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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Knowledge to action: scholarship for faculty and staff.

Savithiri Ratnapalan1

  • 1Division of Emergency Medicine, The Hospital for Sick Children, Ontario, Canada. savithiri.ratnapalan@sickkids.ca

The Journal of Continuing Education in the Health Professions
|March 17, 2009
PubMed
Summary
This summary is machine-generated.

A continuing education course helped healthcare professionals develop and implement educational projects, despite time constraints. This program successfully translated ideas into action, demonstrating the value of targeted professional development.

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Area of Science:

  • Medical Education
  • Continuing Professional Development
  • Health Professions Education

Background:

  • Healthcare professionals often face limited time for formal education.
  • Developing and implementing educational projects requires specific skills and knowledge.
  • Bridging the gap between theoretical knowledge and practical application in healthcare education is crucial.

Purpose of the Study:

  • To evaluate the effectiveness of a continuing education course in fostering educational project development and implementation.
  • To assess the impact of a structured, time-limited course on healthcare professionals' project management skills.
  • To determine if such a course can facilitate the translation of educational ideas into tangible outcomes.

Main Methods:

  • A case study design was employed to evaluate an 11-month continuing education course.
  • The course included monthly 4-hour seminars and computer laboratory practice for a limited class size (12 participants).
  • Data were collected through needs-assessment surveys, student evaluations, and progress reports.

Main Results:

  • Participants showed significant improvement in developing educational project proposals (83% by midterm).
  • A notable percentage of participants (42%) completed publishable educational projects, with some securing external funding (17%).
  • Initial needs assessments revealed skill gaps in typing, statistics, and literature searching, which the course addressed.

Conclusions:

  • A time-efficient continuing education course can effectively empower healthcare professionals to initiate and complete educational projects.
  • The course facilitated the practical application of skills, enabling participants to translate educational concepts into actionable outcomes.
  • This model demonstrates a viable approach to professional development for busy healthcare practitioners seeking to advance educational initiatives.