The public’s demand for competent and safe health care obligates the profession to meet the challenges of high quality care with current knowledge and skills. The maintenance of competence and the participation in continuous professional development (CPD) has firmly been established as a professional standard with the purpose of ensuring the safety of the public. The enhancement and maintenance of knowledge and skills can be obtained through participation in CPD programmes. Despite the importance of CPD, not many critical care nurse practitioners avail themselves of the opportunity to attend CPD programmes. The overall aim of this research was to reach consensus regarding the reasons for the unsatisfactory attendance of a CPD programme developed for critical care units in a private hospital in Gauteng. A consensus methodology was used to involve the critical care nurse practitioners in planning and prioritising strategies for a future continuous professional development programme. Using the nominal group technique the critical care nurse practitioners reflected on their experience related to the current CPD programme and provided inputs and ranked priorities. Fourteen critical care nurse practitioners participated in the nominal group session. Consensus was reached regarding five priorities that should be implemented as strategies to enhance attendance of future CPD programmes. In rank order these priorities were communication, continuous professional development, clinical training, time constraints and financial implications. A central theme “attitude” was included as attitude has a powerful effect on all of the above mentioned priorities. In conclusion the study focussed on identifying and discussing the reasons for unsatisfactory attendance of a CPD programme. Based on the reasons identified priorities were set and strategies were collaboratively developed to enhance future attendance of a CPD programme. / Dissertation (MCur)--University of Pretoria, 2013. / gm2015 / Nursing Science / MCur / Unrestricted

In a hospital environment the focus is on quality patient care. One of the important factors to improve the quality of patient care is the implementation of a continuous professional development programme. In a continuous professional development programme of a hospital three stakeholders namely management, clinical facilitators and the nurse practitioners are identified as partners. When the stakeholders reach a point where it is believed that the continuous professional development programme does not serve its purpose to improve the quality of patient care it is time to evaluate and refine the programme. This study evaluate the critical care and high care units in a private hospital in Gauteng’s continuous professional development programme and the conclusions and recommendations are therefore limited to this specific clinical setting. The refinements recommended cannot be utilised in other clinical setting but the evaluation and research methodology can be utilised to evaluate similar continuous professional development programmes. Evaluation of a continuous professional development has the potential to negatively influence the nurse practitioners attitude towards continuous professional development. The objective of the research approach chosen namely a 4-D Appreciative Inquiry approach was to gain the collaboration of all the stakeholders in an effort to ensure that the evaluation of the continuous professional development programme of the critical care and high care units in the private hospital in Gauteng does not negatively affect the delivery of quality patient care. The Appreciative Inquiry research approach with its positive approach lends it to be the most appropriate research methodology of the study. The study utilised a Focus Group Inquiry as data a collection mechanism. From the study In-service training emerged as the element that form an important element of an effective continuous professional development programme but that it is of the at most importance that an effective Workplace learning environment exists. The supportive role of Management for a continuous professional development programme also emerged as one of the main themes required for the implementation of a continuous professional development programme. These findings were utilised in the refinement for the continuous professional development programme for the critical care and high care units in the private hospital in Gauteng. The research recommends that a steering committee be appointed to implement a pilot continuous professional development programme that incorporate the refinement elements identified. Due to the continuous improvement nature of the Appreciative Inquiry methodology it is also recommended that the pilot continuous professional development programme been re-evaluation to ensure long-term success and improvement. / Dissertation (MCur)--University of Pretoria, 2013. / gm2014 / Nursing Science / unrestricted

The post 1994 educational reforms in South Africa brought about a new thinking in the basic education system. The Curriculum 2005 introduces General Education and Training (GET) band comprising of Grades R-9 and Further Education and Training (FET) comprising of Grades 10-12. These changes necessitates that greater energy and investment be made in the development of appropriate programmes for professional development of educators at both pre-service and in-service levels in order to increase educator reorientation and competency in educating learners in the new education system. The purpose of the study is to determine the impact of educator professional development programmes (pre- and in-service) on Grade 10 Life Orientation educators with regard to the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. The study also aims to determine barriers encountered in the implementation of in-service professional development programmes for Grade 10 Life Orientation educators. The study consists of a literature review concerning the National Curriculum Statement and professional in-service training programmes. A quantitative approach was followed to collect the relevant data. Grade 10 Life Orientation educators in the Francis Baard District form the population of this study. Two distinct conclusions are drawn from the findings of the study, namely; • Educators professional programmes (pre- and in-service) had very little impact on the knowledge, skills and abilities of Grade 10 Life Orientation educators for the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. • Pre- and in- service educator professional development programmes attended by Grade 10 Life Orientation educators did not substantially improve their capabilities mentioned above to implement the National Curriculum Statement. Four categories of recommendations are suggested, namely: • The responsibility of the Department of Education towards the professional in-service training programmes. • The teacher training institutions' responsibility towards the Life Orientation teachers. • The formation of support groups in the different regions in the Francis Baard District. • Further research should be conducted to improve successful implementation of educator professional development programmes ( pre- and in-service) on Grade 10 Life Orientation educators. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011

The post 1994 educational reforms in South Africa brought about a new thinking in the basic education system. The Curriculum 2005 introduces General Education and Training (GET) band comprising of Grades R-9 and Further Education and Training (FET) comprising of Grades 10-12. These changes necessitates that greater energy and investment be made in the development of appropriate programmes for professional development of educators at both pre-service and in-service levels in order to increase educator reorientation and competency in educating learners in the new education system. The purpose of the study is to determine the impact of educator professional development programmes (pre- and in-service) on Grade 10 Life Orientation educators with regard to the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. The study also aims to determine barriers encountered in the implementation of in-service professional development programmes for Grade 10 Life Orientation educators. The study consists of a literature review concerning the National Curriculum Statement and professional in-service training programmes. A quantitative approach was followed to collect the relevant data. Grade 10 Life Orientation educators in the Francis Baard District form the population of this study. Two distinct conclusions are drawn from the findings of the study, namely; • Educators professional programmes (pre- and in-service) had very little impact on the knowledge, skills and abilities of Grade 10 Life Orientation educators for the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. • Pre- and in- service educator professional development programmes attended by Grade 10 Life Orientation educators did not substantially improve their capabilities mentioned above to implement the National Curriculum Statement. Four categories of recommendations are suggested, namely: • The responsibility of the Department of Education towards the professional in-service training programmes. • The teacher training institutions' responsibility towards the Life Orientation teachers. • The formation of support groups in the different regions in the Francis Baard District. • Further research should be conducted to improve successful implementation of educator professional development programmes ( pre- and in-service) on Grade 10 Life Orientation educators. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011

Thesis (Ph.D. (Educational Management)) -- University of Limpopo, 2020 / Continuous professional development (CPD) embraces the idea that individuals aim for continuous improvement in their professional knowledge and skills beyond the basic training initially required to carry out the job. CPD is especially critical in schools where the kind of education that students receive is heavily dependent on the quality, efficiency and effectiveness of educators. The purpose of the study was to explore the influence of continuous professional development in promoting quality teaching and learning leading to enhanced student achievement in South African schools. The study was based on a qualitative research approach. The interpretive paradigm and case-study research design were adopted. The researcher employed three research methods of data collection namely; individual interview, focus group and documentary evidence. The population from which the study sample was drawn is defined as all Pietersburg Circuit secondary schools in Polokwane urban. Five schools were drawn from the population to make a sample for the study. Two subjects for the study were principals and educators. The sample consisted of 5 principals and 10 educators to give a total sample size of 15. The research engaged purposive sampling technique. The idea behind purposive sampling was to concentrate on participants with those particular characteristics ideal to supply relevant research data that best enabled me to answer research questions. The researcher chose thematic data analysis. Thematic analysis basically entailed arranging data according to themes evolving. Data was triangulated to determine if data results from different sources supported each other. Findings revealed that both principals and educators were well conversant with the concept of continuous professional development. Continuous professional development in schools was mainly put through school-based, educator-initiated and externally-initiated approaches. Additionally, the findings revealed that the educators were minimally consulted and involved in professional development needs-identification and analysis. Furthermore, study findings showed that evaluations of informal continuous professional development programmes prevailed in schools, but the majority response alluded to the total failure by schools to institute deliberate, planned and documented evaluations. The professional development of educators is regarded as crucial in developing professional skills. Furthermore, it is looked upon as a direct contribution to student achievement. Professional development of educators has long been a key and logically positioned undertaking for improving educator iv satisfaction as well as hope for improved classroom instruction and student achievement. As a result, continuous professional development comes as both a big challenge as well as the best solution to effective teaching and learning in schools. On the basis of the findings of this study, some recommendations were made and possible areas for further research suggested. The primary recommendation of this study is for continuous professional development to match and attempt to address the identified needs of the educators and students alike. That would likely have the desired consequence of a more empowered and enriched educator with the capacity to efficiently and effectively raise student achievement. It could be assumed that, by allowing educators a voice in their own professional development, they would embrace a more vested interest and feel compelled to contribute more.Key concepts Continuous professional development, needs-identification and analysis, educator consultation and involvement, monitoring and evaluating professional development programmes, school-initiated professional development, educator-initiated professional development, externally-initiated professional development, student achievement.