The main purpose of the study was to produce a model that will elucidate the relationships among a number of variables associated with employees' participation in activities of continuing professional development (CPD). The study specifically aimed to explore public librarians' motivation for participation in CPD and to investigate the interest generated by various topics and types of CPD. A subsidiary purpose was to examine work environment factors and management policies and practices impinging on public librarians' CPD. The model hypothesised that perceptions about the applicability of new skills and motivational orientations influenced employees' updating behaviour through the mediation of educational interest. The study used two research methodologies: a survey of public librarians, by means of questionnaires; and semi-structured interviews with 22 library officials and policy-makers. A response rate of 73 percent yielded 303 valid questionnaires. Data were analysed through various statistical and qualitative analyses. In addition, path analysis was used to examine two causal models of participation in CPD activities. The results suggested that the perception of the applicability of new skills was significantly correlated to all motivational factors and with most educational interest factors, particularly to IT skills. Most deterrent factors were negatively correlated with educational factors, indicating that the perception of deterrents stifled the interest in virtually every topic. The study revealed a serious mismatch between librarians' motivations and perceptions of deterrents to participation in CPD activities, on the one hand, and library directors' opinions regarding librarians' motivations and constraints, on the other. Several recommendations are made to advance employees' professional development. Ways were suggested to strengthen the collaboration between state and local initiatives that could encourage librarians to engage in lifelong, planned, professional development.

Dissertation submitted in fulfilment of the requirements for the Degree of Master of Technology: Emergency Medical Care, Durban University of Technology, 2011. / South African Advanced Life Support (ALS) providers follow an autonomous practice model of care. This advanced role profile is characterized by clinical skill competence and autonomous decision making whilst demonstrating a high level of awareness of their own ethical attitudes, values and beliefs. It is through a professional commitment that ALS providers deliver an advanced evidence based practice that should be maintained constantly within a dynamic environment. Continuous Professional Development (CPD) is seen as an instrument for this. CPD should also serve as a means to acquire professional excellence and going beyond the boundaries of meeting the base level standard with the aim of providing the finest quality of care in the interest of patient safety. Purpose of the research The purpose of this research is to identify gaps in the professional development of out-of-hospital ALS providers trained in South Africa by assessing frequency of performance of ALS clinical skills, by determining perceived level of competence and predictors of confidence, and by sourcing information on attendance of CPD activities and training needs. vi Methodology This study used a quantitative non-experimental design. Data was attained from an e-mail based descriptive survey that was limited to a precise and concise questionnaire. The data from 140 (N) ALS providers was subjected to a descriptive statistical analysis using the PASW statistics version 18.0 to systematically show patterns and trends. Frequency distributions were generated to describe data categories. Bivariate analysis was conducted using Chi-square and Pearson correlation tests. Results Results indicated that ALS providers performed clinical skills infrequently. Of the total number of respondents 140 (N), the average ALS clinical skills performance was 6 (4.8%) daily. In the 2-6 times a week category 8 (6.4%) ALS clinical skills were performed. ALS clinical skills performance in the once a week category showed an average of 7 (5.6%) and the once a month category, an average of 17 (13.7%) ALS skills were performed. An average of 31 (25%) ALS skills were performed in the once in six months category whilst an average of 54 (43.5%) were performed in the greater than six months category. CPD activities that are appropriate to ensuring the maintenance of competence for these clinical skills were not adequately undertaken. Medical updates were mostly attended by ALS providers, 52 (42.9%) whilst CPD events that addressed clinical skills, was mostly limited vii to the ACLS course 42 (34.7%). The needs assessment for CPD showed that 56 (53%) of respondents expressed a need for paediatric and obstetric simulated skill sessions, whilst 43 (40.9%) requested clinical skills workshops and 39 (37.1%) expressed a need for clinical practice in theatre and coronary care units. Conclusions and recommendations This study shows that ALS clinical skill competence is maintained by frequent practice and appropriateness of CPD activities. The infrequent performance of ALS skills coupled with the lack of appropriate and diverse CPD activity attendance results in poor maintenance of competence. The loss of competence can be related to poor reported levels of confidence which consequently places patient safety at risk. To safeguard against medical error and ensure patient safety, it is strongly recommended that CPD audits be undertaken on all ALS providers for appropriate CPD compliance related to clinical skills performance. In addition to a clinical skills audit, it is recommended that a national clinical skills registry be established with the intention of facilitating clinical skill surveillance, to determine a notifiable, high risk skill set. To safeguard against knowledge and clinical skill attrition and loss of competence, the delivery of CPD activities should be assessed for effectiveness and appropriateness.

Philosophiae Doctor - PhD / Ways of enacting effective professional development (PD) and professional learning (PL) of teachers are diverse and often contested and therefore needs sustained inquiry (Schuck, Aubussona, Kearney, & Burden, 2013). The “quick fix” mentality that is endemic to most including those aimed at educational systems leads to very superficial implementation of improvement strategies, including teacher development. These strategies are usually bureaucratically mandated and superficially implemented in a top-down manner. One of the critical drawbacks of such superficial implementation of top-down improvement strategies is that it fails to appeal to teachers because of their historical experiences of such short term and intermittent improvement interventions. This study focussed on the development of a Professional Learning Community (PLC) as a possible continuous professional teacher development (CPTD) model with a promise to deliver effective CPTD. Literature in this regard indicates this model of CPTD as highly effective to support sustained teacher development. The efficacy a PLC is predicated on a collaborative and relational approach to teacher development and professional learning underpinned by a microclimate of commonality. The initiation of PLCs is a complex task. It requires a deep understanding of the processes involved in orientating teachers to processes that involve reflective dialogue and collaborative inquiry. Hence this study sought to investigate experiences of teachers in a PLC established through an alliance involving teachers, didacticians and education officials. This study found that the PLC signifier conveys significant meaning for teachers in terms of their engagement in the PLC. Moreover, teachers’ experiences of the PLC model confirmed the generally accepted features of a PLC. The importance of having a common vision, norms and standards was shown to be an important dimension of the PLC. Besides the fact that the active promotion of this shared vision by the PLC leadership and other education administrators was highlighted, teachers in general accepted the importance of being reflective practitioners. Despite this belief in the value of collaborative reflection, this study found that it does not take place as often as one would expect. This is, to some extent, due to the timetabling arrangements at most schools in the sample. Findings of this investigation provided evidence that it is possible in a PLC to effect a shift from professional development to professional learning. This is consistent with literature in this regard, for example, Benken & Brown (2010) support this argument by indicating that CPTD should be viewed as professional learning that is sustained over time. However, the issue of sustainability is an important challenge. This study revealed that teachers see sustainability as a function of three important variables, namely, recognition by school leadership and administrators, support from the organised teacher movements and subject organisations, and teacher commitment. Important affordances of a PLC identified through this study are relational agency, epistemic agency and a micro-climate of commonality. These affordances are viewed as important enablers of collaborative inquiry and reflective dialogue and underscores the community aspect of a PLC.

>Magister Scientiae - MSc / Pharmaceutical marketing via a wide range of promotional tools to doctors and pharmacists is one of the primary methods used by the pharmaceutical industry to drive product sales. Pharmaceutical representatives are the key personnel employed in promoting pharmaceutical products, and their interactions with doctors and pharmacists may present a conflict of interest which may result in irrational prescribing or dispensing with the attendant negative outcomes for patients. As such, an awareness of the influence pharmaceutical marketing may have on their prescribing or dispensing practice is essential to mitigate its negative impact on professional practice. Although several studies have investigated the perception of healthcare professionals on the influence pharmaceutical marketing has on their prescribing and dispensing behaviour, no study has evaluated this in healthcare professionals in South Africa. This study aimed to investigate the perceptions and attitudes of doctors and pharmacists in private sector practice in Gauteng province of South Africa on the influence of marketing by pharmaceutical representatives on their decisions when prescribing and dispensing medication to patients. The study involved a mixed methods approach, using a semi-structured questionnaire to elicit information on doctors and pharmacists’ perceptions on gifts offered by pharmaceutical representatives, and the influence of pharmaceutical marketing on their dispensing and prescribing practice. A sample consisting of 120 doctors and pharmacists practising in the private sector of Gauteng province and who interacted with pharmaceutical representatives as part of their practice were included in the study using convenience sampling. The responses to the questionnaire were collated using descriptive statistics, and data analysed to identify relationships between the respondent’s perceptions and specific prescribing and dispensing practices using SPSS statistical software. The Chi-squared test was used to test for the differences between groups, and the Spearman rho coefficient used to analyse associations between identified themes in the data in SPSS. Ethical approval for the study was obtained from the University of Western Cape

The research was conducted by stratified random sampling. A structural questionnaire on the basis of the Theory of Planned Behavior (TPB) is designed as study instrument for data collection in this research aimed to study the influential factors on the lifelong learning (LLL) behavioral intention of nursing staff and the satisfaction with LLL passport. Seven hundreds and fifty questionnaires were distributed and 451 copies returned, which made up 60.13% of returning rate. Among the returned questionnaires, 433 were effective samples and returning rate of returning samples was 57.73%. Collected data were computed by SPSS/PC10.0. Computing results shown that average age of subjects was 30.7 and average working seniority of them was 9 years. Research results indicated that there was a positive attitude (with 70.44% of support) towards LLL behavioral intention and 65.75% of overall satisfaction of the implementation of LLL passport. Results also found that, among all of the factors, the participants¡¦ age, working seniority, number of children, job position, educational background, attitude towards LLL, perceived behavioral control, and subjective norm of environmental support including support from administrators, overcoming obstacles from family, support from colleagues and families, and backup from working shift table and manpower positively correlated with their LLL behavioral intention(p<.01). Nevertheless, attribute of working unit was found to have negative correlation with LLL behavioral intention(p<.01). While participants¡¦ job position, educational background, attitude towards LLL, perceived behavioral control, and subjective norm of environmental support consisting of support from nursing unit and administrators, overcoming obstacles from family, and support from colleagues and families indicated positive correlations with satisfaction with LLL passport(p<.01), attribute of working unit revealed negative correlation(p<.01). The above results have verified and echoed Ajzen¡¦s (1985) Theory of Planned Behavior (TPB). The theory was to evaluate one¡¦s behavioral intention based on one¡¦s attitude, perceived behavioral control, and subjective norm. In this study, the perceived behavioral control has the highest influence (84.19%). In addition, there was a positive correlation between nursing staff¡¦s LLL behavioral intention and their satisfaction with LLL passport. Furthermore, by using regression analysis, the results shown that factors such as ¡§support from colleagues and families¡¨, ¡§support from nursing unit and administrators¡¨, and ¡§backup from working shift table and manpower¡¨ could be used as predictors to LLL internal behavioral intention and satisfaction with LLL passport. The overall prediction variance of these three factors reached 34% and ¡§support from colleagues and families¡¨ was the highest (29.5%) among all. In conclusion, except factor of personal characteristics, if working shift and manpower factors could be overcome when nursing staffs are participating in LLL activities, and meanwhile with support of colleagues, families, and administrators, the LLL behavioral intention and satisfaction with LLL passport could be enhanced. The researcher suggested that the results of this study could be used by pertinent units and nursing administrators to build a sound human resources system, establish a learning organization, propel incessant professional development, and help promote nursing staff¡¦s professional accomplishments and competition.

Thesis (MNutr)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Continuous Professional Development (CPD) is a tool to develop and maintain professional competence and to facilitate lifelong learning. CPD is compulsory for health professionals in South Africa, and has an additional mandatory requirement that five Continuing Education Units (CEU’s) must be obtained annually on human rights, ethics and medical law. A literature search yielded limited information on ethics education specifically for South African dietitians. As a result a cross-sectional descriptive study was conducted on all dietitians registered with the Health Professions Council of South Africa (HPCSA) for the year 2010 – 2011 to determine whether dietitians feel that there is a need or demand for standardised ethics update courses, and if so, the format in which dietitians would prefer these courses. All data was collected via self-administered questionnaires that sought demographic data, data on dietitians’ awareness of ethics aspects, and the format/s preferred for standardised ethics update courses. The questionnaires were distributed electronically or via the postal system. The response rate to the study was 4.5%, which was low. The results indicated that 58.7% of dietitians obtain the minimum requirement of 5 ethics CEU’s per year. Only 21.7% feel that there are sufficient opportunities to gain 5 ethics CEU’s and 40.2% are satisfied with the content of current CPD activities related to ethics. There are very low levels awareness and knowledge of existing guidance documents on conduct and ethics aspects available on the HPCSA’s website, and only 9.8% of respondents have carefully read and studied this information. Dietitians prefer lectures and Internet-based activities for courses on ethics. The study concluded there is a definite demand amongst respondents for standardised ethics update courses and an urgent demand for support with conduct and ethics issues. Recommendations are focused on ways to raise awareness of existing supportive documents available from the HPCSA on conduct and ethics issues as well on the formation of sub-committees dealing with ethics aspects and possible development of standardised update courses on ethics. / AFRIKAANSE OPSOMMING: Voortgesette Professionele Ontwikkeling (VPO) is ’n instrument om professionele bevoegdheid te ontwikkel en te handhaaf, en om lewenslange leer te fasiliteer. VPO is verpligtend vir professionele gesondheidspersoneel in Suid-Afrika, en stel ’n bykomende verpligting om jaarliks vyf VPO-eenhede oor menseregte, etiek en mediese reg te verwerf. ’n Literatuurstudie het beperkte inligting oor etiekonderwys, spesifiek vir Suid-Afrikaanse dieetkundiges, opgelewer. ’n Kruisdeursnee beskrywende studie is uitgevoer op alle dieetkundiges wat by die Raad vir Gesondheidsberoepe van Suid-Afrika (RGBSA) vir die jaar 2010-2011 geregistreer is, om te bepaal of daar by hulle ’n behoefte bestaan of vraag is na nuwe gestandaardiseerde kursusse oor etiese aspekte, en, indien wel, die formaat waarin dieetkundiges hierdie kursusse sal verkies. Alle data is deur middel van selfgeadministreerde vraelyste versamel wat inligting ingewin het oor demografiese data, data oor dieetkundiges se bewustheid van etiese aspekte en die formaat wat vir nuwe gestandaardiseerde kursusse oor etiek verkies word. Die vraelyste is elektronies of via die posstelsel versprei. Die reaksieskoers op die studie was 4.5%, wat laag is. Die resultate dui aan dat 58.7% van die dieetkundiges die minimum vereiste van vyf VPO-eenhede oor etiek per jaar behaal. Slegs 21.7% voel dat daar voldoende geleenthede is om vyf eenhede in etiek te verwerf en 40.2% is tevrede met die inhoud van huidige VPO-aktiwiteite wat met etiek verband hou. Daar is baie lae vlakke van bewustheid en kennis van bestaande rigsnoerdokumente oor optrede en etiese aspekte op die RGBSA se webtuiste beskikbaar, en slegs 9.8% van die respondente het die inligting deeglik gelees en bestudeer. Dieetkundiges verkies lesings en Internet-gebaseerde aktiwiteite vir kursusse oor etiek. Die studie kom tot die gevolgtrekking dat daar ’n definitiewe aanvraag onder respondente is na nuwe gestandaardiseerde kursusse oor etiek en ’n dringende vraag na ondersteuning ten opsigte van etiese kwessies en optrede. Aanbevelings fokus op maniere om ’n bewustheid te kweek van bestaande ondersteuningsdokumente oor etiese kwessies wat by die RGBSA beskikbaar is, asook oor die vorming van subkomitees wat werk met etiese aspekte en die moontlike ontwikkeling van gestandaardiseerde bygewerkte kursusse oor etiek.

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / Continuing Professional Teacher Development (CPTD) of teachers at working class schools in South Africa has come under scrutiny over the past few years. Despite new education policies which incorporated the dire need for CPTD, the achievement of learners at working class schools remains poor. This investigation was prompted by the cause of this discrepancy. This study investigates the participation of teachers in Continuous Professional Development initiatives at working class schools in the Western Cape. The primary research question for this research paper is: “Why are teachers at working class schools not participating in CPTD initiatives as expected?” A qualitative approach within the interpretive paradigm was adopted throughout this study. The interpretive approach allowed the researcher to gain a more social world interpretation of the respondents as it provided insight in CPTD practices at working class schools. The process of data gathering was inductive as information emerges from interviews and questionnaires. Open-ended questionnaires and semi-structured interviews were used to gather data. The study comprised 15 respondents and included teachers at two schools and three officials from the Department of Education. The demographics of the two schools were similar which made it possible to ask the same questions for all respondents. The study highlighted the lack of participation of teachers in CPTD due to human, material and financial constraints. Urgent consideration needs to be given to eradicating these barriers for continuous professional development of teachers. Providers of CPTD should ensure that the needs of teachers are met and training should be embarked upon on a continuous basis. In addition, priority should be given to teachers employed at schools in working class areas.

Continuous professional development has become an essential part of contemporary nursing practice. Continuous professional development implies that accident and emergency (A&E) practitioners can never stop learning. A&E practitioners therefore must be prepared to seek new challenges and reflect honestly upon their performance and experiences and adjust their practice in order to obtain and maintain quality service delivery. Network sampling was done and a focus group was used to collect data. This study sought to identify components for a structured reflective tool to enhance continuous professional development of A&E practitioners. Reflection was seen as an important learning strategy and components for a structured reflective tool to enhance continuous professional development of A&E practitioners were identified. In addition essential elements that should be in place prior to the implementation of reflection into clinical practice were identified. Copyright / Dissertation (MCur)--University of Pretoria, 2009. / Nursing Science / unrestricted

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

The study investigated how principals discharge their responsibilities with regard to educator professional development and what factors, if any, assist or hinder principals in the execution of their responsibilities for educator professional development. The following research question informs this study: "What role do principals play in educator professional development in secondary schools in Gauteng Province?" The theoretical framework used in this study is that of human capital theory. In the words of Van Loo and Rocco (2004:99), human capital theory is "an economic approach to the evaluation of the costs and benefits of the investment in skills and knowledge", and in this regard, it implies investment in people themselves in education and training with a view to enhance economic productivity and competence, in this case, educational output. The study followed a qualitative research design wherein data were collected through semi-structured interviews with principals and two educators in four secondary schools, two fee-paying and two no-fee paying schools, in Gauteng Province. The sampling method used was convenience sampling because of practical constraints, namely, time and costs, involved. This study found that principals do play a role, though not appropriately, in educator professional development in secondary schools. In some schools, it was found that proper management of professional development programmes was non-existent, and this led to educators being not clearly sure of what role their principals play exactly in their professional development. Principals indicated that most professional development activities were carried out by the district offices. Some principals were not certain of what the scope of professional development entails and in this way, they were not quite sure where exactly development was required. It became evident that the Integrated Quality Management System (IQMS), as a developmental tool, was reported not to be efficiently implemented in most schools in this study, and challenges faced were also attributed to poor management of the process by the Staff Development Team (SDT), including the principals. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted