Challenges and opportunities: the role of the district nurse in influencing practice education

A qualitative exploration of the thoughts, feelings, experiences and expectations of student district nurses

A District Nurse (DN) is a registered nurse who has undertaken a Nursing and Midwifery Council approved programme. Over the years, there has been a dramatic decrease in the number of qualified DNs. However, this is slowly changing, with the number of nurses enrolled on to a Specialist Practitioner Qualification in District Nursing (SPQDN) programme now increasing. There is a strategic drive, as outlined in the NHS Long Term Plan, which strives to bring care into people's homes, as opposed to the acute setting. However, to do this, a highly skilled and competent workforce is needed. In order to explore the experiences and expectations of student DNs, a qualitative study was undertaken. A cohort of SPQDN students (programme commencing September 2019) located in the North West of England, were interviewed. A face-to-face focus group (n=9) was held within the first week of the start of the programme. An online focus group (n=7) and a single online interview (n=1) took place at the end of the programme (July 2020). Key themes were identified within the two data collection points. These included 'feelings', 'career aspirations', 'the role and title of District Nurse' and 'future practice'. Findings showed that initially, students were anxious, apprehensive and excited with regards to starting the SPQDN. However, at the end of the programme, the students noted that they had grown in confidence as a clinical practitioner and as a leader.

The role of the district nurse in managing blocked urinary catheters

This article will investigate the district nurse's role in managing urinary catheter blockages, looking at why people require long-term catheterisation and the causes of blockages and then reviewing treatment methods. Current practice will be critically analysed and compared to the most up to date research and literature to inform district nurses of best evidence-based practice in the hopes of improving service user outcomes and quality of life and reducing the impact this problem has upon district nursing services with regards to time and resources.

Exploring the perceptions and barriers of nurses working in remote areas on tele-educational delivery of pharmacy knowledge in Henan, China: a qualitative study

OBJECTIVE

There are insufficient educational resources and opportunities available to nurses at county-level medical institutions in China to receive pharmacy knowledge education. Video conference pharmacy education (VCPE) has become a solution. However, a few studies have explored the perceptions of nurses participating in VCPE. The study was aimed to explore the perceptions of nurses participating in VCPE at county-level medical institutions in remote areas in China. The barriers and suggestions to improve the VCPE were also assessed.

SETTING

The study was conducted in two county-level hospitals in Henan, China.

DESIGN AND PARTICIPANTS

This qualitative study comprises two focus group discussions. Twenty-three nurses from two county-level hospitals in Henan province participated in the interview in May 2019.

RESULTS

The average age of our participants was 34.83±6.24 years old (from 26 to 55 years old). By deeply analysing the data, the following four domains were extracted: Four themes were extracted on VCPE from this qualitative study: (1) the pharmacy knowledge gains from VCPE, (2) the shortcomings VCPE, (3) the advantages of the VCPE and (4) the expectations and suggestions for the VCPE.

CONCLUSION

The results of this study indicate VCPE is a valuable tool to provide education to nurses working at remote area county-level institutions. The results contribute to improvements in future VCPE deliveries.

Theoretical-practical articulation of the continuous learning of leadership in Nursing in light of Peter Senge

OBJECTIVE

To analyze the theoretical-practical articulation of the continuous learning of leadership in undergraduate Nursing.

METHODS

Case study carried out at a Northeast federal public university. For data collection, semi-structured interview techniques, workshops, and document analysis were applied. Forty Nursing students participated in the interviews, and 26 in the workshops. The data were submitted to Minayo's operative analysis using the Nvivo software. Peter Senge's concepts were adopted.

RESULTS

The students demonstrated a greater understanding of the theme throughout the course and recognized contributing elements to the continuous learning of leadership, such as behavioral characteristics and the use of methodological approaches integrated with theoretical and practical spaces.

FINAL CONSIDERATIONS

The teaching of leadership is relevant in Nursing education, and this has been recognized by students, but still requires changes for it to become operational, with an improvement and a theoretical-practical integration of the cultivated experiences, suitable to the reality of the craft.