Delivery Of Continuing Education Research Articles

Distance Learning During the COVID-19 Pandemic: The Experience of Ukraine's Higher Education System

The COVID-19 pandemic has created a new paradigm of ‘life in social distancing’, which in its turn has had a massive impact on education. Continuing education delivery through alternative channels of instruction became a top priority for education institutions aiming to minimize impacts of the pandemic on education. Most universities shifted from conventional, on campus, face-to-face instruction to online distance teaching and learning, which meant that teaching approaches, tools of assessments, and ways of teacher-student communication had to be modified to meet challenges of the altered mode of instruction. Since the pandemic wake, various global educational organizations have carried out studies to identify threats and potential opportunities for higher education within and beyond the pandemic. Some attempts to analyze the experience of the Ukrainian higher education system transition to mass distance instruction have also been made. However, these researches were limited by a territorial or time span, sectoral analysis, or focus on specific issues. Lack of comprehensive cross-sectoral nationwide research regarding perceptions of main actors of Ukraine’s higher education system (teachers and students) on outcomes of this abrupt transition inspired the current research. In this regard, we saw the objective of the study in exploring the experience of mass distance learning application in Ukraine’s higher education system due to COVID-19 and identifying considerations for e-learning in the national system of higher education within and beyond the pandemic. The research was done via survey. The order of the researchers' actions was as follows: questionnaire compilation, data collection, data analysis, and knowledge generation. In this study, a closed-format questionnaire containing questions with pre-offered answers (multiple choices) was the main research instrument. The questionnaire was distributed to Ukrainian university teachers and students by snowball sampling. Data analysis phase involved analyzing the quantitative datasets. The interpretation of the analyzed information led to the generation of knowledge. 882 responses from 65 Ukrainian higher education institutions were received. The survey data showed that mass transition to distance learning became a challenge for majority Ukrainian universities: only 45.5% of the respondents reported experiences with teaching/learning online before the pandemic; 59.4% of them indicated limited (permanent or occasional) access to technological resources (stable and sustainable Internet, properly equipped workplace, software/hardware means). Nonetheless, the survey results confirmed that both teachers and students were satisfied with the rapid transition to distance learning due to COVID-19, although students proved more flexible in adapting to the new mode of instruction. Majority of the respondents indicated such online educational platforms as Zoom (88.3%) and Google Classroom (85.3%) as the most widespread in the Ukrainian virtual educational environment; and such educational technologies as collaborative (56.6%) and individualized learning (55.9%) as the most efficient in distance learning. The research advances the e-learning knowledge area providing data regarding the experiences of Ukraine's national higher education system on mass and abrupt transition to distance learning and envisaging potential for this mode of instruction beyond the pandemic.

Continuing education for public library staff: Valued competencies and preferred delivery format

As the nature of public library services expands and transforms, continuing education (CE) for both degreed and non-degreed library staff is critical. An ongoing challenge for the LIS community is to identify the key areas in which to increase professional knowledge and skills. The purpose of this study was to identify what working library staff considered valued competencies for youth services, reference services, director, and non-degreed library staff positions, as well as their preferred delivery format for CE. Open-ended survey activities were conducted via four research sessions, with a total of 57 library staff members participating in the study. The findings from the study suggest that the preferred CE delivery format is low-cost or no-cost, limited-time-commitment workshops with high interactivity. Valued competencies identified in the study indicated interdisciplinary trends of business management skills for library directors; technology skills and diversity/inclusion training for library staff and adult services/reference librarians; and knowledge around child and adolescent cognitive, behavioral, and literacy development for youth librarians. The findings from this study will help inform LIS schools and other CE providers on how best to create and deliver CE that meets the needs of public library staff.

Evaluation of Pharmacists' Knowledge of Centers for Medicare and Medicaid Services Medication Drug Plan Star Ratings

Objectives: 1) Evaluate Ohio pharmacists’ awareness about Centers for Medicare and Medicaid Service’s (CMS) Medication Drug Plan (MDP) Star Ratings, 2) identify gaps in knowledge about CMS MDP Star Ratings, and 3) determine interest in continuing education (CE) opportunities with CMS PDP Star Ratings.
 Methods: A cross-sectional, online survey was conducted in February 2015. The 16-question, pilot-tested survey targeted licensed pharmacists in Ohio practicing in the ambulatory care or community setting. Respondents were surveyed on their self-assessed and actual knowledge on CMS MDP Star Ratings. Respondent’s interest in and preferred source and delivery of CE were evaluated. Data were collected in aggregate; descriptive statistics, ANOVA and chi-square tests were used to characterize and evaluate data. Responses were summarized for all 16 questions using frequencies and percentages.
 Results: Of 13,235 licensed Ohio pharmacists, 913 pharmacists completed the survey (6.9% response rate). 454 (49.7%) respondents were eligible to complete the survey based on practice setting and of those, 390 (85.9%) were aware of CMS’s MDP Star Ratings. Respondents’ self-assessment of their knowledge regarding CMS Star Ratings aligned with their actual knowledge as defined by performance on three multi-statement knowledge-based assessments. Significant differences existed between self-assessed knowledge groups in their ability to answer greater than 50% of questions correctly (p < .001). The majority of respondents (81.2%) indicated interest in receiving further education on CMS Star Ratings.
 Conclusions: Survey respondents are aware of CMS MDP Star Ratings, yet few indicated high knowledge levels on the topic. Gaps in knowledge were identified in development and utilization of the rating system, identifying quality measures, and sources utilized to measure achievement of ratings. Respondents indicated interest in opportunities to improve knowledge on the subject and would prefer education provided by their employer with a live presentation.
 
 Type: Student Project

Continuing education offerings and conferences among state occupational therapy association

CONTEXT: Limited information exists in the literature about how state occupational therapy (OT) associations fulfill their educational mission. AIMS: The purpose of this study is to explore and seek a better understanding of how state OT associations fulfill the provision of professional development activities through continuing education (CE) offerings and conferences. SETTINGS AND DESIGN: This descriptive study used a thematic survey design. SUBJECTS AND METHODS: Eight presidents of state OT associations participated in an interview and answered open-ended questions related to CE opportunities their association offered. In addition, six current and past state OT association board members from different states participated in providing credibility and confirmatory feedback. Interviews were analyzed using content analysis. RESULTS: Three themes emerged from the content analysis: (1). Changing models of CE delivery; (2). Changing management strategies on CE delivery; and (3). Weighing costs and benefits of delegation and partnership with constituents. CONCLUSIONS: As revealed from the study findings, state OT associations are developing diverse models and management strategies to offer their CE delivery to meet member and nonmember needs. At the same time, they are weighing the cost and benefits of each of these methods and strategies before making decisions on which ones to adopt long-term for providing CE.

Better Care Teams: A Stepwise Skill Reinforcement Model.

The Building Healthy Urban Communities initiative presents a path for organizations partnering to improve patient outcomes with continuing education (CE) as a key component. Components of the CE initiative included traditional CE delivery formats with an essential element of adaptability and new methods, with rigorous evaluation over time that included evaluation prior to the course, immediately following the CE session, 6 to 8 weeks after the CE session, and then subsequent monthly "testlets." Outcome measures were designed to allow for ongoing adaptation of content, reinforcement of key learning objectives, and use of innovative concordant testing and retrieval practice techniques. The results after 1 year of programming suggest the stepwise skill reinforcement model is effective for learning and is an efficient use of financial and human resources. More important, its design is one that could be adopted at low cost by organizations willing to work in close partnership. J Contin Educ Nurs. 2016;47(6):283-288.

The Problem of Pseudoscience in Social Work Continuing Education

ABSTRACTThe National Association of Social Workers requires social workers to obtain continuing education (CE) after they receive their social work degrees. A large and profitable industry that has emerged catering to this need for CE that is particularly focused on the needs of licensed social workers. Quality control mechanisms in place to monitor the content and delivery of CE approved by the field of social work is relatively lax, and as a result a considerable number of social work CE programs convey content that can be labeled as pseudoscientific. We provide illustrations of currently approved social work CE courses that provide training in a variety of bizarre and unsupported assessment methods and treatments that are pseudoscientific.

Education and training for community pharmacists in mental health practice: how to equip this workforce for the future

Purpose– The purpose of this paper is to explore the potential approaches to continuing education and training delivery for community pharmacists to equip them to support mental health consumers and carers with illnesses such as depression and anxiety.Design/methodology/approach– Review of national and international literature about community pharmacists’ roles, beliefs and attitudes towards mental health, continuing education delivery for the workforce and training recommendations to equip pharmacy workforce.Findings– Training involving consumer educators was effective in reducing stigma and negative attitudes. Interactive and contextually relevant training appeared to be more effective than didactic strategies. Narratives and role-plays (from the perspective of consumers, carers and health professionals) are effective in promoting more positive attitudes and reduce stigma. Flexible on-line delivery methods with video footage of expert and consumer narratives were preferable for a cost-effective programme accessible to a wide community pharmacy workforce.Originality/value– There is a clear need for mental health education for community pharmacists and support staff in Australia. Training should target reducing stigma and negative attitudes, improving knowledge and building confidence and skills to improve pharmacy staff's perceived value of working with mental health consumers. The delivery mode should maximise uptake.

Rural nurses’ continuing education needs: A U.S. multi-site survey reveals challenges and opportunities

Background: Provision of relevant, evidence-based continuing education (CE) is an integral part of maintaining a highly competent rural nursing workforce. Numerous tangible and intangible barriers exist to nurses’ participation in CE in rural settings. Major barriers to accessibility and participation in CE for rural nurses include: 1) Geographic isolation, 2) lack of perceived administrative, financial, and/or technological resources and support, 3) lack of time due to workload, inadequate staffing, and/or travel distance, 4) lack of relevance of continuing education topics, and 5) lack of a dedicated on-site nurse educator. Proactive development of academic-practice partnerships is important to support rural care providers regarding CE delivery. The purpose of this study was to assess perceptions of CE needs of nursing unit staff working in a group of health care facilities in a rural region of midwestern U.S. Methods: A cross-sectional CE needs assessment survey was conducted in winter of 2010 with rural health care providers (N=302/1107; response rate 27%) working in rural healthcare facilities (N=40), including rural hospitals (n=10) and long-term care (LTC) facilities (n=30). A well-validated 72-item Likert-type survey was distributed via a secure online university survey platform, and included assessment of 59 CE need areas. Internal consistency reliability was 0.87. Data were analyzed using SPSS software, version 16.0. Results: Descriptive statistics revealed a greater number of licensed practical nurses and nursing assistants working in rural LTC’s (27.2% and 62.5%, respectively) compared to rural hospital setting (14% and 15%, respectively). There are a large number of associate degree-prepared nurses (63%) working in the participating rural hospitals compared to LTC setting (8.4%). Respondents’ priority learning needs included: 1) Review aspects of medication administration/drug interactions; 2) improve skills in patient assessment (physical/mental); 3) increase knowledge of management of patients with comorbidities; 4) promotion of patient safety; 5) enhance communication skills/teamwork; 6) increase lifelong learning. Student’s t tests revealed LTC nursing unit staff reported significantly higher priority learning needs in “manage aggressive behavior (verbal/physical)” ( t = 2.044, d f = 300, α = .003), “family participation in care” ( t = 2.470, d f = 300, α = .036), and “maintain standards of care” ( t = 2.880, d f = 300, α = .042), whilst acute care nursing staff reported a significantly higher priority learning need in “manage a crisis” ( t = 2.122, d f = 300, α = .050). Conclusions: Study results revealed key learning needs related to several aspects of patient care delivery for rural nursing unit staff who are primarily nursing assistants or nurses meeting minimum state educational requirements. Basic health- care workforce training does not typically emphasize continuous quality improvements, or how to recognize and develop an evidence-based practice at the entry level. The potential for nursing knowledge stagnation among entry level nursing unit staff in rural settings needs to be addressed to help break down isolation barriers impacting knowledge, attitudes and behaviors of health care providers practicing in rural health care facilities.

What makes continuing education effective: perspectives of community pharmacists

Abstract Objective To explore how different aspects of the professional environment for Australian community pharmacists are perceived to be influencing the effectiveness of continuing education models in improving practice. Setting Australian community pharmacy. Methods A convenience sample of practising community pharmacists (n = 15) was recruited using the ‘snowballing’ technique to participate in one of four focus group teleconferences. Each focus group examined continuing education experiences from different professional perspectives and training needs (recent graduates, experienced practitioners, specialist practitioners and rural/remote practitioners). Key findings Facilitation of professional development by accreditation bodies, and new challenges resulting from the introduction of cognitive services were seen to promote a favourable environment for continuing education engagement. Complex continuing education delivery models combined with high costs and excessive workloads made it more difficult to engage with continuing education systems or try to apply knowledge to the workplace. Conclusion Results support findings from previous research that practice development requires a multifaceted approach with continuing education as just one component. Affordable and integrated models of continuing education are required in order to optimise efficacy for participants.

Community pharmacists' preferences for continuing education delivery in Australia

New technologies such as the Internet offer an increasing number of options for the delivery of continuing education (CE) to community pharmacists. Many of these options are being utilized to overcome access- and cost-related problems. This paper identifies learning preferences of Australian community pharmacists for CE and identifies issues with the integration of these into contemporary models of CE delivery. Four focus group teleconferences were conducted with practicing community pharmacists (n = 15) using a semistructured format and asking generally about their CE and continuing professional development (CPD) experiences. Pharmacists reported preferences for CE that were very closely aligned to the principles of adult learning. There was a strong preference for interactive and multidisciplinary CE. Engaging in CPD was seen as valuable in promoting reflective learning. These results suggest that pharmacists have a strong preference for CE that is based on adult learning principles. Professional organizations should take note of this and ensure that new CE formats do not compromise the ability of pharmacists to engage in interactive, multidisciplinary, and problem-based CE. Equally, the role of attendance-based CE in maintaining peer networks should not be overlooked.

Maintaining competence in the field: Learning about practice, through practice, in practice

Many of the assumptions about the "adult, self-directed learner" that form the basis of the current model of formal continuing education delivery are largely unsupported by the literature. Yet most practitioners maintain competence despite the apparent flaws in this model. After elaborating a set of problematic assumptions regarding the current construction of the self-regulating professional learner who uses formal continuing education to maintain competence, this paper explores another likely source for the learning that allows practitioners to engage in their own continuing professional development: the process of learning from their personal experiences of solving problems in their daily practice.

Coming of Age: Online Continuing Education for the Journal and the Society for Simulation in Healthcare

Coming of Age: Online Continuing Education for the Journal and the Society for Simulation in Healthcare

Barriers to pharmacist participation in continuing education in Australia

Background: The pharmacy profession recognises of the need for continuing education (CE), however, the rate of participation in organised CE remains low. Little is known about the reasons for low participation rates in CE, particularly in the Australian context. Aim: This research aimed to identify the barriers to participation of Australian pharmacists in CE. Method: Focus groups were held with Australian community pharmacists, grouped into experienced pharmacists, recently qualified pharmacists, pharmacists with specialist-training needs, and pharmacists practising in rural or remote areas. Focus group transcripts were thematically analysed. Results: Barriers identified by pharmacists included time constraints, accessibility – in terms of travel and cost, relevance, motivation, quality and method of CE delivery. Participants provided ideas to improve uptake of CE. Conclusion: The major barriers identified were time, accessibility and relevance of content. To improve uptake of CE a wider variety of flexibly delivered programs supplemented with in-depth workshops could be utilised.

The Truer Picture of the Continuing Education Preferences of NL Pharmacists: Can We Apply What We Learned to Managing Diseases Such as HIV?

Background: The treatment of HIV disease is made more complex by rapid changes in disease management. Two primary objectives of this study were to evaluate the continuing education (CE) needs and preferences of pharmacists and to utilize this information to develop CE HIV disease management strategies. Our hypothesis was that current knowledge of HIV disease management is outdated and that CE related to HIV should be delivered in ways that meet the preferences of pharmacists. Methods: A 14-page needs assessment (NA) was developed to assess the CE needs and preferences of Newfoundland and Labrador (NL) pharmacists and their knowledge of HIV disease management. The NA was validated by pharmacists, physicians, nurses, and social workers from Memorial University of Newfoundland and the Health Care Corporation of St. John's. Respondents' answers were scored using a six-point Likert scale. Space was available for respondents to provide open answers and opinions related to the questionnaire, CE, and HIV. Piloting and feedback suggested the NA could be completed in 20–30 minutes. The NA was mailed to 470 pharmacists. Results: Thirty percent of the pharmacists returned a completed questionnaire. Mean scores (MS) were calculated for specific CE topics. The top three CE topics were: update professional skills (MS = 4.46); current standards of care (MS = 3.9); and professional practice standards (MS = 3.85). CE topics for clinical skills were also highlighted and included pharmacology and therapeutics, infectious disease, and patient education. CE topics specific to HIV included drug interactions, resistance, management of adverse events, opportunistic infections, alternative therapies, HAART therapy, post-exposure prophylaxis, and pregnancy in HIV/AIDS. Most pharmacists (81%) had access to Internet and e-mail (76%). Few respondents had access to teleconference (19%) and videoconference (11%). Pharmacists' preferences for CE delivery times were workday evenings (2–3 hours), weekend half-day, and workday half-day. Conferences, correspondences courses, structured courses, and seminars were the preferred delivery modes. Conclusions/Implications: Pharmacists in NL appear to have specific educational needs. Although the study achieved a lower-than-expected response rate, perhaps partly due to its length, most respondents indicated that computer-based technology could enhance the delivery of CE. Continuous, discipline-specific, real-time assessment of educational needs may be essential for optimum management of patients with HIV. It is likely the findings reflect the needs of pharmacists across the country, especially those outside urban areas. The preferences identified in this study could apply to delivering CE for a variety of diseases.

New choices for continuing education: a statewide survey of the practices and preferences of nurse practitioners.

Technological innovations in the past decade have made possible several promising new modes for delivering continuing education (CE). Offering a wide variety of educational approaches is necessary to satisfy the different learning needs and preferences of program participants. Continuing education planners need to assess the preferences and practices of Advanced Practitioners of Nursing (APNs) when choosing the modes they will offer for delivering CE programs. A survey was conducted with the entire population of licensed APNs in Nevada to assess practices, preferences, and barriers to use of various CE delivery modes. In-person conferences and live satellite conferences were the most frequently used methods. The top three preferences, in rank order, were in-person conference, print-based self-study, and interactive video conference. Live satellite conference was the least preferred method of earning CE credits. Computer-based modes of CE delivery, which include the Internet and CD-ROM, were among the least used. Findings from this study provide useful information for planners of CE programs for APNs. Data acquired in this study also address the dearth of information related to computer use by APNs for obtaining CE.

Perceived continuing education needs of RDs and DTRs

The American Dietetic Association (ADA) Council on Practice Continuing Education Committee conducted a study to ascertain the perceived continuing education needs of registered dietitians (RDs) and dietetic technicians registered (DTRs) to assist ADA and other program providers in developing relevant programming. It surveyed 5,000 RDs and DTRs to determine current and preferred continuing education activities, factors influencing the selection of activities, topics most likely to be selected, and demographic characteristics. Results show that RDs and DTRs use a variety of mechanisms and pursue a large number of topics. Continuing education needs are most often met through locally available activities. Preferred mechanisms are workshops and lectures. ADA and state/district associations are major, but not exclusive, providers of programming. Practitioners tend to choose topics related to their practice area. Topics requested at an advanced level of presentation related to traditional dietetic practice; topics requested at a basic level were new or not specific to nutrition. The data will be incorporated into the ADA continuing education programming plan and will provide direction for ADA's exploration of new methods of continuing education delivery.

Formal Organizational Structure and Participation in Planning Continuing Professional Education

This study explored and described the relationship between formal organizational structures and extent of participation of clients, faculty and program administrators in planning continuing professional education programs in six Southern land-grant universities. Each university was treated as a case study. Data were collected by interviews and content analysis of policy documents. The study found that the extent of structural integration/differentiation of the formal organization of continuing education is described by the extent to which responsibility for the delivery of continuing professional education is located in a university-wide continuing education delivery system as opposed to numerous college-based delivery systems. In addition, extent of par ticipation of clients increased when planning occurred in the context of campus-wide continuing education delivery systems and decreased in college-based delivery systems. Program ad ministrators participated most in planning which occurred in the context of college-based delivery systems. Type of organizational context was not associated with extent of faculty par ticipation in planning.