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The Gerontologist 45:399-409 (2005)
© 2005 The Gerontological Society of America

Factors Associated With the Effectiveness of Continuing Education in Long-Term Care

Paul Stolee, PhD1,2,3, Jacquelin Esbaugh, MA1,3, Sandra Aylward, PhD4, Tamzin Cathers, MA, MSW, RSW5, David P. Harvey, MEd6, Loretta M. Hillier, MA1, Nancy Keat, RN, BScN, MSc7 and John W. Feightner, MD, MSc, FCFP4,8

Correspondence: Address correspondence to Paul Stolee, PhD, Southwestern Ontario Regional Geriatric Program, c/o St. Joseph's Health Care London, 801 Commissioners Road East, London, Ontario N6C 5J1, Canada. E-mail: paul.stolee{at}sjhc.london.on.ca

Purpose: This article examines factors within the long-term-care work environment that impact the effectiveness of continuing education. Design & Methods: In Study 1, focus group interviews were conducted with staff and management from urban and rural long-term-care facilities in southwestern Ontario to identify their perceptions of the workplace factors that affect transfer of learning into practice. Thirty-five people were interviewed across six focus groups. In Study 2, a Delphi technique was used to refine our list of factors. Consensus was achieved in two survey rounds involving 30 and 27 participants, respectively. Results: Management support was identified as the most important factor impacting the effectiveness of continuing education. Other factors included resources (staff, funding, space) and the need for ongoing expert support. Implications: Organizational support is necessary for continuing education programs to be effective and ongoing expert support is needed to enable and reinforce learning.

Key Words: Organizational support • Delphi technique • Transfer of learning • Nursing home




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