Why you should read this article: • To understand the role of e-learning in supporting nurses’ continuing professional development (CPD) • To improve your knowledge of the factors that may influence the effect of e-learning on nurses’ CPD • To develop approaches you can use to ensure effective engagement with e-learning Background E-learning can provide nurses with the opportunity to undertake lifelong learning and continuing professional development (CPD) in a flexible, practical and engaging manner. However, much of the research focuses on pre-registration nursing students’ experiences of e-learning, despite nursing students not always experiencing the same clinical demands as registered nurses. Aim To explore the concept of e-learning and nurses’ perception of its value for engaging with lifelong learning and CPD, as well as to determine attitudes towards e-learning, what influencing factors exist and how they affect the perceived value of e-learning. Method This study used a mixed-methods sequential explanatory design, in which there were two phases of data collection and analysis. In the first phase, 39 children’s nurses completed questionnaires about e-learning and its flexibility, accessibility, value and contribution to CPD. Their responses were analysed and used to inform questions for the second phase, which involved semi-structured interviews exploring the findings and emerging themes from the completed questionnaires. Of the 39 questionnaire respondents, 12 agreed to participate in the interviews. Findings More than half of the questionnaire respondents (n=22/39) agreed or strongly agreed that e-learning aids their CPD, while 29 respondents valued e-learning that is specific to their practice area. Three main factors were identified that may influence the effect of e-learning on nurses’ CPD: motivation to engage with CPD and e-learning; the perceived value of e-learning as a method for CPD; and challenges to effective engagement with e-learning. Conclusion Engagement with e-learning is influenced by the content of its modules and, while mandatory training is often provided through e-learning, this should not be its sole purpose. Nurses should take the opportunity to develop and engage with e-learning that is specific to their area of practice, which may increase its value.
Our clinical nursing articles aim to inform and educate nurse practitioners and students. This is achieved through the publication of peer-reviewed, evidence-based, relevant and topical articles.
Why you should read this article: • To improve your knowledge of the factors that affect a nurse’s quality of work life • To understand the factors that can contribute to increased work-family conflict in a nurse’s life • To develop strategies that you can implement to improve quality of work life and reduce work-family conflict in the lives of staff Background The nursing profession is known to induce high levels of stress, and being simultaneously engaged in a stressful professional occupation and having a family life can lead to work-family conflict. Healthcare providers require recruitment and retention strategies that preserve nurses’ quality of work-life and mitigate work-family conflict. Aim To investigate the relationship between quality of work-life and work-family conflict among hospital nurses in Iran, as well as the relationships between work-family conflict and quality of work life, and between age, professional experience, type of employment, work shift and marital status. Method This cross-sectional study was conducted among 378 nurses working in six Iranian teaching hospitals, who were selected using random quota sampling. Data on age, professional experience, type of employment, work shift and marital status was collected. The study questionnaire was based on the 53-item Quality of Work Life scale and the 18-item Work-Family Conflict scale. Correlations were established using Pearson’s chi-squared and eta-squared tests. Results A total of 93% of participants experienced moderate or high levels of work-family conflict and 83% had a low or moderate quality of work life. On average, the levels of work-family conflict and quality of work life were moderate. Quality of work life decreased with increasing work-family conflict. Conclusion Healthcare providers can use these results to inform their recruitment and retention strategies. Nurse managers can mitigate any adverse effects of work-family conflict on quality of work life by offering staff interventions such as short training courses on how to manage work-family conflict.
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Internationally educated nurses (IENs) require robust teaching programmes to support them through the objective structured clinical exam (OSCE) process to gain registration with the Nursing and Midwifery Council. There should be measures in place to support these nurses from a clinical and pastoral perspective. It is also important to learn from IENs, because moving to a different country is an emotional and life-changing experience that affects nurses and their families. Preparation is central to completing the programme successfully, alongside having the resources required in terms of time and a dedicated facility for practise. This article describes the development and implementation of an OSCE preparation teaching programme to support IENs, discusses the challenges for teachers and participants, and shows how having a dedicated facility and programme lead has led to excellent results.
NHS regulators, such as NHS Improvement and the Care Quality Commission, promote staff involvement in quality improvement (QI), while national nursing leaders and the Nursing and Midwifery Council advocate nurses’ involvement in improving services. This article critically explores the evidence base for a national nursing strategy to involve nurses in QI using a literature review. A thematic analysis shows that nurse involvement in QI has several positive outcomes, which are also included in the NHS Improvement’s Single Oversight Framework for NHS Providers. The article concludes that nurse involvement in QI helps improve hospital performance.