THE EFFECTS OF CONTINUING EDUCATION ON NURSING PRACTICE: A META-ANALYSIS.
Contributors: University of Georgia.
Published: 1990
Number of pages: 124
Subjects: Education, Adult and Continuing.; Health Sciences, Nursing.
Description: In order to reconcile the apparent conflicting results in the domain of research designed to determine the effect of continuing education on nursing practice a meta-analysis of previous studies was conducted. An exhaustive search for published and unpublished studies meeting the inclusion criteria resulted in 34 studies with 42 effect sizes being included in the analysis.

The final data set included 27 published journal articles, one unpublished article, and six dissertations. There was no publication bias present. The studies were coded to reflect the characteristics of the variables in the Cervero Model: The learners, the environment, the nature of the change, and the continuing education activity. A test of homogeneity supported the hypothesis that the studies were from the same population of studies.

Multiple correlational techniques, t-tests, ANOVA, and descriptive statistics were used to assess the overall effect of continuing education and to identify mediating effects.

The overall effect size, using the computational definition of experimental group mean minus the control group mean divided by a standard deviation, was.73. This is a moderate to large effect size.

Demographic characteristics of the learners are not associated with effect size. Reported characteristics of the continuing education activity are not associated with effect size. The only characteristic of the environment associated with effect size was the number of employment settings represented in the sample. Single settings had a higher mean effect size than multiple settings. Practice changes measured by chart audit were not significantly different in terms of effect size than observations of nursing practice.

This meta-analysis supported the hypothesis that continuing education positively affects nursing practice. This seems to be true regardless of type of setting or demographics of the learners. However, this study did not add further information about the contributions of the four categories of variables that mediate this effect.
Notes: Source: Dissertation Abstracts International, Volume: 51-08, Section: A, page: 2608.

Thesis (ED.D.)--UNIVERSITY OF GEORGIA, 1990.

School code: 0077.