Continuing Professional Development Activities Research Articles

Exploring the Feasibility of Deploying Technology Enhanced School-Based Teacher Continuous Professional Development in Internet-Limited Environments in Tanzania

In low-income countries, the use of technology to enhance teacher continuous professional development (TCPD) activities has been increasing significantly. However, most technology initiatives related to TCPD require the installation of complex information and communications technology (ICT) infrastructure in schools or availability of reliable Internet connectivity. While installation of ICT infrastructure is costly, the cost of the Internet is unaffordable to most teachers in low-income countries. This study explored the feasibility of deploying Raspberry Pi computers and tablets as micro-servers to facilitate school-based TCPD activities via a learning management system (LMS) without Internet connectivity. Teachers in eight schools in Dar es Salaam and Lindi accessed a TCPD sample module with Raspberry Pi and tablets providing hotspotting and treated as offline local servers hosting a LMS. After the trial, data was collected through focus group discussion, observation, and LMS logs involving 69 teachers. The findings showed that both Raspberry Pi and tablets could be used as micro-servers to provide access to learning resources in offline environments, but Raspberry Pi fared more favorably. Raspberry Pi was easy to set up and connected more devices than did the tablet. However, Raspberry Pi required careful handling as it is a delicate device. Interestingly, there was no significant difference in terms of the performance and cost of the two micro-servers. This study provided further evidence that both Raspberry Pi and tablets could be cost-effective approaches to deliver TCPD activities without installing complex ICT infrastructure or in areas with limited Internet connectivity.

OPPORTUNITIES, TEACHERS’ ATTITUDE AND ENGAGEMENT IN CONTINUING PROFESSIONAL DEVELOPMENT (CPD) ACTIVITIES

This descriptive research investigated the opportunities, attitude, and engagement in Continuing Professional Development (CPD) activities among elementary school teachers in the Province of Iloilo for the school year 2023-2024. The population comprised of elementary school teachers, with 380 participants selected through random sampling. Data were collected through an online survey utilizing a structured, researcher-made, validated and reliability tested questionnaire. The results revealed significant differences in the opportunities for CPD activities across congressional districts. Additionally, significant variations were found in teachers' attitude towards CPD activities based on their educational attainment. Furthermore, significant differences were observed in the level of teachers' engagement in CPD activities concerning both educational attainment and congressional district. However, no significant differences were found when teachers were classified according to their age, sex, school level, and school size. This study concludes that, while opportunities and attitude significantly influence engagement in CPD activities, their significant differences vary when they were classified according to their educational attainment and congressional district. Hence, it is imperative to consider these when designing CPD programs for elementary school teachers in the Province of Iloilo. Tailoring CPD opportunities and strategies is highly recommended to address the specific needs and preferences of teachers based on their educational backgrounds and geographic locations. Moreover, further research is warranted to explore additional variables that may influence teachers' engagement in CPD activities and to assess the long-term effectiveness of CPD programs in enhancing teaching quality and student outcomes.

Validation of the Learner Engagement Instrument for Continuing Professional Development.

Learner engagement is the energy learners exert to remain focused and motivated to learn. The Learner Engagement Instrument (LEI) was developed to measure learner engagement in a short continuing professional development (CPD) activity. The authors validated LEI scores using validity evidence of internal structure and relationships with other variables. Participants attended 1 of 4 CPD courses (1 in-person, 2 online livestreamed, and 1 either in-person or online) in 2018, 2020, 2021, and 2022. Confirmatory factor analysis was used to examine model fit for several alternative structural models, separately for each course. The authors also conducted a generalizability study to estimate score reliability. Associations were evaluated between LEI scores and Continuing Medical Education Teaching Effectiveness (CMETE) scores and participant demographics. All statistical methods accounted for repeated measures by participants. 415 unique participants attended 203 different CPD presentations and completed the LEI 11,567 times. The originally hypothesized 4-domain model of learner engagement (domains: emotional, behavioral, cognitive in-class, cognitive out-of-class) demonstrated best model fit in all 4 courses, with Comparative Fit Index ≥0.99, Standardized Root Mean Square Residual ≤0.031, and Root Mean Square Error of Approximation ≤0.047. The reliability for overall scores and domain scores were all acceptable (50-rater G-coefficient ≥ 0.74) except for the cognitive-in-class domain (50-rater G-coefficient 0.55 to 0.66). All findings were similar for both in-person and online delivery modalities. Correlation of LEI scores with teaching effectiveness was confirmed (rho 0.58), and a small correlation was found with participant age (rho 0.19); other associations were small and not statistically significant. Using these findings, we generated a shortened 4-item instrument, the LEI Short Form. This study confirms a 4-domain model of learner engagement, and provides validity evidence that supports using LEI scores to measure learner engagement in both in-person and livestreamed CPD activities.

Physicians' lifelong learning journeys: A narrative analysis of continuing professional development struggles.

Despite tenacious efforts of continuing professional development (CPD) developers and educators, physician engagement in CPD is fraught with challenges. Research suggests that these educational interventions and the maintenance of professional competence systems that mandate them are often seen as impractical, decontextualized and check-box activities by participants. This study explores physicians' learning post graduate medical education (GME) training across their CPD journey to understand how they (a) conceive of themselves as learners and (b) engage in lifelong learning across the course of their professional careers. Using narrative inquiry and holistic narrative analysis situated within a social constructivist orientation, we carried out individual interviews with physicians from across a large children's hospital network including academic hospitals, community hospitals and primary care practices. Timelines and story arcs were used to support the narrative analysis's re-storying. Twelve physicians from six different sub-specialties were interviewed. We identified three noteworthy challenges as particularly salient across participants' re-storied narratives: (i) train-on-a-track to treading water, (ii) learning takes a backseat, and (iii) learning through foraging or hunting and gathering. Participants described significant change when transitioning from GME to CPD learning. While participants identified as learners, they described the disorienting impact of losing GME's formal supports and structures. They articulated that patient care trumped learning as their top priority. They lamented having limited insight into their learning needs (e.g. little feedback data) and so resorted to engaging in CPD activities that were readily at hand-but not necessarily relevant-and to finding learning resources that might not be formally recognised for CPD credit. Physicians' learning journeys post-GME are challenging, and the systems created to support that learning are ill equipped to meet the needs of physicians transitioning from GME to CPD. To encourage meaningful learning, the complex interplay of factors impeding CPD engagement should inform future innovations.

Continuing professional development and the changing landscape of academic libraries

PurposeThis article highlights the dynamic and evolving nature of libraries and the role of librarians within the changing landscape. It discusses how libraries have traditionally operated and how they have been impacted by 4IR and external factors such as the COVID-19 pandemic.Design/methodology/approachThe study employed a mixed methods research approach, combining an online questionnaire to derive quantitative data and interviews to provide qualitative data. The follow-up interviews provided a comprehensive understanding of how academic librarians at the DUT library use Continuing Professional Development (CPD) to adapt to the evolving environment.FindingsThis paper reports that there was consensus that CPD empowers the librarians to adapt seamlessly to the dynamic library landscape. It equips them with the knowledge and skills to stay updated on the latest trends, technologies and best practices in their field.Practical implicationsThe findings carry implications for the planning and executing of ongoing CPD programmes and activities across all academic libraries.Originality/valueThis study provides an insight into the results of the importance of CPD for librarians within a developing country in southern Africa.

Exploring The Influence Mechanism of Strategic Leadership, Employee Engagement and Job Involvement: A Framework Model Approach

In the dynamic landscape of higher education, the enrichment of college teachers is pivotal for fostering effective learning environments and promoting student success. The paper investigated the impact of knowledge management (KM) practices on the professional development and enrichment of college teachers. Drawing upon a synthesis of existing literature and empirical studies, this research elucidates the mechanisms through which KM practices contribute to the enhancement of teaching quality, innovation, and collaboration among college faculty. It explores how institutional policies, incentives, and recognition systems can incentivize teachers to actively engage in knowledge creation, dissemination, and continuous professional development activities. Moreover, the study examines the challenges and barriers associated with implementing KM practices in college settings, such as resistance to change, time constraints, technological barriers, and cultural factors. It proposes strategies and best practices for overcoming these challenges and fostering a culture of knowledge sharing and collaboration among college teachers. The findings suggest that effective KM practices play a crucial role in enriching college teachers by enhancing their teaching effectiveness, fostering innovation and creativity, promoting interdisciplinary collaboration, and facilitating continuous professional development. The article concluded with recommendations for policymakers, educational leaders, and practitioners to leverage KM practices for the continuous enrichment and professional growth of college teachers, thereby enhancing the quality of higher education and student learning outcomes.

Professional Development and Changes in Teachers’ Teaching Practices: A Pilot Study

Current efforts to improve physical education programs involve providing teachers with quality preparation professional development opportunities, especially for elementary classroom teachers (ECTs) who deliver physical education without adequate preparation (DeCorby et al., 2005).[5] However, little is known about the role of continuous professional development (CPD) in changes in ECTs’ practices regarding teaching physical education (Parker et al., 2022).[23] This study utilized visual methods to explore changes in ECTs’ practices regarding physical education teaching throughout their participation in a state-funded, five-month-long CPD initiative. The participants were four elementary classroom teachers in rural California. The CPD initiative consisted of a three-day summer institute and two follow-up sessions. Participant-generated visual diaries and focus group interviews were used to capture teacher practice changes. Findings revealed three themes: a) A focus on standards-based instruction facilitated teacher’s change; b) Involvement in a community of learners can be a powerful source of change; and c) Teacher change is a time-consuming process. This study highlights that ECTs who receive inadequate training in physical education teacher education are more likely to have a lack of competence and confidence in teaching physical education. The CPD activities can potentially enhance ECTs’ skills in planning and teaching practice, thereby boosting their confidence.

The Commitment to Excellence: Understanding Nurses’ Perspectives on Continuous Professional Development

Continuous Professional Development (CPD) is essential for nurses to maintain up-to-date knowledge and skills in the evolving healthcare sector. This study explores nurses’ attitudes toward CPD, its necessity, and the challenges encountered. The aim is to examine nurses’ perspectives on CPD, focusing on their participation and motivation, in relation to their workplace, workplace function, and form of work. A cross-sectional study design was employed with 151 nurses from University Hospital Centre Split, Croatia. Data were collected using the “Professional Development of Nurses questionnaire (Q-PDN)” and analyzed using descriptive statistical methods, the Kolmogorov–Smirnov test, Pearson’s correlation, ANOVA test, and t-test. The average level of participation in CPD activities was 4.27 (±0.63), indicating a positive inclination towards CPD. The study identified a statistically significant difference in activities related to CPD (t = 2.12; p = 0.036) among employees of surgical and intensive care units compared to other departments, where a higher level of engagement was present among employees of other departments. Notably, nurses without managerial roles showed 0.16 points higher participation in CPD activities compared to their managerial counterparts, though this was not statistically significant (t = 0.92; p = 0.357). Nurses in managerial roles valued CPD for professional development more highly, with a significant difference (t = 2.77; p = 0.006). Full-time nurses demonstrated a higher perception of the importance of personal professional development compared to part-time nurses, with a significant difference (F = 2.88; p = 0.038). The study reveals a strong commitment to CPD among nurses, with variations based on workplace roles and schedules. It underscores the need for role-specific and adaptable CPD programs to meet diverse needs and enhance professional competence in the nursing workforce.

Role of Radiographers in the Provision of Diagnostic Medical Ultrasound Services in Zimbabwe: Past, Present and Way Forward

Ultrasound imaging is an important tool in healthcare, used for screening, diagnosis, monitoring, and treating diseases. It works by using sound waves to generate images based on echoes reflected back from the object being examined. Advancements in ultrasound technology have made it more accessible to other healthcare professionals, resulting in its expanded application across all fields of medicine. In Zimbabwe, radiographers play a crucial role in providing ultrasound services, helping to address the shortage of radiologists, and improve patient access to quality imaging. However, there is a lack of available literature on ultrasound imaging human resources in Zimbabwe. This article reviews the historical development of ultrasound training for radiographers in Zimbabwe, highlighting the challenges and opportunities associated with their expanded role in ultrasound. It also emphasizes the benefits of involving radiographers in ultrasound services, such as improved patient care, cost savings, utilization of their knowledge and skills, and enhanced job satisfaction. The paper provides recommendations for the future, including the need for clear clinical leadership, specialized ultrasound programs, and continuous professional development (CPD) activities to ensure high-quality ultrasound services in the country. The insights presented aim to inform policy decisions and promote equitable access to essential ultrasound imaging in the Zimbabwean healthcare system.

A Description of Required NAPLEX Preparation Courses Among US Pharmacy Programs

ObjectiveOne of the final tasks for pharmacy graduates to enter practice is passing the North American Pharmacist Licensure Examination (NAPLEX). Given the recent national declines in pass rates, programs are making significant investments of time and money in NAPLEX preparation. The objective is to characterize the structure and content of required NAPLEX preparation courses. MethodsA survey on NAPLEX preparation practices was developed and distributed to all Accreditation Council for Pharmacy Education-accredited pharmacy schools. NAPLEX preparation course syllabi were also collected as part of this survey. Syllabus information was summarized into 4 elements: course structure, content, resources, and assessment strategies. ResultsOf 144 colleges/schools of pharmacy, 100 responded to the survey, 87 reported having a NAPLEX preparation program, and 47 reported having a NAPLEX preparation course. Twenty syllabi were collected. Most courses (14) were longitudinal through the Advanced Pharmacy Practice Experiences year, 16 were credit-bearing, and 19 included a vendor NAPLEX preparatory product. Fourteen courses were hybrid delivery, and 12 focused on licensure preparation and included test-taking strategies, calculations practice, case-based discussions, etc. All 20 courses reported using unproctored timed quizzes and practice examinations, half conducted proctored timed assessments, and 11 included written reflections and/or continuous professional development activities. Most courses were pass/fail (15), and high stakes (16) were defined by delayed or withheld graduation as a consequence for failure. Only 3 of 20 NAPLEX preparation courses were mapped to NAPLEX competencies. ConclusionAlthough required NAPLEX preparation courses focus on assessments, the content is infrequently mapped to NAPLEX competencies. This project provides some information on how schools might create their own NAPLEX preparatory courses.

Stakeholder views on continuing professional development for doctors working in public primary care facilities in central Uganda: a qualitative study.

the primary care workforce in the public sector of Uganda is under the district health system. The doctors in this workforce provide leadership and frontline promotive, preventive, curative, rehabilitative, and palliative care. Their numbers are still low and therefore need effective support through continuing professional development (CPD). Part of the support is influenced by stakeholders whose views on CPD in the district health system are important. This study therefore explored the stakeholders' views on the CPD of doctors working in the district health system in central Uganda. a qualitative exploratory study was done, and data was collected using an interview guide through in-depth interviews among ten purposively selected CPD stakeholders influencing different aspects of CPD activities of doctors working in public general hospitals and health center IVs. The interviews were recorded and transcribed verbatim and manually analyzed using deductive thematic analysis. five themes were categorized into; CPD practices, facilitators, benefits, challenges, and suggestions. Each of the themes had subthemes; CPD practices; training, mentorship and apprenticeship, support supervision, and quality improvement projects. Facilitators; internet services, grants, health facility managers, facility-based CPD providers, and regional CPD guidelines. Benefits; motivation, knowledge, teamwork, and renewal of practicing licenses. Challenges; workload, allowances, access, documentation, mindset, quality, structure of public health system, and sustainability. Suggestions; training needs analysis, collaboration, monitoring, e-CPD platforms, CPD resource centers, and individual CPD responsibility. the stakeholders' views are an indication that effective CPD is a collaborative effort from both the primary care doctors and those in the leadership of the health care system.

Continuous Professional Development in the Sri Lankan Health System: Past, Present and Future

Introduction: Continuous Professional Development (CPD) is a system of practice that plays an integral part in honing the knowledge, skills, attitudes and mindsets of healthcare professionals leading to improved patient experiences and better health outcomes, the world over. CPD in the Sri Lankan context is at the cusp of a monumental achievement. Following many years of discussions and setbacks, the National Continuous Professional Development (NCPD) framework has finally reached operational status with pilot programs being planned in several districts.Methodology: we referred to local literature, official documents and various research studies centered around CPD in an effort to detail the history of CPD activities in Sri Lanka, the establishment of the NCPD framework, the obstacles encountered during previous attempts of implementation, the journey thus far and the way forward for a sustainable, long-lasting NCPD program that is beneficial for all Grade Medical Officers (GMOs) and health professionals later on.Results: Findings included uptake of a wide array of e-learning modalities following the COVID-19 pandemic. Multiple research studies showed that stakeholders were satisfied with the cost-effectiveness, heightened productivity, convenience, flexibility and information accessibility offered by web-based CPD initiatives. However, the underdeveloped digital infrastructure remained the main drawback of adopting e-learning strategies in our context.Conclusion: E-learning platforms that gained traction during the COVID-19 pandemic have become a boon to actualizing the NCPD program together with the steps taken to strengthen the local digital infrastructure. This promises to mark the next major era of Medical Education in the country.

Self-reported preferences and barriers to continued professional development in primary care physicians: a cross-sectional web-based survey in Qatar

IntroductionHigh quality and effective primary healthcare is a national priority in Qatar. Continuing professional development (CPD) for physicians is a cornerstone of this objective, yet little is known about physicians’ preferences or barriers to CPD participation.MethodA needs assessment was conducted using a cross-sectional web-based survey of primary care physicians registered with the Department of Healthcare Practitioners (DHP) between March and June 2017.ResultsTwo-hundred-and-eighty-one complete surveys were submitted representing physicians in both public (N = 129) and private sectors (N = 152). Physicians completed medical degrees and postgraduate training across multiple countries, and most had been practicing in Qatar for 5 years or less. ‘Activities during working hours’, ‘cost’ and ‘work commitments’ were the most common barriers. There was little consensus regarding the optimal timing of CPD activities, although public sector physicians were more likely to indicate weekend activities as a barrier to participation (30% vs. 9%). Over 90% of participants preferred traditional lectures, workshops, case-based sessions, small group and online self-paced learning as formats for CPD delivery, however alternative modes of delivery were also deemed acceptable (> 80% agreement).ConclusionUnderstanding primary care physicians’ barriers and preferences is an essential component of a larger necessitated needs assessment of CPD in primary care practitioners in Qatar. Further research is warranted to understand the underlying beliefs driving physicians’ choices and the apparent variation between those working in the public and private sectors. CPD developers should consider approaches to mitigate perceived barriers and understand preferences to maximize the quality of participation.

Continuing professional development strategies for digital transformation among academic librarians in Africa: A systematic review

This study aimed to review evidence on the continuing professional development (CPD) strategies that have been implemented for academic librarians and the CPD strategies that have enabled the implementation of digital transformation within academic libraries in Africa. A literature search in six databases was performed, which included Academic Search Premier (searched through EbscoHost), Emerald, Eric (searched through EbscoHost), Proquest Thesis, Web of Science, and Google Scholar. A total of 3716 studies were retrieved from the six databases and exported into EndNote Referencing Manager. After removing duplicates and screening, 60 records were retained. Subsequently, full-text reading was done, and 15 records did not meet the criteria thereby leaving 45 records that were included in the review. The findings showed that the CPD strategies implemented in academic libraries included mentorship, availing librarians with protected time to engage in learning, and collaborating with external environments among others. However, academic libraries in Africa are yet to embrace the need to recruit a staff specifically designed for CPD activities, many do not have allocations within their budgets for Librarians’ training, and have no library staff training policies, The review established that few studies had reported on the CPD strategies that had led to the implementation of digital transformation in Africa. This included collaboration, attending short courses, and mentorship. Libraries need to designate staff in charge of librarians’ CPD activities, develop librarians’ training policies, and allocate funds for librarians’ training within their budgets.

Mapping the form of continuing professional development in public-private partnership schools in the Western Cape

Public-private partnership (PPP) schools in the Western Cape, South Africa, are known as collaboration schools. The management of these schools is outsourced to private entities known as school operating partners and these are, inter alia, also contracted to provide support to teachers through continuing professional development (CPD). The CPD activities are meant to up-skill teachers to improve teaching and learning and ultimately, advance learner performance. Although this is a valid principle, there is a need to evaluate the CPD received by collaboration schools. This paper profiles CPD provided in PPP schools to add to the understanding of this new form of schooling that which has taken hold in the Western Cape. Data were collected in the form of questionnaires and in-depth individual interviews with school operating partners, Western Cape Education Department officials, school leadership, teachers, and school governing body members. An analysis of the gathered information reveals that CPD received by teachers tends to focus narrowly on teaching and learning, and lacks the provision of a broad, expansive, and holistic notion of education. It also indicates the need for a better understanding of how such schools provide professional development support for teachers, and the effects on the provision of equitable and quality education for all.

National Continuing Professional Development (CPD) training needs of pharmacists in Ethiopia

BackgroundContinuing Professional Development (CPD) in pharmacy is a lifelong learning approach whereby individual pharmacists are responsible for updating and broadening their knowledge, skills, and attitudes. This is vital to ensure the delivery of high-quality patient care services. However, there is a lack of available data revealing the CPD needs of Ethiopian pharmacists. Thus, the objective of this study was to identify CPD training needs of pharmacists practicing in Ethiopia.MethodsAn institution-based cross-sectional study design with a quantitative approach was employed in this study. This assessment involved 640 pharmacists representing various sectors of the profession. Data were collected through a combination of an online platform and a face-to-face questionnaire administered in person.ResultA total of 634 participants completed and returned the questionnaires, resulting in an impressive response rate of 99.1%. A significant majority (74.1%) of the participants possessed bachelor’s degree in pharmacy (B. Pharm). Pharmaceutical Logistics and Pharmacy administration was preferentially selected as a prior CPD course by 36% of participants, of them while Pharmacotherapy (17%), Leadership/Governance (13%), Community Pharmacy (12%), Research and Development (11%) were also the subsequent top choices by participants. Off-site face-to-face lectures (59.2%), Hybrid (face-to-face + e-learning) (54.8%), and on-site on-the-job training (45.5%) were the most convenient means of CPD course delivery. On the other hand, the participants least favored print-based or correspondence programs for CPD course delivery.ConclusionsCPD holds great importance in the professional lives of pharmacists. It is critical for pharmacists, CPD providers, and those responsible for accrediting CPD programs to recognize the specific CPD requirements, preferred methods of delivery, and obstacles involved. This understanding is vital for establishing priorities and effectively planning CPD activities. In light of this, our study identified the most preferred CPD training courses and convenient delivery methods for pharmacists in Ethiopia. We recommend that CPD providers and accrediting bodies in Ethiopia refer to our findings when approving CPD courses.

Implementing an integrated diabetic foot care programme in Ireland: podiatrists’ experience

BackgroundInternational evidence suggests that an integrated multidisciplinary approach to diabetic foot management is necessary to prevent ulceration and progression to amputation. Many health systems have introduced policies or models of care supporting the introduction of this evidence into practice, but little is known about the experiences of those involved in implementation. This study addresses this gap by examining the experiences of podiatrists providing integrated diabetic foot care.MethodsBetween October 2017 and April 2018, an online survey comprising closed and open-ended questions on podiatrists’ demographics, clinical activity, links with other services, continuous professional development activities and experiences of implementing the Model of Care was administered to podiatrists (n = 73) working for Ireland’s Health Service Executive in the community and hospital setting. Data were analysed using descriptive statistics and qualitative content analysis.ResultsThe response rate was 68% (n = 50), with 46% (n = 23), 38% (n = 19) and 16% (n = 8) working across hospital, community and both settings, respectively. Most reported treating high-risk patients (66%), those with active foot disease (61%) and educating people about the risk of diabetes to the lower limb (80%). Reported challenges towards integrated diabetic foot care include a perceived lack of awareness of the role of podiatry amongst other healthcare professionals, poor integration between hospital and community podiatry services, especially where new services had been developed, and insufficient number of podiatrists to meet service demands.ConclusionPrevious evidence has shown that there is often a gap between what is set out by a policy and what it looks like when delivered to service users. Results from the current study support this, highlighting that while most podiatrists work in line with national recommendations, there are specific gaps and challenges that need to be addressed to ensure successful policy implementation.

Rethinking Teaching Strategies: Considerations for Promoting Equity, Diversity, And Inclusion

Equity, diversity, and inclusion (EDI) significantly enhance educational opportunities for all learners and prepare socially and economically inclusive societies. Classrooms are increasingly diverse as difference is an essential part of human life, in the past, current, and future. The ideas of teaching for diversity, equity, and inclusion complement each other and enhance educational opportunities for all pupils when simultaneously engaged. This study examines primary school teachers’ views on their continuous professional development (CPD) needs to ensure all pupils are supported for quality education. Studies implemented mainly focus on the perspectives and beliefs of mainstream or special education teachers about inclusive education. Yet, teachers' voices about their own CPD needs to improve their inclusive practice remained overlooked. This study, therefore, adopts a qualitative approach where 76 respondents were purposely sampled from five national schools in Malaysia. Semi-structured interviews of focus groups and individuals were implemented; with 10 classroom observations executed before the individual interviews. Data were analysed thematically using qualitative analysis software. The study shows that teachers view CPD as a strategy to drive change and improve teachers’ practice as professionals and effective CPD activities focus on addressing the belief and knowledge of teachers in improving their teaching strategies to tackle all pupils. This article provides a useful guide for school leaders in planning, implementing, and culture the CPD activities. Infusing EDI in CPD is essential for promoting an inclusive learning environment and is conducive to ensuring that all pupils could achieve their optimum potential with teachers’ enhanced teaching strategies.

Professional Nurses’ Experiences Regarding Continuing Professional Development (CPD) Opportunities at Public Hospitals of Limpopo Province, South Africa

Rapid changes in health care, innovative technologies, and the emergence of new knowledge globally led to a need for enhancement in Continuing Professional Development (CPD) opportunities for nurses in public hospitals of Limpopo. However, they need to be empowered with updated knowledge and skills to adapt to these changes to enable them to render quality care to patients, resulting in fewer lawsuits. To explore and describe the experiences of professional nurses regarding CPD opportunities in the public hospitals of Limpopo Province. An exploratory-descriptive design was utilized in this study. Individual semi-structured interviews were used for data collection. Participants comprised 35 professional nurses who were purposely selected. Data collected were audio-recorded and transcribed verbatim. Data was analyzed using Tech’s eight-step data coding process, which led to the emergence of themes and sub-themes. Trustworthiness was ensured through credibility, confirmability, dependability, and transferability. Four themes emerged: Professional nurses’ understanding of CPD, Professional nurses’ views about necessary support needed for CPD, Professional nurses’ related to in-service training being offered, and Identified measures to resolve the challenges. Findings highlight that professional nurses value CPD and view it as important in learning new skills and improving standards of patient care and their self-esteem. Findings included challenges such as poor attendance of CPD activities and, lack of understanding of CPD, lack of access to CPD training, shortage of staff, and lack of funding and support by managers. Offering CPD opportunities regularly enhances knowledge and skills personally and professionally. However, more effective strategies are needed to address the identified challenges. Nurse Managers, Human Resources Departments, and the Department of Health need to be informed and updated on what is required in order to create and sustain effective and attainable CPD opportunities in the public hospitals of Limpopo Province.

Continuing professional development opportunities for Australian endorsed for scheduled medicines podiatrists-What's out there and is it accessible, relevant, and meaningful? A cross-sectional survey.

Non-medical prescribing is a valuable strategy to enable equitable access to medications in the context of the increasing demands on health services globally. Australian podiatrists have been able to seek endorsement for scheduled medicines (ESM) for over a decade. This project investigates the perceptions and habits of ESM podiatrists in meeting the extra continuing professional development (CPD) requirements associated with their ESM status. Australian ESM podiatrists completed an anonymous, online survey capturing demographics; CPD engagement; and self-reflections of CPD activities. Twenty percent (n = 33) of Australian ESM registered podiatrists (N = 167) responded to the survey (18 female; median ESM status 2.5 years, (IQR 1.0, 9.0)). For the previous registration period, 88% (n = 29) completed the mandatory CPD hours, with only 35% (n = 11) completing a CPD learning goal plan. Over 80% identified their last ESM CPD activity as accessible, affordable, and could recommend to colleagues. Conversely, 50% or less agreed the activity increased confidence; changed their practice; improved communication skills; or enabled networking. Most respondents (81%, n = 27) indicated improvements should be made to the content, relevance, accessibility, and meaningfulness of CPD. These findings were supported by responses to the open-ended questions. Our findings suggest ESM podiatrists engage in CPD that is accessible rather than learning goal driven. Concerningly, CPD activities resulted in low translation of learnings to practice. This brings in to question the value of mandatory CPD systems based on minimum hours, rather than meaningfulness.