Ridgway Lael, McKenna Lisa, Hokke Stacey, Hackworth Naomi, Nicholson Jan M
School of Nursing and Midwifery, La Trobe University, Kingsbury Drive, Bundoora, Australia; Judith Lumley Centre, School of Nursing and Midwifery, La Trobe University, Kingsbury Drive, Bundoora, Australia.
School of Nursing and Midwifery, La Trobe University, Kingsbury Drive, Bundoora, Australia.
Nurse Educ Pract. 2025 Mar;84:104313. doi: 10.1016/j.nepr.2025.104313. Epub 2025 Feb 20.
Explore academics' perspectives of theoretical and practical education for family-centred care in postgraduate child and family health nursing courses.
Education for advanced nursing practice in child and family health relies on understanding underlying principles of care and application in practice. Family-centred care fosters engagement and promotes child and family health and wellbeing. Key to its implementation are principles of creating respectful relationships, ensuring effective communication, supporting autonomy and contextualising care in service provision. However, little is known about how these are addressed in advanced practice nurse education.
Qualitative descriptive study METHODS: Semi-structured interviews with academic coordinators from six Australian universities providing child and family health nurse education were conducted between December 2020-January 2021 and analysed using framework analysis.
Family-centred care was embedded throughout all curricula. However, differences existed in curriculum (entry requirements, duration, delivery mode, practical experience) and employer expectations (qualification requirements, practice scope). Educators aim to ensure students develop core skills for safe, appropriate and responsive care. Although professional standards support family-centred care, they do not routinely guide curriculum development.
Educational expectations for advanced practice in child and family health nursing reflect local differences. Education for family-centred care predominantly focused on strengths-based and partnership approaches. Aligning agreed practice standards with curriculum design and clinical oversight would enable more consistent practice across the country, even when service structures differ. We encourage educators to address the broader drivers of family-centred care in child and family health nursing education.
探讨学者们对研究生儿童与家庭健康护理课程中以家庭为中心的护理的理论与实践教育的看法。
儿童与家庭健康高级护理实践教育依赖于对护理基本原则的理解及其在实践中的应用。以家庭为中心的护理促进参与，并促进儿童与家庭的健康和幸福。其实施的关键在于建立尊重关系、确保有效沟通、支持自主性以及在服务提供中使护理情境化等原则。然而，对于这些原则在高级实践护士教育中是如何得到处理的，人们知之甚少。
定性描述性研究
2020年12月至2021年1月期间，对来自六所提供儿童与家庭健康护士教育的澳大利亚大学的学术协调员进行了半结构化访谈，并采用框架分析法进行分析。
以家庭为中心的护理贯穿于所有课程之中。然而，课程（入学要求、时长、授课模式、实践经验）和雇主期望（资质要求、实践范围）存在差异。教育工作者旨在确保学生培养出进行安全、恰当且具响应性护理的核心技能。尽管专业标准支持以家庭为中心的护理，但它们并不常规性地指导课程开发。
儿童与家庭健康护理高级实践的教育期望反映了当地的差异。以家庭为中心的护理教育主要侧重于基于优势和伙伴关系的方法。使商定的实践标准与课程设计及临床监督保持一致，将能在全国实现更一致的实践，即便服务结构有所不同。我们鼓励教育工作者在儿童与家庭健康护理教育中应对以家庭为中心的护理的更广泛驱动因素。
