Continuing Professional Development – Who’s responsible?

International Trends in CPD

Tracey Osmond

Director, Education ServicesDirector, Education Services

RN, Orth Cert, GC Experiential Learning, MEd(Adult)RN, Orth Cert, GC Experiential Learning, MEd(Adult)

FCN, AFCHSEFCN, AFCHSE

ACN 000106 829ACN 000106 829

2005 The College of Nursing. 2005 The College of Nursing. This publication is copyright. Except as expressly provided in the This publication is copyright. Except as expressly provided in the Copyright ActCopyright Act (1968) no part of this publication may be reproduced by any means ( including (1968) no part of this publication may be reproduced by any means ( including electronic, mechanical, photocopying, recording, or otherwise) without prior written permission from The College of Nursing.electronic, mechanical, photocopying, recording, or otherwise) without prior written permission from The College of Nursing.

What is CPD?

1. Professional Development Center (www.pdcfornurses.com)

2. Society for Chiropodists and Podiatrists (www.scpod.org)

3. Imperial College of Science, Technology and Medicine (www.ic.ac.uk)

4. The Engineering Centre (www.ieaust.org.au)

5. The IEE – Global Engineering Community (www.iee.org)

6. Institute of Chartered Accountants of New Zealand (www.icanz.co.nz)

7. The British Association of Teachers of the Deaf (www.batod.org.uk)

Does continuing education ensure

continuing competence? “Traditionally, continuing education requirements are imposed across a profession with the belief that such requirements ensure competence. There is evidence to indicate, however, that there is no link between continuing education and improved professional practice. Hewlett and Eichelberger suggested that not only is there no established link between continuing education and competence, but also there is none between continuing education and patient outcomes.”

Lundgren and Houseman, 2002

Does recency of practice ensure

competence? In the National Review of Nursing Education 2002 – Nursing Regulation and Practice, Chiarella (2002:29) states “the mere fact of recency of practice provides no proof of currency or competency of practice”. This view is a recurrent theme in relevant literature (Gibson, 1998; Whittaker, Carson and Smolenski, 2000; Radcliffe, 2001).

How do professionals develop

competence? “If the goal is not simply to maintain competence, but to increase it, responsibility for improvement becomes broader, falling not only on the regulatory board but also on the work setting and the individual practitioner”

Lundgren and Houseman, 2002

What should CPD achieve?

• The process by which pharmacists (health professionals) continuously enhance their knowledge, skills and personal qualities throughout their professional careers, ensuring professional competence for the duration of their working lives.

The Royal Pharmaceutical Society (www.rpsgb.org.uk)

• CPD requires professionals to take personal responsibility for the identification of their learning and development needs and, more importantly, for subsequent evaluation of their success in meeting those needs.

Hancox, D 2002. Making the move from continuing education to continuing professional development. The Pharmaceutical Journal, 268, 7180, p.26-27

What is CPD?

Much of the literature discusses and defines the differences between continuing education (CE) and continuing professional development (CPD)

(Bolton, 2002; Crampton and Wilkinson, 2002; Dawbin, 2005; DiMauro, 2000; Donen, 1999; Eraut, 2001; Evans, et al, 2002; Ferguson, 1998; Fox, 2000; Friedman and Phillips, 2002; Gibson, 1998; Gopee, 2000; Guest, 2000; Hart and Rotem, 1995; Jones and Robinson, 1997; Mitchell, 2005; Nolan, et al, 2000; Parboosingh, 2000; Peck et al, 2000; Roper, 1997; Sadler-Smith, et al, 2000; Swanwick, 2005; Touger-Decker, 2002; Vuorinen, et al, 2000; Waddell, et al, 1999; Wentz and Paulos, 2000; Whittaker, et al, 2000; Wilson, et al, 1998)

The importance of Informal Learning in CPD

“Recent and imminent changes in postgraduate medical education … namely the reduction in patient experience, the fragmentation of teaching, and the development of competency frameworks and structured curricula … (while) useful in the construction of formal learning programmes … do little to enhance the progression of the individual from newcomer to old-timer or the cultural assimilation of the learner into a profession.”

Swanwick, 2005

The importance of Informal Learning in CPD

• The establishment of strong goals

• The use of improvised learning practices

• Attention to levels of individual engagement and workplace affordances

• Immersion in professional discourse and behaviours

• Support in relation to the development of a professional identity

• Provision of opportunities to transform social practice

Swanwick, 2005

The influence of culture on professional development

Yuen, 1993 describes 3 levels of organisational culture:

1. Visible artifacts and creations (eg physical space and social environment)

2. Values of what ought to be3. Underlying assumptions that

actually guide behaviour

The influence of culture on professional development

The key elements of SCOPME’s model:• The identity of the practitioners (who they are, where they come

from and where they work)• The ways in which they participate in practice communities at

different stages of their lives• The approaches they adopt to CPD• The categories/types of CPD in which they engage

Most of the educational activities participants valued• Discussions with colleagues • regular reading of journals• Learning by reflecting on experiences

Parboosingh notes that none of these activities gain CME points by the Royal College of Physicians and Surgeons of Canada

What does CPD accomplish?

Current evidence reflects the view that CPD:• assists in career planning• demonstrates the individual’s

development and maintenance of professional competence

• records evidence for the re-registration/ recredentialling process

Why do the Health Professions

need CPD? • The purpose of ensuring continuing competence is the

protection of the public and advancement of the health professions through continuing professional development.

• The public has a right to expect competence throughout the health professional’s career.

• Any process of competency assurance must be shaped and guided by each of the professions.

• Assurance of continuing competence is the shared responsibility of each of the professions, related regulatory authorities, organisations/workplaces and the individual professional.

Who is responsible for CPD?

• The individual professional

• Professional Organisations

• Regulatory authorities for health professionals

• The Employer

An overview of The College of Nursing’s CPD program

• Informal or Self-directed CPD activities

• Formal or Organised CPD activities

• Contribution to the development of the profession

How is The College’s program different to other programs?

• The program has been designed with busy professional nurses in mind

• It is designed to articulate and link with those activities that nurses undertake as part of their daily lives

• It does not restrict nurses to only claiming “points” through externally “accredited” activities

• It allows nurses to individually identify and tailor their professional development needs, appropriate to their context, stage of career – making it flexible, accessible and achievable.

What does the program involve?

• The CPD program requires each member to maintain a log of activities each calendar year.

• To meet the requirements of the CPD program at least 25 hours of CPD per annum is necessary.

• The College will undertake random audits of logbooks each year.

Why should the College offer CPD to the profession?

Vision

Creating nursing’s future

Mission

To lead the development of the profession in line with the changing needs of the community, trends in health service delivery and the aspirations of nursing professionals themselves.

What makes The College’s program superior to other programs?

• The College’s program is free to all members

• The program is not sold separately to non-members as all membership services are integral to the CPD program – career planning and advice, mentorship, professional activities and continuing education courses – to name a few

Affiliate Associations of The College of Nursing

The Association The Association of of

Neonatal Nurses Neonatal Nurses of NSW Incof NSW Inc

The Association The Association of Discharge of Discharge

Planning Nurses Planning Nurses IncInc

The Australian The Australian and New Zealand and New Zealand College of Mental College of Mental

Health Nurses Health Nurses (NSW) Inc(NSW) Inc

The Australian Confederation of The Australian Confederation of Paediatric and Child Health Nurses Paediatric and Child Health Nurses

(NSW Branch) Inc(NSW Branch) Inc

The Australian Council of The Australian Council of Community Nursing Services IncCommunity Nursing Services Inc

The Australian The Australian Nurse Teachers Nurse Teachers Society (NSW) Society (NSW)

IncInc

Affiliate Associations of The College of Nursing

The Australian The Australian

Orthopaedic Orthopaedic Nurses Nurses

Association IncAssociation Inc

The Australasian The Australasian

Rehabilitation Rehabilitation Association IncAssociation Inc

The Australian The Australian Womens Health Womens Health

Nurses Association Nurses Association IncInc

Cardiac Cardiac Nurses Nurses

Network of Network of Australia and Australia and New ZealandNew Zealand

The Child and The Child and Family Health Family Health

Nurses Nurses Association Association (NSW) Inc(NSW) Inc

The Community The Community Nurses Nurses

Audiometrists Audiometrists Association IncAssociation Inc

                     

Affiliate Associations of The College of Nursing

Drug and Drug and Alcohol Alcohol Nurses Nurses

Association Association IncInc

Enrolled Nurses Enrolled Nurses Professional Professional AssociationAssociation

Emergency Emergency Nurses Nurses

Association of Association of NSW IncNSW Inc

Holistic Holistic Nurses Nurses

Association Association of NSWof NSW

Institute of Nursing Institute of Nursing Executives Executives

of NSW & ACT Incof NSW & ACT Inc

College of Nurses Aotearoa (NZ) Inc

Affiliate Associations of The College of Nursing

NSW Operating NSW Operating

Theatre Theatre Association IncAssociation Inc

Nursing Unit Nursing Unit Managers Managers Society of Society of NSW IncNSW Inc

Renal Society of Renal Society of AustralasiaAustralasia

(NSW Branch)(NSW Branch)

Respiratory Respiratory Nurses Nurses

Interest Group Interest Group of NSWof NSW

Spinal Injury Spinal Injury Nurses Nurses

AssociationAssociation

Wound Care Wound Care Association Association of NSW Incof NSW Inc

                     

Affiliate Associations of The College of Nursing

Infection Control Association of NSW

Gastroenterological Nurses College of Australia Inc(GENCA)

NSW Urological Nurses Society

Otolaryngology, Head and Neck Nurses Group

Australian Nurse Practitioner Association

Australian Practice Nurses Association

Corporate Affiliate Partners of

The College of Nursing

Catholic Health Care Catholic Health Care Services LimitedServices Limited Little Company of MaryLittle Company of Mary

Nova Health Care GroupNova Health Care Group Ramsay Health CareRamsay Health Care

Corporate Affiliate Partners of

The College of Nursing

                      

Chandler Macleod Health The Australian Nursing Homes and Extended Care Association (NSW)

Affinity Health Buckland Convalescent Hospital