Background: A nursing career can last for more than 40 years, during which continuing professional development is essential. Nurses participate in a variety of learning activities that correspond with their developmental motives. Lifespan psychology shows that work-related motives change with age, leading to the expectation that motives for continuing professional development also change. Nevertheless, little is known about nurses' continuing professional development strategies in different age groups.
Objectives: To explore continuing professional development strategies among younger, middle-aged, and older nurses.
Methods: A qualitative study using semi-structured interviews, from a biographical perspective. Data were analysed using a vertical process aimed at creating individual learning biographies, and a horizontal process directed at discovering differences and similarities between age groups.
Participants: Twenty-one nurses in three age groups from general and academic hospitals in the Netherlands.
Results: In all age groups, daily work was an important trigger for professional development on the ward. Performing extra or new tasks appeared to be an additional trigger for undertaking learning activities external to the ward. Learning experiences in nurses' private lives also contributed to their continuing professional development. Besides these similarities, the data revealed differences in career stages and private lives, which appeared to be related to differences in continuing professional development strategy; 'gaining experience and building a career' held particularly true among younger nurses, 'work-life balance' and 'keeping work interesting and varied' to middle-aged nurses, and 'consistency at work' to older nurses.
Conclusions: Professional development strategies can aim at performing daily patient care, extra tasks and other roles. Age differences in these strategies appear to relate to tenure, perspectives on the future, and situations at home. These insights could help hospitals to orientate continuing professional development approaches toward the needs of all age groups. This should be particularly relevant in the face of present demographic changes in the nursing workforce.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1016/j.ijnurstu.2015.02.004 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Helping authors produce FAIR taxonomic data: evaluation of an author-driven phenotype data production prototype.
Database (Oxford)
January 2025
Research and Development Centre, Agriculture and Agri-Food Canada, 960 Carling Avenue, Ottawa, ON CA K1A 0C6, Canada.
It is well-known that the use of vocabulary in phenotype treatments is often inconsistent. An earlier survey of biologists who create or use phenotypic characters revealed that this lack of standardization leads to ambiguities, frustrating both the consumers and producers of phenotypic data. Such ambiguities are challenging for biologists, and more so for Artificial Intelligence, to resolve.
View Article and Find Full Text PDFThe development and validation of a Japanese hazard perception task.
Traffic Inj Prev
January 2025
Soen Driving School, Hokkaido, Japan.
Objectives: This study aimed to validate the hazard perception task developed for Japanese drivers with brain damage.
Methods: A total of 36 professional driving instructors, 67 older adult drivers, 39 young drivers, and 72 patients with brain damage participated in the study. A video-based hazard perception task measured the hazard perception skills of each group.
Australian Football (AF) is a fast-paced contact invasion sport that requires players to execute a variety of kicks to effectively pass the football and score a goal. Current assessment of elite senior kicking skills in AF is confined to isolated and static skill tests that do not adequately represent match-like skill demands. The purpose of this study is to overcome the test design issues currently present in elite senior testing protocols, within the applied setting, and assess the validity and reliability of a modified Level-3 Australian football field-based dynamic kicking assessment (AFFB-DKA) for senior elite AF players.
View Article and Find Full Text PDFMeasuring STEM Instructors' Learning of and Growth in Inclusive Teaching: Development and Evaluation of the STEM Faculty Inclusive Teaching Survey (FITS).
CBE Life Sci Educ
March 2025
Department of Chemistry, University of Utah, Salt Lake City, UT 84112.
There is a growing emphasis for professional development programs that teach instructors about inclusive Science, Technology, Engineering, and Mathematics (STEM) practices and the impact of instructor and student identities on these practices. As instructors implement these practices, there is a need for instructors, departments, and faculty developers to measure instructor progress and to help identify next steps in improving inclusive STEM teaching. This study describes the development of the Faculty Inclusive Teaching Survey (FITS) using scale-development theory, frameworks using Clarke and Hollingsworth's interconnected model of professional growth and Dewsbury's Deep Teaching model, and higher-education STEM, Diversity, Equity, and Inclusion, and professional development literature.
View Article and Find Full Text PDFFrom preparation to success: assessing the effectiveness of Saudi Pharmacists Licensure Examination (SPLE) preparation strategies in Saudi Arabia.
Ir J Med Sci
January 2025
Department of Clinical Pharmacy, College of Pharmacy, King Khalid University, Abha, Saudi Arabia.
Aim: This study aimed to identify the most commonly used tools by recent pharmacy graduates who successfully passed the Saudi Pharmacists Licensure Examination (SPLE). It also sought to evaluate which tools were perceived as the most useful and representative of the exam content, while considering their monetary value and offering recommendations for future candidates.
Methods: A cross-sectional design was used, involving licensed pharmacists who graduated in 2019 or later and had successfully passed the SPLE.
Want AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!