Factors affecting the level of professional development among nursing staff after the introduction of an electronic education monitoring system

Abstract

Background: Constant improvement of the level of education, occupational independence, and the undertaking of scientific activity, including research and publications, contribute fundamentally to the development of the nursing profession. Ministerial directives for nurses to acquire and increase qualifications gave rise to the emergence of a new job profile in which self-discipline in the scope of scientific activity and personal development is essential. Aim of the study: The study aimed to assess the factors affecting the level of professional development among nurses after the introduction of the electronic education monitoring system (SMK), including variables hindering the process of increasing respondents’ qualifications. Material and methods: The research group consisted of 214 nurses who were both licensed to practice and practicing professionally. A diagnostic survey and questionnaire technique were used with the use of the author’s original questionnaire. Results: Nurses actively undertake postgraduate education, treating it more as a deep inner need and willingness to increase qualifications than a legal obligation. Among various forms of training, the biggest proportion took part in specialist courses – 24.9% (n=53), qualification courses – 23.8% (n=51), and specializations – 17.9% (n=38). Age (p=0.036) and length of professional service (p=0.001) were the most statistically relevant factors motivating the staff to undertake further educational activities. Conclusions: The factors significantly affecting the level of professional development in nurses are age, system of work, and issues arising while using the SMK. The introduction of training and clear instructions for using the system might contribute to the level of professional development among nurses.