Educating for health service reform: clinical learning, governance and capability - a case study protocol

Background\ud \ud - The nurse practitioner is a growing clinical role in Australia and internationally, with an expanded scope of practice including prescribing, referring and diagnosing. However, key gaps exist in nurse practitioner education regarding governance of specialty clinical learning and teaching. Specifically, there is no internationally accepted framework against which to measure the quality of clinical learning and teaching for advanced specialty practice.\ud \ud Methods\ud \ud - A case study design will be used to investigate educational governance and capability theory in nurse practitioner education. Nurse practitioner students, their clinical mentors and university academic staff, from an Australian university that offers an accredited nurse practitioner Master’s degree, will be invited to participate in the study.\ud \ud - Semi-structured interviews will be conducted with students and their respective clinical mentors and university academic staff to investigate learning objectives related to educational governance and attributes of capability learning. Limited demographic data on age, gender, specialty, education level and nature of the clinical healthcare learning site will also be collected. Episodes of nurse practitioner student specialty clinical learning will be observed and documentation from the students’ healthcare learning sites will be collected.\ud \ud - Descriptive statistics will be used to report age groups, areas of specialty and types of facilities where clinical learning and teaching is observed. Qualitative data from interviews, observations and student documents will be coded, aggregated and explored to inform a framework of educational governance, to confirm the existing capability framework and describe any additional characteristics of capability and capability learning.\ud \ud Discussion\ud \ud - This research has widespread significance and will contribute to ongoing development of the Australian health workforce. Stakeholders from industry and academic bodies will be involved in shaping the framework that guides the quality and governance of clinical learning and teaching in specialty nurse practitioner practice. Through developing standards for advanced clinical learning and teaching, and furthering understanding of capability theory for advanced healthcare practitioners, this research will contribute to evidence-based models of advanced specialty postgraduate education

Development of nurse practitioner metaspecialty clinical practice standards:A national sequential mixed methods study

AimTo achieve profession‐wide consensus on clinical practice standards for six broad Australian nurse practitioner specialty areas (termed metaspecialties).DesignSequential mixed methods with initial interpretive study (Interpretive Phase) followed by modified three‐round Delphi study (Survey Phase).MethodsParticipants from all Australian jurisdictions were recruited. Main eligibility criterion was current endorsement as a nurse practitioner for 12 or more months. Interpretive Phase comprised in‐depth interviews of purposeful sample of nurse practitioners to identify clinical care activities and practice processes. Six sets of draft clinical practice standards relevant to six previously identified metaspecialties were developed. Outcome informed Round 1 of Survey Phase (six nested web‐based Delphi surveys), with draft standards reviewed profession‐wide. Responses comprised scoring using Likert scales to calculate content validity indexes for individual standards with qualitative responses supporting decision‐making. For Rounds 2 and 3, participants rated relevancy of original or revised standards after consideration of individual and group feedback. The study was conducted 2014–2017.ResultsInterpretive Phase: Analysis of interview data with 16 nurse practitioners provided 75 draft standards. Survey Phase: 221 nurse practitioners completed Round 1 (20% of then eligible Australian nurse practitioners). Weighted respondent retention was 92%. Seventy‐three standards were validated, with final content validity indices of 92–100%. Scale‐level indices were 98%, strongly validating metaspecialty taxonomy.ConclusionA research‐derived, professionally endorsed suite of nurse practitioner clinical practice standards was developed. This provides a broad clinical learning structure with metaspecialties guiding nurse practitioner student clinical education.ImpactThe clinical practice standards and metaspecialty taxonomy strengthen nurse practitioner clinical education and professional development nationally and internationally. These novel study methods and findings are applicable to advanced specialty roles in other health professions.</p

Educating nurse practitioners: Advanced speciality competencies, clinical learning and governance - Final Report 2014

In the context of the current fast-changing healthcare environment, innovative and contemporary education is paramount. Advanced and specialist clinical practice degrees at Masters level across many health disciplines are growing in number. These degrees are strongly clinically focussed and learning is generally concentrated in the clinical domain or workplace. Bridging the gap between Masters level education, workplace learning and practice is essential given accreditation of largely workplace-based courses and emphasis on attainment of standards through the Tertiary Education Quality and Standards Agency(TEQSA). Much learning and teaching occurs off-campus but the workplace learning is recognised in the degree testamur. The fastest growing innovative workforce model is the nurse practitioner. Educational preparation for the role at Masters level has had preliminary success in bridging workplace learning and academic requirements. However, many gaps remain in the governance of learning and teaching in the clinical setting where most specialty education takes place. This project explored these gaps

Development of the Nurse Practitioner Standards for Practice Australia

This article describes the context and development of the new Nurse Practitioner Standards for Practice in Australia, which went into effect in January 2014. The researchers used a mixed-methods design to engage a broad range of stakeholders who brought both political and practice knowledge to the development of the new standards. Methods included interviews, focus groups, surveys, and work-based observation of nurse practitioner practice. Stakeholders varied in terms of their need for detail in the standards. Nonetheless, they invariably agreed that the standards should be clinically focussed attributes. The pillars common in many advanced practice nursing standards, such as practice, research, education, and leadership, were combined and expressed in a new and unique clinical attribute