Aim
To identify the best evidence on the impact of healthcare organizations' supply of nurses and nursing workload on the continuing professional development opportunities of Registered Nurses in the acute care hospital.

Background
To maintain registration and professional competence nurses are expected to participate in continuing professional development. One challenge of recruitment and retention is the Registered Nurse's ability to participate in continuing professional development opportunities.

Design
The integrative review method was used to present Registered Nurses perspectives on this area of professional concern.

Data sources
The review was conducted for the period of 2001–February 2015. Keywords were: nurs*, continuing professional development, continuing education, professional development, supply, shortage, staffing, workload, nurse: patient ratio, barrier and deterrent.

Review methods
The integrative review used a structured approach for literature search and data evaluation, analysis and presentation. Eleven international studies met the inclusion criteria.

Results
Nurses are reluctant or prevented from leaving clinical settings to attend continuing professional development due to lack of relief cover, obtaining paid or unpaid study leave, use of personal time to undertake mandatory training and organizational culture and leadership issues constraining the implementation of learning to benefit patients.

Conclusion
Culture, leadership and workload issues impact nurses' ability to attend continuing professional development. The consequences affect competence to practice, the provision of safe, quality patient care, maintenance of professional registration, job satisfaction, recruitment and retention. Organizational leadership plays an important role in supporting attendance at continuing professional development as an investment for the future.

Organizational impact of nurse supply and workload on nurses continuing professional development opportunities: an integrative review.

Implementation of a professional portfolio: a tool to demonstrate professional development for advanced practice.

Excellence in healthcare is based on the concept of "continual improvement". It must start from the premise that everything we do is always capable of being improved (Pomey et al, 2005). It is not an isolated action, but rather a culture and a dynamic concept that must backbone the entire organization without impediment. This “know how” will allow the reinforcement of strengths and the reduction of those weaknesses (Lorenzo, 2004) found when making a previous consideration of how everyday practice is performed and how it can be improved.

/pdf/the-acsa-accreditation-model-self-assessment-as-a-quality-2opn3rlgg7.pdf

The ACSA Accreditation Model: Self-Assessment as a Quality Improvement Tool

A concrete way of recognizing and rewarding clinical leadership, excellence in practice, and personal and professional development of the advanced practice registered nurse (APRN) is lacking in the literature and healthcare institutions in the United States. This article presents the process of developing and evaluating a professional development program designed to address this gap. The program uses APRN Professional Performance Standards, Relationship-Based Care, and the Magnet Forces as a guide and theoretical base. A key tenet of the program is the creation of a professional portfolio. Narrative reflections are included that illustrate the convergence of theories. A crosswalk supports this structure, guides portfolio development, and operationalizes the convergence of theories as they specifically relate to professional development in advanced practice. Implementation of the program has proven to be challenging and rewarding. Feedback from APRNs involved in the program supports program participation as a meaningful method to recognize excellence in advanced practice and a clear means to foster ongoing professional growth and development.

Portfolio use as a tool to demonstrate professional development in advanced nursing practice.

Evaluation of the personal development portfolio in higher education: An explorative study

Since 1995, registered nurses and midwives have been obliged to develop and maintain a professional portfolio of evidence reflecting the learning activities that they have undertaken and how these have informed and influenced their practice. The aim of this article is to demonstrate that rather then just a retrospective account of continuing professional development activities, a portfolio can be used as a vehicle for engaging in self-assessment and personal development planning. Possible structures and type of evidence are explored and portfolios in the context of gaining accreditation for prior experiential learning, and in particular for those nurses in advanced clinical roles, are discussed.

/pdf/the-use-of-professional-portfolios-and-profiles-for-career-3uaju784yt.pdf

The use of professional portfolios and profiles for career enhancement

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The use of professional portfolios and profiles for career enhancement