stark contrast to a continuing medical education (CME) model which appears both in Europe and the USA, to be individually determined, nationally orchestrated, and to a large extent, conference oriented (not that there is anything particularly wrong with these things in themselves apart perhaps, from the carbon footprint that such conferences leave in their wake). It was encouraging therefore, to see the quality of debate at the European School of Oncology (ESO) and the Accreditation Council of Oncology in Europe's (ACOE) symposium on CME at last year's ECCO conference in Berlin. It is clear that both medicine and nursing are having to confront many of the same problems, including increasing legal requirements, a greater measure of compulsion and quite rightly, a growing public expectation that all those involved in healthcare delivery are engaged in continuing professional development (CPD)/CME activities. These are balanced however, by a continued (and perhaps worsening) lack of resources with which to achieve this aim, and a lack of consistency in its application in different countries of the European Union. One major concern of those attending the ESO/ACOE symposium was the diminishing level of support available from the pharmacological industry for such activities, although nurses are largely unaffected by this problem given that most still do not have prescribing powers and their educational needs have subsequently remained ‘off radar’ for many in the pharma industry. The situation with regard to the future of CME is perhaps more precarious therefore, but it behoves each of the professions to collaborate more fully, and share their ideas about future educational provision which is less dependent upon this, or the whims of others controlling the purse-strings for continuing professional education elsewhere. One way that this can be achieved quickly and effectively across international boundaries is via e-learning or blended-learning approaches (Davies 2001; Garrison & Kanuka 2004) which are more cost-effective in such circumstances and may elicit higher outcomes (Heterick & Twigg 2003; Twigg 2003; Meyer 2004). The use of these approaches was discussed at both the EONS and ESO/ACOE meetings, and some very positive examples reported upon, so it is likely that we will see more of their like. In times of economic scarcity it makes sense to use existing learning technologies, teaching resources and professional expertise to their full potential so that the greatest possible number of people can benefit from them. It is time perhaps, to let go of our own national, institutional, professional or pedagogic self-interest in favour of greater international, inter-professional and institutional collaboration when developing formal post-qualifying courses or indeed, validating other continuing professional development activities in respect of cancer, palliative and/or end-of-life care. Such approaches are rapidly being adopted in some centres and may provide examples by which the current problems inherent in the training and education of cancer specialists may be resolved. In any event, it would be good to see greater debate about these issues discussed in this, and other professional journals since linear thinking in the complex reality of a non-linear world is likely to profit us very little as individuals or as professionals and we need to overcome obstacles to CPD or CME as quickly as possible (Mainzer 2004). We are pleased to announce two new appointments to the editorial team. Dr Andrew Bottomley has been appointed as Associate Editor with special responsibility for public health, research and policy issues related to cancer care. Andrew lives in Brussels where he is Assistant Director of the European Organisation for the Research and Treatment of Cancer (EORTC) and head of its very successful quality of life department. Andrew has a PhD in clinical psychology and brings a wealth of editorial experience to the board in addition to his considerable pan-European research expertise. Dr Karen Robb has also been appointed as an Associate Editor of the journal and will take responsibility for professions allied to medicine and service user involvement. Karen is Consultant Physiotherapist at St Bartholomew's (Barts) Hospital in London, where she has a special interest in non-pharmacological interventions such as TENS (transcutaneous electrical nerve stimulation), exercise and cognitive-behavioural approaches for pain management in cancer, palliative and end-of-life care. I would like to extend a warm welcome to both Andrew and Karen as they join the Editorial team, and express my thanks to all those who share in the continuing success of the journal by serving as reviewers, section editors or members of the newly constituted Editorial Board, details of which can be seen in the inside front cover of the journal or on its website.
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Continuing education is imperative for clinical laboratory professionals because of continuous rapid changes in the field. The authors review the pros and cons of mandatory continuing education in current literature and present arguments for its adoption. By reference to recent well-designed studies that show continuing education alters professional practice they respond to the argument that continuing education has not been proven effective. A system for mandatory continuing education for laboratory professionals is proposed.
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Attempts to look at continuing education from the viewpoint of the library practitioner in Ghana. This is compared with the views of the library educator. It is found that although there were a few variations in their priorities, both groups agree that continuing education is important in professional development. Suggestions are made towards the improvement of continuing education in Ghana.
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Guide's continuing professional education is the important component of the development of manpower resources in travel industry. At present guide's continuing professional education in our country does not apply to guide professional characteristics in some ways. From the analysis of guide professional characteristics, we can find the defects of guide's continuing professional educational, and put forward the tactics of guide's continuing professional education.
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