By nature, Continuing Professional Development (CPD) programmes ought to empower participants with relevant skills and competencies that enables translation of knowledge learnt into transformation of practice in the workplaces. The manuscript seeks to inform the design of a conceptual model for CPD curriculum programmes offered by universities. While literature reveals studies around CPD programmes and the gap between theory and practice, only few explored CPD programmes in relation to curriculum design and pedagogical practice.

12 CPD graduates, 3 facilitators/designers of CPD programme, and 3 workplace supervisors of graduates of the formal CPD programme were sampled. Data was collected through open-ended interviews and documents’ analysis. The analysed results highlighted job-satisfaction, retention and adapting to the evolving workplace, professional growth, and career progression as benefits of a well-designed CPD programme. Participants’ responses helped in reducing the gap between theory and practice in a work-related setting.

This study suggested that for CPD programme to translate to work-setting, students should be able to connect new knowledge, skills, values and competencies with their prior knowledge. Additionally, if the formal CPD programme enhances reflection in-and-on practice, its attendees are in a better position to transform their practices.

The combination of education and health disciplines contributed to the originality of this work compared to the focus in most literary works on one discipline. The link between the mentioned disciplines will eliminate the stereotype of limiting curriculum to the education discipline.

Keywords: Conceptual model, Continuing Professional Development, Curriculum, Knowledge translation, Pedagogical practices.