1337 research outputs found
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The Troubadour, Issue 66 (November 7, 2006)
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The Troubadour, Issue 61 (September 1, 2006)
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The Troubadour, Issue 65 (November 1, 2006)
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The Troubadour, Issue 51 (April 11, 2006)
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The Troubadour, Issue 49 (March 8, 2006)
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The Troubadour, Issue 59 (July 21, 2006)
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The Troubadour, Issue 54 (May 17, 2006)
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Motivational factors, benefits and barriers of nurses who do and do not participate in a peer review process
No full textPeer review is a way to enhance professional growth and development, to enhance professional practice evaluation and to enhance collegiality (American Nursing Association, 2004). Despite the published literature describing various types of peer review, only a small amount of literature evaluates the use of peer review to promote professional development and clinical competence. The purpose of this study was to examine the motivational factors, benefits and barriers influencing participation in the voluntary Metro Clinical Practice Development Model (MCPDM) peer review process in a health care system in a large Midwestern metropolitan area. A quantitative research design using surveys was used to examine the motivational factors, benefits and barriers of registered nurses (RNs) who do and do not participate in the peer review process of the MCPDM. Using a purposive sampling method, 200 RNs were randomly selected as a representative sample ofRNs who were and were not staged in the MCPDM. Both groups were administered the same instruments, a 42-item Education Participation Scale (EPS) (Roger Boshier, 1982) and a 16-item investigator developed demographic questionnaire. The response rate was 38%, and the findings indicated that both staged and non-staged RNs appeared to be equally motivated to participate in non-mandatory CE and the motivation to participate was triggered by a variety of intrinsic and extrinsic factors (professional advancement, cognitive interest and educational preparation). The top three benefits for participating in the MCPDM for both staged and non-staged RNs were personal achievement, monetary rewards and professional growth and development. However, there were differences between the groups when they identified the barriers. Overall, through the MCPDM, learning is facilitated by having RNs actively participate in their learning process by choosing their own direction, helping to discover their learning needs, and making them decide on the course of action they would like to take. Recommendations for nursing practice, education and research had also been identified
The Troubadour, Issue 64 (October 19, 2006)
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The Troubadour, Issue 69 (December 13, 2006)
Get PDFhttps://digitalcommons.stritch.edu/troubadour/1069/thumbnail.jp