Cycles of reflection and challenge: Using sequential blended learning strategies to enhance student understanding of, and transition to, the Nurse Practitioner role in Australia

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• 作者：Rachel Rossiter ; RN ; BHSc (Nursing) ; B. Counselling ; M. Counselling ; M. Nursing (NP) ; HScD ; Grad Cert Practice of Tertiary Teaching^a ; ^b ; ¹ ; ^{rrossiter@griffith.edu.au" class="auth_mail" title="E-mail the corresponding author} ; ^{dr.r.c.rossiter@gmail.com" class="auth_mail" title="E-mail the corresponding author} ; Jenny Day ; RN ; AssDipCommunityHealthNursing (Occupational Health) ; BHSc (Nursing) ; MEd (Adult Education) ; PhD^c ; ² ; ^{Jenny.Day@newcastle.edu.au" class="auth_mail" title="E-mail the corresponding author}
• 关键词：Education ; Post-graduate education ; Nurse Practitioner ; Nursing ; Blended learning
• 刊名：Collegian: Journal of the Royal College of Nursing Australia
• 出版年：2016
• 出版时间：June 2016
• 年：2016
• 卷：23
• 期：2
• 页码：159-166
• 全文大小：449 K

文摘

This paper describes and discusses the development and implementation of sequential blended learning strategies in one Australian post-graduate nursing program designed to support student transition to the Nurse Practitioner (NP) role.

Background

Despite the availability of NP practice standards and role descriptions, the diversity and complexity of NP practice can make it difficult for students commencing post-graduate NP programs to comprehend what ways they need to develop to meet professional expectations.

Scholarly critique

This paper examines this contemporary post-graduate education issue. Blended learning strategies provided an opportunity to address the requirements, diversity and complexity of NP practice early in the NP program. Students were confronted with the gap between their current level of competence and NP competence, and supported to plan and travel the transitional and developmental pathway to achieve competence.

Conclusion

Working with students from early on in their degree enables them to progressively and more clearly envision the gap between their current level of competence and that required of the Australian NP role. Adopting a sequential blended learning approach is one way to engage students in preparing for their future role. Consideration of design elements integral to blended learning approaches is important, including a need for authenticity and support. Preparing NPs who fully comprehend the nature and scope of their practice is both vital for safety and of strategic importance to the nursing profession. Examples of how to facilitate student understanding of the NP role are needed to inform educational practice.