Componentes del proyecto

Section 2 was designed to identify participants’ attitudes to elements of Cross’ (1981) Chain of Response model. The Chain of Response model illustrated the multiple facets involved in the adult learners’ decision to participate in continuing education. The variables considered by Cross (1981) included self-evaluation; attitude about education; expectation that participation would meet personal goals; life transitions; information about the learning activity; together with support from others. To investigate, a 5-point Likert scale measuring agreement from strongly disagree to strongly agree with stem statements was used (See Appendix L, Section 2).

4.4.1 Self-Evaluation

Cross (1981) observed that previous learning experiences significantly

influenced whether an individual felt they were capable of undertaking future learning opportunities. Therefore, the purpose of this section was to ask participants about themselves as a learner.

Three statements addressed the element of self-evaluation in Cross’ (1981) model. Participants were asked to consider previous learning experiences in nursing. They were also asked if they believed engagement with further learning would enhance their clinical skills, and whether they believed they were capable of completing PDRP. The results are shown overleaf in Table 4-3.

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Table 4-3 Self-evaluation responses

Self-evaluation SD D N A SA

No answer My experience of continuing professional

development in nursing has been positive 3 9 25 35 8 2 Further learning will enhance my clinical skills 0 2 11 36 32 1 I am capable of completing a PDRP portfolio 0 2 9 38 32 1 *Most frequent answers highlighted in bold font

As a group, participants most frequently agreed they had had positive experiences of professional development in nursing; that completion of a portfolio was something they were capable of doing and, that further learning would have benefits for their clinical skills (see Figure 4-1). Summation of individual responses to determine attitude score for self-evaluation, showed most participants viewed themselves positively.

Figure 4-1 Self-evaluation: Individual attitude measurement summated scores

4.4.2 Attitude to PDRP completion (Education)

In the context of this study, PDRP portfolio completion was viewed as the education focus. Statements were designed to show participants’ attitudes about whether they were motivated to complete a PDRP portfolio, if they believed

engagement with PDRP had implications for their clinical practice and whether they felt

1 _{0 0 0 0 0} 1 2 1 5 8 11 21 18 10 4 0 5 10 15 20 25 30 35 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 N UM BE R O F R ES PO N DE N TS ATTITUDE SCORE

119 that PDRP was needed for continued development as a healthcare professional. The results are provided in Table 4-4.

Table 4-4 Attitude to PDRP responses

Attitude to PDRP completion SD D N A SA

No answer I am motivated to complete a PDRP portfolio 5 12 13 35 16 1 Completing a PDRP portfolio helps me to demonstrate

my clinical capabilities 2 9 20 34 16 1

A PDRP portfolio is needed to evidence my continued

development as a healthcare professional 4 6 15 34 20 3 *Most frequent answers highlighted in bold font

Of participants who responded, 63% agreed (n = 35) or strongly agreed (n = 16) that they were motivated to complete a PDRP portfolio whilst 21% of participants disagreed (n = 12) or strongly disagreed (n = 5) that they were motivated to complete a portfolio. A further 16% (n = 13) chose a neutral response. The majority of participants (61%) agreed (n = 34) or strongly agreed (n = 20) that portfolio completion was a means to demonstrate clinical capabilities and 65% agreed (n = 34) or strongly agreed (n = 20) that it was necessary to have a portfolio for evidence of continued development as a healthcare professional (n = 54). Yet, being motivated and feeling as though PDRP was purposeful had not translated into a large number of completed portfolio submissions. Furthermore, whilst the majority of answers appeared to be positive, summation of individual attitude scores illustrated that within the cohort, there were some who did not share the same view (See figure 4-2 overleaf).

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Figure 4-2 Attitude to PDRP: Individual attitude measurement summated scores

4.4.3 Expectation that participation will meet personal goals

Participants were asked how participation with ongoing learning would assist them in meeting personal goals. The statements shown in Table 4-5 were developed to obtain a perspective on the valency of PDRP as a means by which participants expected their personal goals could be achieved.

Table 4-5 Expectation that participation will meet personal goals responses

Expectation that participation will meet goals SD D N A SA No Answer Producing a PDRP portfolio is useful for my career 2 7 15 38 19 1 I am confused about what PDRP helps me to achieve 7 42 16 11 5 1 Completing a PDRP portfolio is a relevant activity for

me

2 8 22 41 8 1

*Most frequent answers highlighted in bold font

Participants either agreed (n = 38) or strongly agreed (n = 19) that PDRP was useful for their career. Most indicated they were not confused by what PDRP would help them to achieve indicating that they disagreed (n = 42) or strongly disagreed (n = 7) with the second statement about confusion with what PDRP helped to achieve. There was agreement also that completing a portfolio was a relevant activity for the 70% who either agreed (n = 41) or strongly agreed (n = 8). Yet again, summation of individual

1 _{0 0} 2 _{0 0} 4 6 6 6 8 9 17 7 7 9 0 5 10 15 20 25 30 35 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 N UM BE R O F P A R TICI PAN TS ATTITUDE SCORE

121 data showed there were participants who did not have high expectations that they would meet their personal goals through PDRP (See Figure 4-3).

Figure 4-3 Expectation of meeting personal goals: Individual attitude measurement summated scores

4.4.4 Life Transitions

The essence of Cross’ (1981) discussion on life transitions in this questionnaire was considered as available time to spend on portfolio development. Thus, participants were asked to indicate their level of agreement with statements about time available at home or at work for completion of PDRP requirements. Results are shown in Table 4-6. Table 4-6 Life transitions responses

Life transitions SD D N A SA

No answer I have sufficient time at home to complete the

requirements for a PDRP portfolio

17 31 21 10 2 1 I have sufficient time at work to complete the

requirements for a PDRP portfolio

22 40 12 6 1 1

*Most frequent answers highlighted in bold font

Time to complete PDRP requirements was clearly an issue for participants whether at home or at work. Here, 59% disagreed (n = 31) or strongly disagreed (n = 17) they had sufficient time at home and 78% disagreed (n = 40) or strongly disagreed (n = 22) that there was sufficient time available at work. This is an interesting perspective

1 _{0 0 0 0} 1 3 4 6 11 26 19 8 2 0 1 0 5 10 15 20 25 30 35 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 N U M BE R O F PA RT ICIPA N TS ATTITUDE SCORE

122 since contractually, nurses are entitled to 2 days of study leave for portfolio preparation and in the knowledge section, 81% (n = 66) had indicated that this was understood. It appears that 2 days may not be considered to be sufficient. The individual summated scores, validated the observation that relatively few of the participants were positively disposed to the statements posed (See Figure 4-4).

Figure 4-4 Life transitions: Individual attitude measurement scores

4.4.5 Information

In this case, information about PDRP programme requirements was needed in order to progress a portfolio. Therefore, this section intended to ascertain participants’ attitudes to statements about information and available resources to support the development of a PDRP portfolio. The results are shown in Table 4.7.

Table 4-7 Information responses

Information SD D N A SA

No answer Information about getting started on the NZBS PDRP is

readily available to me

0 3 17 48 14 0

My Professional Development Team is accessible to provide advice

1 7 17 37 20 0

Resources that help me to complete an NZBS PDRP portfolio are available to me

1 6 20 42 13 0

*Most frequent answers highlighted in bold font

1 ₀ 11 11 24 16 9 2 6 0 1 0 5 10 15 20 25 30 35 0 1 2 3 4 5 6 7 8 9 10 N UM BE R O F P A R TICI PAN TS ATTITUDE SCORE

123 Information about getting started on PDRP appeared to be readily available to the participants. Of the participants, 76% agreed (n = 48) or strongly agreed (n = 14) that it was. Participants also agreed that the Professional Development Team was accessible to provide advice and that other resources to help complete a portfolio were available. Interestingly, participants had earlier indicated they were not clear about the location of information and other resources about the programme. The conflicting data appears to suggest that other sources of information might be more readily sought out than the electronic resources available via eLearn (NZBS elearning platform).

4.4.6 Participation

The final section drew on Cross’ indication that reference groups like colleagues can have an influence on education uptake. Thus, participants were asked about the support they received from members of the clinical team. The results are shown in Table 4.8.

Table 4-8 Participation responses

Participation SD D N A SA

No answer My peers are supportive of me completing a PDRP

portfolio

0 12 38 20 12 0

My Charge Nurse encourages me to participate in the NZBS PDRP programme

1 7 19 44 10 1

My Clinical Nurse Leader encourages me to participate in the NZBS PDRP programme

1 8 21 37 14 1

My Clinical Coach encourages me to participate in the NZBS PDRP programme

1 8 18 38 16 1

*Most frequent answers highlighted in bold font

Support from Charge Nurses, Clinical Nurse Leaders and Clinical Coaches was forthcoming with most frequent responses agreeing with the statements posed. However, participants were most frequently neutral about the support they received from their colleagues (46%, n = 38) although 40% agreed (n = 20) or strongly agreed (n =

124 12) that their peers were supportive. Charge Nurses, Clinical Nurse Leaders and Clinical Coaches appeared to be equally important in encouraging participation, suggesting that these roles are key to supporting nurses’ PDRP.