Elisabeth Clark1, Jan Draper2, Jill Rogers3. 1. Faculty of Health and Social Care, The Open University, Walton Hall, Milton Keynes, MK7 6AA, United Kingdom. Electronic address: liz.clark@open.ac.uk. 2. Faculty of Health and Social Care, The Open University, Walton Hall, Milton Keynes, MK7 6AA, United Kingdom. Electronic address: jan.draper@open.ac.uk. 3. Jill Rogers Associates, 6 The Maltings, Millfield, Cottenham, Cambridge CB24 8RE, United Kingdom. Electronic address: jra@jillrogersassociates.co.uk.
Abstract
BACKGROUND: There has been significant global investment in continuing professional education (CPE) to ensure healthcare professionals have the knowledge and skills to respond effectively to the needs of patients/service users. However, there is little evidence to demonstrate that this investment has had a tangible impact on practice. Furthermore, the current emphasis on evaluating outcomes has overlooked the importance of underlying processes which, when positive, are essential to good outcomes. OBJECTIVE: The aim of this study was to identify the processes that key stakeholders perceive to be most important in facilitating a positive impact of CPE on practice. DESIGN/ METHOD: A qualitative design using two rounds of semi-structured interviews which were recorded and transcribed prior to analysis, informed by template analysis techniques. SETTING: Two acute trusts, one primary care trust and two higher education institutions in one geographical region in England. PARTICIPANTS: Representatives from four stakeholder groups-students, managers, educators and members of each healthcare organisation's governing board. A total of 35 interviews were conducted in the first round and 31 interviews in the second round (n=66). RESULTS: Four overarching themes were identified that illuminate stakeholders' perspectives of the important factors affecting the process of CPE: organisational structure, partnership working, a supportive learning environment and changing practice. CONCLUSIONS: This study suggests that a positive organisational culture, effective partnership working between key stakeholders with an understanding of each other's perspectives, aspirations and constraints, and a supportive learning environment in both the practice setting and education environment are central to establishing a culture and context where CPE can thrive and exert a positive influence on improving patient/service user experience and care. It is argued that an understanding of the processes that facilitate effective CPE is a crucial first step before it is possible to meaningfully evaluate outcomes.
BACKGROUND: There has been significant global investment in continuing professional education (CPE) to ensure healthcare professionals have the knowledge and skills to respond effectively to the needs of patients/service users. However, there is little evidence to demonstrate that this investment has had a tangible impact on practice. Furthermore, the current emphasis on evaluating outcomes has overlooked the importance of underlying processes which, when positive, are essential to good outcomes. OBJECTIVE: The aim of this study was to identify the processes that key stakeholders perceive to be most important in facilitating a positive impact of CPE on practice. DESIGN/ METHOD: A qualitative design using two rounds of semi-structured interviews which were recorded and transcribed prior to analysis, informed by template analysis techniques. SETTING: Two acute trusts, one primary care trust and two higher education institutions in one geographical region in England. PARTICIPANTS: Representatives from four stakeholder groups-students, managers, educators and members of each healthcare organisation's governing board. A total of 35 interviews were conducted in the first round and 31 interviews in the second round (n=66). RESULTS: Four overarching themes were identified that illuminate stakeholders' perspectives of the important factors affecting the process of CPE: organisational structure, partnership working, a supportive learning environment and changing practice. CONCLUSIONS: This study suggests that a positive organisational culture, effective partnership working between key stakeholders with an understanding of each other's perspectives, aspirations and constraints, and a supportive learning environment in both the practice setting and education environment are central to establishing a culture and context where CPE can thrive and exert a positive influence on improving patient/service user experience and care. It is argued that an understanding of the processes that facilitate effective CPE is a crucial first step before it is possible to meaningfully evaluate outcomes.
Authors: Sally Field; Zulfa Abrahams; David L Woods; Roseanne Turner; Michael N Onah; Doreen K Kaura; Simone Honikman Journal: Afr J Prim Health Care Fam Med Date: 2019-01-31