University of Worcester Worcester Research and Publications
 
  USER PANEL:
  ABOUT THE COLLECTION:
  CONTACT DETAILS:

Supporting Completion of an Online Continuing Professional Development Programme For Newly Qualified Practitioners: a Qualitative Evaluation

Erol, Rosie and Upton, Penney and Upton, Dominic (2016) Supporting Completion of an Online Continuing Professional Development Programme For Newly Qualified Practitioners: a Qualitative Evaluation. Nurse Education Today, 42. pp. 62-68. ISSN 0260-6917

[img]
Preview
Text
erol%20et%20al%20Flying%20Start%20paper%20Nurse%20Education%20Today.pdf - Accepted Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (232kB) | Preview

Abstract

Background: Development programmes to support newly qualified practitioners gain confidence in their first professional role often show varied levels of engagement, due to competing priorities and demands. In Scotland, the Flying Start NHS® programme uses a structured programme of online and work-based learning with associated mentoring, to support individuals through an often difficult transition to become capable, confident practitioners. . Whilst the programme was generally well received, the factors leading to widely varying completion rates between professions and organisations were not well understood. Aim: to identify the factors leading to successful completion of Flying Start, a transition programme for newly qualified practitioners. Method: A qualitative approach was adopted to gather data from two groups of participants. Semi-structured telephone interviews were conducted with strategic and management level participants (n=23), from five health boards in Scotland. Semi-structured interviews (n=22) and focus groups (n=11) were conducted with practitioners within 6 months either side of completing the programme. The interviews were transcribed and analysed using framework analysis. Results: Four key themes related to successful completion emerged from the analysis: organisational support; the format of the programme; understanding completion; motivation and incentives to complete. Factors leading to successful completion were identified at programme, organisational and individual level. These included clear communication and signposting, up-to-date and relevant content, links with continuing professional development frameworks, effective leadership, mentor and peer support, setting clear standards for assessment, and facilitating appropriate IT access. Conclusions: A strong strategic commitment to embedding a development programme for newly qualified practitioners can ensure the necessary support is available to encourage timely completion. The mentor’s role - to provide face-to-face support - is identified as a key factor in completion and is achieved through setting attainable targets, monitoring progress, and providing motivation. However organisational structures that facilitate the mentoring relationship are also necessary.

Item Type: Article
Additional Information:

Staff and students at the University of Worcester can access the full-text via the UW online library search. External users should check availability with their local library or Interlibrary Requests Service.

Uncontrolled Keywords: new graduate, transition programme, mentors, motivation, nurses, midwives, allied health professionals, online learning
Subjects: R Medicine > RT Nursing
Divisions: Academic Departments > Institute of Health and Society
Related URLs:
Depositing User: Rosie Erol
Date Deposited: 03 May 2016 10:32
Last Modified: 27 Apr 2017 01:00
URI: https://eprints.worc.ac.uk/id/eprint/4370

Actions (login required)

View Item View Item
 
     
Worcester Research and Publications is powered by EPrints 3 which is developed by the School of Electronics and Computer Science at the University of Southampton. More information and software credits.