Nurse’s perspectives on continuing professional development at Zomba Central Hospital, Malawi: a qualitative inquiry

Continuing Professional Development (CPD) is a fundamental component of nursing practice, facilitating the ongoing acquisition of knowledge and skills beyond initial training. It serves as a mechanism for nurses to remain abreast of current advancements, fostering their professional development and ultimately enhancing the delivery of quality patient care. However, in low-resource settings like Malawi, limited evidence exists regarding nurses’ perspectives on CPD, particularly, alignment of CPD programmes with nurses’ clinical needs and practice realities. The study aimed at exploring nurses’ perspectives on CPD at Zomba Central Hospital (ZCH), Malawi. The specific objectives of the study were to; explore nurses’ perceived CPD needs, examine the congruency of nurses’ needs and their participation in CPD programmes, explore nurses’ experiences of CPD programme delivery, and asses the factors that influence participation in CPD programmes. This study employed a qualitative interpretive design. Using purposive sampling, 15 nurses were interviewed. Data were collected through interview guide and analyzed using thematic analysis. Coding and theme development were conducted to enhance consistency and credibility. Five themes were identified. Nurses actively identify their learning needs through self-assessment and clinical practice often with inadequate institutional coordination. CPD was perceived as important for professional development contributing to improved knowledge, clinical skills, confidence and patient care. There is a perceived misalignment between CPD programmes and nurses’ needs, particularly in practical skill development. Current CPD set up lack post-training mentorship and support thereby constraining the application of learning in practice. Some CPD sessions are relevant to departmental needs, but many lack practical applicability and fail to address the knowledge gaps. Diverse interactive learning resources are highly valued. Most CPD facilitators lack expertise and proficiency in teaching skills. Barriers to CPD participation include scheduling conflicts, workload pressures, and financial obstacles such as limited access to data bundles and transportation costs. Exploring nurses’ perspectives on CPD at Zomba Central Hospital assisted in determining the relationship between nurses’ actual needs and the CPD programmes in which they engage. CPD is valued by nurses but is not often aligned with their clinical needs. Strengthening needs-based and practice-oriented CPD, institutional coordination and mentorship, and addressing structural barriers may enhance participation and translate learning into practice.