Factors associated with the effectiveness of continuing education in long-term care.

PURPOSE This article examines factors within the long-term-care work environment that impact the effectiveness of continuing education. DESIGN AND 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.