References

Braun V, Clarke V. Using thematic analysis in psychology. Qualitative Research in Psychology. 2006; 3:(2)77-101

Casey M, O'Connor L, Cashin A An overview of the outcomes and impact of specialist and advanced nursing and midwifery practice, on quality of care, cost and access to services: a narrative review. Nurse Educ Today. 2017; 56:35-40 https://doi.org/10.1016/j.nedt.2017.06.004

Chen ST, Soroka MT, Burgin S. A cross-sectional survey on the attitudes, perceptions, and motivations of patients who volunteer to teach dermatology to medical students. Int J Dermatol. 2016; 55:(5)e317-e320 https://doi.org/10.1111/ijd.13151

Eddy A. Work-based learning and role extension: a match made in heaven. Radiography. 2010; 16:(2)95-100

Eraut M. Informal learning in the workplace. Studies in Continuing Education. 2004; 26:(2)247-273 https://doi.org/10.1080/158037042000225245

Hallinan CM, Hegarty KL. Advanced training for primary care and general practice nurses: enablers and outcomes of postgraduate education. Aust J Prim Health. 2016; 22:(2)113-122 https://doi.org/10.1071/PY14072

Illingworth A, Aranda KF, De Goeas SM, Lindley PJ. Changing the way that I am: students experience of educational preparation for advanced nursing roles in the community. Nurse Educ Pract. 2013; 13:(5)338-43 https://doi.org/10.1016/j.nepr.2012.09.009

Joynes V, Kerr M, Treasure-Jones T. Exploring informal workplace learning in primary healthcare for continuous professional development. Educ Prim Care. 2017; 28:(4)216-222 https://doi.org/10.1080/14739879.2017.1298405

Kolb DA. Experiential learning: experience as the source of learning and development, 2nd edn. London: Pearson FT Press; 2014

Marshall JE. Developing midwifery practice through work-based learning: an exploratory study. Nurse Educ Pract. 2012; 12:(5)273-278 https://doi.org/10.1016/j.nepr.2012.06.003

Mertens F, de Groot E, Meijer L Workplace learning through collaboration in primary healthcare: a BEME realist review of what works, for whom and in what circumstances: BEME Guide No. 46. Med Teach. 2018; 40:(2)117-134 https://doi.org/10.1080/0142159X.2017.1390216

Nursing and Midwifery Council. Future nurse: standards of proficiency for registered nurses. 2018a. https://tinyurl.com/4k7uttrt (accessed 11 August 2021)

Nursing and Midwifery Council. Realising professionalism: standards for education and training. Part 3: Standards for Pre-registration nursing programmes. 2018b. https://tinyurl.com/92rnmde2 (accessed 11 August 2021)

Phillips S. Work-based learning in health and social care. Br J Nurs. 2012; 21:(15)918-922 https://doi.org/10.12968/bjon.2012.21.15.918

Pulcini J, Jelic M, Gul R, Loke AY. An international survey on advanced practice nursing education, practice, and regulation. J Nurs Scholarsh. 2010; 42:(1)31-39 https://doi.org/10.1111/j.1547-5069.2009.01322.x

Raleigh M, Allan H. A qualitative study of advanced nurse practitioners' use of physical assessment skills in the community: shifting skills across professional boundaries. J Clin Nurs. 2017; 26:(13-14)2025-2035 https://doi.org/10.1111/jocn.13613

Royal College of General Practitioners. The RCGP curriculum. Being a general practitioner. 2019. https://tinyurl.com/pxj9k8hw (accessed 11 August 2021)

Guidelines on advanced practice nursing 2020. 2020. https://tinyurl.com/3uvds934 (accessed 11 August 2021)

Scottish Government. A national clinical strategy for Scotland. 2016. https://tinyurl.com/sa8wua7a (accessed 11 August 2021)

Scottish Government. Nursing 2030 vision: promoting confident, competent and collaborative nursing for Scotland's Future. 2017a. https://tinyurl.com/5bcuxsxn (accessed 11 August 2021)

Scottish Government. Transforming nursing, midwifery and health professions' (NMaHP) roles: pushing the boundaries to meet health and social care needs in Scotland. Paper 2. Advanced nursing practice. 2017b. https://tinyurl.com/3u5xbydm (accessed 11 August 2021)

Scottish Government. The 2018 General Medical Services Contract in Scotland. 2017c. https://tinyurl.com/4dnhsuse (accessed 11 August 2021)

Scottish Government. Transforming nursing, midwifery and health professions' (NMaHP) roles: pushing the boundaries to meet health and social care needs in Scotland. Paper 06. Developing the general practice nursing role in integrated community nursing teams. 2018. https://tinyurl.com/8sm7fe6s (accessed 11 August 2021)

Smith VC, Wiener-Ogilvie S. Describing the learning climate of general practice training: the learner's perspective. Educ Prim Care. 2009; 20:(6)435-40 https://doi.org/10.1080/14739879.2009.11493831

Swan M, Ferguson S, Chang A, Larson E, Smaldone A. Quality of primary care by advanced practice nurses: a systematic review. Int J Qual Health Care. 2015; 27:(5)396-404 https://doi.org/10.1093/intqhc/mzv054

Tracy MF, O'Grady ET. Hamric and Hanson's advanced practice nursing: an integrative approach, 6th edn. St Louis (MO): Elsevier; 2019

Tsiachristas A, Wallenburg I, Bond CM Costs and effects of new professional roles: evidence from a literature review. Health Policy. 2015; 119:(9)1176-1187 https://doi.org/10.1016/j.healthpol.2015.04.001

General practice nurses' experiences of participation in an advanced nursing practice education programme

09 September 2021
13 min read
Volume 30 · Issue 16

Abstract

In the UK, transformation of the nursing workforce, including development of the role of the advanced nurse practitioner within general practice, is essential to meet healthcare demands. This article presents the results of a small, qualitative study conducted among students at one university in Scotland, describing their experiences of participation in advanced practice education. Data were collected through semi-structured interviews to generate in-depth descriptions and to identify the facilitators and barriers to learning. The study identified that a shared responsibility for patient care creates opportunities for learning. The facilitators to learning were identified as foundation level education in history taking and clinical examination, finance, having a supportive network and mentorship. Barriers included pressure of work and a lack of clarity about roles and training needs. Given the key role that these nurses will have in future healthcare models, there is a requirement for a national education standard. It is recommended that the Nursing and Midwifery Council leads on defining advanced nurse practitioner in general practice programme learning outcomes. The overall aim of such courses is to enhance the experience for future nurses to encourage recruitment and transform the nursing workforce.

The NHS in the UK is faced with a number of challenges, including an increase in the frail, elderly population, an increased demand for health and social care and significant health inequalities (Scottish Government, 2016). The modernisation of health care, including advanced professional roles for nursing and allied health professionals, is considered essential to address these challenges (Scottish Government, 2017a).

The International Council of Nurses (ICN) describes advanced nursing practice as:

‘Enhanced and expanded healthcare services and interventions provided by nurses who, in an advanced capacity, influence clinical healthcare outcomes and provide direct healthcare services to individuals, families and communities.’

Schober, 2020: 9

The ICN (2020) goes on to define an advanced practice nurse as

‘One who has acquired, through additional education, the expert knowledge base, complex decision making skills and clinical competencies for expanded nursing practice.’

Schober, 2020: 9

Register now to continue reading

Thank you for visiting British Journal of Nursing and reading some of our peer-reviewed resources for nurses. To read more, please register today. You’ll enjoy the following great benefits:

What's included

  • Limited access to clinical or professional articles

  • Unlimited access to the latest news, blogs and video content