Sistema de recaudo

Imenda (2014) argued that both conceptual and theoretical frameworks enable the researcher to clearly see the main concepts and variables within a study and to take ‘notice’ during data collection, interpretation and analysis. She indicated their purpose was also to provide structure and organisation. In relation to continuing education in the post-16 arena there are a myriad of conceptual models available that have described factors involved in adults’ learning engagement (Institute of Education Sciences, 2013). However, in relation to nursing education there appeared to be none. Therefore, the Chain of Response Model discussed in the literature review, was chosen to provide a suitable conceptual basis for this work.

Cross (1981) advanced that the Chain of Response Model demonstrated the relationships between variables that featured in the decision making processes of adults considering participation in continuing education. Cross (1981) acknowledged that there was a relationship between a learner’s previous educational experiences; their attitude to learning; their lifestyle choices and circumstances and their current situation which were brought to bear when choosing to participate in continuing adult education. Her model added clarity to the continuing adult education landscape, and was sufficiently inclusive that it offered potential to organise thinking about nurses’

86 participation in CPD. Many of the factors affecting CPD engagement found in the

nursing literature were highlighted in the Chain of Response model. As Bertels and Nauta (1969), cited in Boeren, Nicaise, & Baert (2010) observed, “models have an operational character and are meant to describe the already known theory in a compact way.” (p. 59).

As shown below, Cross (1981) brings together a number of key concerns

affecting learner participation. A more detailed overview of each element is provided in this section. Where appropriate, links are made to the literature review in order to demonstrate the appropriateness of the model for use.

Figure 3-2: Cross 1981 Chain of Response Model

(Reproduced with permission from J. Wiley and Son Publishers)

A: Self-evaluation is concerned with the way each learner sees him/herself and

conceives of their ability to succeed. Cross (1981) suggested that learners are unlikely to engage in activities that might pose a threat to their self-esteem. Norman and Hyland (2003) also proposed that this type of dispositional barrier was significant and showed that self-confidence was instrumental to success in a study with a group of student teachers.

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B: Attitudes about education is concerned with attitudes learned directly from

past experience and indirectly from the experiences of others. These attitudes endure and continue to affect learner engagement. New Zealand researchers (e.g., Carryer et al. (2002); Carryer et al. (2007); Havill (2010); Vernon, Chiarella, and Papps (2013)) have reported varied attitudes to PDRP locally.

C: Importance of goals and expectations that participation will meet goals is

concerned with ‘valency’ of the learning activity. In other words, whether the learning proposition provides reasonable expectation that a learner could meet their learning needs or aspirations. Cross (1981) suggested that the learner needed to feel assured that the learning activity would provide sufficient reward for their engagement. Gould et al. (2007) demonstrated there were times when the valency of nursing CPD activities was not clear during their re-analysis of survey data on nurses’ experiences of CPD.

D: Life transitions concerned learners at different stages of their life cycle,

meaning that adjustments had to be made. Cross (1981) indicated that life transitions positively promoted learner engagement when new education was required (e.g., when faced with redundancy). Conversely, Cross (1981) considered the possibility that life transitions also deterred engagement where the life cycle phase adjustment excluded the possibility of taking on education (e.g., when raising a family or caring for an elderly or sick parent). In relation to health professional CPD, several authors (Cleary et al., 2011; Dowswell et al., 2000) provided perspective on the latter view and showed that there was indeed an impact on CPD engagement because of family commitments.

E: Opportunities and barriers related to what learners were prepared to

overcome to engage with learning. Cross (1981) indicated that a highly motivated learner might overcome many seemingly difficult situations whilst less motivated

88 learners might be discouraged by more modest barriers. Evidence of healthcare

professionals being similarly influenced was apparent within the literature (Boeren et al., 2010; Gould et al., 2007; Murphy et al., 2006; Ross et al., 2013).

F: Information about the learning activity was described by Cross (1981) as

being essential. She outlined how failure to provide sufficient information resulted in lost opportunities to link learners with appropriate opportunities. No direct evidence for the importance of healthcare professionals’ requirements for information emerged from the literature although Vernon, Chiarella, Papps, et al. (2013) reported a lack of understanding among nurses regarding their continuing competence requirements in particular to CPD.

G: Participation is the ultimate outcome of the Chain of Response model and,

depending on how an individual responded to each of the previous elements,

participation (or not) was determined. Participation rates for PDRP were shown to be low where participation was voluntary (National PDRP Co-ordinators, 2014, 2015, 2016).

Overall, it was possible to see how Cross’ (1981) model could be used in this study to ensure coverage of the topic as Imenda (2014) suggested. The Chain of

Response model was developed to explain how adults might respond to the prospect of engaging with further adult education. Nurses must also make decisions about whether to engage with further learning or CPD. They are likely to be influenced by similar factors. Furthermore, searching the nursing literature produced context specific examples of life transitions, opportunities and barriers and attitudes to nurses’ CPD. It appeared that Cross’ Chain of Response model would sit well within nurse education and there was evidence of one previous attempt to use it in this situation. Therefore,

89 using Cross’ (1981) model as a conceptual framework to explain factors affecting their decisions to participate in CPD, grounded this work within a legitimate model of adult learning which had the flexibility to assist or to at least ‘see’ and offer explanation for the factors that affected nurses’ engagement with PDRP.