Continuing Professional Development in Medical Laboratory Sciences, Dental Assisting, Nursing, and Health Administration

Abstract

Background: Continuing professional development (CPD) is expected to maintain competence as technology, regulation, service models and patient expectations change. Evidence and regulatory systems are uneven across medical laboratory sciences, dental assisting, nursing and health administration.

Objective: To map current CPD practices, requirements, delivery methods, participation patterns, barriers, facilitators, outcomes and future competency needs across the four professions.

Methods: A rapid scoping review was conducted using Joanna Briggs Institute principles and reported with PRISMA-ScR. Structured searches of PubMed/MEDLINE and PubMed Central, citation chaining and targeted searches of authoritative organizations were completed to 1 July 2026. The PCC framework included qualified professionals in the four fields, CPD and related lifelong-learning concepts, and healthcare, professional, educational and regulatory contexts worldwide. One reviewer screened and charted evidence. Descriptive and thematic synthesis was used; no meta-analysis was undertaken.

Results: Seventy-five records were logged, eight duplicate title/DOI entries were removed, and 67 unique records were screened. Forty-six sources were included: 38 scholarly sources and eight official regulatory or credentialing documents. The scholarly evidence comprised 8 laboratory, 6 dental-assisting, 10 nursing, 9 health-administration and 5 cross-professional sources. Nursing had the broadest evidence base; dental-assisting evidence was sparse and frequently embedded in mixed dental teams. Across professions, time, workload, cost, staff shortages, course relevance and employer support shaped participation. Online learning improved access and commonly improved knowledge or confidence, but sustained practice, patient and organizational outcomes were less consistently measured. Regulatory models ranged from fixed hours or points to reflective portfolio and revalidation systems.

Conclusion: CPD systems should move from attendance counting toward needs-based, competency- and outcomes-oriented models. Shared priorities include digital literacy, communication, teamwork, quality improvement, ethics, leadership, research literacy and change management, alongside profession-specific technical competencies. Stronger employer support, protected time, equitable digital access and objective outcome evaluation are required.