Are English novice nurses prepared to work in primary care setting?

This study explored the role of nurses in primary care and nurses' level of preparedness to work in the primary care sector in United Kingdom. The study was conducted in three primary care trusts (PCTs) in the north of England and participants were selected using a modified snowball sampling technique. Data were collected through telephone interviews. Fourteen nurses working at various levels in PCTs were interviewed. Data were analysed using thematic analysis. Participants believed that nurses work in a variety of roles in primary care including care provider, autonomous practitioner, health educator and patient's advocate. With regard to preparedness to work in primary care, a mixed response was identified. Some nurses believed that the pre-registration nursing curriculum generally prepares nurses well for the role; others believed it did not prepare them at all. A common perception was that the pre-registration nursing curriculum is generally acute care focused and does not educate nurses about the structure of the primary care setting. Participants recommended more emphasis on primary care, longer placements in community and primary care, increased involvement of the nurses working in primary care in the pre-registration nursing curriculum and preceptorship and mentorship programmes for novice nurses in primary care

Preparing nurses to work in primary care : educators' perspectives

Aim To report nurse educators’ perspectives of the appropriateness of pre-registration nursing education programmes in preparing nurses to practise in primary care. Method Data were collected through semi-structured telephone and face-to-face interviews with eight nurse educators, and were subject to thematic analysis. Findings Nurse educators believed that nursing education programmes did not adequately prepare newly qualified nurses to work in primary care because they provided limited experience in this setting. Conclusion Factors such as shortage of practice placements in primary care and lack of mentors to supervise and support students were identified as major barriers to student learning and subsequent preparedness to work in primary care