Continuous professional development along the continuum of lifelong learning Jane Ryan Aim. To identify what factors influenced motivation to participate in continuous professional development (CPD), among a group of qualified nurses, occupational therapists and physiotherapists. Method. Ninety-four nurses, 38 occupational therapists and 50 physiotherapists participated. They completed a questionnaire derived from research literature. Views on the concepts of lifelong learning (LLL) and CPD were sought. Results. One hundred and eighty-two questionnaires were returned from 300 giving a response rate of 60.6%. Professional knowledge was reported as the prime motivator to seek CPD. Other motivators, which featured in the top four most important factors included updating existing qualifications, increasing the status of the profession as a whole and demonstrating that an individual was professionally competent. These factors overlapped with respondents reasons for CPD and a general consensus of opinion was reached among respondents on the meanings of LLL and CPD. Conclusion. In conclusion there were no observable differences between the professions and seeking CPD is intrinsically driven. �� 2003 Elsevier Science Ltd. All rights reserved. Introduction From 1980 nurses, occupational therapists and physiotherapists have been required to demonstrate competency in practice through continuous professional development (CPD) (Wood 1998). Collaboration in the provision of quality patient care is rooted in lifelong learning (LLL) and CPD (Anonymous 1994a Hogston 1995). CPD gained prominence in the last decade, as healthcare organisations demanded an adaptable workforce (ENB 1994). The Labour Government���s agenda ���The New NHS: Modern Dependable��� (DoH 1997), targets professional educational bodies to continue developing an infrastructure for CPD (Barr 2000). Whilst numerous reports argue for regular reviews of CPD needs (Secretary of State for Health 1996 cited by DoH 1998) and promote sustained LLL for health practitioners (NHS Executive 2000a NHS Executive 2000b). The purpose of the research To expand knowledge and understanding of the factors influencing registered nurses, occupational therapists and physiotherapists motivation to participate in CPD. To compare and contrast any differences on the uptake of CPD between the nursing profession and the professions allied to medicine (PAMS), who in this study are occupational therapists and physiotherapists. The research question What factors influence motivation towards continuing professional development among a Article 498 Nurse Education Today (2003) 23, 498���508 0260-6917/$ - see front matter �� 2003 Elsevier Science Ltd. All rights reserved. doi:10.1016/S0260-6917(03)00074-1 Jane Ryan MSc, BSc (Hons), PGCE, RGN, School of Nursing and Midwifery Studies, University Wales College of Medicine, UHW, Ty Dewi Sant, Heath Park, Cardiff CX14 4XN, UK E-mail: ryanjl@car- diff.ac.uk (Requests for offprints to JR) Manuscript accepted: 6 May 2003

group of qualified nurses, occupational therapists and physiotherapists? Literature Lifelong learning and continuing professional development Gopee (2001) reveals the terms adult education, recurrent education and continuing education act as substitutes for LLL and this substitution of terms has infiltrated the arena of CPD. Often CPD is written differently and expressed as ���continuous professional education��� (CPE) (Perry 1995). Generically CPD built on the knowledge gained from foundation courses to enrich practice, education and research areas, and to effect patient health (Bignall & Crotty 1988). CPD is a term used extensively within the domains of the three professions and is disseminated through formal and informal routes (Anonymous 1994b). The qualified: nurse, physiotherapist, occupational therapist and their professions historical response to CPD The route to registration and qualification varies among the three professions and acts as a stimulant for CPD. The first profession to adopt diploma education was occupational therapy in 1918 (Hopkins 1988 cited in Hopkins & Smith 1988). In the late 1970s and throughout the 1980s, physiotherapists qualified with diplomas (Anonymous 1985). Certification at registration for nurses changed from 1990 when the UKCC (1986) radically reviewed pre- and post-registration programmes for nurses. CPD came to the forefront of education in 1995, with the introduction of the post- registration education and practice (PREP) standard (UKCC 2000). Nurses are required by law to undertake study to maintain competence in order to re-register every three years as a qualified nurse (Snell 1999 cited in NT guide 1999). CPD for OTs is closely associated with maintaining professional competence and growth (Fawcett & Strickland 1998). Recognition of the value of CPD has run in parallel with regulation of occupational therapy practice over the last two decades (Punwar 1994). The introduction of Physiotherapy Access to Continuing Education (PACE) provides a structured pathway of professional development courses (Barclay 1994). The CSP (1996) introduced standards, which firmly placed the responsibility for post-registration educational development with its members and a further project in 1998, addresses the current approach by its members to CPD (CSP 1999). However, what influences a practitioner���s behaviour to take up CPD (Klyczek & Gordon 1988). Motivational theories Organisational and managerial reforms (ENB 1994) demand that practitioners be self- motivated regarding personal development and professional careers (Maslin-Prothero 1997). Cofer and Appley (1984) describe motivation as a complicated group of concepts that explain a practitioner���s purposeful aspects of behaviour. Motivation is two-dimensional: either categorised as extrinsic, which refers to behaviours that are rewarded externally, or intrinsic, where individuals��� behaviours produced satisfaction un-reliant on an external reward system (Klyczek & Gordon 1988). Theories of motivation are defined as either process or content theories (Klyczek & Gordon 1988). Lawler���s model based on expectancy theory is a process theory and incorporates elements of, effort, performance and reward. Overall, this process theory based on expectancy defined that a healthcare practitioner recognised their needs and the work effort required to achieve the goals of CPD (Klyczek & Gordon 1988). Content theories focus on understanding specific desires, needs or motives that propel an individual���s behaviour. Maslow���s (1943) hierarchy of needs theory assesses how behaviour is affected in accordance with two basic principles ��� the deficit and progression principles. The deficit principle centres on individuals striving to satisfy unfulfilled needs, whilst the progression principle indicates that an individual���s needs only become important to accomplish once all former needs are adequately satisfied. Criticism of Maslow���s theory comes from Pustai (1989). Engaging in Continuous professional development along the continuum of lifelong learning �� 2003 Elsevier Science Ltd. All rights reserved. Nurse Education Today (2003) 23, 498���508 499