Lifelong learning in nursing: attitudes and practices behind sustained professional competence

The increasing complexity of healthcare delivery and nursing care necessitates continuous attention to professional competencies among nurses. Understanding nurses’ attitudes and practices regarding methods for maintaining and upgrading professional competencies is essential for designing effective continuing education programs. This study aimed to determine the attitudes and practices of nurses working in teaching hospitals in Iran, regarding methods for maintaining and enhancing professional competence. This cross-sectional study was conducted with 189 nurses employed in clinical centers affiliated with Guilan University of Medical Sciences. Participants were selected through convenience sampling. Data were collected using a three-part questionnaire comprising: (1) demographic characteristics, (2) an attitude assessment scale (20 items on a 7-point Likert scale, score range 20–140), and (3) three questions regarding practice assessment. Data were analyzed using SPSS version 21, employing descriptive statistics, independent t-tests, One-Way ANOVA, and chi-square tests. The mean age of participants was 33.2 ± 7.3 years, with a mean work experience of 8.7 ± 5.5 years. The majority were female (68.3%), married (67.2%), held a Bachelor of Science in Nursing (90.5%), had formal employment status (39.2%), and worked as staff nurses (95.8%). The mean attitude score was 105.32 ± 16.43 (out of a possible 140), indicating a generally positive attitude toward methods for maintaining and enhancing professional competence. However, only 37.6% of nurses demonstrated good practice in utilizing these methods. No statistically significant relationship was found between nurses’ attitudes and their practices ( P = 0.968). While nurses held favorable attitudes toward methods for maintaining and enhancing professional competence, their actual practice lagged significantly behind. This gap between attitude and practice highlights the need for more targeted educational planning, organizational support, and systemic interventions to translate positive attitudes into effective competence-enhancing behaviors.