Content in nurse practitioner education – A scoping review

Ljungbeck, Birgitta; Forss, Katarina Sjögren; Finnbogadóttir, Hafrún; Carlson, Elisabeth

doi:10.1016/j.nedt.2020.104650

Cited by 27 publications

(28 citation statements)

References 29 publications

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“…The students took turns assuming responsibility for leading the meeting discussions, which they reported as a useful experience in preparing for their role as APNs. As described in the literature, leading professional discussions is one of the core competencies required in the APN role, and the meetings allowed students to develop advanced abilities in leadership and collaboration [ 13 ], a skill that was identified in a previous study to be highly important in APN education [ 7 ]. The students reported that they experienced increased learning outcomes by participating in VRG meetings and collaborating in various roles.…”

Section: Discussionmentioning

confidence: 99%

“…The results show that the discussions in the VRG meetings stimulated the APN students to develop their critical thinking skills, as they received feedback from other group members. The APN students need to be trained in critical thinking because it allows them to actively participate in their learning process in developing competence as an APN [ 7 ]. Critical thinking is the process by which the students form a reflective judgment about what to believe or what to do in a given context [ 1 ].…”

Section: Discussionmentioning

confidence: 99%

“…The clinical supervisor contributed to the discussion with practical experiences to help students better understand the challenges APNs face in complex patient situations with a strong medical focus. APN students also need to learn medical subjects while maintaining a holistic approach that includes providing patient-centered care, which is the foundation of nursing [ 7 ]. Developing clinical decision-making is another important aspect of clinical competence [ 26 , 27 ].…”

Section: Discussionmentioning

confidence: 99%

“…The VRG learning activity aims to enhance students’ development of the competencies required in their role as advanced practice nurses (APNs). This advanced competence is necessary for the care and management of patients facing complex health care demands [ 7 , 8 ]. The complicated issues affecting patients with one or several chronic diseases or comorbidities, together with a significant increase in the ageing population, pose several challenges in health care [ 9 , 10 ].…”

Section: Introductionmentioning

confidence: 99%

“…The competencies that APN students need to develop during their education include the knowledge to conduct systematic clinical examinations and health assessments, the skills to handle complex patient situations independently, and the ability to assess the severity of the patient’s health, including changes over time [ 13 ]. Consequently, APN students must develop a professional and autonomous role by acquiring advanced knowledge in critical thinking, clinical decision-making, and comprehensive assessment [ 7 ]. The APN core competence also includes leadership, collaboration, guidance, and coaching, along with evidence-based practice [ 13 ].…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Exploring the Impact of Virtual Reflection Groups on Advanced Practice Nurse Students During the COVID-19 Pandemic: Focus Group Study With Master’s Students

Høybakk¹,

Nes²,

Kvande³

et al. 2022

JMIR Nursing

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Background In the master’s program of advanced practice nursing at a Norwegian university college, the learning activity reflection groups were converted into virtual reflection group (VRG) meetings during the COVID-19 pandemic. Regardless of the students’ clinical practices in different hospitals, they could participate in the same VRG meeting on the web together with the educator from the university college, and the clinical supervisors were invited to participate. The students were in the process of developing the core competence required in their role as advanced practice nurses (APNs), and they had increased responsibility in the implementation of the VRG meetings. Objective In this study, we aimed to explore how master’s students of advanced practice nursing experienced VRG meetings during the COVID-19 pandemic. Methods A qualitative exploratory design was adopted using focus group interviews. A group of students in the master’s program of advanced practice nursing participated in an interview that lasted for 60 minutes. They had experienced participating in the VRG meetings following a rigorous guide during their clinical practice. The data from the focus group were analyzed using qualitative content analysis. Results The main findings of this study highlighted the importance of structure in VRG meetings, the role of increased responsibility in students’ learning processes, the development of APN students’ competencies, and increased professional collaboration with clinical supervisors. The APN students and clinical supervisors also continued their discussions in the clinical setting afterward, which strengthened the collaboration between students’ education in the master’s program and their clinical practice. Conclusions VRG meetings gave the students the opportunity to lead professional discussions while reflecting thoroughly on the chosen patient cases from clinical practice. They experienced receiving feedback from fellow students, supervisors, and educators as stimulating their critical thinking development.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%