School of Nursing, Midwifery and Paramedicine, Australian Catholic University, Canberra, ACT Australia.
School of Nursing, Institute of Health and Biomedical Innovation, Queensland University of Technology, Brisbane, QLD Australia.
BMC Nurs. 2016 May 27;15:32. doi: 10.1186/s12912-016-0152-8. eCollection 2016.
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.
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. 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. 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.
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.
在澳大利亚和国际上，护士从业者是一个不断发展的临床角色，其执业范围扩大，包括开处方、转诊和诊断。然而，在护士从业者教育方面，在专业临床学习和教学的治理方面仍然存在一些关键的差距。具体来说，目前还没有一个国际公认的框架来衡量高级专业实践的临床学习和教学质量。
将采用案例研究设计来调查护士从业者教育中的教育治理和能力理论。将邀请来自澳大利亚一所提供认证的护士从业者硕士学位的大学的护士从业者学生、他们的临床导师和大学学术人员参与这项研究。将对学生及其各自的临床导师和大学学术人员进行半结构化访谈，以调查与教育治理相关的学习目标和能力学习的属性。还将收集学生的有限人口统计学数据，包括年龄、性别、专业、教育水平和临床医疗学习场所的性质。将观察护士从业者学生的专业临床学习片段，并收集学生医疗学习场所的文件。将使用描述性统计数据报告年龄组、专业领域和观察到的临床学习和教学的设施类型。将对访谈、观察和学生文件中的定性数据进行编码、汇总和探索，以构建教育治理框架，确认现有的能力框架，并描述能力和能力学习的任何其他特征。
这项研究具有广泛的意义，将有助于澳大利亚卫生劳动力的持续发展。来自行业和学术机构的利益相关者将参与塑造指导专业护士从业者实践中临床学习和教学质量和治理的框架。通过制定高级临床学习和教学的标准，并进一步了解高级医疗保健从业者的能力理论，这项研究将有助于基于证据的高级专业研究生教育模式。
