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Perma.cc archive of https://lso.ca/lawyers/enhancing-competence/continuing-professional-development-requirement created on 2021-11-20 00:19:18+00:00.

The inclusion of online learning technologies into the higher education (HE) curriculum is frequently associated with the design and development of new models of learning. One could argue that e-learning even demands a reconfiguration of traditional methods of learning and teaching. However, this transformation in pedagogic methodology does not just impact on lecturers and teachers alone. Online learning has "pervasive impacts and changes in other HE functions" (HEFCE, p.2). Thus, e-learning is a transformational process that posits new challenges for staff and students, both in educational methods and support. Many political, clinical, financial and social influences impact on registered health professionals' ability to continue their professional development. This is particularly pertinent in the delivery of nephrology care. In order to evaluate the programme that has now run for 2 years in the context of this institution, evaluative research methodology sought to explore the experiences of the staff and students involved. Qualitative data was collected from the students and a reflective framework was used to form the basis of a focus group for the staff. This paper will present how a virtual learning environment (VLE) was developed utilising the pedagogic framework of solution-focused learning. It will demonstrate evaluation of the students' experiences compared to their traditional classroom-learning counterparts, and highlight the reflections of staff developers as they moved into new roles and developed different aspects of their present roles within a traditional HE context.

The inclusion of online learning technologies into the higher education (HE) curriculum is frequently associated with the design and development of new models of learning. One could argue that e-learning even demands a reconfiguration of traditional methods of learning and teaching. However, this transformation in pedagogic methodology does not just impact on lecturers and teachers alone. Online learning has "pervasive impacts and changes in other HE functions" (HEFCE, p.2). Thus, e-learning is a transformational process that posits new challenges for staff and students, both in educational methods and support. Many political, clinical, financial and social influences impact on registered health professionals' ability to continue their professional development. This is particularly pertinent in the delivery of nephrology care. In order to evaluate the programme that has now run for 2 years in the context of this institution, evaluative research methodology sought to explore the experiences of the staff and students involved. Qualitative data was collected from the students and a reflective framework was used to form the basis of a focus group for the staff. This paper will present how a virtual learning environment (VLE) was developed utilising the pedagogic framework of solution-focused learning. It will demonstrate evaluation of the students' experiences compared to their traditional classroom-learning counterparts, and highlight the reflections of staff developers as they moved into new roles and developed different aspects of their present roles within a traditional HE context.

The inclusion of online learning technologies into the higher education (HE) curriculum is frequently associated with the design and development of new models of learning. One could argue that e-learning even demands a reconfiguration of traditional methods of learning and teaching. However, this transformation in pedagogic methodology does not just impact on lecturers and teachers alone. Online learning has "pervasive impacts and changes in other HE functions" (HEFCE, p.2). Thus, e-learning is a transformational process that posits new challenges for staff and students, both in educational methods and support. Many political, clinical, financial and social influences impact on registered health professionals' ability to continue their professional development. This is particularly pertinent in the delivery of nephrology care. In order to evaluate the programme that has now run for 2 years in the context of this institution, evaluative research methodology sought to explore the experiences of the staff and students involved. Qualitative data was collected from the students and a reflective framework was used to form the basis of a focus group for the staff. This paper will present how a virtual learning environment (VLE) was developed utilising the pedagogic framework of solution-focused learning. It will demonstrate evaluation of the students' experiences compared to their traditional classroom-learning counterparts, and highlight the reflections of staff developers as they moved into new roles and developed different aspects of their present roles within a traditional HE context.

This occasional paper provides a stocktake of recent developments in continuing professional development for VET practitioners. It explores issues such as industry currency, the debate around a professional association for VET and the Certificate IV in Training and Assessment as the minimum qualification for VET practitioners. Through synthesising the literature, the paper highlights enduring issues for continuing professional development in VET, such as the need to address both pedagogical knowledge and industry skills, and the necessity for individuals to actively engage and willingly participate in professional development in order for changes in practice to occur.

The purposes of this study were to develop a Continuing Professional Development (CPD) using English integrated science approach training curriculum and to promote physics teacher's efficacy to be expert teachers and be able to teach Physics in English. The quality of the curriculum was at a high level corresponding to the congruence scores of the overall curriculum and curriculum content which equaled 0.85 and 0.93, respectively. Besides, the appropriateness scores of the curriculum content, instructional materials and curriculum format equaled 0.89, 1.00 and 0.53, respectively. The participants were 22 Non-Native English-Speaking Teachers (NNESTs) who taught physics in the schools that attended the projects of "World-class standard school" and "English for Integrated Studies (EIS)" administered by the Ministry of Education, Thailand. Considering the participant's opinions from semi-structured interview and satisfaction assessment form, the results found that the participants' satisfaction was at a high level. From the follow up after training with 7 physics teachers, the results revealed that there were some concerns from teachers in several aspects based on their efficacy which were communication skills, choosing and using appropriate instructional materials, developing the physics lesson plan in English, dealing with classroom problems, and lifelong learning to improve their English skills and teaching. According to students' opinions, students that were taught by these trained teachers were satisfied with learning physics in English because this way of learning can promote their communication skills. However, before they start learning Physics in English, improving their language ability was the most important that they required.

The study examined the correlates of teachers' continuing professional development on universal basic education in Bayelsa State, Nigeria. Using descriptive survey, a sample of 500 teachers was randomly selected from twenty (20) Basic Junior Secondary Schools and Primary Schools used for the study. The instrument used for data collection was a questionnaire titled "Correlate of Teachers Continuing Professional Development Questionnaire (CCPDO) (r = 0.67) four research questions were raised for study. Data collected were analysed using frequency distribution and percentages. Findings revealed that the level of teacher preparation for the universal basic education was relatively low. It was also established that teachers were not adequately prepared for the universal basic education scheme. It was concluded that Bayelsa State, has not been fully prepared for the sustenance of universal basic education. It was recommended that the state government should recruit more qualified teachers into the primary and junior secondary schools in the state. Teachers should also be given equal opportunity to attend regular seminars, workshops and service training to enable them to acquire more skills and competence in their job performance.

The study examined the correlates of teachers' continuing professional development on universal basic education in Bayelsa State, Nigeria. Using descriptive survey, a sample of 500 teachers was randomly selected from twenty (20) Basic Junior Secondary Schools and Primary Schools used for the study. The instrument used for data collection was a questionnaire titled "Correlate of Teachers Continuing Professional Development Questionnaire (CCPDO) (r = 0.67) four research questions were raised for study. Data collected were analysed using frequency distribution and percentages. Findings revealed that the level of teacher preparation for the universal basic education was relatively low. It was also established that teachers were not adequately prepared for the universal basic education scheme. It was concluded that Bayelsa State, has not been fully prepared for the sustenance of universal basic education. It was recommended that the state government should recruit more qualified teachers into the primary and junior secondary schools in the state. Teachers should also be given equal opportunity to attend regular seminars, workshops and service training to enable them to acquire more skills and competence in their job performance.

Traditionally a divide has existed between faculties of education at higher education institutions (HEIs) and trade and industry, but the business sector is increasingly buying into community development with corporate social investment, especially regarding technology education. We report on a continuing professional teacher development (CPTD) model, which entails trade and industry sponsoring learning and teacher support material (LTSM) for technology education in under-resourced schools, paying for LTSM through their corporate social investment funds, and sponsoring CPTD of technology teachers where they are trained to use LTSM more efficiently. Trade and industry, together with HEIs and Departments of Education (DoE), could change the traditional concept that CPTD is the responsibility of DoEs into a new model where the business sector shares some of the responsibility for equipping teachers so that they can provide quality education. We argue that custom-made and sponsored LTSM and CPTD play an important role in the training and empowerment of technology teachers.

Arthritis, a major contributor to chronic pain and disability, is increasingly prevalent in West Africa due to aging populations, lifestyle changes, and a rise in non-communicable diseases. Despite its growing burden, arthritis care in the region remains inadequate, primarily due to limited awareness, a shortage of rheumatologists, and insufficient professional training. Continuing Medical Education (CME) plays a pivotal role in addressing these challenges by equipping healthcare providers with updated knowledge and skills for effective diagnosis and management. This review examines the critical role of CME in strengthening arthritis care in West Africa. It explores the current gaps in rheumatology training, the barriers to effective CME delivery, such as infrastructural constraints, low participation rates, and lack of standardized curricula—and the implications for patient outcomes. Furthermore, it highlights innovative strategies for enhancing CME accessibility and relevance, including digital platforms, localized content, and interdisciplinary collaboration. The study underscores the need for policy reform, institutional support, and sustained investment in CME as a tool for improving arthritis care, reducing disability, and promoting health equity across the region. 

Notwithstanding the fact that adult education is accepted as an equal subsystem in all European countries, it is still characterised by a distinct level of differentiation in the approach and offer, and by a pronouncedly disorganised legislation, which may be seen in the heterogeneity of competences and qualifications expected from adult educators. To be able to professionally respond to the requirements and necessities of contemporary society, adult educators must continuously develop subject-professional, pedagogical-teaching and andragogical competences. Today, the majority of adult educators in Croatia do not have the basic andragogical knowledge and skills because of, among other things, insufficient opportunities for such an education. Starting from this assumption, in the first part of the paper we have described the impact of European policies for adult education on the national strategic and regulatory documents. The central part of the paper is dedicated to an overview of initial and continuing professional education of adult educators in Croatia. The final part of the paper consists of recommendations for the professionalisation of the adult education system. [For the complete Volume 14, Number 1 proceedings, see ED568088.]

The 1996 National Education Science Standards (NSES) in the U.S. provide descriptions of needed reforms for K-16 science teaching and improvements regarding indications of student learning. The goals indicate specifically the changes needed in teaching and improved ways for assessing student learning. This paper discusses how teaching and student assessment have changed the professional development and ways of accomplishing better learning with students. The emphasis is on teacher preparation and continuing work with in-service teachers which has improved U.S. teachers. It is important to note how such changes can provide additional evidence for accomplishments while also encouraging additional changes.

A project was conducted to develop mechanisms for stimulating demand for continuing professional development (CPD) among young professionals in North West England. A mixed sample of 154 young professionals were surveyed; they engaged in a range of development activities, including 20 regional seminars that were attended by 65 of those who completed questionnaires. During the project, participants both reported on the circumstances dictating their level of CPD and undertook activities to increase the extent of their CPD. Related programs on career development planning, preparation for CPD, CPD accreditation frameworks, networking, and partnerships were introduced into the curriculum at Lancaster University (England). Among the project's outcomes were materials on motivations for engaging in CPD and ways of encouraging or inhibiting them. The materials were developed by the young professionals and presented at a national conference held in Ambleside, England. A career development model was proposed that combines elements of individual responsibility with strategic planning. Actions that the following stakeholders in CPD should take to stimulate demand for CPD were identified: individual young professionals, employers, professional bodies, higher education, and government. (Appended are the following: lists of project steering committee members/staff and stakeholders involved in the project; reports on two surveys; and glossary.) (MN)

A project was conducted to develop mechanisms for stimulating demand for continuing professional development (CPD) among young professionals in North West England. A mixed sample of 154 young professionals were surveyed; they engaged in a range of development activities, including 20 regional seminars that were attended by 65 of those who completed questionnaires. During the project, participants both reported on the circumstances dictating their level of CPD and undertook activities to increase the extent of their CPD. Related programs on career development planning, preparation for CPD, CPD accreditation frameworks, networking, and partnerships were introduced into the curriculum at Lancaster University (England). Among the project's outcomes were materials on motivations for engaging in CPD and ways of encouraging or inhibiting them. The materials were developed by the young professionals and presented at a national conference held in Ambleside, England. A career development model was proposed that combines elements of individual responsibility with strategic planning. Actions that the following stakeholders in CPD should take to stimulate demand for CPD were identified: individual young professionals, employers, professional bodies, higher education, and government. (Appended are the following: lists of project steering committee members/staff and stakeholders involved in the project; reports on two surveys; and glossary.) (MN)

Arthritis, a major contributor to chronic pain and disability, is increasingly prevalent in West Africa due to aging populations, lifestyle changes, and a rise in non-communicable diseases. Despite its growing burden, arthritis care in the region remains inadequate, primarily due to limited awareness, a shortage of rheumatologists, and insufficient professional training. Continuing Medical Education (CME) plays a pivotal role in addressing these challenges by equipping healthcare providers with updated knowledge and skills for effective diagnosis and management. This review examines the critical role of CME in strengthening arthritis care in West Africa. It explores the current gaps in rheumatology training, the barriers to effective CME delivery, such as infrastructural constraints, low participation rates, and lack of standardized curricula—and the implications for patient outcomes. Furthermore, it highlights innovative strategies for enhancing CME accessibility and relevance, including digital platforms, localized content, and interdisciplinary collaboration. The study underscores the need for policy reform, institutional support, and sustained investment in CME as a tool for improving arthritis care, reducing disability, and promoting health equity across the region. 

This scoping review will examine the current integration of planetary health into potgraduate general practice training. No other review has been formally published addressing this research question. This review will be the first step to formally identify the current landscape of planetary health education for general practice trainees, and will be used to inform a stakeholder consensus process in the ongoing development of a live “Planetary Health in General Practice” repository. The results will be disseminated through a peer-reviewed publication and conference presentations.

This scoping review will examine the current integration of planetary health into potgraduate general practice training. No other review has been formally published addressing this research question. This review will be the first step to formally identify the current landscape of planetary health education for general practice trainees, and will be used to inform a stakeholder consensus process in the ongoing development of a live “Planetary Health in General Practice” repository. The results will be disseminated through a peer-reviewed publication and conference presentations.

This article is from PLoS ONE , volume 9 . Abstract Background: Decision-makers in organizations providing continuing professional development (CPD) have identified the need for routine assessment of its impact on practice. We sought to develop a theory-based instrument for evaluating the impact of CPD activities on health professionals' clinical behavioral intentions. Methods and Findings: Our multipronged study had four phases. 1) We systematically reviewed the literature for instruments that used socio-cognitive theories to assess healthcare professionals' clinically-oriented behavioral intentions and/or behaviors; we extracted items relating to the theoretical constructs of an integrated model of healthcare professionals' behaviors and removed duplicates. 2) A committee of researchers and CPD decision-makers selected a pool of items relevant to CPD. 3) An international group of experts (n = 70) reached consensus on the most relevant items using electronic Delphi surveys. 4) We created a preliminary instrument with the items found most relevant and assessed its factorial validity, internal consistency and reliability (weighted kappa) over a two-week period among 138 physicians attending a CPD activity. Out of 72 potentially relevant instruments, 47 were analyzed. Of the 1218 items extracted from these, 16% were discarded as improperly phrased and 70% discarded as duplicates. Mapping the remaining items onto the constructs of the integrated model of healthcare professionals' behaviors yielded a minimum of 18 and a maximum of 275 items per construct. The partnership committee retained 61 items covering all seven constructs. Two iterations of the Delphi process produced consensus on a provisional 40-item questionnaire. Exploratory factorial analysis following test-retest resulted in a 12-item questionnaire. Cronbach's coefficients for the constructs varied from 0.77 to 0.85. Conclusion: A 12-item theory-based instrument for assessing the impact of CPD activities on health professionals' clinical behavioral intentions showed adequate validity and reliability. Further studies could assess its responsiveness to behavior change following CPD activities and its capacity to predict health professionals' clinical performance.

Teaching L2 pragmatics is often not covered in teacher education programs, and is an excellent area for continuing professional development. As part of a larger project on instructed interlanguage pragmatics, volunteer instructor participants were asked to teach a series of lessons on pragmatics to university-aged (19-23) ESL learners in ESL and EFL contexts. Instructor responses to demographic questionnaires, comments on lesson checklists and responses to mid- and post-teaching interviews show that there is value to continuing professional development (CPD) on the topic of how to teach pragmatics for teachers with a range of previous experience in a variety of contexts. Although this was not a formal program in teaching pragmatics, lesson plans served as a mini-course in teaching pragmatics that teachers recommended for future teacher training programs and planned to incorporate pragmatics into future teaching contexts. (Contains 4 figures and 2 tables.)

The Professional Development in Education Program at the University of Charleston (South Carolina) was developed to make meaningful connections between K-12 and higher education faculty. The program began in 1985 when school districts in the coastal region of South Carolina agreed to collaborate and cooperate to improve, increase, and enhance professional development opportunities for educators. It has evolved into a system that is flexible enough to meet the needs of a wide variety of educators in many settings yet structured enough to meet the academic regulations of an institution of higher education. A central feature of the program allows districts, schools, or individuals to request specialized courses that carry graduate credit. These are developed according to the requester's needs while the university's requirements are met through an approval and review process. Instructors must meet university employment criteria; when they do not, a college faculty member may serve as a mentor or co-teacher. Program strengths include quick response to educators' needs, teachers-teaching-teachers, possibility for in-depth study and review of an area, strong application and evaluation possibilities for new approaches, and active involvement of university faculty in school restructuring. Since 1989 over 650 sections of courses have been offered with over 13,500 educators enrolled. (JB)

"Curriculum for Excellence" sets a rightly-ambitious agenda for reform in Scottish education. The Teachers' Agreement established conditions and processes which are intended to enhance individual teachers' professional skills, knowledge and attributes, and provide a context for them to be able to perform to the highest level. The benefits of the Teachers' Agreement have yet to be fully realised. Successful implementation of "Curriculum for Excellence" relies on this. Scotland has reached a transition point in both "Curriculum for Excellence" and the implementation of the Teachers' Agreement. Implementation of "Curriculum for Excellence" is at the point where there will be a significant expansion from individual initiatives in selected areas to adoption by all teachers across all aspects of learning. At this transition point, this publication looks at some of the most important factors which will be needed for these profound changes. It takes stock of emerging practice in professional development and describes how collegiality, the contributions of chartered teachers, partnerships, leadership development, and the potential of information and communications technology can help to achieve the challenging outcomes educators seek. It reaffirms the importance of teachers learning together, recognising that the insights and expertise which lead to improvements for learners are often to be found amongst colleagues. It contains examples of promising and effective practice and points for further engagement and discussion. (Contains 17 footnotes.)

The paper reports on the outcomes of a Department of Culture, Museums and Sport (DCMS) funded project which provided resources for three groups of teachers in different subjects and age phases to have some time where they were freed from their teaching responsibilities, and also given time to meet together with other teachers to share ideas. The idea underpinning the project was to explore a model of continuing professional development for teachers which was different in approach to recent Department for Education and Skills (DfES) "strategy" and training based approaches. The three groups of teachers (primary science, secondary history and secondary science) met together with curriculum tutors from the local School of Education to explore ideas about how to develop innovative approaches in aspects of their subject teaching. In addition to funding four days of supply cover for the teachers involved to meet, the teachers were also given at least two days of supply cover during the course of the project to develop their ideas. Towards the end of both academic years, the groups met again to share their ideas. The paper describes the outcomes of the project and the teachers' perceptions of the process issues and problems involved in pedagogical innovation. The paper also considers some of the broader issues arising from the project, in terms of how to make the most effective use of teachers' time, in an era when there are many competing demands on this finite resource.

The present demand for teachers, showing advanced aptitude for innovations, is an important reason for promotion of innovative practices in the continuous teacher training. For the on-going development of a continuous training system preparing teachers for innovative activities, it is necessary to have a complete taxonomy of practical objectives. They reflect in a certain way the diversity of innovative practices, and act both as an important prerequisite, and a starting point for generation of the main project solutions and procedures. The solution to the problem of classification tasks involves methodological justification for three fairly distinct procedures: definition of grounds for classification; building classification criteria, taking into account the essential characteristics of foundation classification; grouping tasks by specified criteria. The article discusses the methodological approach to classification tasks innovation, built on the structural components of the subject-object relationship educator in the field of innovative change. Describes the structure of the classification criterion, a triad of classifications based on categories of subject-object relations: "the subject of innovation", "innovation", "relation between subject and object of innovation".

This publication summarizes two surveys of teachers and researchers in Scotland on different aspects of staff development. In the first survey, teachers were asked what types of support they valued at times of change in the curriculum. A total of 165 questionnaires were returned by principal teachers from 45 of the 51 schools targeted by the first survey. There was widespread agreement that staff development was the major factor underpinning effective change. Teachers valued staff development that was given appropriate resources, was based on clear identification of needs and had clear aims and objectives, and was relevant to the course syllabus. Teachers also valued support materials that were clear, accessible, and relevant to the syllabus; fully developed but still able to be adapted to local circumstances. They valued being given time for discussion with peers and for departmental planning. For staff development, they suggested that all teachers should have the opportunity to attend workshops and seminars that might be local repeats of national conferences. The second report, based on interviews with 40 people, the role of research in staff development, in working towards the ideal of the "reflective professional." Findings of the study indicated that research had much to offer to staff development, but was not making the contribution it was capable of. While staff development was seen as having a range of purposes and the matching of these to needs was a key objective, there was no consensus about the role of staff development or the most effective models. The findings suggest that results of research are not always readily convertible to staff development situations. The rationale for linking research and staff development was felt, unanimously, to be the pursuit of the goal of the teacher as a reflective professional--the teacher who can engage with theory and reflect critically on his or her own practice. The role of research and of the processes involved in creating a "culture of reflectiveness" was recognized and the need to effect change through the day-to-day action of empowered individuals was a recurring theme. (ND)

A scoping review protocol examining the impact of Continuing Professional Development (CPD) for Health Personnel on patient outcomes and public health globally.

A scoping review protocol examining the impact of Continuing Professional Development (CPD) for Health Personnel on patient outcomes and public health globally.

Engaging in Continuing Professional Development (CPD) is a mandatory requirement across health and social care[1]. CPD is considered vital to ensure high quality services in ever changing and evolving practice environments[2, 3]. CPD includes the acquisition, maintenance, improvement and/or reinforcement of skills and knowledge and is considered essential to ensure health and care professionals are proficient, competent and fit to practise, engendering the trust and safety of people who access and receive services and benefit wider service users/stakeholders[1, 3, 4]. In the United Kingdom (UK) current requirements for meeting mandatory standards for CPD vary across different regulatory bodies[5]. The overall aim of CPD is to protect the public from harm by ensuring health and social care professionals, including occupational therapists, continue to update their knowledge and skills, to be capable and competent, providing high quality, safe, evidence informed care[3, 6]. The Health and Care Professions Council (HCPC) is the independent professional regulator, commissioned by the government to ensure 15 health and social care professions, namely Art Therapists, Biomedical Scientists, Chiropodists/Podiatrists, Clinical Scientists, Dietitians, Hearing Aid Dispensers, Occupational Therapists, Operating Department Practitioners, Orthoptists, Paramedics, Physiotherapists, Practitioner Psychologists, Prosthetists/Orthotists, Radiographers, and Speech and Language Therapists across the UK are fit to practise, with the aim of protecting the public from harm[1, 7]. Despite the mandatory nature of CPD, engaging in CPD is considered to be voluntary and self-directed, with practitioners expected to understand what CPD is, what they need to do to meet regulatory requirements, what it is they need to learn and how to measure the impact on service users[2-4, 9]. Evidence appears to suggest, however, that practitioners may limit CPD to collecting certificates of attendance and reflecting, with no apparent consideration of how participating in learning and development activities translates into their practice, leads to improvements for service users and/or wider stakeholders[3, 10]. This Scoping Review is being carried out as part of a PhD study to inform the further development of the TRAMm Model [11, 12]. The TRAMm Model [11, 12] was designed and is evolving as a dynamic, interactive framework to facilitate a strategic approach to guide health and care professionals through their CPD journey. The TRAMm Model [11, 12] has been designed using an outcomes approach to CPD, based on five interactive elements or stations. The design of the first edition of the TRAMm Model[12] proposed the five stations as Tell, Record, Activity, Monitor, measure, which were based on factors identified within the literature, from regulatory and professional bodies along with anecdotal evidence from discussions with colleagues across health and social care. Findings from a literature review[13, 14] alongside a concept analysis carried out to explore the term CPD engagement[8] contributed to the TRAMm Model being updated, including changing TRAMm station A from Activity to Apply with the updates published in Hearle and Lawson[11]. The TRAMm Model[11, 12] was developed to encourage users to fully engage in CPD[8], to benefit themselves, their practice, service users, employers and wider stakeholders. The TRAMm Model is being used by a variety of health and social care students and professionals across the UK[11, 12]. Prior to beginning the PhD study, however, no previous empirical research has been carried out to explore the utility of the TRAMm Model or its use in practice. Occupational Therapists are the focus of this scoping review, a pragmatic decision based on the primary researchers (SL) insider position as an occupational therapist. Additionally, due to her insider status, she is aware that the TRAMm Model [11, 12] is being used within occupational therapy education and practice across the UK.

Perma.cc archive of http://www.cpsm.mb.ca/standards/continuing-professional-development created on 2021-11-20 00:31:00+00:00.

Perma.cc archive of http://www.cpsm.mb.ca/standards/continuing-professional-development created on 2021-11-20 00:31:00+00:00.

Perma.cc archive of http://www.cpsm.mb.ca/standards/continuing-professional-development created on 2021-11-20 00:31:00+00:00.

Perma.cc archive of http://www.cpsm.mb.ca/standards/continuing-professional-development created on 2021-11-20 00:31:00+00:00.

Most formal continuing professional development (CPD) opportunities were offered in-person until March 2020 when the COVID-19 pandemic disrupted traditional structures of CPD offerings. In this scoping review, we explored the trends and innovations in CPD that were strengthened or newly created due to the COVID-19 pandemic. The authors will conduct a narrative scoping review to answer the following questions:1) What types of and adaptations to CPD innovations are described? 2) What are the stated advantages and disadvantages of pandemic-related developments in CPD? 3) What are the future innovations in CPD?

The Science and Mathematics Education Centre (SMEC) was established in 1979 in the Division of Engineering and Science at Western Australian Institute of Technology. The establishment of an autonomous SMEC, physically located in a science/mathematics environment, is helping to bridge the gap between secondary science/mathematics teachers and specialists by: involving higher education specialists in secondary school-based research and development (R&D) activities; sponsoring activities such as discipline-oriented workshops and seminars for science/mathematics teachers and students; sponsoring visits by science/mathematics education specialists from within Australia and overseas; and by providing avenues for higher education discipline experts to become involved in school activities such as field trips and extension activities for intellectually gifted students. In addition to graduate courses (leading to Master of Applied Science Degree and Graduate Diploma in Science Education) and such R&D activities as applied educational research, curriculum development, and evaluation studies, the center is directly involved in several on-going outreach activities. In addition to workshops and seminars, these activities include producing a newsletter and information broadsheets, sponsoring of visiting fellowships, and fostering industry/education relationships. The approach to continuing science/mathematics teacher professional development evolved at SMEC could be readily adopted by other institutions of higher education. (JN)

Title: Cambodia： Toward a Continuing Professional Development (CPD) for Nurses Published on: 2023-07-06 Original video URL: https://www.youtube.com/watch?v=L1fKjs7c_rI

Title: Cambodia： Toward a Continuing Professional Development (CPD) for Nurses Published on: 2023-07-06 Original video URL: https://www.youtube.com/watch?v=L1fKjs7c_rI

Title: Cambodia： Toward a Continuing Professional Development (CPD) for Nurses Published on: 2023-07-06 Original video URL: https://www.youtube.com/watch?v=L1fKjs7c_rI

Title: Cambodia： Toward a Continuing Professional Development (CPD) for Nurses Published on: 2023-07-06 Original video URL: https://www.youtube.com/watch?v=L1fKjs7c_rI

Reinforcing the level of essentiality of understanding the factors that influence the involvement in TEL-oriented CPD and the challenges to the sustained expansion of their expertise not only for academics, but also professional bodies and educational developer for effective integration of digital technologies in teaching and learning remains is the current emphasis on strategic continuing professional development (CPD) programmes of technology enhanced learning (TEL) within higher education. A naturalistic approach and making use of qualitative method were applied in achieving the inquiry, using semi-structured interviews. The perceptions and views of twelve academics from one college in Qassim University (QU) in Saudi Arabia is going to be explored and discussed during this study; although academics had both internal and external motivations towards the value of involvement into TEL CPD opportunities, the findings indicated that significant challenges existed to the active participation of TEL programmes, including time and workload, relevant and realistic programme content that address needs, opportunities to practise the use of TEL, and accessibility and awareness. Furthermore, the fundamental conclusion of this paper that should be taken into account is that the vast majority of academics would like to involve and also value the importance of TEL CPD when their inhabiting factors are addressed; so as to impact positively on their academics into TEL CPD, the sufficient role of management support and institutional culture within Saudi organisations of higher education are highly recommended.

Reinforcing the level of essentiality of understanding the factors that influence the involvement in TEL-oriented CPD and the challenges to the sustained expansion of their expertise not only for academics, but also professional bodies and educational developer for effective integration of digital technologies in teaching and learning remains is the current emphasis on strategic continuing professional development (CPD) programmes of technology enhanced learning (TEL) within higher education. A naturalistic approach and making use of qualitative method were applied in achieving the inquiry, using semi-structured interviews. The perceptions and views of twelve academics from one college in Qassim University (QU) in Saudi Arabia is going to be explored and discussed during this study; although academics had both internal and external motivations towards the value of involvement into TEL CPD opportunities, the findings indicated that significant challenges existed to the active participation of TEL programmes, including time and workload, relevant and realistic programme content that address needs, opportunities to practise the use of TEL, and accessibility and awareness. Furthermore, the fundamental conclusion of this paper that should be taken into account is that the vast majority of academics would like to involve and also value the importance of TEL CPD when their inhabiting factors are addressed; so as to impact positively on their academics into TEL CPD, the sufficient role of management support and institutional culture within Saudi organisations of higher education are highly recommended.

The aim of this systematic review is to determine whether there is evidence to show what influences the evidence-to-practice gap for the Allied Health professions specifically through the mechanism of Continuing Professional Development (CPD). It will focus on the effects of motivation to participate in CPD, and the motivations for translating CPD learning into practice and the influence of CPD design on motivation to translate into practice.

Background:  Continuing Professional Development (CPD) and lifelong learning are essential for nurses to keep up to date with innovations, technological enhancements, and development in the healthcare sector to improve patient outcomes and safety.  Objective:  The study aimed to identify platforms, awareness, and barriers to CPD and lifelong learning of nursing professionals at Cancer Hospital (Apeksha), Maharagama, Sri Lanka.  Methods:  A quantitative survey was conducted, and a self-administered questionnaire was used to collect samples from April 2022 to February 2023. Random sampling techniques were used to select the samples from the population of nurses. The study sample size was 235, and only 200 nurses responded.  Results:  Descriptive statistics were calculated, and cross-tabulations were also employed. The nursing professionals in the study setting are characterized by a significant gender imbalance, with most nurses being female (86.5%) and males comprising a minority (13.5%). Most nurses have one to five years of experience, with just over a third (37.5%) having between one to ten years of experience. Family responsibilities, poor physical health, and financial constraints were identified as the most common barriers to engaging in CPD. Workplace stress, lack of financial aid, lack of opportunities, leave issues, inflexible work hours, and workload at the ward/unit were the most commonly agreed-upon organizational barriers in CPD. Despite various channels for accessing CPD activities, including colleagues and the workplace, a significant proportion of respondents were not aware of opportunities and platforms through these channels, highlighting the need for increased awareness and accessibility of CPD opportunities.  Conclusion:  CPD is crucial for nurses to grow their careers and improve their knowledge and abilities. Main obstacles such as family obligations, financial restraints, and occupational stress must be overcome to motivate nurses to engage in CPD activities and foster professional progress. There should be a proper mechanism to increase the awareness of CPD among nurses.

Background:  Continuing Professional Development (CPD) and lifelong learning are essential for nurses to keep up to date with innovations, technological enhancements, and development in the healthcare sector to improve patient outcomes and safety.  Objective:  The study aimed to identify platforms, awareness, and barriers to CPD and lifelong learning of nursing professionals at Cancer Hospital (Apeksha), Maharagama, Sri Lanka.  Methods:  A quantitative survey was conducted, and a self-administered questionnaire was used to collect samples from April 2022 to February 2023. Random sampling techniques were used to select the samples from the population of nurses. The study sample size was 235, and only 200 nurses responded.  Results:  Descriptive statistics were calculated, and cross-tabulations were also employed. The nursing professionals in the study setting are characterized by a significant gender imbalance, with most nurses being female (86.5%) and males comprising a minority (13.5%). Most nurses have one to five years of experience, with just over a third (37.5%) having between one to ten years of experience. Family responsibilities, poor physical health, and financial constraints were identified as the most common barriers to engaging in CPD. Workplace stress, lack of financial aid, lack of opportunities, leave issues, inflexible work hours, and workload at the ward/unit were the most commonly agreed-upon organizational barriers in CPD. Despite various channels for accessing CPD activities, including colleagues and the workplace, a significant proportion of respondents were not aware of opportunities and platforms through these channels, highlighting the need for increased awareness and accessibility of CPD opportunities.  Conclusion:  CPD is crucial for nurses to grow their careers and improve their knowledge and abilities. Main obstacles such as family obligations, financial restraints, and occupational stress must be overcome to motivate nurses to engage in CPD activities and foster professional progress. There should be a proper mechanism to increase the awareness of CPD among nurses.

Background:  Continuing Professional Development (CPD) and lifelong learning are essential for nurses to keep up to date with innovations, technological enhancements, and development in the healthcare sector to improve patient outcomes and safety.  Objective:  The study aimed to identify platforms, awareness, and barriers to CPD and lifelong learning of nursing professionals at Cancer Hospital (Apeksha), Maharagama, Sri Lanka.  Methods:  A quantitative survey was conducted, and a self-administered questionnaire was used to collect samples from April 2022 to February 2023. Random sampling techniques were used to select the samples from the population of nurses. The study sample size was 235, and only 200 nurses responded.  Results:  Descriptive statistics were calculated, and cross-tabulations were also employed. The nursing professionals in the study setting are characterized by a significant gender imbalance, with most nurses being female (86.5%) and males comprising a minority (13.5%). Most nurses have one to five years of experience, with just over a third (37.5%) having between one to ten years of experience. Family responsibilities, poor physical health, and financial constraints were identified as the most common barriers to engaging in CPD. Workplace stress, lack of financial aid, lack of opportunities, leave issues, inflexible work hours, and workload at the ward/unit were the most commonly agreed-upon organizational barriers in CPD. Despite various channels for accessing CPD activities, including colleagues and the workplace, a significant proportion of respondents were not aware of opportunities and platforms through these channels, highlighting the need for increased awareness and accessibility of CPD opportunities.  Conclusion:  CPD is crucial for nurses to grow their careers and improve their knowledge and abilities. Main obstacles such as family obligations, financial restraints, and occupational stress must be overcome to motivate nurses to engage in CPD activities and foster professional progress. There should be a proper mechanism to increase the awareness of CPD among nurses.

If school improvement efforts are to succeed, it seems clear that institutions of higher education, school districts, and state education agencies must work together to create new strategies, incentives, and options that will promote educators' learning of the new practices and perspectives that will change the core of educational practice. The focus of staff development is to build the capacity of the organization, while the focus of professional development is to build the capacity of the individual, and thus the profession as a whole. Planning differentially for both staff and professional development requires simultaneous attention to the learning outcome desired, the size or complexity of the learning involved, and the formats best suited to achieving the learning outcome. (SLD)

This paper proposes an instructional systems design (ISD) approach for the design and development of a basic Networked Information and Communication Literacy Skills (NICLS) module. It concentrates on the design and development of a NICLS core skills pre-module for the Master of Arts in Information Technology Management (MA ITM) program at the University of Sheffield (United Kingdom). The course is entirely a distance learning program and course participants are professionals in the Information Technology (IT) sector. The need for such courses as pre-modules for online distance education programs for professional adults is presented and discussed. Furthermore, and as a part of the design process, the paper discusses and defines information and communication literacy and its main aspects. The curriculum is designed using an experiential learning approach and the resulting Web-based educational approach is presented and described. (Contains 18 references.) (Author/AEF)

This paper proposes an instructional systems design (ISD) approach for the design and development of a basic Networked Information and Communication Literacy Skills (NICLS) module. It concentrates on the design and development of a NICLS core skills pre-module for the Master of Arts in Information Technology Management (MA ITM) program at the University of Sheffield (United Kingdom). The course is entirely a distance learning program and course participants are professionals in the Information Technology (IT) sector. The need for such courses as pre-modules for online distance education programs for professional adults is presented and discussed. Furthermore, and as a part of the design process, the paper discusses and defines information and communication literacy and its main aspects. The curriculum is designed using an experiential learning approach and the resulting Web-based educational approach is presented and described. (Contains 18 references.) (Author/AEF)

The survey of foreign language testing described in this paper resulted in the issuing of three handbooks and a special validation report, encompassing the results of research, consultation with professional committees, and significant position statements in four major areas of foreign language testing: placement of incoming students in foreign languages at the college level, the use of standardized achievement tests in foreign languages and the preparation of teacher made tests, interpretation of the results of the MLA Foreign Language Proficiency Tests for Teachers and Advanced Students, and validation of the Proficiency Tests in terms of the native speaker. The paper includes a detailed outline of the objectives of the survey, the background of the survey, the methods and procedures used, and the results, findings, and conclusions. (Author/HW)

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