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Continuing Professional Development Engagement-A UK-based Concept Analysis.

Deb Hearle¹, Sarah Lawson

¹Ms. Deb Hearle: Senior Lecturer and Head of Health Professions, Occupational Therapy, School of Healthcare Sciences College of Biomedical and Life Sciences, Cardiff University, Cardiff, United Kingdom. Ms. Sarah Lawson: PhD Candidate, Graduate Lecturer, Occupational Therapy, Faculty of Social and Life Sciences, Wrexham Glyndwr University, Wrexham, United Kingdom.

The Journal of Continuing Education in the Health Professions

|October 26, 2019

Summary

This summary is machine-generated.

Continuing Professional Development (CPD) engagement for UK health professionals is defined by five criteria: self-initiated, rewarded, applied in practice, recorded/evaluated/shared, and continued learning. This operationalization aids in measuring CPD impact.

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Area of Science:

Healthcare Professional Education
Professional Development
Concept Analysis

Background:

The term "engagement" is well-defined in work, consumer, and scholarly contexts, but not for Continuing Professional Development (CPD) among UK allied health professionals, nurses, and midwives.
The lack of a clear definition for CPD engagement hinders the measurement of its impact.
This study addresses the need to operationalize the concept of CPD engagement.

Purpose of the Study:

To perform a concept analysis of Continuing Professional Development (CPD) engagement.
To operationalize the term CPD engagement for allied health professionals, nurses, and midwives in the UK.

Main Methods:

A theoretical concept analysis was conducted using Walker and Avant's framework.
Literature searches were performed across multiple databases (OVID, PubMed, CINAHL, ERIC, ABI INFO, PsychINFO).
Keywords included "engagement," "CPD," and "life-long learning."

Main Results:

Defining attributes of CPD engagement include being self-initiated, voluntary, applied, recorded, evaluated, and shared.
It also involves continuation of learning beyond the initial activity.
Antecedents identified were the drive for learning and resource availability (time, money, support).

Conclusions:

CPD engagement is characterized by five key criteria: self-initiated, rewarded (intrinsically/extrinsically), applied in practice, recorded/evaluated/shared, and continued learning.
This operationalized definition facilitates the investigation and measurement of positive consequences, such as improved job satisfaction and service quality.
The defined attributes provide a framework for understanding and assessing the impact of CPD engagement in healthcare professions.