Evaluating the impact of continuing professional education on healthcare practice: the rhetoric and the reality
Evaluating the impact of continuing professional education on healthcare practice: the rhetoric and the reality
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评估继续专业教育对医疗保健实践的影响：言辞与现实
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发表时间：
2007
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影响因子：
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通讯作者：
Elizabeth Clark
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作者：
Janet Draper;Elizabeth Clark
（2007年）。评估继续专业教育对医疗实践的影响：修辞与现实。《今日护士教育》，27（6）页。515-517.关于引用的指导，请参阅常见问题解答。c [未记录]版本：[未记录]链接到出版商网站上的文章：本网站上文章的版权和道德权利由个人作者和/或其他版权所有者保留。有关Open Research Online关于材料再利用的数据政策的更多信息，请参阅政策页面。尽管全球对护理和医疗保健领域的继续专业教育（CPE）进行了大量投资（Jordan，2000年），但缺乏其有效性的经验证据（Clark，2005年; Attree，2006年），但它仍然是英国政府终身学习战略的重点。例如，英国卫生部声称，“医疗保健服务和健康战略的各个方面都取决于个别工作人员的教育和技能。在他们的学习和个人发展方面的投资，在真实的意义上，是对病人的支出，对未来保健服务的质量至关重要“（卫生部，2002年，第7页，我们的重点）。然而，在目前的环境下，需求为导向的教育和结果驱动的卫生服务，不仅在英国，但在世界各地，那些负责开发和提供CPE根本不能依靠这样的言论，以保障持续支持CPE整个卫生服务，但我们想这样做！我们必须能够清楚地说明CPE的附加值，以便将患者和客户护理直接提供给雇主，那些委托医疗保健教育的人以及潜在的学生。我们自己在这方面的经验（德雷珀和克拉克，2006年;德雷珀等人，2007年）使我们相信，国际上的情况可能不会有很大的不同。也许可以说，在英国已经太晚了，因为在过去一年中已经发生了CPE的大幅削减：2006/07财政年度战略卫生当局（SHA）的培训削减了10%。SHA还计划在当前（2007/08）财政年度从培训预算中拿出超过1.17亿英镑，一些SHA削减了预算，以增加储备（新闻项目，第7页）。作为回应，HSJ的编辑提出了“培训提高了绩效和生产力，从而转化为更高质量，更有效和更安全的护理”的观点（Vize，2007年，第3页）。…
(2007). Evaluating the impact of continuing professional education on healthcare practice: the rhetoric and the reality. Nurse Education Today, 27(6) pp. 515–517. For guidance on citations see FAQs. c [not recorded] Version: [not recorded] Link(s) to article on publisher's website: Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online's data policy on reuse of materials please consult the policies page. Despite a significant global investment in continuing professional education (CPE) in nursing and health care (Jordan, 2000) and a lack of empirical evidence of its effectiveness (Clark, 2005; Attree, 2006), it has nevertheless continued to be a focus of UK government lifelong learning strategies. For example, the Department of Health in England asserted that 'Every aspect of healthcare delivery and strategies for health depends on the education and skills of individual staff. Investment in their learning and personal development is, in a real sense, spending on patients and is essential to the future quality of the health service' (DoH, 2002, p.7, our emphasis). However, in the current climate of needs-led education and outcomes-driven health services, not just in the UK but worldwide , those responsible for developing and delivering CPE simply cannot afford to rely on such rhetoric to safeguard the ongoing support for CPE across the health services, however much we would like to do so! It is imperative that we are able to articulate the added value of CPE to direct patient and client care to employers, those commissioning healthcare education as well as potential students. Our own experience in this area (Draper and Clark, 2006; Draper et al., 2007) leads us to believe that the situation internationally may not be significantly different. It could perhaps be argued that it is already too late in the UK because of the significant cuts in CPE that have already happened in the past year: a 10% cut in training by strategic health authorities (SHAs) in the 2006/07 financial year. SHAs are also planning to take more than £117million from the training budget in the current (2007/08) financial year, with some SHAs cutting their budget in order to boost reserves (News item, page 7). In response, the Editor of the HSJ makes the case that 'training drives up performance and productivity, which translates into higher-quality, more effective and safer care' (Vize, 2007, p.3). …