Competence in caring for patients with respiratory insufficiency: A cross-sectional study

'Both assistant and specialist': Nurse Anaesthetists' experiences of being relocated during the COVID-19 pandemic: A qualitative study

AIM

The aim of the study was to explore the experiences of nurse anaesthetists being relocated during the COVID-19 pandemic.

DESIGN

The study has a qualitative design.

METHODS

A total of 12 nurse anaesthetists from four different hospitals were included. Data were collected using individual semi-structured interviews and then analysed using content analysis. The Consolidated Criteria for Reporting Qualitative Research checklist was used.

RESULTS

The 12 respondents, of whom three were men, were between 46 and 64 years old and had 7 to 30 years of experience as NAs. Two themes emerged in the analysis: (1) 'Diverse experiences' with the sub-themes 'Preparedness' and 'Insecurity' and (2) 'Both assistant and specialist' with the sub-themes 'Exhausting' and 'Meaningful'.

CONCLUSION

This study shows that the NAs competencies made them prepared to handle many of the situations. They also experienced situations where they were uncomfortable being pressured to take responsibility. They were regarded as a uniform group without considering their prior experiences. Mapping the personnel's former experiences is required to utilize best possible matching of personnel to assignments and create less stress and insecurity among them.

Development of clinical competence - a longitudinal survey of nurse practitioner students

BACKGROUND

In order to achieve a sustainable standard of advanced clinical competence for nurse practitioners leading to a credible role, it is important to investigate the development of clinical competence among nurse practitioner students.

AIM

The aim of the present study is to analyse the development of nurse practitioner students' self-assessed clinical competence from the beginning of their education to after completion of their clinical studies.

DESIGN

The study involved the application of a longitudinal survey design adhering to STROBE guidelines.

METHODS

The participants consisted of 36 registered nurses from a nurse practitioner programme at a Norwegian university. The Professional Nurse Self-Assessment Scale II was used for data collection during the period August 2015 to May 2020.

RESULTS

The students developed their clinical competence the most for direct clinical practice. Our findings are inconclusive in terms of whether the students developed clinical competence regarding consultation, coaching and guidance, and collaboration. However, they do indicate a lack of development in some aspects of clinical leadership. The students with the lowest level of clinical competence developed their clinical competence regarding direct clinical practice significantly more than the students with the highest level of clinical competence. The differences between students with high and low levels of clinical competence were levelled out during their education. Thus, the students as a whole became a more homogenous group after completion of their clinical studies. Previous work experience in primary healthcare was a statistically significant, yet minor, predictor of the development of clinical competence.

CONCLUSION

Our findings indicate that the students developed their clinical competence for direct clinical practice in accordance with the intended learning outcomes of the university's Master's programme and international standards for nurse practitioners. It is imperative that the clinical field supports nurse practitioners by facilitating extended work-task fits that are appropriate to their newly developed clinical competence. We refrain from concluding with a recommendation that prior clinical work experience should be an entry requirement for nurse practitioner programmes. However, we recommend an evaluation of the nurse practitioner education programme with the aim of investigating whether the curriculum meets the academic standards of clinical leadership expected in advanced level of nursing.