Evaluating the need for continuing professional development (CPD)
Abstract
As professionals, it is essential that veterinary nurses seek to deliver the highest standards of patient care. In order to do this effectively, they must keep their skills and competence up to date. This article will discuss the need for relevant and effective continuing professional development (CPD) and methods by which it can be completed. The process of planning and organizing CPD relies on needs assessment to identify individual strengths and weaknesses. In addition, the article highlights the role of reflection in effective CPD with a comparison of two frequently cited reflective models. Veterinary nurses who maintain their competence as well as using evidenced-based practice to develop new skills, will also help to develop veterinary nursing as a profession.
The Royal College of Veterinary Surgeons (RCVS) defines continuing professional development (CPD) as ‘the systematic maintenance, improvement and broadening of knowledge and skills and the development of personal qualities necessary for the execution of professional and technical duties throughout a veterinary nurse's working life (Royal College of Veterinary Surgeons, 2010a).
A process of lifelong learning, engagement in CPD is commonly acknowledged to:
CPD is, therefore, important for veterinary nurses.
In comparison with continuing education, CPD may be considered as an ‘improved alternative’ (Konkol, 2005, p7o), offering a more structured yet broad and flexible approach to continuing education. The concept of self-directed learning is based around the adult learning theory and is closely linked to experiential learning (learning by doing). Autonomy features highly in this educational process with an emphasis being placed on personal identification of learner needs. Comparable with the notion of CPD, an experiential cycle is a cyclical process based on the premise that concepts are nonpermanent, developing and transforming over time. Kolb's (1984) theory of experiential learning represents four stages of learning (concrete experience, reflective observation, abstract conceptualization and active experimentation) and is a useful model by which practitioners can develop their practice.
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