NURSING 2: Lifelong Learning, Barriers, Strategies, and Portfolio

This essay delves into the critical concept of lifelong learning within the nursing profession, emphasizing its necessity for continuous professional and personal growth. It defines lifelong learning as an active, self-motivated process crucial for nurses to stay updated with evolving medical knowledge and practices, especially in light of advancements like the recent COVID-19 pandemic. The essay justifies lifelong learning by highlighting its role in enhancing patient care, professional development, and economic growth within the healthcare sector. It also addresses common barriers to lifelong learning, such as lack of interest, limited access to technology, and busy schedules, offering strategies to overcome these challenges. Furthermore, the essay discusses the importance of professional portfolios as mandated by the Nursing and Midwifery Board of Australia (NMBA), outlining their role in documenting continuous professional development (CPD) and ensuring accountability. The essay concludes by reiterating the significance of lifelong learning for nurses and its impact on both their careers and the healthcare system, referencing key theories like cognitivism and constructivism to support its arguments.

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Lifelong learning has been recognized as a fundamental necessity for all the people
who belong to the nursing profession (Fletcher, 2016). Lifelong learning is defined as the
active process which incorporates that nurses should search and understand aspects of the
medical conditions on a timely basis. The concept of lifelong learning defines that students or
nurses or every healthcare associate should always urge for the knowledge even after
accomplishing degree in their prescribed subject. The reason behind arousing this concept is
that in the medical science procedure of the treatment, diseases, new methods for treating
cells, viruses, etc always evaluate as per the time, thus knowledge of the healthcare
professional should also be updated with the time. For example: recently Corona Virus has
developed in the China and the healthcare profession at the global level is expressing their
concerns for the same. In this essay, there will be a discussion about the concept and
justification of lifelong learning, barriers and strategies for lifelong learning. Apart from this,
the professional portfolio will be made for the same.
Concept and justification for lifelong learning
The concept of lifelong learning in nursing practices is the ongoing and self-motivated
concept that incorporates the pursuit or passion for gaining knowledge for personal as well as
for professional development in an effective and efficient way possible. In the health care
industry, the concept of lifelong learning is always preferable because of the fundamental
reason that medical professional doctors and nurses should sharp their knowledge because
this will help them to provide effective treatment to their patients (Hicks & Patterson, 2017).
Moreover, lifelong learning not only includes gaining knowledge through books or journals
or in a theoretical way but when a healthcare professional learns something from a practical
way then also it is counted under the category of lifelong learning. Apart from this, there is
various justification for lifelong learning such as it skills up the professional development and

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it helps the professionals to function according to the latest treatment methodology (Hicks &
Patterson, 2017).
Moreover, the concept of the lifelong journey operates and resultant in positive
outcomes when the healthcare professional has an urge to learn more within themselves. This
urge or passion to learning more and incorporates new things to deal with difficult medical
intervention helps the healthcare professional to learn rapidly than those healthcare
professionals who do not have the urge to learn more after achieving a certain degree or after
cracking a specific examination (Mi & Riley-Doucet, 2016). Many researchers also give
justification that the concept of lifelong learning in the nursing practice is also held
importance from the economic perspective because having proper and advance healthcare
facilities in the country is counted as the sign of growth for the country. Thus, it can be said
that lifelong learning is also held special significance from the economic perspective.
Moreover, another justification for lifelong learning is that healthcare professionals
sometimes misunderstood this concept. For example: a doctor or surgeon utilizing the same
method with same medication from past 10years for treating a specific disease, according to
that doctor this is also called as life-long learning but according to the concept of lifelong
learning, it involves the learning of new techniques and methods neither just pursing old
techniques and methods to treat a specific disease (Ito, Hattori, Kakeda & Hayashi, 2017).
According to the Nursing and Midwifery Board of Australia (NMBA), the concept of
lifelong is an essential conceptual shift from the notion to the constant change and
incorporating new methods. Another justification made by the NMBA is that lifelong
learning in nursing practices includes the learning of healthcare practitioners into different
contexts (Örs & Kilinç, 2017). These contexts not only include learning from the books or
modules but it also incorporates learning from the practical operations session, advancing
technology in the healthcare industry, etc. According to the various authors, the guidelines

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about the lifelong learning practices of the NMBA are very much inspired by the UNESCO's
Institute for Lifelong Learning. Apart from this, NMBA also explained that lifelong learning
forces holistic education and it has two fundamental that are lifelong and board options for
learning. Moreover, lifelong learning is distinguished from the fundamental concept of
continuing education (Jafari, Jamali & Hosseini, 2019).
There are two theories which is primarily related to lifelong learning, these theories
are named as cognitivism theory and constructivism theory. As cognitivism theory states that
while incorporating the norms of lifelong learning it should make sense between old learning
and new learning (Saylor & Graber, 2016). Apart from this, as constructivism theory states
that it is not necessary that knowledge is passively and it can only be received from the
authoritative source because knowledge is the constructive form which can be even formed
by an individual or group from their efforts or experiential words in an effective and efficient
way possible. In other words, constructivism theory indicates that lifelong learning can take
place in every field and it is not required that learning should become from the renowned or
authoritative source but a person's personal experience is also considered as the lifelong
learning concept (Pabico, Perkins, Graebe & Cosme, 2019).
Barriers and strategies for lifelong learning
There are many barriers that adversely impact lifelong learning practices for nurses.
Identified barriers and strategies are the realistic challenges that nurses face while
incorporating the norms of lifelong learning practices. These barriers are encounter at three-
level, mental level and access barriers. Although many of these barriers are lies at the
personal or internal level. Internal barriers or mental barriers are mainly related to the interest
or passion for furthermore learning practices in an individual (Örs & Kilinç, 2017). It has
been noticed that after accomplishing a certain degree or after getting placed in the renowned

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hospital, they losses their interest in furthermore learning because they encounter various
internal thoughts that state that they are capable now and they can continue treating their
patients with their existing knowledge. Thus, losing interest or losing passion or low
aspiration in lifelong learning is the major internal barrier. However, this barrier can be
outperformed if nurses and every healthcare practitioner stays dedicated to learning new
methods, theories and measures to improve their knowledge flow. In order to enhance
interest, nurses should always remember that due to culture emerging trends in the world,
people are getting more connected with each other and this is also increasing the chances of
diseases. Thus, it is extremely necessary that learning should be always continued throughout
adult lives (Pabico, Perkins, Graebe & Cosme, 2019).
Apart from this, barriers in this field also arise at the level of networked learning
technologies. As in remote areas, nurses and other healthcare professionals do not get
effective knowledge or in remote areas their access to the knowledge is limited. Thus, in this
case, it is that suggested that distance education via network learning should be given priority
(Ito, Hattori, Kakeda & Hayashi, 2017). As distance education technology exploiting new
technology which will give mobile access and flexibility to all those healthcare practitioners
who are working in remote areas. As when healthcare practitioners work in remote areas,
they incorporate major barrier because of the lack of network learning technology. So, in this
case, distance learning education is an effective way through which nurses can effectively
outperform these barriers that are arisen from the network learning technologies (Mi & Riley-
Doucet, 2016).
Another barrier in the life-long learning practices that are frequently encountered in
the journey of the health professional arises from the busy schedule of the healthcare
professional. For example: after accomplishing their objectives such as a certain degree or
placement, healthcare professionals encounter a load of workload which left limited time

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with them. Thus, as per the practical scenario, this is the recurring barrier which is arisen
because of the busy scenario of the health care professionals. In order to deal with this
challenge, it is suggested that healthcare professionals should manage their time accordingly.
Although it can be analysed that might be possible because of their busy schedule they do not
get time daily to search and learn new parameters. Thus, it is suggested that healthcare
professionals should incorporate their learning and make time at-least once in a week to
search and learn new forums about the healthcare industry (Hirst, LeNavence & Stares,
2017).
Purpose of a professional portfolio
The NMBA's registration standard for continuing professional development (CPD)
requires nurses and midwives have to gather in the structured approach to their participation
in CPD because it is necessary for their professional development. Apart from this, according
to NMBA, there is a need for making a professional portfolio because of the aspects of
professional development. Making a professional portfolio helps the nurses to strengthen
their knowledge and maintain their accountability in a better professional way rather than just
going through articles or books. A professional portfolio synchronizes the knowledge in a
more skilled and professional way. Apart from this, as per the guidelines issued by the
NMBA, in order to meet with the requirements of the registration standard, nurses have to
complete a minimum of 20 hours of CPD as per registration period. 10-hour time is
additionally maintained for the medicines endorsement which will include details regarding
the supplying and administration of scheduled medicines in an effective and efficient way
(nursingmidwiferyboard.gov.au, 2020).
Apart from this, NMBA also guided in accordance with CPD for pro-rata
requirements. These pro-rata requirements need to proceed as follows: 0 to 3 months' time

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period requires less than 5 hours that need to be completed for the renewal of registration. 3-6
months' time period requires less than 10 hours and so on. Although, this professional
portfolio also monitor for the compliance purpose and time to time auditing is also done for
the same. Many times, when NMBA issued a notification under which nurses have to
showcase with the evidence about their CPD activities. Moreover, NMBA has the authority
to reject or refuse an individual professional portfolio if they find anything which is not
appropriate. This regulation is governed under sections 82, 83 and 112 of the National
Registration Standard of the Profession in health care practices
(nursingmidwiferyboard.gov.au, 2020).
In this study, it is concluded that lifelong learning is an effective part of the nursing
practices and healthcare professionals should always continue their lifelong learning practices
for the professional as well as for personal development. Apart from this, in this study
barriers are also discussed that healthcare professional experiences in their life while
incorporating the norms of lifelong learning. These barriers are mainly limited to the mental
status, financial status and availability status. Moreover, the purpose of a professional
portfolio is also discussed in this essay in accordance with the Nursing and Midwifery Board
of Australia.

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References
Fletcher, S. (2016). Nurse education specialists utilizing career coaching to encourage
lifelong learning. Journal of Nursing Education and Practice, 6(6), 71-79.
Hicks, R. W., & Patterson, R. (2017). Navigating nursing education. AORN journal, 106(6),
523-533.
Hirst, S. P., LeNavenec, C. L., & Stares, R. (2017). Lifelong Learning, Certification, and
Nursing Practice: Their Interrelationship. Papers on Postsecondary Learning and
Teaching, 2, 10-15.
Ito, M., Hattori, K., Kakeda, T., & Hayashi, S. (2017). Examining the criterion-related
validity of the Self-Directed Learning Ability Scale for clinical nurses. Kawasaki
journal of medical welfare, 22(1), 103-109.
Mi, M., & Riley-Doucet, C. (2016). Health professions students' lifelong learning orientation:
Associations with information skills and self efficacy. Evidence Based Library and
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Jafari, P., Jamali, A., & Hosseini, M. (2019). Context conditions factors for lifelong learning
in nursing education. Medical Science Journal of Islamic Azad Univesity-Tehran
Medical Branch, 29(4), 357-369.
nursingmidwiferyboard.gov.au. (2020) Continuing professional development. Retrieved
from: https://www.nursingmidwiferyboard.gov.au/Registration-Standards/Continuing-
professional-development.aspx

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Örs, M., & Kilinç, M. (2017). An Investigation of the Opinions of Pre-Service Midwives and
Nurses Regarding Lifelong Learning. Universal Journal of Educational Research,
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Pabico, C., Perkins, C. K., Graebe, J., & Cosme, S. (2019). Creating a culture of lifelong
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Saylor, J., & Graber, J. (2016). Influence Through Lifelong Learning: Membership
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