Unit Four

Education and professional development of general practice nurses

Key Messages

Once you have read this Unit, you should have an understanding of:

  • the different types of learning that can be provided for general practice nurses (GPNs)
  • the support structures that can aid learning.

The professional development of GPNs is dependent on appropriate, effective education and training. Both these facets are important, and understanding the differences between education and training is also key. Many GPNs undertake training, but few are inclined to undertake wider education programmes.

Education is defined as the act of obtaining knowledge or skills while training is defined as making someone proficient, or as guiding someone in a particular direction. While education may be broad, training is usually focused on specific skills and the knowledge required for these skills to be practiced in a competent manner.

  • Useful working definitions are (ref 1)
  • education is about doing things better
  • training is about taking on new tasks.

In comparison to other community nursing colleagues, GPNs are less likely to undertake the Nursing and Midwifery Council (NMC) approved specialist practitioner programme. This qualification is mandatory for health visitors, senior district nurses and school nurses. The fact that there are many excellent GPNs working without this specialist practice qualification suggests that this does not perhaps fit the full needs of GPNs or is delivered in such a way that makes it impractical to access.

The lack of a statutory post-basic qualification for GPNs means that there is a wide variety of educational preparation - this ranges from degree programmes (Masters degrees) to unaccredited courses relating to specific areas of general practice nursing.

Continuing professional development 

With the advent of clinical governance in primary care, continuing professional development (CPD) has moved centre stage. GPNs are now faced with the realities of lifelong learning and it is vital that any CPD undertaken is effective and equips them with appropriate skills to deliver improved care. Appropriate CPD is an important part of the risk management and quality assurance responsibilities of primary care trusts, practices and individual health professionals.

CPD can be defined as:

"…a process of lifelong learning for all individuals and teams which meets the needs of patients and delivers the health outcomes and healthcare priorities of the national healthcare service, which enables professionals to expand and fulfill their potential." (ref 2)

This Unit explores the most appropriate types of CPD for GPNs.

References

  1. Chambers R, Wakley G, Iqbal Z et al. Prescription for Learning. Oxford: Radcliffe Medical Press; 2002.
  2. Department of Health. A First Class Service. London: Department of Health; 1998. Available at www.dh.gov.uk/assetRoot/04/04/48/91/04044891.pdf (date accessed: March 2006).

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