No Cover Image

Conference Paper/Proceeding/Abstract 1083 views 122 downloads

The impact of e-learning on the continuing professional development of registered nurses

Helen Beckett

Swansea University Author: Helen Beckett

Abstract

Background: The emergence of e-learning in recent years has afforded the learner the opportunity to engage with evidence-based continuing professional development in a flexible, engaging manner. The underpinning philosophy of which encompasses a learner-centred approach, that relies upon self-direct...

Full description

Published: Sheffield RCN International Nursing Research Conference 2019
URI: https://cronfa.swan.ac.uk/Record/cronfa52046
Tags: Add Tag
No Tags, Be the first to tag this record!
first_indexed 2019-10-16T14:25:58Z
last_indexed 2019-10-16T14:25:58Z
id cronfa52046
recordtype SURis
fullrecord <?xml version="1.0"?><rfc1807><datestamp>2019-10-16T08:40:52.8635455</datestamp><bib-version>v2</bib-version><id>52046</id><entry>2019-09-23</entry><title>The impact of e-learning on the continuing professional development of registered nurses</title><swanseaauthors><author><sid>498279e229a3170da3a5a83b8080f5ef</sid><firstname>Helen</firstname><surname>Beckett</surname><name>Helen Beckett</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2019-09-23</date><deptcode>HNU</deptcode><abstract>Background: The emergence of e-learning in recent years has afforded the learner the opportunity to engage with evidence-based continuing professional development in a flexible, engaging manner. The underpinning philosophy of which encompasses a learner-centred approach, that relies upon self-direction and motivation (Brekelmans, Maassen, Poell, WeststrateDr, Geurdes, 2016). Aim: The focus of the research was to explore the concept of e-learning and its perceived value amongst registered nurses as a method for engaging with lifelong learning. Methodology: To bring a holistic, balanced understanding to the impact e-learning has on the continuing professional development of registered nurses the research strategy incorporated a two-phase data collection process utilising a sequential explanatory mixed methods design (Creswell &amp; Creswell, 2018).Results: Between February 2018 and June 2018 in a potential number of sixty participants, 39 (65%) engaged with phase one of the data collection, a quantitative questionnaire capturing opinion of e-learning as a means of continuing professional development. Of those 39, a further 12 agreed to participate in phase two, qualitative face to face interviews.Discussion: Through analysis of research data emerging themes where identified, these included the flexibility and challenges when engaging with e-learning, along with the knowledge acquisition and retention. Comparisons were also made to that of the more traditional approaches to continuing professional development. Whilst many of the themes had parity with existing literature base, motivation did emerge as a key theme not previously discussed in depth in relation to e-learning.Conclusions: Implications of the study concluded that the impact e-learning has on the continuing professional development of registered nurses is influenced by three main factors; motivation to engage, the value of e-learning and challenges to effective engagement. Whilst challenges still exist when engaging with e-learning it has potential to be used as a platform for achieving valuable learning experiences.</abstract><type>Conference Paper/Proceeding/Abstract</type><journal/><publisher>RCN International Nursing Research Conference</publisher><placeOfPublication>Sheffield</placeOfPublication><keywords>Continuing professional development, e-learning, registered paediatric nurse, motivation, value, challenges</keywords><publishedDay>3</publishedDay><publishedMonth>9</publishedMonth><publishedYear>2019</publishedYear><publishedDate>2019-09-03</publishedDate><doi/><url/><notes/><college>COLLEGE NANME</college><department>Nursing</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>HNU</DepartmentCode><institution>Swansea University</institution><apcterm/><lastEdited>2019-10-16T08:40:52.8635455</lastEdited><Created>2019-09-23T15:56:52.8567716</Created><path><level id="1">Faculty of Medicine, Health and Life Sciences</level><level id="2">School of Health and Social Care - Nursing</level></path><authors><author><firstname>Helen</firstname><surname>Beckett</surname><order>1</order></author></authors><documents><document><filename>52046__16665__9c7f55f3c0c24bc1b44d7eb7abe7e303.pdf</filename><originalFilename>52046.pdf</originalFilename><uploaded>2020-02-21T16:29:06.7287806</uploaded><type>Output</type><contentLength>638483</contentLength><contentType>application/pdf</contentType><version>Author's Original</version><cronfaStatus>true</cronfaStatus><copyrightCorrect>false</copyrightCorrect></document></documents><OutputDurs/></rfc1807>
spelling 2019-10-16T08:40:52.8635455 v2 52046 2019-09-23 The impact of e-learning on the continuing professional development of registered nurses 498279e229a3170da3a5a83b8080f5ef Helen Beckett Helen Beckett true false 2019-09-23 HNU Background: The emergence of e-learning in recent years has afforded the learner the opportunity to engage with evidence-based continuing professional development in a flexible, engaging manner. The underpinning philosophy of which encompasses a learner-centred approach, that relies upon self-direction and motivation (Brekelmans, Maassen, Poell, WeststrateDr, Geurdes, 2016). Aim: The focus of the research was to explore the concept of e-learning and its perceived value amongst registered nurses as a method for engaging with lifelong learning. Methodology: To bring a holistic, balanced understanding to the impact e-learning has on the continuing professional development of registered nurses the research strategy incorporated a two-phase data collection process utilising a sequential explanatory mixed methods design (Creswell & Creswell, 2018).Results: Between February 2018 and June 2018 in a potential number of sixty participants, 39 (65%) engaged with phase one of the data collection, a quantitative questionnaire capturing opinion of e-learning as a means of continuing professional development. Of those 39, a further 12 agreed to participate in phase two, qualitative face to face interviews.Discussion: Through analysis of research data emerging themes where identified, these included the flexibility and challenges when engaging with e-learning, along with the knowledge acquisition and retention. Comparisons were also made to that of the more traditional approaches to continuing professional development. Whilst many of the themes had parity with existing literature base, motivation did emerge as a key theme not previously discussed in depth in relation to e-learning.Conclusions: Implications of the study concluded that the impact e-learning has on the continuing professional development of registered nurses is influenced by three main factors; motivation to engage, the value of e-learning and challenges to effective engagement. Whilst challenges still exist when engaging with e-learning it has potential to be used as a platform for achieving valuable learning experiences. Conference Paper/Proceeding/Abstract RCN International Nursing Research Conference Sheffield Continuing professional development, e-learning, registered paediatric nurse, motivation, value, challenges 3 9 2019 2019-09-03 COLLEGE NANME Nursing COLLEGE CODE HNU Swansea University 2019-10-16T08:40:52.8635455 2019-09-23T15:56:52.8567716 Faculty of Medicine, Health and Life Sciences School of Health and Social Care - Nursing Helen Beckett 1 52046__16665__9c7f55f3c0c24bc1b44d7eb7abe7e303.pdf 52046.pdf 2020-02-21T16:29:06.7287806 Output 638483 application/pdf Author's Original true false
title The impact of e-learning on the continuing professional development of registered nurses
spellingShingle The impact of e-learning on the continuing professional development of registered nurses
Helen Beckett
title_short The impact of e-learning on the continuing professional development of registered nurses
title_full The impact of e-learning on the continuing professional development of registered nurses
title_fullStr The impact of e-learning on the continuing professional development of registered nurses
title_full_unstemmed The impact of e-learning on the continuing professional development of registered nurses
title_sort The impact of e-learning on the continuing professional development of registered nurses
author_id_str_mv 498279e229a3170da3a5a83b8080f5ef
author_id_fullname_str_mv 498279e229a3170da3a5a83b8080f5ef_***_Helen Beckett
author Helen Beckett
author2 Helen Beckett
format Conference Paper/Proceeding/Abstract
publishDate 2019
institution Swansea University
publisher RCN International Nursing Research Conference
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Health and Social Care - Nursing{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Health and Social Care - Nursing
document_store_str 1
active_str 0
description Background: The emergence of e-learning in recent years has afforded the learner the opportunity to engage with evidence-based continuing professional development in a flexible, engaging manner. The underpinning philosophy of which encompasses a learner-centred approach, that relies upon self-direction and motivation (Brekelmans, Maassen, Poell, WeststrateDr, Geurdes, 2016). Aim: The focus of the research was to explore the concept of e-learning and its perceived value amongst registered nurses as a method for engaging with lifelong learning. Methodology: To bring a holistic, balanced understanding to the impact e-learning has on the continuing professional development of registered nurses the research strategy incorporated a two-phase data collection process utilising a sequential explanatory mixed methods design (Creswell & Creswell, 2018).Results: Between February 2018 and June 2018 in a potential number of sixty participants, 39 (65%) engaged with phase one of the data collection, a quantitative questionnaire capturing opinion of e-learning as a means of continuing professional development. Of those 39, a further 12 agreed to participate in phase two, qualitative face to face interviews.Discussion: Through analysis of research data emerging themes where identified, these included the flexibility and challenges when engaging with e-learning, along with the knowledge acquisition and retention. Comparisons were also made to that of the more traditional approaches to continuing professional development. Whilst many of the themes had parity with existing literature base, motivation did emerge as a key theme not previously discussed in depth in relation to e-learning.Conclusions: Implications of the study concluded that the impact e-learning has on the continuing professional development of registered nurses is influenced by three main factors; motivation to engage, the value of e-learning and challenges to effective engagement. Whilst challenges still exist when engaging with e-learning it has potential to be used as a platform for achieving valuable learning experiences.
published_date 2019-09-03T04:04:12Z
_version_ 1763753330955255808
score 11.03559

Similar Items