Position Statement: Essentiality of CPD Courses for Nurses - Analysis

This report presents a position statement on the necessity of continuous professional development (CPD) courses for nurses. The author reviews an article, highlighting the importance of CPD in enhancing nurses' skills and knowledge, aligning with NMBA standards to ensure safe patient care. The paper supports CPD for nurses to provide the best modern care, citing NMBA standards that emphasize lifelong learning. However, the author argues that practical experience gained over time is also essential and may outweigh the need for mandatory courses, as hands-on experience builds confidence and critical reasoning skills. References include studies on CPD strategies and the impact of experience on nurses' professional development and patient care, ultimately reflecting on the need for a balanced approach to nursing education and training.

Running head: POSITION STATEMENT OF ARTICLE PAPER
POSITION STATEMENT OF ARTICLE PAPER
Name of the student:
Name of the university:
Author note:

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POSITION STATEMENT OF ARTICLE PAPER
Current researchers are of the opinion that continuous professional development courses are
very essential for the overall development of a nurse in the domain of gaining skill and
knowledge and the same information have been noticed in the article which is critiqued. The
paper had rightly demonstrated the standards of nursing practice according to NMBA
emphasize the safest delivery of care to the patient during providing person centred approach.
The paper’s use of standards of NMBA to back up or support the rationale had been really
appreciating as well as a very intelligent approach. Moreover, the paper also supports the
undertaking of the courses so that nurses may provide the best care to the patient which is
available in the modern era. It is stated clearly in the standard 3.3 that registered nurses
should use a lifelong learning approach so that they can continue professional development
for self and others. Standard 3.7 also stated that nurses should identify and at the same time
should promote and identify the integral role of the practices as well as the profession to
influence the outcomes ("Nursing and Midwifery Board of Australia - Registered nurse
standards for practice", 2017). Therefore it can be easily stated that the highly respected
NMBA is supporting the matter of nurses taking the professional course. The easy language
used in the paper is extremely helpful in providing the right information in a jest manner so
that the reader can easily understand the main discussion appropriately.
The affectivity of the course is examined by researchers over the years to test the degree of
development and innovation which it can bring in the practice of the nurses. With the
growing advancement of science and technology everyday with the help of their innovations
by scientists and researchers, healthcare has become more active. This is because those
disorders which were very difficult to be handled due to absence of proper interventions are
now easily curable with modern techniques and skills of nurses. These had been also depicted
in the paper where the author had mentioned how evidence bases study helps in developing
the skills of professionals. New information which is provided by the trainer during the

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POSITION STATEMENT OF ARTICLE PAPER
continuous professional course often becomes handy in providing the best quality care that
not only leads to maintenance of all the mentioned standards of NMBA but also ensures
highest patient satisfaction (Pool et al., 2015).
However, if one has to take a position on this debate about the necessity of the course to save
peoples life, it can be stated that experiences of nurses gathered over the years also hold one
of the most essential position. A nurse who has been handling different patients over the
years will have the skill to provide solution to any critical situation or dilemma that arise in
the workplace and also at the same time have the expertise to use the critical reasoning skill
to help her develop a person centred care (Pool et al., 2013). The very first standard called the
standard 1 states that it is essential for the nurses to think critically and analyse the nursing
practice. However, the NMBA has provided tow ways through standards 1.1 and standard 1.2
which states the importance of evidence based use of frame works and use of reflection in
practice respectively. According to me, a nurse who is working with varieties of patient
everyday are gaining experiences which are making her confident, increasing her self esteem
and providing her knowledge form her failures and mistakes. The experiences on the work
field provide more benefit to the nurse that the mentioned courses as the nurse is gaining
practical knowledge form the former rather than attending lecture about developments in the
later (Moon, 2013). Moreover providing valuable time of their assigned shifts to lecture
classes might affect the health of the patient assigned under him which might harm then
patient dignity and autonomy as well. Therefore, I believe that although such course adds to
the benefit of the nurse in developing her knowledge, it is not mandatory to take the classes if
situation does not permit it.

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POSITION STATEMENT OF ARTICLE PAPER
References:
Moon, J. A. (2013). Reflection in learning and professional development: Theory and
practice. Routledge.
Nursing and Midwifery Board of Australia - Registered nurse standards for practice.
(2017). Nursingmidwiferyboard.gov.au. Retrieved 12 September 2017, from
http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/
Professional-standards/registered-nurse-standards-for-practice.aspx
Pool, I. A., Poell, R. F., Berings, M. G., & ten Cate, O. (2015). Strategies for continuing
professional development among younger, middle-aged, and older nurses: A
biographical approach. International journal of nursing studies, 52(5), 939-950.
Pool, I., Poell, R., & ten Cate, O. (2013). Nurses’ and managers’ perceptions of continuing
professional development for older and younger nurses: a focus group
study. International journal of nursing studies, 50(1), 34-43.