Determinants of changes in nurses' behaviour after continuing education: a literature review

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Abstract
Nursing continuing-education programmes may differ in the extent to which they affect nursing practice. Differences may be explained by characteristics of the participants' background, the programme itself, teacher(s), relationship between participants, relationship between participants and teacher(s), physical environment during the programme, participants' social system, knowledge, skills and attitudes, and intention to change. In this literature review, a model is presented which integrates these variables and which may be used to explain why continuing-education programmes have no, little or considerable effect. On the basis of current scientific knowledge, colleagues' and superiors' support emerges as the most important determinant of behavioural changes in nursing practice.