Abstract
Mandatory Continuing Professional Development Programme (MCPDP) aims to improve nurses" skills and competencies for practice. This study assessed the perceived relevance of MCPDP to nurse educators" practice. Findings showed their satisfaction with the learning exposure but without relevance for improvement of their ICT teaching and learning competencies; and teaching strategies.
Sigma Membership
Unknown
Lead Author Affiliation
University of Calabar, Calabar, Nigeria
Type
Presentation
Format Type
Text-based Document, Video Recording
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Professional Development, Nurse Educators, Nigeria
Recommended Citation
Akpabio, Idongesit I. and Anjor, Florence Asinya, "Relevance of mandatory continuing professional development programme to nurse educators' practice in Calabar, Nigeria" (2020). INRC (Congress). 12.
https://www.sigmarepository.org/inrc/2020/presentations_2020/12
Conference Name
31st International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Virtual Event
Conference Year
2020
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Acquisition
Proxy-submission
Relevance of mandatory continuing professional development programme to nurse educators' practice in Calabar, Nigeria
Virtual Event
Mandatory Continuing Professional Development Programme (MCPDP) aims to improve nurses" skills and competencies for practice. This study assessed the perceived relevance of MCPDP to nurse educators" practice. Findings showed their satisfaction with the learning exposure but without relevance for improvement of their ICT teaching and learning competencies; and teaching strategies.