Training experiences, educational priorities and career plans of primary care staff

A formative exploratory evaluation study was conducted to explore educational and training experiences of local primary care trust (PCT) staff within a regional strategy framework for lifelong learning encompassing appraisal linked to CPD and professional development plans (PDP), and to review future educational priorities and career plans. The study utilised a semi-structured questionnaire with a mixture of closed, scaled and open-ended items. Questionnaire respondents were general practitioners (GPs), practice nurses and practice managers randomly selected from website listings in the public domain, working in diverse practice settings in south east England. Eighty-three respondents completed and returned questionnaires. From these, 58 provided information relating to training experiences; 56 and 66 provided information regarding educational priorities and career plans respectively. Data were analysed using descriptive and analytic statistical methods. The findings indicated that the overall socio-demographic characteristic of respondents was similar to that of the regional population. The majority of respondents were GPs (n = 31), followed by practice nurses (n = 21) and practice managers (n = 6). Thirty-one respondents worked on a part-time basis, the majority of whom were females (n = 29). Working part time or full time showed statistically significant differences by gender and professional group. Most respondents attended multiple training events, such as clinical disease management updating courses (n = 61), CPD events related to practice development (n = 36) and conferences (n = 26). The future learning needs of GPs, practice nurses and practice managers largely reflected the areas indicated in the new GMS contracts. Limitations to engagement in future CPD included high workload, time constraints and difficulty in accessing courses. Career plans identified by respondents were also the areas emphasised in the new GMS contracts. In conclusion, based on appraisal and the CPD strategy introduced, there seems to be a shift to lifelong learning and a move towards educational priorities linked to the new GMS contracts among study subjects.