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Evaluating Continuing Nursing Education

A Qualitative Study of Intention to Change Practice and Perceived Barriers to Knowledge Translation

Journal for Nurses in Professional Development: November/December 2017 - Volume 33 - Issue 6 - p E7–E8
doi: 10.1097/NND.0000000000000406
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Back to Top | Article Outline


GENERAL PURPOSE: To present a study evaluating learners’ intentions to change practice as a result of new learning and barriers to learning implementation.

LEARNING OBJECTIVES/OUTCOMES: After completing this educational activity, you should be able to:

1. Summarize the literature regarding continuing nursing education and application of new knowledge to practice.

2. Identify a revised tool evaluating learners’ intentions to change practice and the barriers to doing so and the methodology used in the study.

3. Evaluate the study results and their implications for nursing continuing education practice.

  1. In 2015, an Australian provider of continuing professional development revised its learning activity evaluation tool in recognition of the significance of focusing education on
    1. measurable knowledge acquisition.
    2. learner satisfaction.
    3. patient outcomes.
  2. Kirkpatrick’s Model of Evaluation (2006) Levels 3 and 4 represent
    1. reaction and learning.
    2. satisfaction and outcome.
    3. behavior and results.
  3. Intention is a predictor of
    1. changed behavior.
    2. acquired knowledge.
    3. satisfaction.
  4. The two types of variables found by Godin et al. (2008) that indicated that health professionals make intentional choices as part of their professional behavior were
    1. reaction and retention.
    2. intention and capabilities.
    3. action and results.
  5. Appleby et al. (2015) identified that the ability to carry out an intention may be affected by the extent of learners’
    1. actual retention of newly acquired skills.
    2. perceived control of their intentions and outcomes.
    3. successful integration of new ideas.
  6. The evaluation tool described in the article was reduced in size and revised to include open-ended questions to provide a means for quality assurance that
    1. would cover additional teaching-learning methods.
    2. addressed long-term knowledge retention.
    3. could be carried out at the point of learner contact.
  7. For the study, participant surveys were completed at the end of all continuing education seminars, and data were obtained from
    1. all surveys from all seminars.
    2. specific surveys from registered nurses only.
    3. a random convenience sample of 61 seminars.
  8. A Leximancer text analysis was conducted to
    1. remove duplicate text.
    2. identify themes.
    3. extract verbatim evaluations.
  9. Extracted information from the documents was displayed as
    1. bullet points of verbatim text.
    2. concept maps.
    3. paragraph summaries.
  10. The largest number of seminar topics presented was within the category of
    1. pediatrics.
    2. obstetrics.
    3. medical/surgical.
  11. What total percentage of participants who attended the seminar sample returned evaluations?
    1. 78%
    2. 46%
    3. 22%
  12. The return and completion rate of evaluations indicated that participants were
    1. insightful about perceived barriers to implementation of learning.
    2. willing to reflect on learning and its transfer to practice.
    3. unable to thoughtfully evaluate the learning and change processes.
  13. Which analysis theme was aligned with the concepts of understanding, management, and assessment?
    1. patients.
    2. wound management.
    3. health.
  14. The strongest theme to emerge from patient outcomes analysis was the term
    1. understanding.
    2. better.
    3. health.
  15. Within the theme of patient outcomes, the strongest interrelationship was between
    1. medication and time.
    2. confidence and skills.
    3. better and care.
  16. Thematic analysis of implementation barriers demonstrated a common link between the theme of staff and the concept of
    1. skills.
    2. change.
    3. confidence.
  17. Ajzen (2005) specified three precursors to intention to change: attitudes, the normal way others see the behavior, and
    1. retention of new knowledge.
    2. motivation.
    3. perceived control.
  18. The authors recognized a limitation of the revised tool in that it
    1. allowed for the possibility of investigator bias during analysis.
    2. incorporated only Levels 1 and 2 of Kirkpatrick’s Evaluation Model.
    3. did not include a question about perceived facilitators to implementation.
  19. The authors conclude that, in addition to developing new knowledge and teaching it, education needs to include techniques to
    1. measure the retention of knowledge.
    2. assess future learning needs.
    3. remove barriers to translation to practice.
© 2017 by Lippincott Williams & Wilkins, Inc.