GCU NUR 649
Amy Stewart
July 13, 2016
Dr. Margie Francisco
Continued Education
Continued education in the nursing profession “is a
basic component of professionalism…and can act as an organizing element in
nursing function” (Eslamian, Moeini, & Soleiman,, 2015). Nurses receiving knowledge
updates practice increased productivity, quality, and safety with patient care
(Eslamian, et. al., 2015). Barriers to mandatory continued education include
the 24-hour work hours required for patient care and inconsistent days
scheduled creating time conflicts (Harnett,
2010). Solutions should be assessed as “investment on continuing education is
essential for nurses’ competency in organization” (Eslamian, et. al., 2015).
Indeed, distant learning is an ideal option when
seeking to provide ongoing education for nursing staff. Benefits include low
cost, flexibility, autonomy, and individual paced learning (US Journal of
Academics, 2014). The identified time restraint is minimized as staff can
prioritize time and complete tasks at their own pace prior to set deadline (US
Journal of Academics, 2014). Through review of an identified issue, the
significance of distant education is reviewed, strategies for overcoming
challenges are identified, and evidence based research is reviewed to support
incorporating distance learning for nursing staff.
http://globe-views.com/dreams/nurse.html
Motivation: Significant to Distance Education
A variety of issues
affect distant learning success. Students, faculty, and administrators alike
overcome obstacles to reach success. While motivation is a natural
characteristic for some, others possess a void creating a barrier for success.
By definition, motivation is “the process whereby goal-directed activity is
instigated and sustained” (Harnett, 2010, pg. 439). Truly, motivation is a key
element to achievement along every education path. Research
suggests that distant learning students require greater motivation in order to
accomplish goals when compared to students in the traditional classroom setting
(Harnett, St. George, & Dron, 2011). Furthermore, studies link poor
motivation to the high dropout rates and noncompliance in distant learning
courses (Harnett et. al., 2011). Clearly, lack of motivation is an issue
impacting distant-education learning.
Motivation Issues
A study of 739 college
students examined reasons for student failure specific to online courses (Cherif, Adams, Movahedzadeh, Martyn, & Dunning, 2014). Amongst the seven reasons listed, 35% of the students
identified lack of motivation (Cherif, et. al., 2014). This ranked as the highest contributing factor (Cherif,
et. al., 2014). Students identified motivation
as a component influencing their attitude, study habits, and academic readiness
(Cherif, et. al., 2014). Fundamentally, motivation is a responsibility residing
within the individual (Cherif, et. al., 2014). The University of Sothern
California (n.d) links individual past experiences as a large contributing
factor to student motivation. While it can be encouraged and modeled,
ultimately learners must choose to light the fire of motivation within
themselves (Cherif, et. al., 2014).
The US Journal of
Academics presents benefits to distant learning including flexibility,
autonomy, accessibility, and self-paced learning (2014). A group of nurses
working on a unit cover a variety of shifts often working inconsistent days.
When mandatory training is required this creates conflict. Unit closure, staff
required to participate on days off, and prioritizing education over immediate
patient care needs are unrealistic expectations. A group of professional nurses
may seem unmotivated to complete continued education when in reality they are focused
on patient care and unable to participate in nursing tasks and education
requirements simultaneously. As a result, distant learning is a positive
solution to the required ongoing nursing education. While these benefits have
attributed to the continued increase in distant learning experiences, they are
influenced by learner motivation (US Journal of Academics, 2014). For example,
without motivation with time management, the flexibility and autonomy may create
a challenge (Harnett, 2010).
Motivation Strategies
In effort to increase staff
motivation to therefore promote successful distant learning outcomes, an
education team should be created. Nursing manager, supervisors, and unit
educators are proposed members of the unit education team. This team should
work together to create, implement, and evaluate department education needs.
Incorporating nursing
theory is one strategy when approaching lack of motivation for nurses to complete
required distant learning education requirements. In fact, the AACN states the nursing profession is
expected to “integrate theories and concepts from liberal education into
nursing practice (American Association of Colleges of Nursing, 2008, p.
12). They add that nurses should utilize theory to build an “understanding of
the human experience” (American Association of Colleges of Nursing, 2008, p.
12).
Patricia Benner’s
theory of novice to expert addresses teaching methods and ways to assist staff to
remain motivated through change. Benner’s theory can be a useful aide in
promoting growth and motivation through required continued education. As Benner
identifies phases passed through by each nurse within the profession, education
teams can create goals and interventions specific to theoretical nurse needs
(1982).
Initially, the
education team should evaluate where each nurse within the unit fits in Benner’s
theory stages. Identifying where they are will allow the team to increase
motivation while addressing individual needs.
·
Stage 1:
Novice
o Nursing student in their first year demonstrate
limited knowledge and inflexible clinical behavior.
o The novice nurse possesses a limited ability to
predict patient potential consequence
(Benner, 1982)
Recognizing the beginner nurse competency as explained by Benner allows
a department education team to set realistic expectations with new graduates.
According to this theory, the new nurse motivation can be encouraged through
focused tasks and do to lists (Benner, 1982). Perhaps the education team should
create checklists and evaluate the new nurses’ ability to complete tasks
(Benner, 1982). Praising tasks done well can promote motivation and continued
success (Harnett, 2010).
·
Stage 2: Advanced
Beginner
o New graduates in their first jobs or nurses
that experience enabling them to recognize meaningful components of a
situation.
(Benner, 1982)
Benner’s theory describes learning and professional growth as building
steps expanded from experiences (Benner, 1982). In addition, strengthened
personal motivation has also been linked to experience (Cherif, et. al., 2014). As a result, one exercise
may be providing a distant learning forum in which nurses can share experiences.
·
Stage 3: Competent
o Competent nurses lack speed and flexibility when
compared to a proficient nurse.
o Nurses in this stage have some mastery and
strengthened planning and organizational skills.
(Benner, 1982)
The competent nurses’ motivation is challenged if education focus or
delivery incorporates speed or flexibility (Benner, 1982). Providing realistic
deadlines would encourage motivation for the competent nurse. As their strength
is found in planning and organization, one suggestion would be including the
competent nurse in the planning phase of unit education projects. Perhaps their
participation and ownership of the required education would motivate and
produce optimal education outcomes.
·
Stage 4: Proficient
o A proficient nurse has the ability to see a
situation as a whole rather than parts. They learn from experience and are able
to modify plans of care.
(Benner, 1982)
The proficient nurse is typically self-motivated and inspires others around
them (Benner, 1982). Allowing a format for them to share their experiences
could maintain their motivation while simultaneously motivating peers.
·
Stage 5: Expert
o The expert nurse is able to recognize demands
and resources in situations. These nurses do not rely solely on rules to guide
actions but engage in intuitive knowledge from past experience. They are able
to focus on relevant problems rather than getting caught up in the irrelevant
ones.
(Benner, 1982).
Benner defines an expert nurse as one who provides the most exquisite
nursing care (Benner, 1982). This nurse is motivated by optimal patient
outcomes (Benner, 1982). Clearly stating how the continued education will
benefit the patient can motivate the expert nurse to complete requirements.
As education is required within a unit, the education tem can identify
how to best implement and educate based on the novice to expert model
(Mitchell, 2013).
http://www.motivateplay.com/2013/04/647/
References
American Association
of Colleges of Nursing. (2011). Essentials for master's education for advanced
practice nursing. Retrieved from http://www.aacn.nche.edu/education-resources/MastersEssentials11.pdf.
Benner, P. (1982). From novice to expert.
American Journal of Nursing, 82(3), pp.
402-407.
Cherif, A., Adams, G., Movahedzadeh,, F,
Martyn, M, & Dunning, J. (2014). Why do students fail? Faculty’s perspective.
Higher Learning Commission. http://cop.hlcommission.org/Learning-Environments/cherif.html
Eslamian, J., Moeini, M.,
& Soleiman, M. (2015). Challenges in nursing continuing education: A
qualitative study. Iranian Journal of
Nursing and Midwifery Research. 20(3).
Hartnett, M., St. George, A., & Dron, J. (2011).
Examining motivation in online distance learning environments: complex, multifaceted,
and situation-dependent. The International
Review of Research in Open and Distant Learning 12(6). pp. 20-38.
Hartnett, M. (2010). Motivation to learn in online
environments: An exploration of two tertiary education contexts. Massey
University, Palmerston North, New Zealand. Retrieved from http://muir.massey.ac.nz/handle/10179/2043
Mitchell, G. (2013). Selecting the best theory to
implement planned change. Nursing
Management- UK, 20(1), 32-37
University of Southern California. (n.d). Motivating
your students. Center for Excellence in Teaching. Retrieved July 12, 2016 from http://cet.usc.edu/resources/teaching_learning/docs/teaching_nuggets_docs/2.4_Motivating_your_Students.pdf
US Journal of Academics.
(2014). The Advantages of Distance
Learning. Retrieved from http://www.usjournal.com/en/students/help/distancelearning.html
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