Abstract
The term continuing education is extensively used throughout nursing education
literature. This paper sought to re-examine the concept ‘continuing education’ for
its meaning, relevance and appropriateness of application. The authors examined
the definitions of continuing education from dictionaries, thesauruses, and current
nursing education literature for meanings, usages, attributes, antecedents and
consequences in line with Walker and Avant (2005) method of concept analysis.
Model, borderline, and contrary cases were also presented. The paper concludes
that the development of a theory of continuing education is usually preceded by a
logical analysis of the concept which includes distinguishing properties, antecedents
and outcomes of further education. The subsequent step in the development of the
theory of lifelong education requires establishing theoretical relationships between
perceptions, motivation and barriers to continuing education. It recommends that
empirical studies of further education, whether qualitative or quantitative can be
carried out to find out the effects of lifelong education on the nursing profession to
enhance research in nursing and advance professionalism in nursing
Edith Biamah Agyepong, Enoch Danso Okyere. (2018) Analysis of the Concept Continuing Education in Nursing Education, Journal of Education and Educational Development, volume 5, 5.1.
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