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Bray L, Østergaard D. A qualitative study of the value of simulation-based training for nursing students in primary care. BMC Nurs 2024; 23:308. [PMID: 38711125 DOI: 10.1186/s12912-024-01886-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2024] [Accepted: 03/21/2024] [Indexed: 05/08/2024] Open
Abstract
BACKGROUND Clinical placement is an essential component of nursing education, providing students with the opportunity to apply theoretical knowledge to practice. However, challenges such as lack of supervision and passive involvement in tasks can hinder the learning experience. Supplementing clinical placement with simulation-based training (SBT) has been explored as a potential solution, though this approach has been underexplored within primary care. This study aimed to explore the educational value of a supplemental SBT course for nursing students during primary care placement, as well as the adaption of this approach to a primary care setting. METHODS A qualitative descriptive study was conducted at a medical education and simulation academy in Denmark. Sixth-semester nursing students on placement in primary care were invited to participate. The intervention consisted of a three-day simulation course covering core nursing competencies and common clinical conditions encountered within primary care. Simulation adopted a standardised patient approach. Data was collected using focus group interviews, which was analysed using inductive thematic analysis. RESULTS Thirty-one nursing students participated in the study. Seven themes emerged from the analysis, including perceptions, educational value, simulation adjustments to primary care, educators' competencies, learning needs within primary care, challenges of clinical placement and career guidance. Generally, participants perceived the intervention positively, appreciating its relevance to their clinical placement and its educational impact in this context. Participants also provided insights into the adaptation of SBT to a primary care setting, as well as nursing students' learning needs within this context. CONCLUSION The findings indicate that the intervention had a positive impact on participant competencies within this context and enhanced their clinical practice within primary care. Furthermore, the results inform educators on how to effectively employ primary care-related SBT. Overall, this study supports the need for an increased application of SBT within primary care. TRIAL REGISTRATION Not relevant.
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Affiliation(s)
- Lucy Bray
- Copenhagen Academy for Medical Education and Simulation, Centre for HR and Education, Copenhagen, Denmark.
| | - Doris Østergaard
- Copenhagen Academy for Medical Education and Simulation, Centre for HR and Education, Copenhagen, Denmark
- Department of Clinical Medicine, University of Copenhagen, Copenhagen, Denmark
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Anyango E, Adama E, Brown J, Ngune I. The impact of final-year clinical placements on nursing students' career planning for the graduate year and beyond. Nurse Educ Pract 2024; 76:103944. [PMID: 38493537 DOI: 10.1016/j.nepr.2024.103944] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2023] [Revised: 02/26/2024] [Accepted: 03/13/2024] [Indexed: 03/19/2024]
Abstract
AIMS This study had three objectives: 1) to determine final-year nursing students' career preferences and long-term career plans; 2) to investigate factors influencing nursing students' specialty choices following their final-year clinical placement(s); and 3) to understand how final-year clinical placements can be used to develop the career interests of nursing students to different nursing specialties. BACKGROUND Clinical placement provides an insightful experience that may influence students to feel inclined to work in certain specialties. Therefore, each clinical placement should promote students' learning and enhance positive experiences that could develop their career interests and encourage them to seek employment in the specialty on graduation. DESIGN A cross-sectional online survey. METHODS The survey was structured using the Career Decision Self-Efficacy Scale - Short Form. The questionnaire was distributed to final-year nursing students (N = 222) at two public universities in Western Australia. This study specifically reports on the Goal selection and Planning domains of the Career Decision Self-Efficacy Scale - Short Form, which were explored through additional questions prompting participants to explain their career preferences and reasons for their nursing specialty choices. RESULTS Most participants, fifty-three percent, had low confidence in making career decisions. The Goal Selection and Planning questions measured the students' confidence in choosing a suitable practice destination and preparing for their professional careers. Overall, participants prefer employment in hospital settings both in the short- and long-term aspects of their nursing career. The factors influencing the students' career decisions were classified into three main categories: the clinical environment, educational factors and individual factors. CONCLUSIONS The nursing curriculum may encourage nursing students to work in some specialties over others. This study provides insight into factors that may promote or inhibit students' career choices and how students may be motivated to pursue the less preferred nursing specialties.
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Affiliation(s)
- Edah Anyango
- School of Nursing and Midwifery, Edith Cowan University, 270 Joondalup Dr, Joondalup, WA 6027, Australia.
| | - Esther Adama
- School of Nursing and Midwifery, Edith Cowan University, 270 Joondalup Dr, Joondalup, WA 6027, Australia
| | - Janie Brown
- School of Nursing, Midwifery and Paramedicine, Curtin University, 208 Kent St, Bentley, WA 6102, Australia
| | - Irene Ngune
- School of Nursing and Midwifery, Edith Cowan University, 270 Joondalup Dr, Joondalup, WA 6027, Australia
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Lavery J, Morrell-Scott N. Pre-registration nursing students' perceptions of a district nursing career: a qualitative descriptive study. Br J Community Nurs 2024; 29:86-94. [PMID: 38300242 DOI: 10.12968/bjcn.2024.29.2.86] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/02/2024]
Abstract
District nursing vacancies are recognised as high in comparison to many other nursing specialities. The role is often considered as an option for nurses after a period of registration as a nurse, which may be informed by multiple factors. The objectives of the study were to explore barriers to district nurse employment from the perspective of undergraduate nurses. A descriptive qualitative design was employed using focus groups as the method of data collection in accordance with study approval reference no: 21/NAH/006, 30/03/23. Participants were recruited from the current undergraduate nursing programme (n=60). Thematic analysis was chosen as a flexible method of qualitative data analysis. The study produced themes relating to role ambiguity, personal preferences, educational opportunities and recruitment and employer engagement. The experiences provided an insight into the barriers to recruitment of student nurses into district nursing on qualification. Increased engagement from community nurse providers is required to inform the role and incentivise entering this career option. Educational strategies that support community career pathways are required to ensure a balanced view of nursing roles among undergraduates.
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Affiliation(s)
- Joanna Lavery
- Senior Lecturer in Adult Nursing, Liverpool John Moores University
| | - Nicola Morrell-Scott
- Associate Dean of Education and Student Experience/Programme Lead Pre-registration Nursing, Liverpool John Moores University
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Alharbi TAF. Nursing students' perceptions on community care and placement preference in Saudi Arabian universities: A multicenter cross-sectional study. NURSE EDUCATION TODAY 2023; 130:105939. [PMID: 37598638 DOI: 10.1016/j.nedt.2023.105939] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/06/2023] [Revised: 07/24/2023] [Accepted: 08/10/2023] [Indexed: 08/22/2023]
Abstract
BACKGROUND There is an increasing shortage of highly educated community nurses; only a small number of nursing students choose to work in the community. OBJECTIVES To understand the perception among nursing students in Saudi Arabia about working in the community and where they intend to pursue their careers. DESIGN A quantitative cross-sectional design. SETTINGS AND PARTICIPANTS A convenience sample of undergraduate students enrolled in their first to final years of a bachelor's degree program at three Saudi Arabian universities. METHODS Data were collected from September-December 2022 using the 'Scale on Community Care Perceptions', which included demographic questions and measures reflecting their impressions of a community care placement, a community care career, and their current placement preferences. RESULTS In total, 439 students completed the online questionnaire. Nursing students' community care feelings (affective component), expectations, and regards as a future profession were moderately positive with a mean of 6.68 (1-10 scale; negative-positive perceptions). Regarding placement preference, many students chose general hospitals (N = 212, 48.30 %); a small number chose community care (N = 77, 17.54 %). The positive choice of respondents was influenced by the various technical nursing skills required (N = 212, 10.6 %), enjoyable relationships with patients (N = 211, 10.5 %), and many opportunities for advancement (N = 169, 8.4 %). Furthermore, students' placement preferences were significantly predicted by their expectations of placement and future professions in community care (F = 95.24, p < 0.01, R2 = 0.30). A significant difference was also found among their preferences in terms of the level of education and the experience of family and friends working in the community (p < 0.01). CONCLUSION Community care is an undervalued career choice among nursing students in Saudi Arabia. To bolster nursing students to prefer this career path, nursing schools, in coordination with local authorities, must formulate and implement a clearly defined career development plan that allows them to fully immerse themselves in community care activities.
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Affiliation(s)
- Talal Ali F Alharbi
- Department of Community, Psychiatric and Mental Health Nursing, College of Nursing, Qassim University, Saudi Arabia.
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5
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Lewis R. General practice nurse trainees' perspectives on general practice nursing as a career choice: qualitative findings from a vocational training scheme in the United Kingdom (UK). BMC PRIMARY CARE 2023; 24:216. [PMID: 37865732 PMCID: PMC10590032 DOI: 10.1186/s12875-023-02165-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Accepted: 09/29/2023] [Indexed: 10/23/2023]
Abstract
BACKGROUND There is a shortage of general practice nurses worldwide to deal with an ever-increasing workload, and the need to attract new staff into general practice nursing is therefore vital. As part of this, a one-year Vocational Training Scheme (VTS) for new to general practice nurses was developed in 2020 by the South Yorkshire Primary Care Workforce and Training Hub. METHODS The aim of the study was to examine the VTS trainees' views on general practice nursing as a career. A pragmatic, convenience sample of trainees was recruited. Of the 21 trainees, 17 agreed to take part in the study. Data were collected from the trainees using a series of four regular, timed, online focus groups designed to follow the trainees' trajectory on the programme over a 12-month period. The data were analysed using framework analysis. RESULTS The timed nature of the focus groups meant that the analysis of the data was linked to the trainees' trajectory over the course of the year. Three themes were generated from the data: 'pathways into general practice'; 'learning to be a GPN'; and 'the future GPN'. In theme one, the trainees talked of the difficulties in accessing general practice as a new graduate, specifically the need for prior experience and how to get it. In the second, the transition to being a general practice nurse was discussed, and the expectation of being able to 'hit the ground running' once in post. The new graduate participants were also concerned over the opportunities for clinical supervision and support in the role after the programme. Finally, the participant s expressed concern over future opportunities for professional development and the prospects for a long-term career in general practice. CONCLUSION To address the worldwide workforce 'crisis' in general practice nursing, sustainable career pathways are needed to encourage new graduate nurses to consider working in general practice. Starting at university, changing the culture and providing the necessary infrastructure to support ongoing professional development in general practice nursing are key to its success.
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Affiliation(s)
- Robin Lewis
- College of Health, Wellbeing and Lifesciences; Sheffield Hallam University, Sheffield , S10 2BP, UK.
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Brzozowski SL, King B, Steege LM. Nurses' perception of identity, practice and support needed in primary care: A descriptive qualitative study. J Adv Nurs 2023; 79:3337-3350. [PMID: 36935523 DOI: 10.1111/jan.15640] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2022] [Revised: 02/01/2023] [Accepted: 03/03/2023] [Indexed: 03/21/2023]
Abstract
AIMS To explore how primary care registered nurses (PCRNs) describe their professional identity, their perception of their practice, and the support they need to effectively perform the responsibilities of their role. DESIGN A qualitative descriptive design using inductive content analysis. METHODS Semi-structured interviews were conducted with registered nurses (n = 14) working in primary care settings in the United States between June 2018 and December 2020. Inductive content analysis was used and comprised three phases: preparation, organizing, and reporting. COREQ reporting guidelines were used. RESULTS Three categories were discovered related to PCRN identity and practice: Wearing Multiple Hats, Practicing Within Bounds and Change is a Part of Practice. There were also three categories for support needed: Entering In, Ongoing Support and Making it a Better Place. Within each category, subcategories were identified. CONCLUSION Primary care registered nurses have a unique professional identity and practice. When entering the setting, nurses must acquire the skills and knowledge to ask the right questions and navigate the system to meet the diverse and complex needs of their patients. PCRNs recognize change is a part of practice and have ideas and visions for what the role of PCRNs could be. IMPLICATIONS FOR PROFESSION Recognizing the unique identity and practice of PCRNs is necessary to create an environment that leverages their skills and knowledge. IMPACT We identified key elements of PCRN identity and practice and the support necessary to meet their needs. Healthcare organizations must ensure nurses new to the practice setting receive training and support for their unique and essential role. Additionally, leaders must partner with nurses to enhance nursing practice and achieve optimal patient outcomes. REPORTING METHOD Adherence to COREQ guidelines were maintained. PATIENT OR PUBLIC CONTRIBUTION No patient or public contribution.
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Affiliation(s)
- Sarah L Brzozowski
- School of Nursing, University of Wisconsin, Madison, Wisconsin, USA
- UW Health, Madison, Wisconsin, USA
| | - Barbara King
- School of Nursing, University of Wisconsin, Madison, Wisconsin, USA
| | - Linsey M Steege
- School of Nursing, University of Wisconsin, Madison, Wisconsin, USA
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Lukewich J, Mathews M, Poitras ME, Tranmer J, Martin-Misener R, Bryant-Lukosius D, Aubrey-Bassler K, Klassen T, Curnew D, Bulman D, Leamon T, Ryan D. Primary care nursing competencies in Canadian undergraduate nursing programs: A national cross-sectional survey. Nurse Educ Pract 2023; 71:103738. [PMID: 37549469 DOI: 10.1016/j.nepr.2023.103738] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2023] [Revised: 07/22/2023] [Accepted: 07/26/2023] [Indexed: 08/09/2023]
Abstract
AIM To assess the extent to which Canadian undergraduate baccalaureate nursing programs have incorporated Canadian competencies for Registered Nurses in primary care into their curricula. BACKGROUND Canadian competencies for Registered Nurses in primary care have several benefits, including their ability to inform primary care education in undergraduate nursing programs and to assist in building a robust primary care nursing workforce. DESIGN We conducted a national cross-sectional survey of undergraduate baccalaureate nursing programs (n = 74). METHODS The survey was conducted between April-May 2022. We used a modified version of the "Community Health Nurses' Continuing Education Needs Questionnaire". Respondents indicated their level of agreement on a 6-point Likert scale with 47 statements about the integration of the competencies in their program (1 = strongly disagree; 6 = strongly agree). RESULTS The response rate was 51.4%. The overall mean across the six competency domains was 4.73 (SD 0.30). The mean scores of each domain ranged from 4.23 (SD 1.27) for Quality Assurance, Evaluation and Research to 5.17 (SD 0.95) for Communication. CONCLUSIONS There are gaps in how these competencies are included in undergraduate education programs and opportunities to strengthen education for this growing workforce in Canada.
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Affiliation(s)
- Julia Lukewich
- Faculty of Nursing, Memorial University, 300 Prince Phillip Drive, St. John's, NL A1B 3V6, Canada.
| | - Maria Mathews
- Department of Epidemiology & Biostatistics, Schulich School of Medicine & Dentistry, Western Centre for Public Health and Family Medicine, 1465 Richmond St, London, ON N6G 2M1, Canada
| | - Marie-Eve Poitras
- Département de médecine de famille, Et médecine d'urgence, FMSS-Université de Sherbrooke, Campus Saguenay, Sherbrooke, QC J1H 5N4, Canada
| | - Joan Tranmer
- School of Nursing, Queen's University, 92 Barrie Street, Kingston, ON K7L 3N6, Canada
| | - Ruth Martin-Misener
- School of Nursing, Faculty of Health, Dalhousie University, Box 15000, 5869 University Ave, Halifax, NS B3H 4R2, Canada
| | - Denise Bryant-Lukosius
- McMaster University, School of Nursing, Health Sciences Centre, 1280 Main Street West, Hamilton, ON L8S 4K1, Canada
| | - Kris Aubrey-Bassler
- Faculty of Medicine, Memorial University, 300 Prince Phillip Drive, St. John's, NL A1B 3V6, Canada
| | - Treena Klassen
- Palliser Primary Care Network, #104, 140 Maple Avenue SE, Medicine Hat, AB T1A 8C1, Canada
| | - Deanne Curnew
- Faculty of Nursing, Memorial University, 300 Prince Phillip Drive, St. John's, NL A1B 3V6, Canada; Centre for Nursing Studies, 100 Forest Rd, St. John's, NL A1A 1E5, Canada
| | - Donna Bulman
- Faculty of Nursing, Memorial University, 300 Prince Phillip Drive, St. John's, NL A1B 3V6, Canada
| | - Toni Leamon
- Faculty of Nursing, Memorial University, 300 Prince Phillip Drive, St. John's, NL A1B 3V6, Canada
| | - Dana Ryan
- Faculty of Nursing, Memorial University, 300 Prince Phillip Drive, St. John's, NL A1B 3V6, Canada
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Çingöl N, Karakaş M. Effect of the Management in Nursing course on students' time management and career planning attitudes: A single-group pre-test post-test study. NURSE EDUCATION TODAY 2023; 125:105797. [PMID: 36965282 DOI: 10.1016/j.nedt.2023.105797] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/17/2022] [Revised: 01/31/2023] [Accepted: 03/09/2023] [Indexed: 06/18/2023]
Abstract
AIM This study aimed to determine the effect of the Management in Nursing course on the time management and career planning attitudes of nursing students. BACKGROUND University education is important for young people to develop their time management skills, plan their careers, and implement these plans. DESIGN This is a semi-experimental study used single-group pre-test post-test design. METHODS This study sample included 133 fourth-year nursing students who enrolled for the Management in Nursing course in the 2019-2020 academic year. Introductory Information Form, Career Futures Inventory (CFI), and Time Management Questionnaire (TMQ) were used for data collection. RESULTS A statistically significant difference was found between the pre- and post-test time planning and TMQ scores. Moreover, a significant difference was found between the pre- and post-test career adaptability, career optimism and CFI scores. No significant difference was found between the pre- and post-test scores for the TMQ's time attitudes and time wasters subdimensions; similarly, the CFI's perceived knowledge of the job market subdimension indicated no significant difference between the pre- and post-test scores. CONCLUSIONS The results of this study indicated that the Management in Nursing course improved the time management skills of fourth-year nursing students as well as increased adaptability and optimism in their career planning attitudes.
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Affiliation(s)
- Nurhan Çingöl
- Bolu Abant İzzet Baysal University, Faculty of Health Sciences, Department of Management in Nursing, Bolu 14030, Turkey.
| | - Mehmet Karakaş
- Bolu Abant İzzet Baysal University, Faculty of Health Sciences, Department of Psychiatric and Mental Health Nursing, Bolu, Turkey.
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Nguyen VNB, Brand G, Gardiner S, Moses S, Collison L, Griffin K, Morphet J. A snapshot of Australian primary health care nursing workforce characteristics and reasons they work in these settings: A longitudinal retrospective study. Nurs Open 2023. [PMID: 37141515 DOI: 10.1002/nop2.1785] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2023] [Accepted: 04/17/2023] [Indexed: 05/06/2023] Open
Abstract
AIM This article aimed to provide a snapshot of demographics and professional characteristics of nursing and midwifery workforce in Australian primary health care (PHC) settings during 2015-2019 and factors that influenced their decisions to work in PHC. DESIGN Longitudinal retrospective survey. METHODS Longitudinal data that were collected from a descriptive workforce survey were retrieved retrospectively. After collation and cleaning, data from 7066 participants were analysed using descriptive and inferential statistics in SPSS version 27.0. RESULTS The majority of the participants were female, aged between 45 and 64 years old and working in general practice. There was a small yet steady increase in the number of participants in the 25-34 age group and a downward trend in the percentage of postgraduate study completion among participants. While factors perceived most/least important to their decision to work in PHC were consistent during 2015-2019, these factors differed among different age groups and postgraduate qualification holders. This study's findings are both novel and supported by previous research. It is necessary to tailor recruitment and retention strategies to nurses/midwives' age groups and qualifications to attract and retain highly skilled and qualified nursing and midwifery workforce in PHC settings.
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Affiliation(s)
- Van N B Nguyen
- Monash School of Nursing and Midwifery, Monash University, Clayton, Victoria, Australia
| | - Gabrielle Brand
- Monash School of Nursing and Midwifery, Monash University, Clayton, Victoria, Australia
| | - Shanthi Gardiner
- Australian Primary Health Care Nurse Association, Melbourne, Victoria, Australia
| | - Samantha Moses
- Australian Primary Health Care Nurse Association, Melbourne, Victoria, Australia
| | - Lisa Collison
- Australian Primary Health Care Nurse Association, Melbourne, Victoria, Australia
| | - Ken Griffin
- Australian Primary Health Care Nurse Association, Melbourne, Victoria, Australia
| | - Julia Morphet
- Monash School of Nursing and Midwifery, Monash University, Clayton, Victoria, Australia
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Lawlor MAC, L Mitchell R, Burant PA, Quinn Griffin M, Dolansky MA. Enhancing Nurse Roles in Community Health (ENRICH): The Impact of a Primary Care-Based Undergraduate Nursing Fellowship. Nurse Educ 2023; 48:153-157. [PMID: 36729661 DOI: 10.1097/nne.0000000000001345] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
BACKGROUND Low numbers of new graduate nurses entering careers in primary care settings are insufficient to meet the demand of the current nursing shortage. The Enhancing Nurse Roles in Community Health (ENRICH) Fellowship is aimed at increasing undergraduate nursing students' exposure to population health concepts by providing opportunities to practice in primary care settings. PURPOSE The purpose of this study was to implement and evaluate an undergraduate nursing fellowship program to enhance competency development in the primary care setting. METHODS Fellows received targeted exposure to population health content and immersive primary care experiences through participation in 150 dedicated clinical hours in primary clinics, coupled with up to 250 hours of dedicated curriculum. RESULTS Students who participated in the ENRICH Fellowship showed increased knowledge, improved perception of skills performance, and changed attitudes about population health and primary care nursing. CONCLUSION Participation in a population health-based fellowship that includes targeted curricular content and primary care-based clinical experiences during an undergraduate nursing program improves knowledge, attitudes, and competency-based skills related to primary care and population health.
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Affiliation(s)
- Mary Ann C Lawlor
- Research Associate (Dr Lawlor), Project Liaison/Research Associate (Dr Mitchell), Project Manager/Research Associate (Dr Burant), Professor (Dr Quinn Griffin), and Sarah C. Hirsh Endowed Associate Professor (Dr Dolansky), Case Western Reserve University, Cleveland, Ohio
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Docherty A, Franklin H, Voss H, Dieckmann N. Career Intention of Baccalaureate Student Nurses: Understanding the Barriers, Enablers, and Predictors Toward Public/Community Health Nursing. Nurs Educ Perspect 2023:00024776-990000000-00124. [PMID: 37125686 DOI: 10.1097/01.nep.0000000000001108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/02/2023]
Abstract
AIM This study had two aims: to determine initial career intention of nursing students and to assess whether nursing education variables predict career intentions toward public health/community health nursing. BACKGROUND Nursing graduates are expected to be prepared to work in community settings. However, there is uncertainty in whether students are attracted to these settings and whether nursing education is impactful in shaping career intention. METHOD A cross-sectional survey targeted baccalaureate and accelerated students across Oregon. Analyses utilized descriptive statistics and multiple regression. RESULTS Students reported most interest in acute care. Didactic and clinical learning were not related to intention to pursue a public health/community health career. The strongest predictor was career intention when starting nursing school. CONCLUSION Students enter nursing school with largely fixed intentions. Educators need to develop greater prenursing outreach and understanding of the drivers toward public and community health to build curricula and passion for this area of nursing.
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Affiliation(s)
- Angie Docherty
- About the Authors The authors are faculty at the School of Nursing, Oregon Health & Science University, Monmouth, Oregon. Angie Docherty, NurseD, MPH, RN, is an associate professor. Heather Franklin, MPH, is a biostatistician. Heather Voss, PhD, RN, is an associate professor. Nathan Dieckmann, PhD, is an associate professor. For more information, contact Dr. Docherty at
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Haaland GH, Øygarden O, Storm M, Mikkelsen A. Understanding registered nurses' career choices in home care services: a qualitative study. BMC Health Serv Res 2023; 23:273. [PMID: 36944939 PMCID: PMC10029251 DOI: 10.1186/s12913-023-09259-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Accepted: 03/07/2023] [Indexed: 03/23/2023] Open
Abstract
BACKGROUND The anticipated growth in number of older people with long-term health problems is associated with a greater need for registered nurses. Home care services needs enough nurses that can deliver high quality services in patients' homes. This article improves our understanding of nurses' career choices in home care services. METHODS A qualitative study using individual semi-structured interviews with 20 registered nurses working in home care services. The interviews were audio-recorded, transcribed and thematically analyzed. RESULTS The analysis resulted in three themes emphasizing the importance of multiple stakeholders and contextual factors, fit with nurses' private life, and meaning of work. The results offer important insights that can be used to improve organizational policy and HR practices to sustain a workforce of registered nurses in home care services. CONCLUSION The results illustrate the importance of having a whole life perspective to understand nurses' career choices, and how nurses' career preferences changes over time.
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Affiliation(s)
- Guro Hognestad Haaland
- Stavanger University Hospital, Stavanger, Norway.
- Business School, University of Stavanger, Stavanger, Norway.
| | | | - Marianne Storm
- Department of Public Health, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
- Faculty of Health Sciences and Social Care, Molde University College, Molde, Norway
| | - Aslaug Mikkelsen
- Stavanger University Hospital, Stavanger, Norway
- Business School, University of Stavanger, Stavanger, Norway
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Juvet TM, Bornet MA, Desbiens JF, Tapp D, Roos P. "Do Not Protect Us, Train Us."-Swiss Healthcare Students' Attitudes Toward Caring for Terminally Ill Patients. OMEGA-JOURNAL OF DEATH AND DYING 2023; 86:1190-1211. [PMID: 33818156 PMCID: PMC9903000 DOI: 10.1177/00302228211007003] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
Positive attitudes and a sense of competence toward end-of-life care are the key to adequately support terminally ill patients. This qualitative study aims to explore healthcare students' attitudes toward caring for terminally ill patients. Eleven students from the University of Applied Health Sciences in Switzerland participated in focus groups. Attitudes were overall positive. Most participants felt that supporting dying patients was a way to achieve professional fulfillment. However, most students felt not competent in palliative care and lacking experience. They wanted to receive better training, more specifically in good practices and appropriate behaviors. Our study fills a knowledge gap regarding the opinions and pedagogical needs of healthcare students, and highlights the importance of experiencing end-of-life care during the educational process. We recommend early exposure to terminally ill patients and appropriate attitudes toward death and dying as part of the bachelor's curriculum, accompanied by benevolent guidance from teachers and health professionals.
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Affiliation(s)
- Typhaine Maïko Juvet
- Haute Ecole Arc Santé (HE-Arc Santé), University of Applied Sciences and Arts Western Switzerland (HES-SO), Neuchâtel, Switzerland
| | - Marc-Antoine Bornet
- Lausanne University Hospital (CHUV), University of Lausanne (UNIL), Lausanne, Switzerland
| | | | - Diane Tapp
- Faculty of Nursing, Laval University (ULaval), Québec, Canada
| | - Pauline Roos
- Haute Ecole Arc Santé (HE-Arc Santé), University of Applied Sciences and Arts Western Switzerland (HES-SO), Neuchâtel, Switzerland,Pauline Roos, Haute Ecole Arc Santé (HE-Arc Santé), University of Applied Sciences and Arts Western Switzerland (HES-SO), Route de Moutier 14, 2800 Delémont, Switzerland.
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Currie J, Thompson C, Grootemaat P, Andersen P, Finnegan A, Carter M, Halcomb E. A scoping review of clinical skill development of preregistration registered nurses in Australia and five other English-speaking countries. J Clin Nurs 2023; 32:283-297. [PMID: 35146817 PMCID: PMC10078692 DOI: 10.1111/jocn.16239] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Revised: 01/06/2022] [Accepted: 01/14/2022] [Indexed: 12/14/2022]
Abstract
AIM The aim of this scoping review is to synthesise current evidence around the clinical skill development of preregistration registered nurses (RNs) in Australia, United Kingdom (UK), Ireland, United States (US), Canada and New Zealand, to inform nurse education, policy and clinical practice. BACKGROUND Nursing is a practical profession, and registered nurses require specific skills, knowledge and attributes in order to care for patients safely. The context for health care delivery is shifting, and the education of nurses must adapt to effectively equip the registered nurse of the future. DESIGN A scoping review was conducted of clinical skill development in preregistration nurses. CINAHL Plus, MEDLINE, Health Source (Nursing/Academic edition) and Scopus were searched. Included studies were primary Australian studies and international literature reviews, which focussed on preregistration nursing education. Papers were written in the English language and focussed on clinical skill development. Results were synthesised narratively. The review is reported here in accordance with the Preferred Reporting Items for Systematic Review and Meta-analyses Scoping Review extension (PRISMA-ScR) guidelines. RESULTS One hundred fifty-five Australia studies and 89 international reviews were included in the review. Six key themes were identified, namely clinical skills, approaches to teaching and learning, interprofessional education, assessment of learning, clinical placement and simulation. CONCLUSION There is substantial variation in strategies and programmes to facilitate clinical skill development both within Australia and internationally, indicating a genuine shift away from traditional didactic pedagogy. New graduate registered nurses were expected to be "work-ready," albeit at a novice level, when they enter the workplace. Future research should consider measures of impact on actual clinical practice and focus on developing work-ready graduates for the range of clinical settings in which they may practice. Educators, policymakers and educational institutions can use these findings to inform curriculum developments to ensure that clinical skill development is evidence-based.
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Affiliation(s)
- Jane Currie
- Queensland University of Technology, Kelvin Grove Campus, Brisbane, Queensland, Australia.,Susan Wakil School of Nursing & Midwifery, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia
| | - Cristina Thompson
- Centre for Health Service Development, Australian Health Services Research Institute, University of Wollongong, New South Wales, Australia
| | - Pam Grootemaat
- Centre for Health Service Development, Australian Health Services Research Institute, University of Wollongong, New South Wales, Australia
| | - Patrea Andersen
- Centre for Health and Social Practice, Waikato Institute of Technology, Hamilton, New Zealand.,School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Queensland, Australia.,School of Nursing, Midwifery and Social Science, CQ University, Queensland, Australia
| | - Alan Finnegan
- University of Chester, Riverside Campus, Chester, UK
| | - Michael Carter
- University of Tennessee Health Science Center, Memphis, Tennessee, USA
| | - Elizabeth Halcomb
- School of Nursing, University of Wollongong, Wollongong, New South Wales, Australia
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15
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Yoshioka-Maeda K, Honda C, Sumikawa Y, Okamoto Y, Shimada M, Fujii H, Iwasaki-Motegi R, Miura T, Otsuki M. Developing a Virtual Reality Simulation Program for Improving Nursing Students' Clinical Reasoning Skills in Home Settings: A Protocol Paper. NURSING REPORTS 2022; 12:968-979. [PMID: 36548166 PMCID: PMC9786314 DOI: 10.3390/nursrep12040093] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2022] [Revised: 11/24/2022] [Accepted: 12/01/2022] [Indexed: 12/12/2022] Open
Abstract
Most nursing simulation programs focus on persons' healthcare needs in hospital settings, and little is known about how to identify them in home settings. This study aims to develop and validate a virtual reality (VR) simulation program for nursing students to improve their clinical reasoning skills and confidence in assessing persons' healthcare needs in home settings. We developed a VR simulation program based on a literature review and expert discussion. In Phase 1, home visit nurses or public health nurses will validate the program through their interviews in 2022. In Phase 2, we will conduct a pilot and main single-blinded randomized trial for nursing students to confirm the effectiveness from 2022 and 2023. Participants will be randomly allocated into an intervention group using VR simulations and a control group receiving videos regarding three kinds of community residents' lives [1:1]. After obtaining informed consent, the students will submit their anonymous data to the researchers to prevent associating their grade evaluation. The primary outcome will be their clinical reasoning skills. The second outcome will include their satisfaction and self-confidence. This study will examine the effectiveness of improving their clinical reasoning skills and confidence in assessing persons' healthcare needs in home settings.
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Affiliation(s)
- Kyoko Yoshioka-Maeda
- Department of Community Health Nursing, Division of Health Sciences and Nursing, Graduate School of Medicine, The University of Tokyo, Tokyo 113-0033, Japan
- Correspondence: ; Tel.: +81-3-5841-3597
| | - Chikako Honda
- Department of Community Health Nursing, Division of Health Sciences and Nursing, Graduate School of Medicine, The University of Tokyo, Tokyo 113-0033, Japan
| | - Yuka Sumikawa
- Department of Gerontological Home Care and Long-Term Care Nursing/Palliative Care Nursing, Graduate School of Medicine, The University of Tokyo, Tokyo 113-0033, Japan
| | - Yuko Okamoto
- Department of Nursing Sciences, Graduate School of Human Health Sciences, Tokyo Metropolitan University, Tokyo 116-8551, Japan
| | - Megumi Shimada
- Department of Nursing Sciences, Graduate School of Human Health Sciences, Tokyo Metropolitan University, Tokyo 116-8551, Japan
| | - Hitoshi Fujii
- Department of Medical Statistics, School of Nursing, Mejiro University, Saitama 339-8501, Japan
| | - Riho Iwasaki-Motegi
- Department of Health Promotion, National Institute of Public Health, Saitama 351-0197, Japan
| | - Takahiro Miura
- Human Augmentation Research Center, National Institute of Advanced Industrial Science and Technology, Chiba 277-0882, Japan
| | - Mai Otsuki
- Human Augmentation Research Center, National Institute of Advanced Industrial Science and Technology, Chiba 277-0882, Japan
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16
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Contributions of nursing students during their clinical practice in primary care: Adaptation and validation of a scale. Nurse Educ Pract 2022; 65:103496. [DOI: 10.1016/j.nepr.2022.103496] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2022] [Revised: 10/27/2022] [Accepted: 10/28/2022] [Indexed: 11/06/2022]
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17
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Rayner JA, Fetherstonhaugh D, Beattie E, Harrington A, Jeon YH, Moyle W, Parker D. “Oh, older people, it's boring”: Nurse academics’ reflections on the challenges in teaching older person's care in Australian undergraduate nursing curricula. Collegian 2022. [DOI: 10.1016/j.colegn.2022.08.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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18
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Hsu PT, Ho YF. Effects of Online Teaching during the COVID-19 Pandemic on Nursing Students’ Intention to Join the Nursing Workforce: A Cross-Sectional Study. Healthcare (Basel) 2022; 10:healthcare10081461. [PMID: 36011118 PMCID: PMC9408362 DOI: 10.3390/healthcare10081461] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Revised: 07/19/2022] [Accepted: 07/30/2022] [Indexed: 11/26/2022] Open
Abstract
Nursing education programs were interrupted and largely moved online as a result of the COVID-19 pandemic. The purpose of this study was to explore Taiwanese nursing students’ perspectives on online teaching during the COVID-19 pandemic and whether changes in teaching models have affected their intention to join the nursing workforce. A multi-center cross-sectional survey was conducted. Nursing students at universities and those at 5-year junior colleges were recruited to participate in the study. Data were collected through an online questionnaire survey. A total of 687 students responded to the questionnaire. The results were analyzed using percentages, mean ranks, and nonparametric methods. The results showed that 78.6% of the students agreed that online teaching was more flexible; most students stated that technical problems with computer equipment and stability of the network were large challenges that impeded online teaching. Furthermore, up to 64.8% of the students considered that online courses had affected their preparations for future nursing jobs, especially in terms of a lack of proficiency in nursing skills and inadequacy in actual interactions with patients. Online teaching is a powerful tool for nursing education, but a thoughtful strategy and more proactive approach are necessary to overcome the existing challenges for online teaching.
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Affiliation(s)
- Pei-Ti Hsu
- Department of Nursing, Ching Kuo Institute of Management and Health, Keelung 20301, Taiwan;
| | - Ya-Fang Ho
- School of Nursing, China Medical University, Taichung 406040, Taiwan
- Nursing Department, China Medical University Hospital, Taichung 404332, Taiwan
- Correspondence: ; Tel.: +886-4-22967979 (ext. 7108)
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19
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The effect of a more community-oriented curriculum on nursing students' intervention choice in community care: A quasi-experimental cohort study. Nurse Educ Pract 2022; 63:103410. [PMID: 35849997 DOI: 10.1016/j.nepr.2022.103410] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2022] [Revised: 05/23/2022] [Accepted: 07/08/2022] [Indexed: 11/20/2022]
Abstract
AIM The aim of this study is to investigate the effect of a more 'community-oriented' baccalaureate nursing curriculum on students' intervention choice in community care. BACKGROUND Following a healthcare shift with increased chronic diseases in an ageing patient population receiving care at home, nursing education is revising its curricula with new themes (e.g., self-management) on community care. Although it seems obvious that students incorporate these themes in their nursing care interventions, this is unclear. This study investigates the effect of a redesigned curriculum on students' care intervention choice in community nursing. DESIGN A quasi-experimental quantitative study. METHODS This study with an historic control group (n = 328; study cohorts graduating in 2016 and 2017; response rate 83 %) and an intervention group n = 152; graduating in 2018; response rate 80 %) was performed at a University of Applied Sciences in the Netherlands. The intervention group experienced a curriculum-redesign containing five new themes related to community care (e.g., enhancing self-management, collaboration with the patients' social network, shared decision making, using health technology and care allocation). The primary outcome 'intervention choice in community nursing' was assessed with a specially developed vignette instrument 'Assessment of Intervention choice in Community Nursing' (AICN). Through multiple regression analyses we investigated the effect of the curriculum-redesign on students' intervention choice (more 'traditional' interventions versus interventions related to the five new themes). The control and intervention groups were compared on the number of interventions per theme and on the number of students choosing a theme, with a chi-square or T-test. RESULTS Students who studied under the more community-oriented curriculum chose interventions related to the new themes significantly more often, F(1461) = 14.827, p = <0.001, R2 = .031. However, more traditional interventions are still favourite (although less in the intervention group): 74.5 % of the chosen interventions in the historic control group had no relation with the new curriculum-themes, vs. 71.3 % in the intervention group; p = .055). CONCLUSIONS Students who experienced a more 'community-oriented' curriculum were more likely, albeit to a limited extent, to choose the new community care themes in their caregiving. Seeing this shift in choices as a step in the right direction, it can be expected that the community care field in the longer term will benefit from these better skilled graduates.
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20
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Calma KRB, Halcomb EJ, Fernandez R, Williams A, McInnes S. Understanding nursing students' perceptions of the general practice environment and their priorities for employment settings. Nurs Open 2022; 9:2325-2334. [PMID: 35633033 PMCID: PMC9374410 DOI: 10.1002/nop2.1242] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2022] [Revised: 04/12/2022] [Accepted: 05/06/2022] [Indexed: 11/11/2022] Open
Abstract
AIM To explore final year nursing students' perceptions of the general practice environment and their priorities when choosing a workplace. DESIGN Online survey, reported following the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines. METHODS The validated Profession Scale from the Scale on Community Care Perceptions (SCOPE) tool was used to identify characteristics within the general practice environment and the importance of these in choosing a workplace. To explore the factor structure, exploratory factor analysis was undertaken which was used to revise the survey language and flow before widespread dissemination. RESULTS Three hundred and fifty-five responses were received. Factor analysis revealed three factors: Provision of care, Employment conditions and Nature of work. Respondents exposed to general practice in the Bachelor of Nursing program or who had a general practice clinical placement had significantly different perceptions across all factors. Although wages, advancement opportunities, work pressures and the physical nature of work were perceived as important in choosing a workplace, they were seen as only moderately present in general practice.
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Affiliation(s)
- Kaara Ray B Calma
- School of Nursing, Faculty of Science, Medicine & Health, University of Wollongong, Wollongong, New South Wales, Australia.,Illawarra Health & Medical Research Institute, Keiraville, New South Wales, Australia
| | - Elizabeth J Halcomb
- School of Nursing, Faculty of Science, Medicine & Health, University of Wollongong, Wollongong, New South Wales, Australia.,Illawarra Health & Medical Research Institute, Keiraville, New South Wales, Australia
| | - Ritin Fernandez
- Illawarra Health & Medical Research Institute, Keiraville, New South Wales, Australia.,Centre for Research in Nursing and Health St. George Hospital, Centre for Evidence Based Initiatives in Health Care: A JBI Centre of Excellence, School of Nursing, Faculty of Science, Medicine & Health, University of Wollongong, Wollongong, New South Wales, Australia
| | - Anna Williams
- National Deputy Head Nursing and Midwifery, Health Sciences and Physiotherapy, School of Nursing, Western sydney University, Sydney, New South Wales, Australia
| | - Susan McInnes
- School of Nursing, Faculty of Science, Medicine & Health, University of Wollongong, Wollongong, New South Wales, Australia
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21
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Confidence, interest and intentions of final-year nursing students regarding employment in general practice. Collegian 2022. [DOI: 10.1016/j.colegn.2021.08.005] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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22
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Gosak L, Štiglic G, Budler LC, Félix IB, Braam K, Fijačko N, Guerreiro MP, Lorber M. Digital Tools in Behavior Change Support Education in Health and Other Students: A Systematic Review. Healthcare (Basel) 2021; 10:healthcare10010001. [PMID: 35052165 PMCID: PMC8774876 DOI: 10.3390/healthcare10010001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2021] [Revised: 12/13/2021] [Accepted: 12/16/2021] [Indexed: 11/26/2022] Open
Abstract
Due to the increased prevalence of chronic diseases, behavior changes are integral to self-management. Healthcare and other professionals are expected to support these behavior changes, and therefore, undergraduate students should receive up-to-date and evidence-based training in this respect. Our work aims to review the outcomes of digital tools in behavior change support education. A secondary aim was to examine existing instruments to assess the effectiveness of these tools. A PIO (population/problem, intervention, outcome) research question led our literature search. The population was limited to students in nursing, sports sciences, and pharmacy; the interventions were limited to digital teaching tools; and the outcomes consisted of knowledge, motivation, and competencies. A systematic literature review was performed in the PubMed, CINAHL, MEDLINE, Web of Science, SAGE, Scopus, and Cochrane Library databases and by backward citation searching. We used PRISMA guidelines 2020 to depict the search process for relevant literature. Two authors evaluated included studies using the Mixed Methods Appraisal Tool (MMAT) independently. Using inclusion and exclusion criteria, we included 15 studies in the final analysis: six quantitative descriptive studies, two randomized studies, six mixed methods studies, and one qualitative study. According to the MMAT, all studies were suitable for further analysis in terms of quality. The studies resorted to various digital tools to improve students’ knowledge of behavior change techniques in individuals with chronic disease, leading to greater self-confidence, better cooperation, and practical experience and skills. The most common limitations that have been perceived for using these tools are time and space constraints.
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Affiliation(s)
- Lucija Gosak
- Faculty of Health Sciences, University of Maribor, 2000 Maribor, Slovenia; (L.G.); (G.Š.); (L.C.B.); (N.F.)
| | - Gregor Štiglic
- Faculty of Health Sciences, University of Maribor, 2000 Maribor, Slovenia; (L.G.); (G.Š.); (L.C.B.); (N.F.)
- Faculty of Electrical Engineering and Computer Science, University of Maribor, 2000 Maribor, Slovenia
- Usher Institute, University of Edinburgh, Edinburgh EH8 9YL, UK
| | - Leona Cilar Budler
- Faculty of Health Sciences, University of Maribor, 2000 Maribor, Slovenia; (L.G.); (G.Š.); (L.C.B.); (N.F.)
| | - Isa Brito Félix
- Nursing Research, Innovation and Development Centre of Lisbon, Nursing School of Lisbon, 1600-190 Lisbon, Portugal; (I.B.F.); (M.P.G.)
| | - Katja Braam
- Faculty of Healthcare, Sports and Welfare, Inholland University of Applied Sciences, 3521 Haarlem, The Netherlands;
| | - Nino Fijačko
- Faculty of Health Sciences, University of Maribor, 2000 Maribor, Slovenia; (L.G.); (G.Š.); (L.C.B.); (N.F.)
| | - Mara Pereira Guerreiro
- Nursing Research, Innovation and Development Centre of Lisbon, Nursing School of Lisbon, 1600-190 Lisbon, Portugal; (I.B.F.); (M.P.G.)
| | - Mateja Lorber
- Faculty of Health Sciences, University of Maribor, 2000 Maribor, Slovenia; (L.G.); (G.Š.); (L.C.B.); (N.F.)
- Correspondence:
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23
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Barrett C, Mathews M, Poitras ME, Norful AA, Martin-Misener R, Tranmer J, Ryan D, Lukewich J. Job titles and education requirements of registered nurses in primary care: An international document analysis. INTERNATIONAL JOURNAL OF NURSING STUDIES ADVANCES 2021. [DOI: 10.1016/j.ijnsa.2021.100044] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
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Ashley C, James S, Stephen C, Mursa R, McInnes S, Williams A, Calma K, Halcomb E. Primary Health Care Nurses' Perceptions of Risk During COVID-19: A Qualitative Study. J Nurs Scholarsh 2021; 53:689-697. [PMID: 34350686 PMCID: PMC8447477 DOI: 10.1111/jnu.12698] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2021] [Revised: 07/09/2021] [Accepted: 07/12/2021] [Indexed: 12/14/2022]
Abstract
PURPOSE COVID-19 has presented health care professionals with unprecedented challenges. Significant risks have emerged as nurses have continued to work in delivering frontline health care during the pandemic. Feeling "at risk" has significant deleterious effects on nurses. The study sought to explore the perceptions of risk by Australian primary health care nurses (PHC) during COVID-19. METHODS Twenty-five Australian PHC nurses were purposively recruited from survey respondents who indicated a willingness to be interviewed. Phone interviews were undertaken between June and August 2020. Audio-recordings were transcribed and analyzed thematically. FINDINGS Participants shared concerns about risks in the workplace that emerged during COVID-19 and described the strategies used to mitigate these identified risks. Three themes were identified: (a) Professional concerns, (b) Personal/family concerns, and (c) Patient needs. CONCLUSIONS Understanding PHC nurses' perceptions of risk during COVID-19 provides an important insight into how they can be better supported to manage the risks that they face and feel safer in their workplace. Ensuring that PHC nurses are well-supported is important to optimize job satisfaction, reduce burnout and improve patient care. CLINICAL RELEVANCE There is a need to ensure that nurses feel safe during crises such as pandemics to protect both individual nurses and the broader workforce. Protecting the health workforce is essential to optimizing service delivery and promoting health outcomes.
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Affiliation(s)
- Christine Ashley
- School of Nursing, University of Wollongong, Wollongong, New South Wales, Australia
| | - Sharon James
- School of Nursing, University of Wollongong, Wollongong, New South Wales, Australia.,Department of General Practice, School of Public Health and Preventive Medicine, Monash University, Notting Hill, Victoria, Australia
| | - Catherine Stephen
- School of Nursing, University of Wollongong, Wollongong, New South Wales, Australia
| | - Ruth Mursa
- School of Nursing, University of Wollongong, Wollongong, New South Wales, Australia
| | - Susan McInnes
- School of Nursing, University of Wollongong, Wollongong, New South Wales, Australia
| | - Anna Williams
- School of Nursing, University of Notre Dame, Sydney, New South Wales, Australia
| | - Kaara Calma
- School of Nursing, University of Wollongong, Wollongong, New South Wales, Australia
| | - Elizabeth Halcomb
- School of Nursing, University of Wollongong, Wollongong, New South Wales, Australia
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Abstract
BACKGROUND Although prior studies demonstrate that "soft skills" are necessary for workplace success, few consider the emphasis faculty place on teaching soft skills. This study reports how top-ranked U.S. nursing faculty prepare students for success by incorporating soft skills training into their courses. METHOD Data were collected with an online survey distributed in spring 2020 to approximately 2,000 faculty at 25 top-ranked nursing schools. Responses were solicited from those who have taught bachelor's and master's students within the past 2 years. Of 165 respondents who started the survey, 144 finished (7%). RESULTS Most nursing faculty view soft skills as important and feel at least some responsibility for teaching those skills. CONCLUSION This study indicates that a majority of faculty are teaching a range of soft skills and that when they teach those skills, they are also likely to provide students with feedback. [J Nurs Educ. 2021;60(8):437-443.].
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26
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Laugaland K, Billett S, Akerjordet K, Frøiland C, Grealish L, Aase I. Enhancing student nurses' clinical education in aged care homes: a qualitative study of challenges perceived by faculty staff. BMC Nurs 2021; 20:111. [PMID: 34174881 PMCID: PMC8235807 DOI: 10.1186/s12912-021-00632-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2020] [Accepted: 06/07/2021] [Indexed: 11/11/2022] Open
Abstract
Background Ageing populations are increasing the demand for geriatric care services. As nursing schools respond to this demand, more high-quality clinical placements are required, and aged care homes offer suitable placement sites. Although an aged care experience for students is beneficial, the basis for effective implementation of these placements is yet to be fully established. The aim of this study was to explore faculty staff perspectives on the challenges associated with providing effective clinical education in aged care homes for first-year student nurses. Methods An exploratory qualitative study was performed. Fifteen in-depth interviews were conducted with program leaders of nursing degree programs (n = 4), course leaders (n = 6) and practice coordinators (n = 5) in three Norwegian universities. Data were analysed using thematic analysis. The findings were reported using the Standards for Reporting Qualitative Research (SRQR). Results Five themes were identified regarding the perceived challenges to implementing effective clinical education in aged care homes: (1) low staffing levels of registered nurses limit the capacity to effectively host students; (2) prevalence of part-time teachers can compromise the quality of students’ learning experiences; (3) tensions about the required qualifications and competencies of nurse teachers; (4) variation in learning assessments; and (5) lack of quality assurance. Conclusions These challenges signal key areas to be addressed in quality assurance for effective aged care placements. Further research into the minimum staffing levels required to support student learning in the aged care setting is required. Methods for developing shared practices to facilitate learning in aged care homes need to address the prevalence of part-time teaching appointments. Further research into the levels of qualification and competence required to support student learning in aged care facilities can assist with setting standards for this sector. Finally, academic-practice institutions must engage with government officials and national nursing bodies to develop national standards for clinical education in aged care homes. Supplementary Information The online version contains supplementary material available at 10.1186/s12912-021-00632-0.
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Affiliation(s)
- Kristin Laugaland
- SHARE- Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms gate 41, 4036, Stavanger, Norway.
| | - Stephen Billett
- Education and Professional Studies, Griffith University, Brisbane, Australia
| | - Kristin Akerjordet
- SHARE- Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms gate 41, 4036, Stavanger, Norway
| | - Christina Frøiland
- SHARE- Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms gate 41, 4036, Stavanger, Norway
| | - Laurie Grealish
- Menzies Health Institute Queensland, Griffith University and Gold Coast Health, Gold Coast, Australia
| | - Ingunn Aase
- SHARE- Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms gate 41, 4036, Stavanger, Norway
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27
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Calma KRB, Williams A, McInnes S, Halcomb E. New graduate employment in general practice: Perceptions of final-year nursing students. Nurse Educ Pract 2021; 54:103115. [PMID: 34126583 DOI: 10.1016/j.nepr.2021.103115] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2021] [Revised: 04/27/2021] [Accepted: 06/04/2021] [Indexed: 11/24/2022]
Abstract
AIM/OBJECTIVE This paper sought to investigate the perceptions of final-year nursing students regarding general practice nursing as a new graduate career path. BACKGROUND General practice nurses have become increasingly important in providing community-based care, in response to the growing burden of chronic conditions and the ageing population. To sustain this workforce, there is a need to optimise strategies to promote a consistent supply of new graduate nurses. DESIGN This qualitative descriptive study was undertaken within a sequential explanatory mixed methods project. METHODS Data were collected through semi-structured telephone interviews with sixteen final-year nursing students from five Australian universities. Interviews were analysed using thematic analysis. RESULTS Four main themes were identified, namely; a) general practice is not a priority career path, b) opportunities for skills development and consolidation, c) perceptions of employment conditions, and d) transition support is limited. CONCLUSION To meet current workforce needs in areas with increasing demand, nurse educators need to support undergraduate nursing students to explore a wide range of career pathways following graduation. Informed career choices and well-structured educational preparation during undergraduate education may be an effective strategy in building a sustainable future workforce in settings such as general practice.
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Affiliation(s)
- Kaara Ray B Calma
- School of Nursing, Faculty of Science, Medicine & Health, Illawarra Health & Medical Research Institute, University of Wollongong, Northfields Ave Wollongong, NSW 2522, Australia.
| | - Anna Williams
- Discipline Lead Primary Health Care and Chronic Illness, School of Nursing, University of Notre Dame, Sydney, NSW 2000, Australia.
| | - Susan McInnes
- School of Nursing, Faculty of Science, Medicine & Health, University of Wollongong, Northfields Ave Wollongong, NSW 2522, Australia.
| | - Elizabeth Halcomb
- Professor of Primary Health Care Nursing, School of Nursing, Faculty of Science, Medicine & Health, Illawarra Health & Medical Research Institute, University of Wollongong, Northfields Ave Wollongong, NSW 2522, Australia.
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28
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Beebe LH, Mixer SJ, Taylor M, Hadjiharalambous CS, Craig J, Turley D. Piloting the Transforming RN Roles in Community-Based Integrated Primary Care (TRIP): Student Responses. Issues Ment Health Nurs 2021; 42:591-598. [PMID: 33290121 DOI: 10.1080/01612840.2020.1836537] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
In this manuscript, we report the pilot results of the Transforming RN Roles in Community Based Integrated Primary Care (TRIP) undergraduate nursing curriculum. Junior nursing students participated in TRIP didactic, simulation and clinical activities and completed a focus group at the midpoint and conclusion of year one. Focus group themes addressed recruitment, understanding or primary care, connections between clinical and didactic, and team based care. TRIP offers the first comprehensive community based integrated primary care training for students in our region. Overall, the TRIP curriculum enhanced student learning and promoted leadership.
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Affiliation(s)
| | - Sandra J Mixer
- Social Work Office of Research and Public Health, University of Tennessee, Knoxville, Tennessee, USA
| | - Max Taylor
- Social Work Office of Research and Public Health, University of Tennessee, Knoxville, Tennessee, USA
| | | | - Jennifer Craig
- Department of Nursing, Cherokee Health Systems, Knoxville, Tennessee, USA
| | - Debbie Turley
- Department of Nursing, Cherokee Health Systems, Knoxville, Tennessee, USA
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Parreira P, Santos-Costa P, Graveto J, Ferreira PA, Salgueiro-Oliveira A, Sousa LB, Bernardes RA, Serambeque B, Mónico L, Kapun MM, Gogova T, Vesa P, Vandenhoudt H, Nevelsteen D, Kokko R. Personal and technological skills to coach people with noncommunicable diseases: development and validation of a scale for nursing students. Heliyon 2021; 7:e06140. [PMID: 33644450 PMCID: PMC7889991 DOI: 10.1016/j.heliyon.2021.e06140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2020] [Revised: 11/01/2020] [Accepted: 01/27/2021] [Indexed: 11/26/2022] Open
Abstract
BACKGROUND Current international policies converge to the need of empowering patients and families in becoming more autonomous in the self-caring and management of their noncommunicable diseases (NCDs). Given their professional scope, nurses are the most well-positioned health professionals to answer this societal challenge. In the literature, health coaching and the use of information and communication technologies (ICTs) emerge as two still under-used contributions to nursing practice in this regard. Given the lack of instruments and research developed so far in the use of health coaching and ICTs during nurses training, we aim to develop a scale that explores nursing students' perceptions regarding their coaching skills of people with NCDs and the potential role of ICTs in this domain. METHODS After a comprehensive literature review, an initial items list (n = 39) was delineated and discussed by a panel of international experts. After conceptual and structural consensus, the pre-validated version of the Personal and Technological Skills to coach people with noncommunicable diseases scale (PTSC-NCD scale) was created. Then, the pre-validated PTSC-NCD scale was translated to Portuguese, Finnish, Flemish and Slovenian following Beaton and colleagues' recommendations, and applied to undergraduate nursing students in five European universities. Principal component analysis and reliability analysis were performed in each country through the statistical program Statistical Package for the Social Sciences (version 22.0). All ethical assumptions were complied with throughout this study. RESULTS 874 nursing students enrolled in the study, predominantly female (71.1%) and with a mean age of 22.4 years (SD = 5.49). After data analysis across international settings, three dimensions emerged: Coaching Centred Personal Skills (F1); Digital Technology Improving Patient-Centred Care (F2); and Digital Technology Improving Relational Skills (F3). All the dimensions showed good reliability (Cronbach's alpha >.80). CONCLUSION The PTSC-NCD scale evidence good validity and reliability indicators across different international settings.
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Affiliation(s)
- Pedro Parreira
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, 3004-011 Coimbra, Portugal
| | - Paulo Santos-Costa
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, 3004-011 Coimbra, Portugal
| | - João Graveto
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, 3004-011 Coimbra, Portugal
| | | | | | - Liliana B. Sousa
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, 3004-011 Coimbra, Portugal
| | - Rafael A. Bernardes
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, 3004-011 Coimbra, Portugal
| | - Beatriz Serambeque
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, 3004-011 Coimbra, Portugal
| | - Lisete Mónico
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, 3004-011 Coimbra, Portugal
| | - Marija Milavec Kapun
- Department of Nursing, Faculty of Health Sciences, University of Ljubljana, 1000 Ljubljana, Slovenia
| | - Tina Gogova
- Department of Nursing, Faculty of Health Sciences, University of Ljubljana, 1000 Ljubljana, Slovenia
| | - Pirjo Vesa
- North Karelia University of Applied Sciences, 80200 Karelia, Finland
| | | | | | - Raija Kokko
- Department of Nursing, Tampere University of Applied Sciences, 33520 Tampere, Finland
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Calma KRB, Halcomb E, Williams A, McInnes S. Final-year undergraduate nursing students' perceptions of general practice nursing: A qualitative study. J Clin Nurs 2021; 30:1144-1153. [PMID: 33461242 DOI: 10.1111/jocn.15662] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2020] [Revised: 12/22/2020] [Accepted: 01/07/2021] [Indexed: 11/29/2022]
Abstract
AIM To explore final-year nursing students' perceptions of general practice nursing. BACKGROUND The need for general practice nurses has increased due to growing demands for health care in the community. This demand is exacerbated by a shortage in the general practice nursing workforce. Understanding final-year nursing students' perceptions of general practice nursing is important as these may influence career choices. DESIGN Qualitative descriptive study within a mixed methods project. METHODS Telephone interviews were conducted with sixteen final-year nursing students. Interviews were audio-recorded, transcribed verbatim and analysed using thematic analysis. Reporting follows the COREQ checklist. RESULTS Perceptions of general practice nursing varied between participants and related to three main themes; ways of working; a broad role to meet diverse health needs; and relationships with patients. General practice nurses were seen to have stable and collaborative working relationships, with their role ranging from supporting general practitioners to being autonomous professionals. The nurse's broad role was associated with diverse presentations and was considered interesting and challenging. Participants perceived that general practice nurses had more time to spend with patients, and this helped establish trust, and facilitated patient-centred care. CONCLUSION Participants' perceptions of general practice nursing varied, with some students recognising the diversity of the role and others perceiving it as limited. These views were often impacted by others experiences rather than personal experience. These variations underscore the need for students to receive greater exposure to general practice nursing. Review of undergraduate curricula to increase focus on preparing nursing students to work in general practice may help shape students' interest to seek employment in this setting. RELEVANCE TO CLINICAL PRACTICE Students perceptions of a clinical setting can influence their career decisions. Understanding these perceptions can inform clinicians and managers and highlight areas that may need to be addressed to promote career opportunities.
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Affiliation(s)
- Kaara Ray B Calma
- School of Nursing, Faculty of Science, Medicine & Health, University of Wollongong, Wollongong, NSW, Australia
| | - Elizabeth Halcomb
- School of Nursing, Faculty of Science, Medicine & Health, University of Wollongong, Wollongong, NSW, Australia
| | - Anna Williams
- School of Nursing, University of Notre Dame, Sydney, NSW, Australia
| | - Susan McInnes
- School of Nursing, Faculty of Science, Medicine & Health, University of Wollongong, Wollongong, NSW, Australia
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Valaitis R, Gaber J, Waters H, Lamarche L, Oliver D, Parascandalo F, Schofield R, Dolovich L. Health TAPESTRY: Exploring the Potential of a Nursing Student Placement Within a Primary Care Intervention for Community-Dwelling Older Adults. SAGE Open Nurs 2021; 6:2377960820909672. [PMID: 33415272 PMCID: PMC7774422 DOI: 10.1177/2377960820909672] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2019] [Revised: 01/29/2020] [Accepted: 02/04/2020] [Indexed: 12/03/2022] Open
Abstract
The increasing prevalence of chronic diseases in aging places demands on
primary care. Nurses are the major nonphysician primary care
workforce. Baccalaureate nursing programs should expose students to
primary care and older adults to support these demands and help
recruit new graduates to this setting. However, many baccalaureate
nursing programs focus on acute care and placements aimed at older
adults are viewed negatively. To address these curriculum challenges,
third-year Canadian baccalaureate nursing students were placed in an
innovative primary care program—Health TAPESTRY—for community-dwelling
older adults. Health TAPESTRY involves an interprofessional primary
care team, trained lay volunteers conducting home visits, system
navigation, and an online software application. The goal of this study
was to explore third-year baccalaureate nursing students’ perceptions
of this unique clinical primary care placement. This qualitative
descriptive study explored students’ perceptions of this placement’s
strengths, weaknesses, opportunities, threats (SWOT), and outcomes.
Nursing students participated in focus groups
(n = 14) or an interview (n = 1) and
five completed narrative summaries following visits. Qualitative
content analysis was supported by NVivo 10. Strengths of the clinical
placement included training for the intervention; new insights about
older adults; and experience with home visiting, interprofessional
team functions, and community resources. Weaknesses included limited
exposure to older adult clients, lack of role clarity, lack of
registered nurse role models, and technology challenges. Opportunities
included more exposure to primary care, interprofessional teams, and
community resources. No threats were described. Nursing students’
clinical experiences can be enhanced through engagement in innovative
primary care programs. Adequate exposure to clients, including older
adults; interprofessional teams; mentoring by registered nurses or
advanced practice nurse preceptors; and role clarity for students in
the primary care team should be considered in supporting baccalaureate
nursing students in primary care clinical placements.
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Affiliation(s)
- Ruta Valaitis
- School of Nursing, McMaster University, Hamilton, Ontario, Canada
| | - Jessica Gaber
- Department of Family Medicine, McMaster University, David Braley Health Sciences Centre, Hamilton, Ontario, Canada
| | - Heather Waters
- Department of Family Medicine, McMaster University, David Braley Health Sciences Centre, Hamilton, Ontario, Canada
| | - Larkin Lamarche
- Department of Family Medicine, McMaster University, David Braley Health Sciences Centre, Hamilton, Ontario, Canada
| | - Doug Oliver
- Department of Family Medicine, McMaster University, David Braley Health Sciences Centre, Hamilton, Ontario, Canada
| | - Fiona Parascandalo
- Department of Family Medicine, McMaster University, David Braley Health Sciences Centre, Hamilton, Ontario, Canada
| | - Ruth Schofield
- School of Nursing, McMaster University, Hamilton, Ontario, Canada
| | - Lisa Dolovich
- Department of Family Medicine, McMaster University, David Braley Health Sciences Centre, Hamilton, Ontario, Canada
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van Iersel M, Latour CHM, van Rijn M, de Vos R, Kirschner PA, Scholte op Reimer WJM. How nursing students' placement preferences and perceptions of community care develop in a more 'community-oriented' curriculum: a longitudinal cohort study. BMC Nurs 2020; 19:80. [PMID: 32863761 PMCID: PMC7448334 DOI: 10.1186/s12912-020-00473-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2020] [Accepted: 08/18/2020] [Indexed: 11/12/2022] Open
Abstract
BACKGROUND Extramuralisation in healthcare has influenced medical and nursing curricula internationally with the incorporation of themes related to primary/ community care. Despite this, students do not easily change their career preferences. The hospital is still favourite, leading to labour market shortages in extramural care. This study investigates how baccalaureate nursing students' perceptions of community care and placement preferences develop over time in a more 'community-care-oriented' curriculum, to gain insights on which curriculum elements potentially influence career choices. METHODS A nursing student cohort of a University of Applied Sciences in the Netherlands (n = 273) underwent a new four-year curriculum containing extended elements of community care. The primary outcome was assessed with the Scale on Community Care Perceptions (SCOPE). Data were collected each year of study. Descriptive statistics were used to investigate students' placement preferences and perceptions, and linear mixed model techniques (LMMs) for measuring how students' perceptions develop over time. Patterns of placement preferences at individual level were visualised. RESULTS Students' perceptions of community care, as measured with SCOPE, show a slight decrease between year 1 and 4, while items mutually differ substantially. In contrast, the preference of community care for a placement increases from 2.6% in year 1 tot 8.2% in year 4. The hospital is favourite in year 1 (79.8%), and remains most popular. At individual level, students often change placement preferences, although a preference for the hospital is more consistent. The LMMs indicates that, at the four time-points, the estimated marginal means of students' perceptions fluctuate between 6 and 7 (range 1-10). A placement in community care did not positively influence students' perceptions, and an intensive 1 week theoretical programme was only temporarily influential. CONCLUSIONS Although interest for placement in community care increased substantially, it was not clear which curriculum elements stimulated this, nor did the curriculum positively influence students' perceptions. As most students do not look forward to the high responsibility of the field, other curricula with educational tracks for more mature students/ nurses with a vocational training may be an alternative contribution to solving the labour market problems in community care.
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Affiliation(s)
- Margriet van Iersel
- Centre of Expertise Urban Vitality, Faculty of Health, Amsterdam University of Applied Sciences, Tafelbergweg 51, 1105 BD Amsterdam, the Netherlands
| | - Corine H. M. Latour
- Centre of Expertise Urban Vitality, Faculty of Health, Amsterdam University of Applied Sciences, Tafelbergweg 51, 1105 BD Amsterdam, the Netherlands
| | - Marjon van Rijn
- Centre of Expertise Urban Vitality, Faculty of Health, Amsterdam University of Applied Sciences, Tafelbergweg 51, 1105 BD Amsterdam, the Netherlands
- Department of Internal Medicine, Section of Geriatric Medicine, Amsterdam University Medical Center, Amsterdam, the Netherlands
| | - Rien de Vos
- Centre of Evidence Based Education, Amsterdam University Medical Center, Meibergdreef 9, 1105 AZ Amsterdam, the Netherlands
| | - Paul A. Kirschner
- Open University of the Netherlands, Heerlen, the Netherlands
- Open University of the Netherlands / ExCEL, Thomas More University of Applied Sciences, Valkenburgerweg 177, 6419 AT Heerlen, the Netherlands
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Lewis R, Ibbotson R, Kelly S. Student nurses' career intentions following placements in general practice through the advanced training practices scheme (ATPS): findings from an online survey. BMC MEDICAL EDUCATION 2019; 19:448. [PMID: 31796003 PMCID: PMC6889438 DOI: 10.1186/s12909-019-1880-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2018] [Accepted: 11/20/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND The demand for General Practice services in the UK, and elsewhere, is rising quickly. In part, the increasing demand is from an aging population that requires management of multiple long-term conditions. The General Practice Nurse is increasingly taking on the role. It is acknowledged that if general practice is to be able to recruit sufficient General Practice Nurses (GPNs) to meet this increasing demand in the future, new graduate nurses must be encouraged to consider general practice as a viable career option. This research is part of a review of the Advanced Training Practice Scheme (ATPS) which supported clinical placements in participating general practices. METHODS The aim of the study was to examine nursing students' perceptions of GP placements, and their effect upon career intentions following graduation from Sheffield Hallam University (SHU), in the UK. Interviews and an online survey were used collect data. Only the survey is reported here. The bespoke survey examined students' views of: opportunities for learning new clinical skills and consolidating existing clinical skills; the learning environment in general practice and their views on a career in general practice. RESULTS One thousand one hundred twenty undergraduate adult-field nursing students were contacted, with a response rate of 41% (N = 462). Ninety respondents had a placement and, 92% (N = 84) viewed practice nursing positively, and 77% (N = 70) felt that the placement had transformed their views on general practice. The opportunity to participate in the management of the various aspects of chronic disease was identified by 84% (N = 76) of the students as a key new skill they had acquired. They also reported that they valued a team ethos, control over aspects of work, and the variety of health problems they encountered. CONCLUSION The findings from this study demonstrate a positive experience arising from the provision of General Practice placements for nursing students. The use of 'targeted' placement schemes with appropriate support such as this may be seen as a viable way of exposing nursing students to General Practice nursing, and of encouraging new graduate nurses to consider General Practice nursing as a viable career option.
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Affiliation(s)
- Robin Lewis
- Department of Nursing and Midwifery, Sheffield Hallam University, Sheffield, UK
| | - Rachel Ibbotson
- Department of Allied Health Profession, Sheffield Hallam University, Sheffield, UK
| | - Shona Kelly
- Department of Social Work, Social Care and Community Studies, Sheffield Hallam University, Sheffield, UK
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McInnes S, Halcomb E, Huckel K, Ashley C. Experiences of registered nurses in a general practice-based new graduate program: a qualitative study. Aust J Prim Health 2019; 25:366-373. [DOI: 10.1071/py19089] [Citation(s) in RCA: 41] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2019] [Accepted: 06/19/2019] [Indexed: 11/23/2022]
Abstract
Nurses are increasingly needed in primary healthcare settings to support community-based healthcare delivery. Programs to facilitate transition of new graduate nurses are well established in acute care; however, there are few similar programs reported in settings like general practice. This paper sought to explore the experiences of new graduate registered nurses and their registered nurse mentors in a new graduate program within Australian general practice. New graduates (n = 9) and their mentors participated in interviews before, during and at the conclusion of a 12-month new graduate program. Interviews were digitally audio-recorded and professionally transcribed verbatim before being analysed using thematic analysis. Eighteen new graduate and 10 mentor interviews were conducted, revealing four themes. Preparation and Opportunities describes the influence that pre-registration education had on preparing nurses for general practice employment. Exceeding Expectations highlights the positive experiences within the program. Program Challenges draws attention to the difficulties experienced by participants, and Future Career Intentions explores future career plans. This study highlights that a general practice new graduate nurse program has the potential to build the workforce. However, strengthening undergraduate preparation of nurses around primary health care and addressing funding issues in general practice, are important to promote the success of such programs.
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