Introduction What is CPD? Principles of CPD CPD Activities The NSM s role Benefits of CPD Foundations of a CPD system
Changing healthcare needs Clinical incidents in practice Changing nursing landscape Quality of healthcare outcomes Identified risks Staff morale
The current status: Various activities as determined by individual, employer, etc. Not a regulatory requirement Not always formally measured No evidence of change in behavior, performance or healthcare outcomes
Nursing Act 2005 Sections 39 & 59 Human Resource for Health Strategy 2012/13 2016/17 NSP for Nurse education, training and practice 2012/13 2016/17
Prioritises CPD Invite from the African Health Professions Regulatory Collaborative (ARC) - team Establishment of the South Africa ARC Team the QUAD NDoH, SANC, Professional Association, Nursing Academia (appointed by the MOH) SANC established CPD Technical Working Group Framework consultations (current)
Conscious updating of professional knowledge and the improvement of professional competence Continues throughout a person s working life. It is a commitment to being professional, keeping up to date and continuously seeking to improve. It is purposeful maintenance and improvement of knowledge and skills to remain competent for the benefit of the individual, patients and clients, as well as the wider profession
Key: CPD is self-directed and based on learning needs identified by the individual Builds on an individual s existing knowledge and experience Links an individual s learning to their practice and includes an evaluation of the individual s development
CPD is a continuous process and actively seeks to improve skills, knowledge and performance. Learning needs should be defined and agreed in collaboration with line manager but owned and managed by the individual practitioner It should be based on a rigorous and continuous analysis of professional learning needs.
CPD activities should be planned in advance -personal development plan Should reflect and be relevant to current and future professional practice and performance CPD acknowledges varying learning styles and includes a wide range of formal and informal learning activities. achievable, fair, accessible, transparent, flexible, inclusive and affordable
Formal programmes Short courses, workshops and seminars Work-based learning - including pre-designed learning packages Project work Conferences- oral or poster presentations Small-scale research studies (PDSA) Writing articles and submitting for publication
Undertaking a literature search and review in order to inform the implementation of new practice Visiting facilities for practice improvement (new techniques or practices) Participating actively in reflective practice or clinical supervision groups Participating in management activities. e.g. performance review, policy development or service planning, audits etc. Mentoring activities ( where not your job role)
employers (public or private) regulatory bodies professional associations
Ensure that CPD is planned and properly targeted Ensure effective use of resources Develop policies and protocols on CPD activities Support staff career development Provide professional leadership Act as a role model Take active role in clinical ladder programs and other CPD initiatives
Conduct a needs analysis Develop a CPD policy Identify CPD activities Develop a CPD framework Implement CPD activities Track and evaluate
Increases worker productivity Cost-effective Improves retention and motivation Increases job satisfaction Directly improves patient care
Improves the way healthcare workers interact with patients (leading to confidence & improvements in attitudes) Builds for the future by strengthening the health system Changes the practice environment
Agreed standards of care Professional leadership and advocacy Policy at all levels Planning Resources Linking job roles to competency based skills Development and implementation of performance review systems Conclusion
Leadership development is self-development (John G Agno) "The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires." (William Arthur Ward)
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