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      In praise of postgraduate career clinics: Translating health professionals' willingness to engagement

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          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Aim

          To capture and retain healthcare staff in postgraduate courses relevant to individual career aspirations, service requirements and continuous practice development (CPD) within an English UK university.

          Design

          Two virtual career clinics for postgraduate practitioners to engage in CPD offers within the university. An online post‐enrolment online survey to explore their experiences of engagement with the university.

          Methods

          Mixed: qualitative and quantitative methods. Engaging 10 participants attended the career clinics, and 42 participants with an online survey.

          Results

          The career clinics were well received by participants who mapped CPD requirements and individual career aspirations. The surveys exposed challenges with marketing and enrolment; however, these were mitigated with support. Four recommendations are presented within this paper applicable to the international postgraduate education of all health practitioners.

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          Most cited references15

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          Using thematic analysis in psychology

          Virginia Braun, Victoria Clarke (2014)
          Article 0 comments Cited 18423 times – based on 0 reviews     Review now
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            Social media? Get serious! Understanding the functional building blocks of social media

            Jan Kietzmann, Kristopher Hermkens, Ian P. McCarthy … (2011)
            Article 0 comments Cited 295 times – based on 0 reviews     Review now
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              Lifelong learning and nurses’ continuing professional development, a metasynthesis of the literature

              Mandlenkosi Mlambo, Charlotte Silén, Cormac McGrath (2021)
              Background Continuing professional development (CPD) is central to nurses’ lifelong learning and constitutes a vital aspect for keeping nurses’ knowledge and skills up-to-date. While we know about the need for nurses’ continuing professional development, less is known about how nurses experience and perceive continuing professional development. A metasynthesis of how nurses experience and view continuing professional development may provide a basis for planning future continuing professional development interventions more effectively and take advantage of examples from different contexts. The aim of this paper is to conduct such a metasynthesis, investigating the qualitative research on nurses’ experiences of continuing professional development. Methods A metasynthesis of the qualitative literature was conducted. A total of 25 articles fulfilled the inclusion criteria and were reviewed. Results We determined five overarching themes, Organisational culture shapes the conditions, Supportive environment as a prerequisite, Attitudes and motivation reflect nurse’s professional values, Nurses’ perceptions of barriers and Perceived impact on practice as a core value. This metasynthesis highlights that nurses value continuing professional development and believe that it is fundamental to professionalism and lifelong learning. Moreover CPD is identified as important in improving patient care standards. Conclusions Based on the metasynthesis, we argue that access to continuing professional development could be made more attainable, realistic and relevant. Expediently, organizations should adequately fund and make continuing professional development accessible. In turn, nurses should continue to actively engage in continuing professional development to maintain high standards of nursing care through competent practice. This paper highlights the perceived benefits and challenges of continuing professional development that nurses face and offers advice and understanding in relation to continuing professional development. We believe that this metasynthesis contributes with insights and suggestions that would be valuable for nurses and policy makers and others who are involved in nurse education and continuing professional development.
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                Author and article information

                Contributors
                T. Redwood:
                ORCID: https://orcid.org/0000-0003-3393-3424
                tracey.redwood@northampton.ac.uk
                Journal
                Journal ID (nlm-ta): Nurs Open
                Journal ID (iso-abbrev): Nurs Open
                Journal ID (doi): 10.1002/(ISSN)2054-1058
                Journal ID (publisher-id): NOP2
                Title: Nursing Open
                Publisher: John Wiley and Sons Inc. (Hoboken )
                ISSN (Electronic): 2054-1058
                Publication date (Electronic): 17 February 2024
                Publication date Collection: February 2024
                Volume: 11
                Issue: 2 ( doiID: 10.1002/nop2.v11.2 )
                Electronic Location Identifier: e2113
                Affiliations
                [ 1 ] University of Northampton Northampton UK
                Author notes
                [*] [* ] Correspondence

                T. Redwood, University of Northampton, Waterside Campus, University Drive, Northampton NN4 8RR, UK.

                Email: tracey.redwood@ 123456northampton.ac.uk

                Author information
                https://orcid.org/0000-0003-3393-3424
                Article
                Publisher ID: NOP22113 Other ID: NOP-2022-Sep-1555.R2
                DOI: 10.1002/nop2.2113
                PMC ID: 10873677
                PubMed ID: 38366785
                SO-VID: f4de42d7-b5f4-48a0-9bcc-1c7bac355a0c
                Copyright © © 2024 The Authors. Nursing Open published by John Wiley & Sons Ltd.
                License:

                This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

                History
                Date revision received : 12 January 2024
                Date received : 31 October 2022
                Date accepted : 22 January 2024
                Page count
                Figures: 5, Tables: 2, Pages: 9, Words: 5221
                Funding
                Funded by: University of Northampton , doi 10.13039/100010015;
                Award ID: J104
                Categories
                Subject: Empirical Research Mixed Methods
                Subject: Empirical Research Mixed Methods
                Custom metadata
                source-schema-version-number 2.0
                cover-date February 2024
                details-of-publishers-convertor Converter:WILEY_ML3GV2_TO_JATSPMC version:6.3.8 mode:remove_FC converted:17.02.2024

                Keywords: advertising strategies,postgraduate education,university infrastructure
                Data availability:
                Keywords: advertising strategies, postgraduate education, university infrastructure

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