Skip to main content

Table 4 Extracted themes, categories, and sub-categories from the interview data

From: The role of continuing medical education programs in promoting iranian nurses, competency toward non-communicable diseases, a qualitative content analysis study

Themes

Categories

Subcategories

Gaps in the planning of the CME program

The gap in knowledge contents

Need assessment, patients need, learner needs, society needs, Providing content regardless of important factors such as non-communicable diseases

Providing content regardless of important factors such as mortality of diseases

Lack of attention to Patients’ needs

Participants did not differentiated non-communicable diseases from another subjects.

Hospitalize patients is not the of a real sample of patients in society

presentation methods

Teaching methods, problem based learning, small group teaching, interactive learning.

Passive learner, False audience, Lack of attention to the audience

poor quality peresentation

instructors teaching outside their expertise, presenting outdated topics

traditional teaching methods

evaluation of the CME program

Lack of giving feedback after the program

Need for evaluating the nurses after the program

Need for evaluating the nurses after the on work place

problematic context

work overload

Nurses work load

Increase work load due to diseases load

Neglects non-communicable diseases due to communicable diseases (covid)

Lack of communication for planning a program

the educational environment,

Improper educational environment, Administrators’ lack of criteria for selecting instructors

obstacles during training the shortcoming resource Getting credits as a motivation for participating

participate for credits

resource shortcoming

social conditions,

imposed sanctions

Decreasing the financial resource

Prioritizing of finance

high prevalence of non-communicable diseases

high prevalence of non-ommunicable diseases

poor facilities

Training to improve professional skills and competency

Motivation

Ignore the nurse’s knowledge and competency by instructors

Motivation for participation

Motivation for best practice

self-efficacy

vicarious experiences of nurses,

Self-directed, self motivated ,

emotional arousal.

higher performance accomplishments ,

self-regulation of refractory behavior,

mastery experiences, that nurses who faced a challenge, feel a sense of accomplishment .

Social modelling.

Imaginal experiences.

High self-efficacy can help you lead a healthy lifestyle. Resilience to stress, Improved employee performance, Educational accapacity