Evaluating Pedagogical Practices in Continuing Development Programmes: Constraints and Opportunities for Professional Growth

This paper aims to analyze the extent to which pedagogical practices within continuing professional development programmes (CPD) support or constrain the preparation of students for improvement and further development of professional practices. The main question addressed is: How do the teaching and learning activities within CPD programmes hinder or enhance students' readiness for professional growth and long-term career advancement? Despite the essential role of CPD programmes in professional education, certain pedagogical practices may limit students' ability to effectively develop and improve their professional skills. This study seeks to identify and address these constraints. Grounded in adult learning theories and experiential learning models, this study examines the alignment between current CPD programmes' pedagogical practices and the demands of professional environments, highlighting the relevance of these theories in informing practical improvements in teaching strategies. A mixed-methods approach is utilized, combining quantitative surveys of CPD programmes' participants with qualitative interviews of educators and health professionals in the industry. The sample includes students from the nursing profession who completed the Advanced Diploma in District Health Management and Leadership (ADDHM& L) programme, a CPD programme across multiple hospitals in the Eastern Cape Province in South Africa. Purposive sampling ensures a comprehensive understanding of the impact of pedagogical practices across different contexts. Participants are included if they have completed the ADDHM& L programme at a certain university in the Eastern Cape. Those who did not complete the programme were excluded. Preliminary findings suggest that while certain pedagogical practices promote practical skill development and critical thinking, others, such as overly theoretical instruction and lack of interactive components, hinder students' ability to adapt and innovate in professional settings. The study recommends a shift towards more experiential and reflective teaching methods to bridge these gaps.