Continuing professional education: Motivations and experiences of health and social care professional's part-time study in higher education. A qualitative literature review. (November 2016)

• Record Type: Journal Article
• Authors: Burrow, Simon; Mairs, Hilary; Pusey, Helen; Bradshaw, Timothy; Keady, John
• Is Part Of: International journal of nursing studies. Volume 63(2016)
• Page Start: 139
• Page End: 145
• Publication Date: 2016-11
• Subjects: Continuing professional education -- Continuing professional development -- Health and social care education -- Higher education -- Part-time study -- Post registration education -- Nursing education; Nursing -- Periodicals; Nursing -- Periodicals; Soins infirmiers -- Périodiques; Nursing; Periodicals; 610.73
• DOI: 10.1016/j.ijnurstu.2016.08.011
• Languages: English
• ISSNs: 0020-7489

Abstract

Abstract: Objectives: To understand the motivations and experiences of health and social care professionals undertaking part-time, accredited, continuing professional education in higher education. Design: A review following systematic principles. Data sources: Systematic searches for literature published between January 2000 and December 2015 using the databases: SCOPUS, Web of Science, Medline, PsychINFO, Social Policy and Practice and CINAHL. Review methods: Studies were included if they were published in the English language and were qualitative in design, focussing on the motivations and experiences of staff engaged in part-time, accredited, higher education study. Three reviewers appraised the quality of the selected studies. Results: Thirteen qualitative studies were identified for the review. Motivating factors for staff to engage in part-time, accredited, continuing professional development study included: personal and professional drivers, influence of workplace/management and funding and availability. Key themes in relation to how staff experienced study included: the demands of adjusting to the academic requirements of higher education study; the experience of juggling competing demands of study, work and family; and the presence or absence of support for part-time study in the personal and professional arenas. Conclusions: Health and social care professionals experience a number of challenges when engaging in part-time, continuing professional education in higher education institutions. A significant challenge is the juggling of competing demands of study, work and family, and this may have a negative impact on learning. Research is needed to inform how higher education can address the specific learning needs of this population and develop pedagogic approaches that are both responsive to need and support of effective learning.