Relevant bibliographies by topics / Continuing professional development

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Continuing professional development'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Continuing professional development"

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Gathara, Peter Mugo. "Continuing Professional Development." Msingi Journal 1, no. 1 (2019): 1–17. http://dx.doi.org/10.33886/mj.v1i1.91.

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The objective of this study was to explore and analyse provision of information to secondary school teachers’ in their endeavour to participate in Continuing Professional Development (CPD). In the current educational era, the trial and error teaching, and take it or leave it professional development programmes are no longer acceptable. In this respect, teacher training entails more than the mastery of certain practical knowledge, pedagogical skills, and techniques. Therefore, CPD plays an important role in teacher development geared towards classroom improvement. This paper highlights the need
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Hinchliff, Sue. "Continuing professional development." Nursing Standard 13, no. 36 (1999): 60. http://dx.doi.org/10.7748/ns.13.36.60.s57.

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Carrotte, P. "Continuing professional development." British Dental Journal 179, no. 8 (1995): 277. http://dx.doi.org/10.1038/sj.bdj.4808897.

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Scheneman, Steve. "Continuing Professional Development." Adult Learning 4, no. 6 (1993): 6. http://dx.doi.org/10.1177/104515959300400603.

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Young, Stephen. "Continuing professional development." Journal of Audiovisual Media in Medicine 24, no. 4 (2001): 23–24. http://dx.doi.org/10.1080/0140110120112524.

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"Continuing Professional Development." Journal of Medical Radiation Sciences 68, no. 3 (2021): 332. http://dx.doi.org/10.1002/jmrs.471.

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"Continuing professional development." Clinical & Experimental Ophthalmology 49, no. 3 (2021): 319–21. http://dx.doi.org/10.1111/ceo.13915.

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"Continuing Professional Development." Clinical & Experimental Ophthalmology 49, no. 1 (2021): 91–92. http://dx.doi.org/10.1111/ceo.13895.

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"Continuing Professional Development." Nursing Standard 30, no. 19 (2016): 34. http://dx.doi.org/10.7748/ns.30.19.34.s40.

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"Continuing Professional Development." Journal of Medical Radiation Sciences 68, no. 1 (2021): 104. http://dx.doi.org/10.1002/jmrs.449.

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Dissertations / Theses on the topic "Continuing professional development"

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Immonen, K. (Kati). "Continuing professional development of medical laboratory professionals." Bachelor's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201805221864.

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The aim of the bachelor study was to find out what kind of experiences continuing professional development (CPD) has received in medical laboratories and how it has been implemented through a literature review. The purpose of the study was to find and compile the literature review as up-to-date research data on the importance of continuing education in medical laboratories. The literature review has been carried out by adapting a systematic literature review. The literature review material was obtained utilizing nursing reference databases from CINAHL, PubMed, Ovid Medline, Scopus, Medic an
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Davids, Julia M. "Continuing professional development in nursing." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1617.

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Muller, Jan. "Electrical engineering professionals’ continuing professional development needs within one South African company." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96694.

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Thesis (MPhil)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: The aim of the study performed in 2014 was to identify what the Continuing Professional Development (CPD) needs are of a selected group of electrical engineering professionals from one company in South Africa. The interpretivist research paradigm formed the basis for the “Interactive Qualitative Analysis” methodology used in the study. Due to limitations research was focused on only one constituency, a selected group of electrical engineering professionals in one organisation, which is close to, but have very little power over
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Tantranont, Nuttiya. "Continuing professional development for teachers in Thailand." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2242/.

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Continuing Professional Development (CPD) of teachers has been seen as one of a key element to improve teacher quality and the quality of education in many countries, as well as in Thailand. The current Thai education reforms have recognized the importance of CPD for teachers to maintain and update their knowledge and skills to be able to teach students effectively. They also recognized the need of effective leadership in schools to lead, manage, and support teachers in order to achieve such change. The purpose of this study is to support CPD experiences for teachers to enhance teaching practi
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Byles, Sharon M. "An investigation into farmers' continuing professional development." Thesis, University of Reading, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529990.

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Continuing Professional Development (CPD) is an integral part of most careers, particularly where practitioners have to deal with challenges of technological change and advances in knowledge along with economic, institutional and political uncertainties. CPD is undertaken across a wide spectrum of professions, but what it consists of, and how it should be implemented to develop a career, are aspects of CPD that are not completely understood. Public demand for accountability of professional conduct reinforces the role that CPD plays in maintaining and improving professional effectiveness and co
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O''''Loan, Laura. "Continuing professional development (CPD) for pharmacists : implications for professional practice." Thesis, Queen's University Belfast, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728387.

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This study considered the Continuing Professional Development (CPD) activities that pharmacists undertook, and the implications this had for their professional practice. CPD is mandatory for pharmacists, who are required to undertake self-directed, unstructured learning. However, some have recommended using a more structured approach for CPD which is over an above this baseline educational approach required by the pharmacy regulators. The purpose of CPD is to improve professional practice, although there is little evidence in the literature to demonstrate this. Engagement in extended patient c
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Arnold, Amy Joan. "Constructing Guidelines for Practicing Professionals Teaching Continuing Professional Development in Online Environments." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99054.

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Professionals called upon to design and deliver online professional development face unique challenges in fulfilling those roles when they may have little or no training experience within the online medium. Using research-based recommendations from the literature via a design and development methodology, this study operationalizes findings into Gilbert's (1978) Behavior Engineering Model to create guidelines for designing and delivering continuing professional development within the online medium. An expert review serves to validate and lead the revision process for the guidelines. This study
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Favell, Ian K. "Institute of Management Continuing Professional Development (IM-CPD)." Thesis, Middlesex University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.567900.

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This report summarises the key activities of the IM-CPD project, and explores in a reflexive manner the investigative processes used in achieving an innovative output - the publication on the Internet of the "Smart Continuing Professional Development Scheme". The IM-CPD project is a portfolio project, comprising a number of discrete activities linked by this common outcome, and this report builds on this investigation and experience by a further exploration of what it means to be a portfolio worker in the context of management development (the context of this project). The report concludes by
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Trentham, Joan. "Continuing Professional Education: Priority Resources for Leadership Development." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2811.

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The purpose of this study was to determine those resources that selected leadership development experts rated as most effective in discovering and fostering the continuing professional development of leaders. In this descriptive study, three research questions were formulated. A modified version of Hunter's reputational technique was used to collect data through a snowball sampling of the selected population. In phase 1 of the study, a survey was developed, validated, and mailed to 56 LEADership directors in all 50 states, yielding 34 (64%) returns, which were used in creation
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Taylor, Suzanne. "Pediatric Nurses' Perceptions of Continuing Professional Development Opportunities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/558.

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With the growth in healthcare research and rapid changes in technology, nurses' participation in lifelong learning is a critical factor in providing excellent patient care. However, many nurses encounter difficulties engaging in continuing professional development (CPD) activities. The purpose of this case study was to understand pediatric nurses' perceptions of CPD opportunities at a tertiary, freestanding, children's hospital in Southern California. Social cognitive theory was the framework for the study. Interviews and focus groups were conducted with a purposeful sample of 39 nurses compri
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Books on the topic "Continuing professional development"

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Alsop, Auldeen, ed. Continuing Professional Development. Blackwell Science Ltd, 2000. http://dx.doi.org/10.1002/9780470690314.

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Institute, Royal Town Planning. Continuing professional development. R.T.P.I., 1997.

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Frankie, Todd, ed. Planning continuing professional development. Croom Helm in association with Methuen, 1987.

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Physiotherapy, Chartered Society of. Continuing professional development strategy. the Society, 1994.

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Assurance, Institute of Quality, ed. CPD: Continuing professional development. Institute of Quality Assurance, 1995.

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Swee, Hong Chia, and Harrison Deborah, eds. Tools for continuing professional development. Quay, 2004.

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Stephen, Blundell, ed. Continuing professional development in art. The ARTicle Press, 1995.

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Brine, Alan. Continuing professional development: A guide for information professionals. Chandos Pub., 2005.

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Dietz, Mary E. Professional development portfolio: Journal. Frameworks, 1993.

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Slimani-Rolls, Assia, and Richard Kiely. Exploratory Practice for Continuing Professional Development. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69763-5.

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Book chapters on the topic "Continuing professional development"

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Howard, Diane, and Ruth Hamilton. "Continuing Professional Development." In Foundations of Health and Social Care. Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-22933-4_55.

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Smith, Joyce, and Rachel Roberts. "Continuing Professional Development." In Vital Signs for Nurses. John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781119139119.ch13.

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Adams, Robert. "Continuing Professional Development." In Foundations of Complementary Therapies and Alternative Medicine. Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-05902-4_32.

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Passmore, Jonathan, and Tracy Sinclair. "Continuing Professional Development." In Becoming a Coach. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53161-4_28.

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Maddox-Daines, Kay. "Continuing professional development." In How to Pass Your CIPD Qualification. Routledge, 2023. http://dx.doi.org/10.4324/9781003342960-8.

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Watters, Greg. "Continuing Professional Development." In Textbook of Medical Administration and Leadership. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-5211-3_3.

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Kitto, Simon, David Price, Dahn Jeong, Craig Campbell, and Scott Reeves. "Continuing Professional Development." In Understanding Medical Education. John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119373780.ch19.

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Battye, Alison. "Continuing Professional Development." In Navigating AAC. Routledge, 2022. http://dx.doi.org/10.4324/9781003296850-58.

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Haydn, Terry, and Alison Stephen. "Continuing professional development." In Learning to Teach History in the Secondary School, 5th ed. Routledge, 2021. http://dx.doi.org/10.4324/9780429060885-12.

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Passmore, Jonathan, and Tracy Sinclair. "Continuing Professional Development." In Becoming a Coach. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-55151-2_28.

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Conference papers on the topic "Continuing professional development"

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Haren, John, Margaret Leahy, and Enda Donlon. "Continuing professional development among cybersecurity professionals in Ireland: A qualitative study." In 2024 Cyber Research Conference - Ireland (Cyber-RCI). IEEE, 2024. https://doi.org/10.1109/cyber-rci60769.2024.10939367.

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Haren, John, Margaret Leahy, and Enda Donlon. "Patterns of learning in the cybersecurity profession: A mixed methods study to understand continuing professional development among cybersecurity professionals in Ireland." In 2023 Cyber Research Conference - Ireland (Cyber-RCI). IEEE, 2023. http://dx.doi.org/10.1109/cyber-rci59474.2023.10671396.

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Thompson, Jennifer, Ben Morgan, and Will Newton. "HOW CAN WE IMPROVE THE EFFECTIVENESS AND FAIRNESS OF TEAMWORK WITH A FOCUS ON CONFLICT RESOLUTION AND CONTINUING PROFESSIONAL DEVELOPMENT THROUGH AN EVOLVING TEAM CONTRACT." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1283.

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Smith, K. "Continuing professional development." In IEE Colloquium on Education for Biomedical Science and Engineering. IEE, 1995. http://dx.doi.org/10.1049/ic:19950149.

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Roman, H. T. "Continuing Education And Professional Development." In Electro International, 1991. IEEE, 1991. http://dx.doi.org/10.1109/electr.1991.718236.

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Millahn, K. "EAGE and Continuing Education / Professional Development." In 64th EAGE Conference & Exhibition. European Association of Geoscientists & Engineers, 2002. http://dx.doi.org/10.3997/2214-4609.201405790.

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Henriques, Virgínia. "CONTINUING PROFESSIONAL DEVELOPMENT: THE ROLE OF PARTNERSHIP." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1423.

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Risquez, Angelica, Dara Cassidy, Gearóid Ó Súilleabháin, Roisin Garvey, and Sinead Spain. "Online Continuing Professional Development: An integrative approach." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9423.

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This paper reports on the design, development, delivery and evaluation of an online continuing professional development (CPD) course in the area of online teaching by three Irish Higher Education Institutes (HEIs). The course was developed in the context of a nationally coordinated effort to promote CPD of those that teach in Higher Education through digital badges. Survey results suggest a very high overall satisfaction rate with the course as a whole, increased levels of knowledge and confidence in relation to teaching online, and also intended transference to practice. While the external mo
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Borjesson, Anna, Lars Pareto, Ulrika Lundh Snis, and Miroslaw Staron. "Continuing professional development by practitioner integrated learning." In Companion to the 22nd ACM SIGPLAN conference. ACM Press, 2007. http://dx.doi.org/10.1145/1297846.1297941.

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Rogić, Ana Marija. "QUALITY IN CONTINUING PROFESSIONAL DEVELOPMENT OF TEACHERS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2412.

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Reports on the topic "Continuing professional development"

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Tan, Steven Kwang San, Isabella Yuen Fun Wong, Seck Heong Tan, and Helen Kwee Fong Low. Beginning physical education teachers’ experience of continuing professional development and school-based mentoring. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22611.

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The transition from being students to first-year teachers can be a satisfying journey, and yet has the potential to be a significantly challenging life transition for many beginning teachers, and it is not different for any physical education (PE) teachers. This is especially so when these novice teachers are expected to fulfill similar roles and responsibilities as their more experienced counterparts in the schools. There is without a doubt that teacher education programmes provide the opportunities for these novices to develop their expected skills, knowledge, and attitudes to become qualifi
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Vivar-Zurita,, Hipólito, and Alberto García-García. Adaptation of official education and continuing professional development in the field of Communication. Revista Latina de Comunicación Social, 2012. http://dx.doi.org/10.4185/rlcs-067-959en.

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Zhou, Yaoting, and Junnan Shi. Pharmacists’ Perceptions, Needs and Evaluation Methods Towards Continuing Professional Development: a Scoping Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2025. https://doi.org/10.37766/inplasy2025.1.0027.

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Rivera, John Paolo, Cynthia Cudia, and Tereso Jr Tullao. Assessing the Readiness of Filipino MRA-supported Professions To Participate in the Mobility of Skilled Labor in the ASEAN Region: Lessons for APEC Economies. Philippine Institute for Development Studies, 2019. https://doi.org/10.62986/dp2019.12.

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As a single market and production base, the ASEAN Economic Community (AEC) enabled ASEAN Member States (AMS) to take advantage of the free flow of goods, services, funds, and labor. The free movement of labor, particularly skilled, to economies with lucrative opportunities allows them to realize higher returns on their investments in human capital. Such movement is facilitated by mutual recognition arrangements (MRAs) where AMS agreed on recognition mechanisms (i.e., equivalence of registration, licensing requirements, and reciprocity requirements) that facilitated mobility of skilled professi
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Reeb, Tyler D., and Stacey Park. Trade and Transportation Talent Pipeline Blueprints: Building UniversityIndustry Talent Pipelines in Colleges of Continuing and Professional Education. Mineta Transportation Institute, 2023. http://dx.doi.org/10.31979/mti.2023.2144.

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The rapid adoption of transformational technologies along with other economic and cultural shifts, have created a gap between workers and the skills and knowledge necessary for in-demand occupations. Trade and Transportation Talent Pipeline Blueprints: Building University-Industry Talent Pipelines in Colleges of Continuing and Professional Education identifies the steps required to build talent pipelines that target in-demand trade and transportation occupations requiring specific degrees, certificates, and non-credit professional development. This report provides a literature review and labor
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Reeb, Tyler, Barbara Taylor, and James Reuter. L&D On-ramps and Off-ramps for the Mobility Workforce: A Blueprint for Knowledge Ecosystem Formation in the Fourth Industrial Revolution. Mineta Transportation Institute, 2024. https://doi.org/10.31979/mti.2024.2333.

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After a yearlong consensus study, this report presents a blueprint with implementation tools and strategies for CSULB and other CSU campuses to adopt a knowledge ecosystem model in higher education. By conducting talent pipeline pilots for internship preparation activities and related survey and focus group research, the research team found near universal support for pursuing university-industry partnerships. Faculty identified extracurricular activities, experiential learning opportunities, and guidance on further education as their top three priorities when mentoring students in professional
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Kaatrakoski, Heli. Learning in and for work in correctional services in Norway. University of Stavanger, 2022. http://dx.doi.org/10.31265/usps.251.

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The study explored the views of prison officer students and their supervisors regarding (1) prison officer education, (2) prison officers’ continuing professional development, (3) prison officers’ training needs and opportunities, and 4) the future of prison work. A total of ten interviews were conducted in a prison in Norway in October 2021. The prison officer students who were interviewed expressed satisfaction with their education. Communication was highlighted as the most relevant learning topic. Regarding the continuing professional development of prison officers, learning about communica
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB prog
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB prog
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Green, Crystal, Clara García-Millán, and Frederika Warren. HundrED Global Collection: 2022. HundrED, 2021. http://dx.doi.org/10.58261/bdye5393.

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2021 has once again been a challenging year, with the educational provision and students’ learning continuing to be impacted globally. We have seen firsthand how education innovators over the last two years have not been overwhelmed, but have risen to the occasion and put students and their education first. This year has shown us the value of enhancing social and emotional learning, supporting teacher professional development, engaging parents in education, and teaching 21st-century skills to ensure students can adapt to a constantly changing society. We have seen that all these factors must b
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