Conceptualisation of the Dynamic Nature of Continued Professional Learning: A Multi-Stage Developmental Model

By Sylvie Marshall-Lucette and Judith Lathlean.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This paper will discuss eight clearly identified stages of nurses' perspectives in their engagement of professional learning activities during the earlier years of registered practice.

Keywords: Continued Professional Learning, Conceptualisation of Professional Learning, Dynamic Nature, Newly Qualified Nurses, Developmental Model

The International Journal of Learning, Volume 13, Issue 10, pp.9-16. Article: Print (Spiral Bound). Article: Electronic (PDF File; 899.713KB).

Dr. Sylvie Marshall-Lucette

Sylvie Marshall-Lucette is a Senior Lecturer in Healthcare Management & Research at the joint Faculty of Health and Social Care Sciences, Kingston University and St George’s University of London, UK. As a Senior Lecturer, Sylvie has contributed to various educational activities, such as curriculum development and module/programme evaluation tool, at both under- and post-graduate level. More recently, contribution and involvement have been in e- and blended-learning. Her research and scholarly interests are generally around professional teaching and learning, joint clinical and educational initiatives, such as healthcare practice development, multi-professional shared learning and health service user involvement in the education of healthcare professionals. Teaching and research interests have also been extended to an international perspective. She has collaborated in facilitating research methods workshops and supervision of research projects in Uganda.

Prof Judith Lathlean

Professor Judith Lathlean is Director of Research and Professor of Health Research in the School of Nursing & Midwifery, University of Southampton. She has wide ranging interests in the evaluation of professional and inter-professional education in nursing,health and social care, including joint education/practice roles, multi- professional learning and user involvement in education. She has also supervised many doctoral students engaged in these topics and has published extensively in these areas.


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