执业护士教育：基于研究的课程结构

Gardner Glenn, Gardner Anne, Proctor Margaret

Royal Brisbane and Women's Hospital, Centre for Clinical Nursing, Brisbane, Queensland, Australia.

J Adv Nurs. 2004 Jul;47(2):143-52. doi: 10.1111/j.1365-2648.2004.03073.x.

BACKGROUND

The process and content of nurse practitioner educational preparation has received scant research attention, despite increasing interest in and investigations into nurse practitioner services in Australia and internationally.

AIMS

The aim of this paper is to report a study investigating the educational process and content required for nurse practitioner preparation.

METHODS

A trial of practice was conducted with four nurse practitioner candidates over a 12-month period. The candidates practised in different specialities, giving rise to four models of the nurse practitioner role. The trial had multiple aims related to the role and scope of practice of the nurse practitioner. An action learning model was used, in which participating nurse practitioner candidates 'worked-into-the-role' of extended practice and learned from experience through clinical mentoring, reflection and action. Data collection methods centred on transcripts from group work activities related to a collaborative engagement with and reflections on clinical practice. This resulted in the collaborative production of data to inform a research-based nurse practitioner curriculum structure.

FINDINGS

The findings relate to the content and learning process required for nurse practitioner education and are described in terms of three broad areas of study: clinical practice, clinical sciences and nursing studies.

CONCLUSIONS

A curriculum structure that describes content and process for nurse practitioner education was developed from the findings. A further outcome of this trial was confirmation of importance of the clinical environment for nurse practitioner education. Inherent in this aspect of clinical learning is the role of a committed clinical mentor who can facilitate purposeful learning.

背景

尽管澳大利亚和国际上对执业护士服务的兴趣和调查日益增加，但执业护士教育准备的过程和内容却很少受到研究关注。

目的

本文旨在报告一项调查执业护士准备所需教育过程和内容的研究。

方法

在12个月的时间里，对四名执业护士候选人进行了实践试验。候选人在不同专业领域执业，产生了四种执业护士角色模式。该试验有多个与执业护士角色和实践范围相关的目标。采用了行动学习模式，参与的执业护士候选人在其中“融入”扩展实践角色，并通过临床指导、反思和行动从经验中学习。数据收集方法以与临床实践的合作参与和反思相关的小组工作活动的记录为中心。这导致了数据的合作生成，以形成基于研究的执业护士课程结构。