Learning Objective 1: understand that continuing education is important to clinical nurse competencies.
Learning Objective 2: know the benefits of multiples dimension teaching project in serving clinical nursing education
Methods: The study was completed in four stages: pre-test questionnaire, planning, implementation and post-test questionnaire. 390 clinical nurses were selected with convenient sampling at a 513-bed teaching hospital in Taiwan.
The questionnaire, which includes three dimensions: nursing clinical ladder, nursing specialty program, and workshop. During the period time of pre-test from 1, Nov. 2008 to 15, Nov 2008 and post-test from 1, Nov. 2008 to 15, Nov 2009
Results: Data were analyzed using descriptive and inferential statistical. 78.5% of the sample reported that they need and hope can regular conduct the nursing clinical ladder curriculum , 78%of the sample reported that they engaged in nursing specialty program and 84% of the sample reported that they wish can provide every individual a fair chance to participate in seminars. And they also expressed hope to provide a more humanized curriculum to cope with the shift.
According to the pretest questionnaire results we changed the education policies to humanized course design with e-learning combine nursing clinical ladder system curriculum, case study with group discussion and nursing specialty program conducted .After one year conducted, the sample felt satisfied with nursing clinical ladder, nursing specialty program, but approximately 60% of sample felt unsatisfied and unclear with the education policies.
Continuing education is one means of ensuring that members of the nursing profession maintain their competence to practice. Providers of continuing education programs must make decisions about what types of programs to provide and to whom, as well as when, where, and how to hold these programs.The study results provide that health care policy makers considering and developing and refining prescriber education programmes.
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