| 32307 |
Creator |
1a227f20bba4f5b9a103e50a77caf8b1 |
| 32307 |
Creator |
8d51dfbc82df023284033d8e6b156cf5 |
| 32307 |
Date |
2011-09-07 |
| 32307 |
Is Part Of |
repository |
| 32307 |
abstract |
In this symposium, we explore the complexities associated with maximising the impact
of learning beyond registration on healthcare practice. Over the last two decades,
there has been significant investment in continuing professional development (Department
of Health, 2010) and yet the responsibility for ensuring returns on this investment
in terms of meeting organisational targets and delivering better patient care is still
not well understood or articulated (Mackinnon Partnership, 2007). Despite claims of
the importance of lifelong learning (see, for example, Hardwick and Jordan, 2002;
Atack, 2003; Clark, 2008), there is limited robust evidence to support such assertions.
Most of the empirical studies that have been undertaken are small scale and limited
to a single presentation of a single educational programme (e.g. Dierckx de Casterlé
et al., 2008; Lin et al., 2008). Against a backdrop of major financial cutbacks across
the public sector in the UK and other countries, there is increasingly an imperative
to target resources effectively, and to demonstrate value for money and quality outcomes
for service users.
Of relevance to educationalists, healthcare practitioners, students and commissioners,
the objectives of the symposium are to:
• examine critically the literature concerning the evaluation of CPD, highlighting
the associated complexities
• provide an overview of the development of the Impact on Practice (ImP) framework
and the role of the student, their manager, their employing organisation and the education
provider in enhancing the opportunities for CPD to impact on practice
• outline our approach to evaluating the ImP framework, including the rationale for
adopting realist evaluation to determine what works for whom and under what circumstances
• present the evaluation findings and their implications for service providers, education
providers and for education commissioning policy and practice.
We will achieve these objectives through the presentation of three inter-related papers
and discussion with participants. |
| 32307 |
authorList |
authors |
| 32307 |
presentedAt |
ext-aa86577920195c834d7352cfcf430526 |
| 32307 |
status |
peerReviewed |
| 32307 |
uri |
http://data.open.ac.uk/oro/document/44939 |
| 32307 |
uri |
http://data.open.ac.uk/oro/document/44940 |
| 32307 |
uri |
http://data.open.ac.uk/oro/document/45423 |
| 32307 |
uri |
http://data.open.ac.uk/oro/document/45424 |
| 32307 |
uri |
http://data.open.ac.uk/oro/document/45572 |
| 32307 |
uri |
http://data.open.ac.uk/oro/document/45573 |
| 32307 |
uri |
http://data.open.ac.uk/oro/document/49995 |
| 32307 |
uri |
http://data.open.ac.uk/oro/document/49999 |
| 32307 |
uri |
http://data.open.ac.uk/oro/document/50000 |
| 32307 |
uri |
http://data.open.ac.uk/oro/document/50010 |
| 32307 |
uri |
http://data.open.ac.uk/oro/document/50011 |
| 32307 |
uri |
http://data.open.ac.uk/oro/document/651330 |
| 32307 |
uri |
http://data.open.ac.uk/oro/document/651331 |
| 32307 |
type |
AcademicArticle |
| 32307 |
type |
Article |
| 32307 |
label |
Clark, Elisabeth and Draper, Jan (2011). Whose role is it anyway? maximising
the impact of continuing professional development on practice. In: Networking for
Education in Healthcare Conference, 6-8 Sep 2011, Cambridge, UK. |
| 32307 |
label |
Clark, Elisabeth and Draper, Jan (2011). Whose role is it anyway? maximising the
impact of continuing professional development on practice. In: Networking for Education
in Healthcare Conference, 6-8 Sep 2011, Cambridge, UK. |
| 32307 |
Title |
Whose role is it anyway? maximising the impact of continuing professional development
on practice |
| 32307 |
in dataset |
oro |