Continuing Education Activities: A Planning Manual (2nd ed.)

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Introduction

One of the Oncology Nursing Society's (ONS) goals is to promote the highest professional standards for oncology nurses. The Standards of Professional Performance for oncology nurses describe the hallmarks of a professional nurse as being "self-directed and purposeful in seeking the necessary knowledge and skills to enhance career goals" and having an ongoing commitment to learning (Brant & Wickham, 2004, p. 11).

Continuing education (CE) activities build upon the basic education and experiential bases of professional nurses and enhance practice outcomes. Because of the rapid expansion of knowledge and changing developments in cancer care, oncology nurses continually must build upon their basic skills and oncology knowledge base through participation in CE activities (Brant & Wickham, 2004; Stefanik, 2002).

The purpose of this planning manual is to assist both novice and experienced program chairs and planning groups as they develop program ideas and plan, implement, and evaluate CE activities. The authors have built upon the original Continuing Education Activities: A Planning Manual to provide a comprehensive and detailed yet practical and commonsense approach to planning educational programs. Program planning groups should adapt the information to meet their needs, recognizing that some points may not apply to their situations.

Adult Learning Principles

Learning involves a change in behavior, such as the acquisition of a new habit, knowledge, or attitude. In practice, learners should be able to

• Acquire information/skills
• Make informed decisions
• Recognize problems and know what to do in response
• Get questions answered
• Find resources for answers (Lockhart, 2004; Stefanik, 2002).

Adult learning approaches are based on recognition of the individual's autonomy and self-direction, life experiences, readiness and motivation to learn, and problem orientation to learning. Adult learning approaches include mutual, respective collaboration of teachers and learners in assessing needs, planning, setting goals, sequencing information, providing interactive educational experiences, and evaluation (Lockhart, 2004; Stefanik, 2002).

Adult learning is unique in many ways. When planning an educational activity, the following characteristics of adult learners must be considered (Lockhart, 2004; Stefanik, 2002).

• Adults view situations from many different frameworks.
• Adults are heterogeneous.
• Adults come to an educational activity with a set of expectations.
• Expectations of adults vary based on past experiences and personal backgrounds.
• Adults like to be involved in the decision-making process, including what to learn.
• Motivation or readiness to learn significantly affects adult learning.
• Adults are problem oriented and focus on immediate applications.
• Adults prefer interactive learning versus passive learning.
• Adults have competing interests in their lives.

• Involve learners in the needs assessment.
• Provide an environment that is conducive for adult learners (i.e., informal, comfortable).
• Focus on immediate learning needs first.
• Sequence information in a logical order.
• Provide opportunities for the learners to ask questions and discuss content.
• Use interactive teaching strategies to enhance learning and memory.
• Provide breaks to enable learners to process information.
• Reinforce key points to promote retention and application.

Recent Trends Affecting Continuing Education

A variety of trends in the healthcare and educational environments have influenced CE needs, resources, and educational programming. These trends include

• Decreased hospital support for nursing education/staff development and for external CE programs
• Expanded focus on critical thinking and evidence-based practice
• Nursing shortage
• The Institute of Medicine report on errors, To Err Is Human (2000)
• Rapid changes in health care, science, and technology
• Expanded availability and utilization of new educational technologies, such as videoconferencing, CD-ROMs, Internet-based learning, and simulation learning
• National guidelines related to commercial support of CE (Accreditation Council for Continuing Medical Education, 2004; Office of Inspector General, 2003; ONS, 2003).

The annual ONS (2005) Education Blueprint, based on data about cancer nursing trends and the needs of oncology nurses, can provide educators with information on identified needs.

References

Accreditation Council for Continuing Medical Education. (2004). ACCME essential areas and elements. Retrieved February 4, 2005, from http://www.accme.org/index.cfm/fa/EssentialAreas.home/EssentialAreas.cfm

Brant, J.M., & Wickham, R.S. (Eds.). (2004). Statement on the scope and standards of oncology nursing practice. Pittsburgh, PA: Oncology Nursing Society.

Institute of Medicine. (2000). To err is human: Building a safer health system. Washington, DC: National Academies Press. Retrieved May 6, 2004, from http://books.nap.edu/openbook/0309068371/html

Lockhart, J.S. (2004). Unit-based staff development for clinical nurses. Pittsburgh, PA: Oncology Nursing Society.

Office of Inspector General. (2003). OIG compliance program guidance for pharmaceutical manufacturers. Federal Register, 68(86), 23731-23743. Retrieved May 6, 2004, from http://oig.hhs.gov/authorities/docs/03/050503FRCPGPharmac.pdf

Oncology Nursing Society. (2003). Oncology Nursing Society, ONS Foundation, Oncology Nursing Certification Corporation, and OES, position on corporate support. Retrieved September 30, 2003, from http://www.ons.org/publications/Positions/CorporateSupport.shtml

Oncology Nursing Society. (2005). Oncology Nursing Society 2005 education blueprint. Retrieved June 27, 2005.

Stefanik, D.C. (2002). Creative and effective ways to teach for professional nursing education. Oncology Supportive Care Quarterly, 1(2), 12-20. Retrieved May 6, 2004, from http://www.oesweb.com/pdf/monographs/Amgen2149.pdf