van Soeren M H, Andrusyszyn M A, Laschinger H K, Goldenberg D, DiCenso A
St Joseph's Health Centre, London, Ontario, Canada.
J Adv Nurs. 2000 Oct;32(4):825-33.
In 1995, a 10-university consortium approach to deliver a post-baccalaureate primary care nurse practitioner programme funded by the Ontario Ministry of Health was launched throughout Ontario, Canada. A combination of traditional and distance teaching methods, in English and French, were used. A 5-year research project was initiated to evaluate the entire programme, the effect of nurse practitioners on patient and health-care system outcomes and examine practice patterns. Participants included deans and directors (n = 10), regional co-ordinators (n = 5) and course developers, some of whom were also course professors (n = 8). This article is a report of the evaluation of the consortium programme after the first year from the perspective of groups involved in implementation and delivery. Results of qualitative analyses of participant perceptions from researcher-led focus groups and asynchronous electronic interviews provided the framework for the evaluation, and revealed the rationale for the consortium method, strengths, limitations and recommendations. Sharing ideas, resources and delivery and increased student access in remote areas were perceived as positive outcomes. Limitations included the short time period to develop programme content, identify and plan for distance education resources, and too little communication between universities and students. Researchers concluded that the consortium approach was effective for nurse practitioner education. Key factors identified for programme planning were communication, resources, curriculum and workload. Included among the recommendations was to allow sufficient time for role and course development before beginning a similar programme.
1995年，由加拿大安大略省卫生部资助的一项由10所大学组成的联盟计划在安大略省全省启动，以提供学士学位后初级护理执业医师项目。该计划采用了传统教学方法与远程教学方法相结合的方式，授课语言为英语和法语。一项为期5年的研究项目启动，旨在评估整个项目、护理执业医师对患者及医疗系统结果的影响，并研究实践模式。参与者包括院长和主任（n = 10）、区域协调员（n = 5）以及课程开发者，其中一些人也是课程教授（n = 8）。本文是从参与实施和授课的各群体的角度，对联盟项目第一年之后的评估报告。通过由研究人员主导的焦点小组和异步电子访谈对参与者看法进行定性分析的结果为评估提供了框架，并揭示了联盟方法的基本原理、优势、局限性及建议。分享想法、资源和授课方式以及增加偏远地区学生的入学机会被视为积极成果。局限性包括开发项目内容、确定和规划远程教育资源的时间较短，以及大学与学生之间的沟通太少。研究人员得出结论，联盟方法对护理执业医师教育有效。确定的项目规划关键因素包括沟通、资源、课程和工作量。建议中包括在启动类似项目之前，留出足够的时间进行角色和课程开发。
