Education pathways for graduate entry registered nurses to transition to advanced practice roles: A realist review.

Autor: Jones V; Department of Nursing, University of Otago, 72 Oxford Terrace, Christchurch 8052, New Zealand. Electronic address: virginia.jones@otago.ac.nz., McClunie-Trust P; Centre for Health and Social Practice, Waikato Institute of Technology, Tristram Street, Hamilton 3240, New Zealand. Electronic address: patricia.mcclunie-trust@wintec.ac.nz., Macdiarmid R; Department of Nursing, Faculty of Health and Environmental Science, Auckland University of Technology, 90 Akoranga Drive, Northcote, Auckland 0627, New Zealand. Electronic address: rachel.macdiarmid@aut.ac.nz., Turner R; Department of Nursing, Faculty of Medicine, Dentistry and Health Sciences, 161 Barry Street, The University of Melbourne, Victoria 3010, Australia. Electronic address: rosemary.turner@unimelb.edu.au., Shannon K; Department of Nursing, Faculty of Health and Environmental Science, Auckland University of Technology, 90 Akoranga Drive, Northcote, Auckland 0627, New Zealand. Electronic address: kay.shannon@aut.ac.nz., Winnington R; Department of Nursing, Faculty of Health and Environmental Science, Auckland University of Technology, 90 Akoranga Drive, Northcote, Auckland 0627, New Zealand. Electronic address: rhona.winnington@aut.ac.nz., Brown A; Auckland University of Technology, 90 Akoranga Drive, Northcote, Auckland, New Zealand., Dewar J; Auckland University of Technology, 90 Akoranga Drive, Northcote, Auckland, New Zealand. Electronic address: jan.dewar@aut.ac.nz., Jarden R; Department of Nursing, Faculty of Health and Environmental Sciences, The University of Melbourne, 161 Barry St, Carlton, Victoria 3053, Australia. Electronic address: rebecca.jarden@unimelb.edu.au.
Jazyk: angličtina
Zdroj: Nurse education today [Nurse Educ Today] 2024 Feb; Vol. 133, pp. 106032. Date of Electronic Publication: 2023 Nov 11.
DOI: 10.1016/j.nedt.2023.106032
Abstrakt: Objective: Explore potential education and clinical pathways for nurses entering the profession through a Graduate Entry Nursing programme to transition to advanced practice roles.
Design: Realist review.
Review Methods: A two stage process included 1) a systematic search of the following electronic databases EMCARE, MEDLINE, CINAHL, ERIC, and Scopus for published peer reviewed literature reporting academic pathways for graduates of graduate entry nursing programmes to progress to advanced nursing roles, and 2) consultation with key education programme stakeholders of graduate entry nursing programmes across Australasia, who undertook an inductive interpretive approach using realist logic to determine what works, for whom, and in what circumstances.
Results: Twelve published articles that explored advanced practice academic pathways for graduate entry nursing graduates were synthesised in terms of context, mechanisms, and outcomes. Data were then interpreted as to what works, for whom, in what context, and why, to develop new understandings of opportunities for advanced practice pathways for these students. No specific tailored academic pathway for graduate entry nursing graduates to progress to advanced practice was identified. Important relationships were identified between financial imperatives, political drivers, and registration requirements.
Conclusions: Transformative strategies for new education pathways were identified as necessary to inspire innovation in nurturing graduate entry nurse graduates to progress to advanced practice roles. Effective collaboration and consultation within and across agencies and organisations are needed to both develop and implement accessible, expedient, and equitable programmes to enable this capable cohort to contribute to the health workforce.
Competing Interests: Declaration of competing interest The authors declare no conflicts of interest.
(Copyright © 2023 The Authors. Published by Elsevier Ltd.. All rights reserved.)
Databáze: MEDLINE
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