Integral Analysis of Alberta Registered Nurses' Mandated Professional Learning

LaRiviere, Meagan

Integral Analysis of Alberta Registered Nurses' Mandated Professional Learning

dc.contributor.advisor	Clarke, Veronika Bohac
dc.contributor.author	LaRiviere, Meagan
dc.contributor.committeemember	Davis, Andrew Brent
dc.contributor.committeemember	Winchester, Ian
dc.contributor.committeemember	Burns, Amy
dc.contributor.committeemember	Austin, Zubin
dc.date	2020-06
dc.date.accessioned	2019-12-19T19:00:14Z
dc.date.available	2019-12-19T19:00:14Z
dc.date.issued	2019-12-18
dc.description.abstract	This research explores the influences of continuing professional development (CPD) in nursing as a regulatory requirement for continuing competence. Ken Wilber’s Integral theory is the conceptual framework in the development of research questions, methodology, and data analysis concerning the phenomenon of mandatory CPD. Integral methodological pluralism is both the "view through," and "view from," therefore methodological pluralism best informed the research design of this study. The data from the phenomenological interviews anchored the other research methods to holistically reveal the experiences of nurses and nurse administrators in mandatory CPD. The goal of this research is a comprehensive understanding of nurses' experiences of regulated CPD situated in a hospital context. The themes revealed oppression, heavy workload, avoidance, and hostile work culture undermining the access to, and need and desire for CPD and continual (real-time) competence in nursing. The experiences and perceptions of CPD are significantly influenced by the regulatory continuing competence program, union, and work context. The explored lived experiences of registered nurses and nurse leaders in a medical-surgical unit of a major tertiary hospital show many instances of CPD, though not 'acceptable' within the regulatory regime. The analysis revealed that participation in CPD, healthy work teams, and effective continuing competence programming are critical for continuing competence in nursing. While the regulator focuses on their own compliance with the law, this research provides numerous implications and recommendations regarding nurses' compliance with CPD requirements. Nurses’ access to and participation in CPD would improve with shared understandings and collaborative approaches between nurses, employers and regulators.	en_US
dc.identifier.citation	LaRiviere, M. (2019). Analysis of Alberta Registered Nurses' Mandated Professional Learning (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.	en_US
dc.identifier.doi	http://dx.doi.org/10.11575/PRISM/37350
dc.identifier.uri	http://hdl.handle.net/1880/111359
dc.language.iso	eng	en_US
dc.publisher.faculty	Werklund School of Education	en_US
dc.publisher.institution	University of Calgary	en
dc.rights	University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.	en_US
dc.subject	Regulation	en_US
dc.subject	Nursing	en_US
dc.subject	Continuing professional development	en_US
dc.subject	mandatory learning	en_US
dc.subject	Integral theory	en_US
dc.subject	AQAL	en_US
dc.subject.classification	Education--Administration	en_US
dc.subject.classification	Education--Adult and Continuing	en_US
dc.subject.classification	Nursing	en_US
dc.title	Integral Analysis of Alberta Registered Nurses' Mandated Professional Learning	en_US
dc.type	doctoral thesis	en_US
thesis.degree.discipline	Education Graduate Program – Educational Research	en_US
thesis.degree.grantor	University of Calgary	en_US
thesis.degree.name	Doctor of Education (EdD)	en_US
ucalgary.item.requestcopy	true	en_US