Continuing professional development (CPD) among educators in selected Colleges of Nursing: Perceived importance, impact, and challenges

Julian, Juneau Flor E.; Ruiz, Fred B.
doi:10.1016/j.enfcli.2019.09.025
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    "textoCompleto" => "<span class="elsevierStyleSections"><span id="sec0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0015">Introduction</span><p id="par0005" class="elsevierStylePara elsevierViewall">Continuing professional development &#40;CPD&#41;&#44; known as continuing professional education &#40;CPE&#41;&#44; refers to the inclusion of advanced knowledge&#44; skills and ethical values in post-licensing or interdisciplinary fields of study for professional assimilation&#44; self-directed research and&#47;or lifelong learning&#46;<a class="elsevierStyleCrossRef" href="#bib0095"><span class="elsevierStyleSup">1</span></a> It is expected to increase and enhance the technical skills and skills required and expected by stakeholders and the profession&#46; CPD&#39;s goal is to contribute to each professional&#39;s advances in career development&#44; financial income&#44; professional networks&#44; and personal skills&#46; For example&#44; teachers&#44; military officers&#44; health care professionals&#44; lawyers&#44; accountants and engineers are involved in various professional development activities&#44; among others&#46;</p><p id="par0010" class="elsevierStylePara elsevierViewall">The Professional Regulations Commission<a class="elsevierStyleCrossRef" href="#bib0100"><span class="elsevierStyleSup">2</span></a> strongly called for all registered and licensed professionals to participate in CPD courses offered by PRC accredited CPD providers to be in good standing and competitive globally&#46; Based on the operational guidelines&#44; nurses need 15 CPD units every three years for the renewal of professional license&#46; Nurses will be able to comply with this requirement in the formal training&#44; non-formal learning&#44; informal learning&#44; self-directed learning&#44; online learning and professional work&#46;</p><p id="par0015" class="elsevierStylePara elsevierViewall">CPD programs as an organizational intervention can be defined as a well considered package of activities designed to help people in the organization to learn knowledge&#44; attitudes and skills to improve their current job performance and to contribute to achieving organizational objectives&#46; On the contrary&#44; development concerns planned long-term efforts to boost total human resource growth that will contribute to achieving personal and organizational objectives&#46;<a class="elsevierStyleCrossRef" href="#bib0105"><span class="elsevierStyleSup">3</span></a> In addition&#44; Edralin<a class="elsevierStyleCrossRef" href="#bib0105"><span class="elsevierStyleSup">3</span></a> lists the importance of training which includes&#58; increasing organizational commitment&#59; developing cognitive&#44; physical and spiritual dimensions of the employee&#59; enhancing the work performance&#59; providing flexibility in adapting to changing internal and external factors&#59; building interpersonal skills&#59; and helps maintain the skills and efficiency of the workforce&#59; builds creativity and problem-solution skills&#46;</p><p id="par0020" class="elsevierStylePara elsevierViewall">In a study conducted by Pool<a class="elsevierStyleCrossRef" href="#bib0110"><span class="elsevierStyleSup">4</span></a> they examined how CPD differs across age group&#46; They concluded that older workers appeared less likely to participate in the CPD programs&#44; when considering formal learning activities and late-career workers &#40;older than 50&#47;55 years&#41;&#46; They also found that there are no clear age patterns for motivation to participate in CPD programs&#44; for learning outcomes&#44; and for participation in informal and non-formal learning activities&#46;</p><p id="par0025" class="elsevierStylePara elsevierViewall">Training needs are the changes required in the skills&#44; knowledge and behaviors of university faculty to achieve purposes and overcome difficulties&#46; Andronescu and Solomon<a class="elsevierStyleCrossRef" href="#bib0115"><span class="elsevierStyleSup">5</span></a> defines training needs as all of the changes required in the knowledge&#44; skills&#44; attitudes and experiences of an individual to get him fit to effectively fulfill the duties of his present job&#46; Needs are identified by Boon et al&#46;<a class="elsevierStyleCrossRef" href="#bib0120"><span class="elsevierStyleSup">6</span></a> as the knowledge&#44; skills&#44; attitudes and behaviors that need to be changed or modified at the trainee to cope with contemporary or development aspects&#46;</p><p id="par0030" class="elsevierStylePara elsevierViewall">Training needs emerge wherever there is a need to improve&#44; conform&#44; or adapt to changes and dissolve problems&#44; which is to improve employee&#39;s performance and organizational performance too&#46;<a class="elsevierStyleCrossRefs" href="#bib0125"><span class="elsevierStyleSup">7&#44;8</span></a> These performance problems may be related to knowledge&#44; skills and attitudes&#46;<a class="elsevierStyleCrossRefs" href="#bib0135"><span class="elsevierStyleSup">9&#44;10</span></a> Needs analysis refers to the process used to define whether training is necessary&#46;<a class="elsevierStyleCrossRef" href="#bib0145"><span class="elsevierStyleSup">11</span></a> During this process&#44; gaps in knowledge&#44; skills and attitudes desired for the organization&#44; department and individual to reach their potential&#44; will become clear&#46;<a class="elsevierStyleCrossRef" href="#bib0150"><span class="elsevierStyleSup">12</span></a> Needs analysis is used for defining gaps and to provide information for a decision on whether the gaps could be treated through training&#46;<a class="elsevierStyleCrossRefs" href="#bib0135"><span class="elsevierStyleSup">9&#44;10</span></a> According to Noe&#44;<a class="elsevierStyleCrossRef" href="#bib0145"><span class="elsevierStyleSup">11</span></a> needs analysis typically comes in three aspects&#58; organizational analysis&#44; person analysis&#44; and task analysis&#46;</p><p id="par0035" class="elsevierStylePara elsevierViewall">Training program design is important to make sure that any performance problem results from a lack of knowledge and skills&#46;<a class="elsevierStyleCrossRef" href="#bib0145"><span class="elsevierStyleSup">11</span></a> Furthermore&#44; training programs should be designed to meet various needs&#46; Supported with the needs analysis outcomes&#44; the overall training program will be designed&#46;<a class="elsevierStyleCrossRef" href="#bib0100"><span class="elsevierStyleSup">2</span></a> In a study by Noe<a class="elsevierStyleCrossRef" href="#bib0145"><span class="elsevierStyleSup">11</span></a> they define the training design process as an organized approach for developing training programs&#46; Dessler<a class="elsevierStyleCrossRef" href="#bib0155"><span class="elsevierStyleSup">13</span></a> stated that design means planning the overall training program inclusive training aims&#44; delivery methods&#44; and program evaluation&#44; these considered as main steps&#44; while sub-steps involve setting performance targets&#44; creating a training outline in detail &#40;all training program steps from start to end&#41;&#44; selecting a program delivery method such as lectures or Web&#44; and confirming the overall program design with management&#46; Effective training program design must be consistent with the goals&#44; otherwise&#44; the poor training is a program that cannot be applied in the work and does not contribute to achieving goals&#46;<a class="elsevierStyleCrossRefs" href="#bib0125"><span class="elsevierStyleSup">7&#44;14</span></a></p><p id="par0040" class="elsevierStylePara elsevierViewall">Effective training takes into account the hours of training per day and the length of the training period&#46; The training schedule is important&#46; The learning curve goes down late in the day&#44; so that whole day training is not as effective as half the day or three-fourths of the day&#46;<a class="elsevierStyleCrossRef" href="#bib0150"><span class="elsevierStyleSup">12</span></a> The duration&#47;length of a training program&#47;course is determined by taking in consideration trainees&#8217; &#40;employees&#8217;&#41; abilities and their availability for training&#44; the resources needed for training&#44; whether the course is part of a larger curriculum or is a standalone course &#40;program&#41;&#44; and the need to develop modules in order to provide an opportunity for trainees &#40;employees&#41; to practice concepts and skills to avert being over whelmed&#46;<a class="elsevierStyleCrossRef" href="#bib0145"><span class="elsevierStyleSup">11</span></a></p><p id="par0045" class="elsevierStylePara elsevierViewall">Evaluation of training program is the most significant activity in the training process because it is the final logical phase&#59; and organizations should evaluate their training efforts systematically&#46;<a class="elsevierStyleCrossRef" href="#bib0165"><span class="elsevierStyleSup">15</span></a> In a study by Khanfar&#44;<a class="elsevierStyleCrossRef" href="#bib0170"><span class="elsevierStyleSup">16</span></a> he defined the evaluation of training process as the proceedings used to measure the efficiency of training programs and its scope of successes in achieving the aims&#46; Also&#44; the proceedings are used to measure the efficiency of trainees &#40;employees&#41; and the scope of training successes to change them&#46; Noe<a class="elsevierStyleCrossRef" href="#bib0145"><span class="elsevierStyleSup">11</span></a> stated that the evaluation of training refers to the process of gathering the results needed to define whether training is effective&#46; A training evaluation measures particular results or criteria to determine the benefits of the program&#46; Training results or criteria refer to measures that the trainer and the organization use to evaluate training programs&#46;<a class="elsevierStyleCrossRef" href="#bib0145"><span class="elsevierStyleSup">11</span></a></p><p id="par0050" class="elsevierStylePara elsevierViewall">As cited by Appiah&#44;<a class="elsevierStyleCrossRef" href="#bib0125"><span class="elsevierStyleSup">7</span></a> the quality of the human resource of an organization is fundamental to its success&#46; So&#44; every organization must intend to improve the quality of its employees&#46; One way to achieve this is through training&#46; Hence&#44; equipping these unique assets through effective training becomes essential in order to maximize job performance&#46; Hogarh&#44;<a class="elsevierStyleCrossRef" href="#bib0130"><span class="elsevierStyleSup">8</span></a> stated that the importance of training can only be estimated with a clear understanding of its direct effect on employee&#39;s performance&#46; An improvement in employee&#39;s performance also leads to an improvement in the organization&#39;s performance&#46; Almost everyone now admits the importance of training on the success and growth of organizations&#46;<a class="elsevierStyleCrossRef" href="#bib0175"><span class="elsevierStyleSup">17</span></a> The failure of organizations in their training programs can lead to many problems due to their inability to cope with the challenges of the competitive environment&#46; Thus&#44; this study aimed to determine the perceived importance&#44; impact&#44; and challenges of CPD among educators in selected Colleges of Nursing&#46;</p></span><span id="sec0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0020">Methods</span><p id="par0055" class="elsevierStylePara elsevierViewall">The study utilized descriptive-evaluative&#44; descriptive-comparative and descriptive-correlation research designs&#46; A researcher-made questionnaire was utilized in which respondents&#8217; responses to the perceived importance of selected attributes&#44; impacts and challenges experienced by educators among selected Colleges of Nursing vis-a-vis the CPD programs&#46;</p><p id="par0060" class="elsevierStylePara elsevierViewall">Complete enumeration or census sampling has been considered in the study&#46; A total of one hundred five &#40;105&#41; faculty members&#44; coordinators&#44; and department heads of selected Colleges of Nursing voluntarily participated in the study&#46; Respondents were selected regardless of their employment status&#44; gender&#44; civil status and position to obtain the appropriate population&#46;</p></span><span id="sec0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0025">Results</span><p id="par0065" class="elsevierStylePara elsevierViewall">Result shows that training need analysis &#40;<span class="elsevierStyleItalic">M</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>3&#46;73&#44; SD<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;38&#41;&#44; program design &#40;<span class="elsevierStyleItalic">M</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>3&#46;66&#44; SD<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;40&#41;&#44; duration &#40;<span class="elsevierStyleItalic">M</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>3&#46;66&#44; SD<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;42&#41; and evaluation &#40;<span class="elsevierStyleItalic">M</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>3&#46;67&#44; SD<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;42&#41; are perceived to be very important&#46; The respondents strongly agree that CPD can impact their career advancement &#40;<span class="elsevierStyleItalic">M</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>3&#46;55&#44; SD<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;57&#41;&#44; performance and productivity &#40;<span class="elsevierStyleItalic">M</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>3&#46;52&#44; SD<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;63&#41;&#44; and building morale and work ethics &#40;<span class="elsevierStyleItalic">M</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>3&#46;56&#44; SD<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;60&#41;&#46; Challenges encountered in implementing CPD programs are <span class="elsevierStyleItalic">true</span> with regards to human resource &#40;<span class="elsevierStyleItalic">M</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>2&#46;83&#44; SD<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;62&#41;&#44; process &#40;<span class="elsevierStyleItalic">M</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>2&#46;58&#44; SD<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;76&#41; and output &#40;<span class="elsevierStyleItalic">M</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>2&#46;55&#44; SD<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;79&#41;&#46;</p><p id="par0070" class="elsevierStylePara elsevierViewall">Among the respondents&#8217; profile as shown in <a class="elsevierStyleCrossRef" href="#tbl0005">Table 1</a>&#44; significant differences were identified on educational attainment &#40;<span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;036&#41; and number of CPD attended &#40;<span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;046&#41; for training needs analysis&#44; position &#40;<span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;046&#41; and number of CPD attended &#40;<span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;031&#41; for training program design&#44; civil status &#40;<span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;001&#41; for training duration&#44; and position &#40;<span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;001&#41; for training evaluation in the perceived importance of selected attributes of CPD&#46;</p><elsevierMultimedia ident="tbl0005"></elsevierMultimedia><p id="par0075" class="elsevierStylePara elsevierViewall">A significant difference in the perceived challenges of CPD programs in terms of people&#47;human resource when respondents are grouped according to frequency of CPD organized by their university &#40;<span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;013&#41; as shown in <a class="elsevierStyleCrossRef" href="#tbl0010">Table 2</a>&#46;</p><elsevierMultimedia ident="tbl0010"></elsevierMultimedia><p id="par0080" class="elsevierStylePara elsevierViewall">The structural equation model evaluation in <a class="elsevierStyleCrossRef" href="#fig0005">Fig&#46; 1</a> shows significant effect &#40;<span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>0&#46;05&#41; on the highest educational attainment and frequency of CPD attended in the importance of CPD attributes&#46; Civil status&#44; highest educational attainment&#44; and frequency of CPD programs attended have significant effect &#40;<span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>0&#46;05&#41; to the impact of CPD programs&#46; While gender&#44; years of service to nursing education&#44; and frequency of CPD programs attended have significant effect &#40;<span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>0&#46;05&#41; to the challenges of CPD&#59; that important attributes and impact of CPD programs can provide significant effect &#40;<span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>0&#46;05&#41; to the success of CPD programs&#46;</p><elsevierMultimedia ident="fig0005"></elsevierMultimedia></span><span id="sec0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0030">Discussion</span><p id="par0085" class="elsevierStylePara elsevierViewall">The result of this study has revealed several findings about the perceived importance&#44; impact&#44; and challenges of CPD among educators in selected Colleges of Nursing&#46; Nurse educators are mostly in mid-adulthood and majority are females&#46; In terms of work position&#44; most of the respondents are working as nursing academic personnel and has completed the minimum post-graduate requirement of master&#39;s degree&#46; Among these nurse educators&#44; mostly are on permanent status&#46; Nurse educators were allowed and encouraged by their department heads to attend CPD provided trainings and seminars regularly&#46; Colleges of Nursing organized their own CPD programs&#44; trainings and seminars periodically&#46; The Colleges of Nursing are aware of the importance of research and the value of adhering to current nursing practice by engaging their nursing educators to attend seminars and trainings on evidenced-based teaching&#44; curriculum development&#44; and enhancement of nursing skills&#46; Nurse educators provide great importance on the attributes of effective CPD programs which includes training need analysis&#44; program design&#44; duration&#44; and evaluation&#46; They also recognize the importance of CPD in their career advancement and growth&#44; performance and productivity&#44; promotion of labor management skills&#44; and boost their morale and work ethics&#46; Challenging tasks recognized were human resource&#44; process and output in implementing CPD programs&#46; Though challenging&#44; these nurse educators perceive that the implemented CPD programs implemented were successful&#46; Male and female nurse educators can provide opposite views in evaluating CPD programs&#46; On the other hand&#44; the civil status of nurse educators can affect the perceived importance of the training duration of CPD programs&#46; This result is similar with study by Davies and Preston&#44;<a class="elsevierStyleCrossRef" href="#bib0180"><span class="elsevierStyleSup">18</span></a> wherein female response was in contrast with the male response&#46;</p><p id="par0090" class="elsevierStylePara elsevierViewall">The faculty members and department head of Colleges of Nursing provided differences in assessing the training program design and training evaluation&#46; Nurse educators with units or have completed their master&#39;s degree provided an opposite view in training need analysis as compared to those with units or have completed their PhD degrees&#46; Nurses in the academe have varying numbers of CPD programs attended&#46; For those who have attended numerous amount of CPD programs will provide a different training analysis needs and training program design compared to those who have least attended CPD programs&#46; Civil status can provide an impact to the CPD programs&#46; On the other hand&#44; educational attainment and the frequency of CPD programs attended can contribute to the attributes&#44; impact and challenges of forming trainings and development platforms&#46; While gender and the years of service in nursing education can provide an effect on the challenges in creating CPD training and development programs&#46; The important CPD attributes and the impact of CPD programs can affect the success of the CPD programs&#46; This is further supported by the study of where the effects of CPD on the professional aspect is regarded as positive and that their professional practice has been greatly affected by the CPD trainings&#46;<a class="elsevierStyleCrossRef" href="#bib0180"><span class="elsevierStyleSup">18</span></a></p></span><span id="sec0025" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0035">Conflict of interests</span><p id="par0095" class="elsevierStylePara elsevierViewall">The authors declare no conflict of interest&#46;</p></span></span>"
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        1 => array:2 [
          "identificador" => "xpalclavsec1211632"
          "titulo" => "Keywords"
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          "titulo" => "Introduction"
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          "titulo" => "References"
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    "fechaRecibido" => "2019-03-30"
    "fechaAceptado" => "2019-09-11"
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        0 => array:4 [
          "clase" => "keyword"
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          "palabras" => array:5 [
            0 => "Importance"
            1 => "Impact"
            2 => "Challenges"
            3 => "Continuing professional development"
            4 => "Nursing education"
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        "titulo" => "Abstract"
        "resumen" => "<span id="abst0005" class="elsevierStyleSection elsevierViewall"><p id="spar0005" class="elsevierStyleSimplePara elsevierViewall">The study aimed to determine the perceived importance&#44; impact&#44; and challenges of CPD among educators in selected Colleges of Nursing&#46; The study uses descriptive-evaluative&#44; descriptive-comparative and descriptive-correlation research designs&#46; Researcher-made questionnaire was used to capture the responses of 105 purposively selected nurse educators in the Philippines&#46; For about three months&#44; data was collected personally and analyzed using SPSS version 21&#46; The result shows that the importance&#44; impact&#44; and challenges of CPD has a significant effect to the success of the CPD programs&#46; The study reveals that the important CPD attributes and the impact of CPD programs can affect the success of the CPD programs&#46;</p></span>"
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        "nota" => "<p class="elsevierStyleNotepara" id="npar0015">Peer-review under responsibility of the scientific committee of the Research Development and Innovation Conference &#40;2019&#41; of Our Lady of Fatima University&#46; Full-text and the content of it is under responsibility of authors of the article&#46;</p>"
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          "en" => "<p id="spar0010" class="elsevierStyleSimplePara elsevierViewall">Structural equation model evaluation based on the model fit and indices&#46; <span class="elsevierStyleItalic">Model fit and quality indices</span>&#58; average path coefficient &#40;APC&#41;<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;142&#44; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;034&#59; average R-squared &#40;ARS&#41;<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;261&#44; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;001&#59; average adjusted R-squared &#40;AARS&#41;<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;204&#44; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;007&#59; average block VIF &#40;AVIF&#41;<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>1&#46;280&#44; acceptable if &#8804;5&#44; ideally &#8804;3&#46;3&#59; average full collinearity VIF &#40;AFVIF&#41;<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>1&#46;662&#44; acceptable if &#8804;5&#44; ideally &#8804;3&#46;3&#46;</p>"
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                  \t\t\t\t  " align="char" valign="\n
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                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="char" valign="\n
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                  \t\t\t\t">0&#46;071&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n
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                  \t\t\t\t">Employment status&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="char" valign="\n
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                  \t\t\t\t  " align="char" valign="\n
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                  \t\t\t\t">0&#46;701&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="char" valign="\n
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                  \t\t\t\t">0&#46;684&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="char" valign="\n
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                  \t\t\t\t">0&#46;81&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
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                  \t\t\t\t">Years of service in nursing education&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">0&#46;230&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t  " align="char" valign="\n
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                  \t\t\t\t">0&#46;458&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">0&#46;686&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">CPD attended&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">Frequency of CPD organized by the university&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">0&#46;659&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Output&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t  " align="char" valign="\n
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                  \t\t\t\t  " align="char" valign="\n
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                  \t\t\t\t  " align="char" valign="\n
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                  \t\t\t\t">0&#46;836&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t  " align="char" valign="\n
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                  \t\t\t\t">0&#46;500&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
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                  \t\t\t\t  " align="char" valign="\n
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                  \t\t\t\t">0&#46;598&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n
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                  \t\t\t\t">Years of service in nursing education&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t  " align="char" valign="\n
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                  \t\t\t\t">Number of CPD attended&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">Frequency of CPD organized by the university&nbsp;\t\t\t\t\t\t\n
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