CONTINUING EDUCATION

I. INTRODUCTION

Continuing nursing education is a modern imperative; it must be future-oriented,

geared to the facing of new situations and to the making of new responses appropriate for
these situations. New knowledge is emerging rapidly in the physical, biological,
behavioral and medical sciences, which constitute the foundation of nursing, problems in
nursing, must be solved by rational effort based upon systematic inquiry. Continuing
nursing programmes should be developed by nurses and conducted within nursing or in
general education system in cooperation with the nurses.

II. DEFINITION

Continuing education of health workers includes the experiences after initial training
which helps health care personnel to maintain and improve existing, and acquire new
competences relevant to the performance of their responsibilities. Appropriate continuing
education should reflect community needs in health and lead to planned improvements in
the health of the community.
Continuing education is all the learning activities that occur after an individual has
completed his basic education. - COOPER
That education which builds on previous education. SHANNON
Continuing education in nursing consists of systematic learning experiences designed
to enlarge the knowledge and skills of nurses. As distinct from education toward an
academic degree or preparing as a beginning professional practitioner, continuing
professional education activities have more specific content applicable to the individuals
immediate goals, are generally of shorter duration, are sponsored by college, universities,
health agencies and professional organizations, and may be conducted in a variety of
settings.

III. FEATURES
Unified approach
Relationships with other systems.
Comprehensiveness.
Accessibility for women health workers.
Integration with the management process.
Analysis of needs as a basis for learning continuity.
Internally coordinated.
Relevance in planning.
Credibility and economic.
Appropriateness in implementation.

IV. NEED
To ensure safe and effective nursing care, nurses need to keep abreast with
interest, knowledge and technical advances.
To meet the needs of population and should cater to the needs of service.
 Development of nurses will occur by updating their knowledge and
prepare them for specialization.
For career advancement.
Professional roles are altered as society changes and as new knowledge
and technologies emerge.
If the nursing professional is to respond effectively, to the challenge of
developing wise leadership and competent practitioners, current social
changes must be recognized and future ones foreseen.
To acquire specialized skills of personnel and meet technologic adjuncts.
The professional forces like changing function of the nurse ,an increasing
trend toward specialization, shortage of specialized nurses, variation in the
nature and recency of formal education preparation and the mobility of the
nurse population.
Clinical specialists are needed for direct patient care and for teaching care
and for teaching and consultative roles to help the students and staff nurses
to reach higher levels of competency.
Nurses with research aptitudes and preparation are needed.
Nurses in administrative positions need to increase their understanding of
the administrative process and to design effective methods of maximizing
the contribution of individuals helps to provide nursing services to
patients.
Nursing functions require a high degree of skill, knowledge, competence
and educational preparation.
The demand for specialized nursing service is increasing more rapidly.
Planned programmes are needed to increase their competence as
practitioners.
Needs for additional preparation for the positions are already holding or to
prepare themselves for other positions.
It provides opportunities for educational growth compatible with the
realities of both work situation and the home responsibilities.
In the world, scientific advancement, technologic innovations, social
change are occurring rapidly and new patterns of health care changes in
the role expectations of all health care personnel are emerging to meet
these needs and demands qualified nurses are essential.
To maintain their roles as bedside nurses and to assume more supervisor,
administrative and delegated medical functions, to specialize and to
generalize their practice continuing nursing education is essential.
It is needed for the nurses who wish to help shape their own destiny must
be aware of the forces at work which will affect their future roles.
To provide and prepare faculty who see continuing nursing education as a
personal responsibility as well as professional and university
responsibility.
To provide a variety of continuing nursing education opportunities of high
quality to nurses in both education and service changes.

V. FUNCTIONS
 To meet the health needs and public expectations.
To develop the practicing abilities of the nurse.
Recruitment function.
Recognize gaps in their knowledge.
To test ability to do final academic study.
To improve the communication between the participants, faculty, community
and health sector.
To test the participants ability to do formal academic study.
To shape or support university educational policies and practices.
To ensure the quality of education.
To grant budget for extension studies.
To maintain academic standards.
To meet educational requirements.

VI. PHILOSOPHY
It encompasses various aspects of life and is not limited to professional education.
Continuing nursing education is concerned with the development of the nurse as a person,
a practitioner and a citizen. These are closely interrelated, but each must be considered in
identifying philosophy of education.
Nurses philosophy of life, nursing and education, belief, etc.will influence the
philosophy of continuing nursing education. It focuses on individual learner. Philosophy
is thought of relating to basic beliefs. Actions are guided by ones beliefs, how one teaches
relates to his beliefs about learning and education. Philosophy provides a direction for
action; it is useful to think through ones personal philosophy. The educator has to think
through his personal values and beliefs.
Philosophy is based on values, social change. The thoughtful teacher recognizes that
ones philosophy of education is always an emerging one, rather than a static one.
Learning must be a continuous process throughout the lifespan, not limited to formal
courses of study. The aims and methods of formal education are shifting. To solve the
problems of communication, continuity, coordination in providing patient care.
Nursing is based on knowledge of the physical and psychological functioning of man
within his environment, expanding the knowledge related to man and his dynamic,
proliferating fields of operation is of concern. To maintain worth, dignity of the
individual, compassion, care and nurture in his professional role. To shape personal and
goals by acquiring more knowledge, sharpening the judgment and an increased
understanding of ideas and values.

VII. ELEMENTS
The philosophies of continuing nursing education recognize the:
1) Learner as a person, as a nurse and as a citizen. Thus continuing nursing
education is seen as a totality, a sound philosophy of education recognizes all
three aspects of lifelong learning.
Diversity is a part of learning process and contributes to the development
of the individual so the teacher has to make the learner to involve in
nursing and non nursing courses, e.g.Music, dance, or participating in
 extra-curricular activities. It encourages provincialism among nurses,
benefits by learning with persons from other walks of life.
The learner in his life plays many different roles, e.g.adult, family
member, learner, friend, etc.for every aspect of life, there are some
continuing education elements.
It aims as self-directed learning.
2) Teacher/Nurse educator
He has to accept the concept of life-long learning and his responsibility to
encourage nurses to recognize the value of participating in different types
of educational activities.
Educator must be aware of sources of information about related continuing
education activities, e.g.self-directed individual study, in-service
programmes, formal basic courses, post-graduate academic studies, etc.
Teachers task is help the student how to learn, how to approach situations
with an open, inquiring attitude, how to interpret what he observes and how
to examine the system of values which gives meaning to his life as adult
can learn effectively, gathers many facts, make inferences, takes action and
evaluates the effectiveness of his action by testing theories and ideas and to
face an uncertain and changing future.
Adult learner with them on the problems, they face in the world of work,
the teacher must help the learner to discover new approaches and potential
developments in the field.
Teacher should act as a role model.
The teacher is a dispenser of wisdom and knowledge guide in the learning
process, assisting wherever appropriate, encourages the activities that
promoter individual thought.
The skillful teacher has to aware of the difference in learning what is
already know and encouraging exploration in those areas yet to be
discovered.
Creative teaching is essential. The effective teacher takes advantage of the
assets, which the learner brings with him. A warm, helping, trusting
relationship creates conducive environment for learning.
He has to show interest and concern for every member of his class.
He is able to instill in his students a sense of their own adequacy and the
feeling of confidence on themselves, which are necessary for the learning
process.
The continuing educator has to play multiple roles like:
o Guide and counselor to the learner.
o An arranger and organizer of learning experiences.
o Motivator and an encourager of students.
o Evaluator of programmes.
o Involving resources experts for teaching the students.
o Producing instructional materials.
o Select and evaluate materials prepared by others.
o Administrative role(planning,directing,budgeting and evaluation)
 o Public relations role to change the image of nursing and in
recognizing the contributions and potentials of nurses.

1. Educational preparation

Masters degree in his area of nursing expertise or with a doctorate in adult

education.
Credentials with more publications.
Writing and organizing skills.
A continuing learner.
Clinical expertise ness.
Depth of nursing knowledge and skill in its application.
Interest in the subject, enthusiasm in teaching.
Skill in working with adult learners.
Adequate knowledge about teaching skills and methods of teaching.
Broad base knowledge.

2. Competencies and other characteristics:

Concern for people.

Flexibility
Sensitive to group response.
Willing to travel.
Detailed advance preparation and organization for teaching.
Resourcefulness
Determination
Self-confidence
A sense of humour
Broader outlook
A zest for life
An innate curiosity
Love of adventure
Desire to search the unknown
Interest in self-development and in others development

3. The faculty administrator

Teaching is part of his responsibility.
He should possess a high degree of administrative skill.
He must assess and uses the various abilities of different faculty members.
Search for faculty with wide varied of talents.
Helps the faculty members to strengthen their teaching skills.
Provide conducive environment for faculty members and learners to promote
personal and professional development.
Gives adequate orientation, creating opportunities on the job which contributes
faculty growth.
 Encourages supplemental education and creativity.
Free conducive environment facilitates the faculty members to explore new
concepts, develops imaginative approaches to help the nurses to meet their
learning needs.
Fosters the expansion of learners talent.
Maintains balance between the routine and other interesting, helps the teacher
to realize and accept their broad responsibilities as faculty members.
Faculty members must accept responsibility for helping the institution meet its
goals and must learn how to work with colleagues to bring about desired
changes.
He should make the faculty members to support and abide the institutional
policies by familiarizing them.
Adequate administrative support permits the maximum use of faculty time for
their effective performance.
The effective administrator is prepared to meet the unexpected.
He must guard against the interference of his own needs with good of the
programme.
Supports his faculty and accepts responsibility, encourages team spirit, working
with other members.
Recognizes the persons contribution.

4) MOTIVATION OF LEARNER
To accept personal responsibility for their own continued learning, motivation of
the learner is essential. To arouse new areas of interest among the learner and
involve him in planning, designing the learner activities.

Internal motivation i.e., the personal needs desire to learn is more effective than
external incentives like certificates, grades, credits, etc.

Expand learning opportunity for nurses which required in their work experience is
need to be motivated.

The truly motivated person will learn without external requirements being placed
upon him.

He learns because he has a need for the knowledge.

For the motivated learner, difficulties encountered in the process are seen as
challenges, not as obstacles.

5) INVOLVEMENT IN THE LEARNING PROCESS

Learner has to participate in the learning process. Learning depends upon the student
himself. Learning can be done only by the learner. It depends upon the effort put forth by
the learner.
6) ORGANIZED LEARNING EXPERIENCES
Learner also involved more directly in programme planning and in the conduct of courses
and deciding which educational experiences and the activities are most suitable to him.
7) THE NEEDS OF SOCIETY
Quality of life and needs of society influences the learning needs of the nurses. The
critical issues facing society can be met by concerned, well-informed citizens, who are
willing to devote thought, time and energy to their solution. Citizens are vitally concerned
and actively involved in seeking solutions to the problems faced by that society. Adequate
preparation for participation approach is essential for continuing education.
8) UNIVERSALISATION of continuing nursing education is necessary.
9) THE LEISURE
The individual has to learn how to use leisure time constructively, participate in more
educational activities.
10) LIBERAL EDUCATION
Future nursing practice will place heavy demand on all health professional and that
effective ,human practice requires practitioners with the insight, understanding and
attitudes which can be fulfilled through liberal education.
11) INTER-PROFESSIONAL CONTINUING EDUCATION
It is imperative for the future; educational programmes now include course content open
to all those in various health fields. Nurses have to accept and participate interdisciplinary
continuing education. It requires input from all professional groups for whom it is
intended.

VIII. PRINCIPLES
Provision for school and nursing faculty involvement in planning and teaching the
continuing nursing education courses tends to maintain high educational standards
for the programme.

An adequate staff is essential to planning, implementing and evaluating a

programme which is based on learning needs which has an impact on the quality
of nursing care provided.

Responsibilities of the director of continuing nursing education are:

o Determination of learning needs of the nurse population.

o Development and implementation of a programme to meet these needs.

o Evaluation of results.

Staff services are required with sufficient talents and numbers to implement
the planned programme:
 o Advisory

o Secretarial

o Administrative

o Supportive(additional supportive services may required periodically)

o Assistance with

Research

Publicity

Questionnaire

Evaluation tool

Data analysis

Computer programmeming

An advisory committee has to be appointed, which includes:

o Faculty members from a variety of areas of nursing practice.

o Directors of hospital nursing services.

o Representatives from the state licensing authority, health

department and voluntary agencies.

o Extended care facilities.

o Hospital association

o Medical and allied health professionals.

o Regional medical programme.

o Other agencies involved in the delivery of health care in the

community.

The community may serve as a liason between the school of nursing and
the health community and fulfill a communication and public relations
function for the university.
 Continuing nursing education programmemme may be decentralized (i.e.,
faculty of an academic department would initiate, plan, implement and
evaluate its own programme of continuing education) or centralized (a
separate department or extension division is responsible for the continuing
nursing education programme of the entire university).

Decentralization is characterized by programming within each academic

department, faculty involved in consultation and surveys with the public interested in
their subject field were most knowledgeable about the needs for continuing nursing
education.
Centralization is characterized by a separate department or extension division.
Financial support is by either university grants or self-supporting.

Faculty may be assigned to continuing education as a regular part of the

normal teaching load, but for periods they will get extra-remuneration or
non-university faculty may hired on a contract basis to teach specific
courses.

IX. PLANNING
A successful continuing nursing education programme is the result of careful and
detailed planning.
Aspects of continuing nursing education planning:
Broad planning by institution and agencies responsible for continuing nursing
education.

Specific planning by individuals for their own continuing education.

Planning is essential to

Meet the nursing needs.

Use available resources.

Meet needs at all levels i.e., local, state, regional, national, and international.

Avoid duplication and fragmentation of efforts.

Help keep at a minimum any gaps in meeting the continuing education needs of
nurses.

The selection of teaching faculty may depend upon the availability of the person
rather than his expertise or teaching ability. The content of the programme is
designed around faculty knowledge and learning needs of the participants.

In interdisciplinary approach requires representation of all the groups involved;

determination of common and compatible goals for successful programmemming.
 Planning is an ongoing process, the rapid technologic advances and proliferation
of knowledge demands continuous planning to meet ever changing learning
needs.

X. INSERVICE EDUCATION

DEFINITION

In service education is a planned learning experience provided by the employing agency

for employees.

AIMS
Improvement of client through upgrading the services rendered with scientific
principles.
To keep in face in changing society to their needs.
Acquisition of new knowledge.
Improvement of performance.
To develop specific skills required for practice.
Improves the staff members chances for promotion.
To develop specific skills required for practice.
Improves the staff members chances for promotion.
To develop right concept of client care.
To maintain high standards of nursing.
To observe and bring change in staff behavior.
It ensures thinking on the job, reduces mechanical action to a minimum and
promotes economy, safety and efficiency of personnel in their work situation.
It reduces turnover, absenteeism.
Effective production will be observed(in work performance)
To discover potentialities, to alert personnel in working environment.

COMPONENTS
Orientation skill training programme
Continuing education programme
Leadership training(development of)
Management skills development
Staff development programmes

1. ORIENTATION SKILL TRAINING PROGRAMME

It introduces a new employee to these basic aspects of her job. In hospital field, if any
new nurses are appointed, first the supervisor has to discuss with them the job chart,
policies, procedures, and fulfillment of objectives, standing orders, policies of institution.
It has to be given for development of knowledge and skills (cognitive, conative,
affective domains).

2. CONTINUING EDUCATION
TYPES
1) Centralized in-service training
In nursing service department, one department will held responsibility for
improvement of knowledge, skills, practice of their nursing staff. They will
devote full time for in-service education programme and its activities.
2) Decentralized in-service education
This is planned for staff members who work together, giving care for clients with
similar conditions and share common nursing goals.Programmes are planned
around the special relevant interests of the employees, e.g, Iccu units
3) Combined or coordinated in-service education approach
There will be a central nursing in-service education department consists of nurse
in each division, who holds leadership responsibility for staff development
activities, whose time is devoted fully for teaching learning situations. They plan,
conduct, evaluate the programme and further plan their programmes
basing on the need arises.

3. MANAGEMENT SKILLS AND LEADERSHIP TRAINING

For the administrators and the senior personnel, for the persons who possess
higher qualifications, who is having the chances for promotion and the
supervisors, the authorities will give in-service training obtain management skill
and leadership skills.

4. STAFF DEVELOPMENT PROGRAMME

To meet the educational needs of nursing students, there must be provision for
regular staff development programmes.
COMPONENTS
Orientation
In-service education
Continuing education includes self-instruction
Attending
Short-term courses, workshops, seminars and presentation of scientific
papers.

XI. CONCLUSION
In a world, where scientific advances, technologic innovations and social change
are occurring rapidly and new patterns of health care are emerging, traditional
roles of nurses are under close scruiting and some must inevitably give way to
new roles. Nurses must become involved in creating new solutions for problems
both old and new.

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7. Continuing Nursing Education net content