Nurses' Engagement in Continuing Professional Development: A Quantitative Study on Competency Application and Lifelong Learning

Abstract

The dynamic nature of healthcare demands that nurses continually update their knowledge, skills, and attitudes through Continuing Professional Development (CPD). This quantitative study investigated nurses’ engagement in CPD activities, competency application, and lifelong learning orientation. Specifically, it examined participation frequency, learning modalities, motivation, and organizational support, as well as their relationships to clinical practice integration, evidence-based practice adoption, interprofessional collaboration, and quality-of-care outcomes. Guided by Knowles’ Adult Learning Theory, Benner’s Novice to Expert Model, and Kolb’s Experiential Learning Theory, the study employed a structured survey and statistical analysis to determine relational and predictive links between CPD engagement and professional growth. Findings revealed that intrinsic motivation and organizational support significantly enhance CPD participation, while blended and experiential learning modalities foster stronger competency application. Results further confirmed that CPD engagement is both relational—positively associated with competency application and lifelong learning orientation—and predictive, reliably forecasting nurses’ adaptability and clinical integration. The study underscores CPD as a cornerstone of nursing excellence, offering valuable insights for educators, healthcare institutions, and policymakers in designing responsive and sustainable CPD frameworks.