Continued professional development (CPD) provision for nurses: A qualitative exploration.

Background: For approximately 1.5 million healthcare practitioners working and registered within the United Kingdom there exists a mandatory requirement to undertake Continued Professional Development. Internationally, healthcare Continued Professional Development is fundamental for frontline staff to practice safely, effectively and maintain up to date skills combined with knowledge. A generally accepted purpose for these regulations is to help nurses and midwives maintain an updated skill set to care for patients safely and competently. This qualitative paper presents the findings from the first phase of, "Converting Willingness to Engagement" project conducting focus groups and interviews with stakeholder nurses in England, UK. This study used a phenomenological approach to draw on the lived experiences of the nurse participants who organise, manage and budget Continued Professional Development activities. Objectives: To explore ways to capture and retain nursing staff in postgraduate training and education to facilitate professional advancement, maintenance of registration and improve patient care. Design: Phase one involved a series of qualitative online (virtual) focus group discussions and interviews with stakeholder nurses who commission Continued Professional Development. Settings: A series of online (virtual) focus group discussions and interviews were then conducted between February and May 2021. Methods: A purposive sample was identified consisting of clinical service leads, advanced practitioners and matrons involved in workforce development as stakeholders. Results: Three key themes were identified; the role of the healthcare providers in staff development, staff support provision requirements, and the university's provision including Continued Professional Development. Conclusion: Partnership working allows academic partners in universities and healthcare institutions to support nurses in their endeavors to maintain their registrations, develop professionally through further education and Continued Professional Development.

Promoting professional judgement through peer debate in radiation therapy undergraduate curriculum.

Radiation therapists (RTs) are often required to exercise professional judgement when faced with the ambiguity inherent in professional dilemmas not comprehensively accommodated by the professional Code of Conduct. Clinical educators therefore need to design curriculum that motivates students to apply professional judgement in ambiguous situations. Role play and peer debate enables development of competencies related to professional judgement. The aim of this short communication is to report on the rationale for and integration of peer teaching resources that prompt students to justify, through discussion and debate, the basis of their own judgement and those of their peers.

Fostering the development of professional identity within healthcare education-interdisciplinary innovation.

INTRODUCTION: Historical theories on development of professionalism are no longer sufficient in modern radiation therapy or radiography curricula with the focus moving from 'virtues-based professionalism' to 'professional identity formation'. Professional identity formation is a new concept that is described as a transformative journey from being a layperson to 'becoming' a professional. Knowledge, values, and behaviours are transformative and unique to each individual. The overall aim is to produce a consensus statement outlining evidence based programme initiatives to support healthcare students' professional identity formation. METHODS: 'Think tank' methodology was used for individual and final combined group reflective tasks to enable the creation of an evidenced based consensus statement. Participants discussed their personal views and beliefs regarding the process of Professional Identity Formation for teaching, learning, assessment, and evaluation. Discussions were recorded, transcribed, and analysed using thematic analysis from an interpretivist perspective. 'Think Tank' participants were asked to attend masterclasses to gain a greater understanding of professional identity formation from leading experts before the final combined 'Think Tanks'. RESULTS: Faculty and students across all Disciplines (N22) within the school of medicine attended the 'Think Tank' sessions. DISCUSSION: During each student's transformative process of professional identity formation, healthcare educators need to create evidence based pedagogic opportunities to support them. It is no longer sufficient to leave to chance within a 'hidden' or 'informal' curriculum. Professional identity is more than a set of learned behaviours that are assessed within the clinical environment. CONCLUSION: The development of this consensus statement is an innovative educational strategy that will ultimately enhance the education of professionalism in the clinical environment for radiographers and radiation therapists. Through seeking an understanding of the educational needs of students and faculty, the multidisciplinary team were able to create a tailored approach to professional identity formation within the institution. This student-faculty partnership is unique and beneficial to all parties involved and is an effective method of seeking a shared understanding.

Impact of Virtual Learning Environment on Students' Satisfaction, Engagement, Recall, and Retention.

BACKGROUND: Virtual learning environments (VLEs) were introduced to progress students from passive to active learners. Active learning promotes the critical thinking skills essential for the transfer/use of classroom-acquired knowledge into the clinical setting. A VLE forms an increasingly vital component of clinical skills development in a range of disciplines. MATERIAL AND METHODS: A randomized control trial was conducted with students randomly attending one of two teaching sessions about radiation therapy. Both sessions were identical except a VLE was used in the second talk with the first being solely didactic. Anonymous questionnaires were distributed. Two weeks after the talks, participants were required to complete the same knowledge questionnaire to determine retention. Mann-Whitney, means, standard deviations, and chi-squared tests were used according to data characteristics. Qualitative data (open-ended questions) were analysed thematically. RESULTS: Virtual learning seemed to significantly improve students' satisfaction/engagement and recall. A total of 40 students attended the teaching sessions. The student group taught using the VLE had higher mean scores for retention than the didactic group; however, this was not statistically significant. Use of VLEs was associated with greater satisfaction/engagement than didactic information (P = .003). Students' learning styles seemed to have no effect on their satisfaction/engagement and ease of learning. Three key themes emerged from the qualitative data: (1) the visuals were good/helpful, (2) the talk was informative, and (3) more details/visuals were required. DISCUSSION AND CONCLUSION: The key findings from this study suggest that there is a role for VLEs in the teaching of students. There is a need for the introduction of advanced technology into health care education as virtual reality, such as Virtual Environment of Radiotherapy, has shown improvement in students' satisfaction, engagement, and recall. Whether VLEs qualify students better than conventional didactic teaching is still undetermined, but these first results are encouraging.

Nomograms are key decision-making tools in prostate cancer radiation therapy.

BACKGROUND: The use of nomograms for predicting clinical endpoints has been well documented. Nomograms provide an individualized prognosis and help clinicians determine the effectiveness of treatment for a given patient. Early identification of potential treatment failure or toxicity allows alternative approaches to be considered, reducing unnecessary treatment, morbidity, and cost. This review aims to evaluate clinical potential of nomogram use for the management of prostate cancer radiotherapy patients. METHODS: PubMed, Embase, and Scopus were searched for literature published between 2006 and 2016. The reported correlation between measured and nomogram-predicted probabilities of biochemical control, disease progression, survival and toxicity was reviewed, through an analysis of concordance indexes and areas under the curves. RESULTS: Sixteen studies were reviewed. Outcomes predicted by the nomogram were very close to outcomes measured (concordance index of 0.7 and above) in the majority. But a combination of under and overestimation of outcome was also reported. The predictive accuracy of nomograms was very variable, however, most nomograms had accuracy greater than chance, indicated by a concordance index higher than 0.5. CONCLUSION: Nomograms can be used as prognostic guides to aid clinical decision-making for prostate cancer patients until further research addresses the limitations presented in this review. Strict definitions of end points should be added to future models and perhaps models could be enhanced with the incorporation of genomic variables or tumor specific parameters.

The Role of Prophylactic Cranial Irradiation for Non-small Cell Lung Cancer.

BACKGROUND: The use of prophylactic cranial irradiation (PCI) to treat brain metastases (BM) in non-small cell lung cancer (NSCLC) is restricted due to the potential associated toxicity and lack of survival benefit. BM can have a negative impact on neurocognitive function (NF) and quality of life (QOL). The aim of this review was to assess the impact of PCI on disease-specific and NF and QOL outcomes. MATERIALS AND METHODS: An electronic database literature search was completed to identify relevant studies. RESULTS: Fourteen published articles were included. PCI significantly reduced the incidence of BM, but no significant survival advantage was found. NF decline was reported in one trial. No significant difference in QOL with PCI was reported. PCI was well tolerated by the majority of patients with NSCLC and associated with a relatively low toxicity. CONCLUSION: PCI reduces the incidence of BM without any significant survival advantage. PCI has the potential to be beneficial in practice for certain patients with locally advanced NSCLC, based on disease factors and patient preference.