Leading Change, Advancing Health.
Article Existing research supports the notion that nurses poses an ongoing drive to acquire knowledge placing value on their own professional development and that healthcare organization play a role in hindering achieving professional development goals.
This qualitative survey research study explores the perception of nurse regarding organizational barriers, correlating the findings with demographic statistics and professional goals.
The cross-sectional survey was delivered via the AllNurses. This study identifies time and financial limitations as the most prevalent perceived organizational barriers to professional development.
It further concluded that nurses place high value on professional development and take on some of the challenges in mitigating financial and time related barriers to achieving their professional development goals.
This study reiterated the findings in existing research that nurses perceive that leaders and administrators provide adequate support to their professional development endeavors.
Nursing leaders and educator must develop programs that further mitigate these factors in order to maintain a relevant, well-educated nursing workforce that delivers quality and safe patient care. Existing professional development programs are deemed to be relevant in content to nursing practice, indicating a continued need for attention to the relevancy of programs.
Despite the value this article adds to the general nursing knowledge, further research is needed to explore the perception of nurse regarding organizational barrier. Introduction to the Problem Introduction.
The benefits of professional development programs have been documented extensively. Patient outcomes have been dramatically improved when a better educated nursing workforce exists. Improved professional development opportunities for nurses have also been shown to drastically decrease turn-over rates, increase retention rates.
Professional development has also been found to contribute to the individual development of nurses. Furthermore, professional development empowers nurses and contributes to increase job-satisfaction and organizational commitment Kuokkanen, Leino-Kilpi, Katajisto, Structured development activities have been shown to provide nurses with positive experiences and affect the attitude and job energy of nurses Jantzen, In choosing to further explore this topic, there were expectations to discover elements that nursing administrators could readily address and improve the participations of staff in professional development activities.
In a cost conscious environment, identifying perceptions that can be altered by efficiently addressing apparent shortcomings, nursing administrators are able to improve staff morale, loyalty and ultimately patient outcomes.
Nurses today have numerous barriers and various attitudes towards continuing education and professional development Munro, Increasing awareness of these barriers and developing ways to overcome them, as well as develop new ways of delivering knowledge to nurses that bypass those immutable barriers may provide an increased success in achieving the required ongoing professional development needed to continue making nurses relevant in today's healthcare environment Anderson, There have been well-defined links identified between support of leadership for professional development and job attitudes of nurses Robinson, Existing literature has identified some factors that negatively affect the pursuit of professional development in nurses.
Personal barriers, limitations of time and availability have been identified. Cultural diversity of the nursing workforce has been found to impact professional development Davis, Davis, Williams, Organization professional development units have also been shown to eliminate some of the barriers to professional development Happell,however this practice is not prevalent in the United States.
Access to and awareness of the already existing programs and opportunities has proven to be an area of improvement for organizations. Current programs and resources are not well publicized and nurses are often not well aware their existence Younger, Identifying those perceived barriers to professional development, that are placed by organizations and their processes, will provide administrator and educators with the knowledge needed to identify successful programs and create more relevant delivery systems for the professional development needs of the changing nursing workforce.
As the need for nurses to adapt to the ever-changing healthcare environment persists, professional development plays an important role in the relevancy of the nursing profession.
In the quest for continued professional development there exist barriers placed by family life, state and federal policy and organizations alike Cheng-I, Meei-Ling, Shu-Jen, Wei-Herng, Fu-Jin, It is important for organizations to become partners in the professional development of nurses instead of contributing to the problem.Faculty-Perceived Barriers of Online Education Steven A.
Lloyd Professor and Coordinator, Master of Science in Nursing Education Program Department of Nursing North Georgia College & State University Dahlonega, GA USA [email protected] paradigm of higher education must tackle the barriers . IMPLEMENTING ADULT LEARNING PRINCIPLES TO OVERCOME BARRIERS OF LEARNING IN CONTINUING HIGHER EDUCATION PROGRAMS Abstract A fundamental aspect to continuing higher education is overcoming of barriers of learning when dealing with non-traditional students.
With non-traditional student enrollment on . AACN has been approved as a provider of continuing education in nursing by the California State Board of Nursing, California Provider number CEP for contact hours (50 min contact hour).
AACN programming meets the standards for most states that require mandatory continuing education contact hours for license and/or certification renewal. Some 65% of the nursing staff now at Cone has four-year higher education degrees, bachelors of science in nursing.
Cone wishes to boost that to at least 80% by , under suggestions from the national Institute of Medicine. NACNEP National Advisory Council on Nurse Education and Practice Eighth Annual Report To the Secretary of the U.S. Department of Health and Human Services nursing, higher, secondary education and associate degree schools of nursing, and from.
representatives of advanced education nursing groups (such as nurse practitioners, . Nov 30, · The findings of the quantitative study, in line with other studies, showed that insufficient fund and expense of participation in the program were the barriers to the nurses’ participation in continuing education programs (Ebrahimi et al., ).