Does improved postgraduate capacity shift the balance of power for nurse specialists in a low‐income country: A mixed methods study

Abstract

Aim To explore nurse specialists’ experiences of change and influence on practice two years after graduating with a postgraduate degree. Background In the absence of further study opportunities for nurses in their own country, a master's degree was introduced to train the first group of nurse specialists in Mozambique. Design Within a hybrid evaluation framework an exploratory, sequential mixed methods design was followed. Methods Qualitative data from focus group interviews with nurse specialists (N = 12) led to five thematic data sets from which survey questions were formulated for the sequential quantitative component. Findings “Change expectations”, “Ambiguous practice environments”, “Feeling powerless”, “Having some influence” and “Workplace support” were emergent themes from interview data. Areas of positive change occurred in research (100%) and the use of evidence (88.9%) and involvement in decision‐making (77.8%). For some change did not happen as anticipated—reasons included lack of nurse mentors to support new graduates (55.6%); lesser respect compared with doctors (44.4%) and poor understanding of the value of a master's degree (44.4%). Improvements in service quality and elevating the status of nursing were areas of greatest influence (77.8%). Conclusion Several enabling and limiting factors were identified in the experiences of change and influence on practice of newly qualified nurse specialists. Tacit change with respect to the value of the degree in improving the status of nursing seems not to have affected nurse specialists’ own ability and power to influence practice. Improved postgraduate capacity on its own does not empower nurses in their role as specialists. Impact The findings point to a two‐tiered strategy to be developed to dismantle barriers to the empowerment and advancement of nurse specialists. The identification of designated nurse mentors is essential to induct and sustain newly graduated nurse specialists. A clear research policy should be developed that supports the conduct of relevant research and the use of evidence in specialist practice.

Temper the Specialist Nurses Heterogeneity in the Interest of Quality Practice and Mobility—18 EU Countries Study

“…Collin et al found in his study that the “majority of countries identified the need for specialist training for nurses in tuberculosis patient care (56.7%)” [ 27 ]. Authors of a recent study concluded that “Advanced knowledge is a clear source of power for SNs in this context and in a facilitative work environment, the impact of this knowledge could become much more tangible than what their current experience shows” [ 28 ]. Other positive findings are in a paper by Coen and Curry: “The comprehensive and dynamic nature of the CNS’ (clinical nurse specialist) practice allows application of multiple roles across various care settings [ 29 ].…”

Professional Commitment and Career Maturity of Full-Time Nursing Postgraduates in China: A Cross-Sectional Study

“…Continuance commitment to a minimum score of (3.06 ± 0.49) points, due to the higher nursing graduate student's career goals and career expectations, despite their signi cant knowledge and ideas are full of con dence, while in the clinical work their professional advantage and value can't give full play. Also they may affected by various in uences, and hard to overcome these di culties, in addition their clinical practice are limited, which lead them to produce career frustration and dissatisfaction and even thoughts of transition and resignation [18][19]. A study of South Korea con rmed that an awareness of the nursing profession does not guarantee full-time employment.…”

Research ability and research motivation of postgraduate nursing students in traditional Chinese medicine colleges

“…At present, the research ability of postgraduate nursing students is uneven (Liao et al, 2015;Wang et al, 2017). In addition, interest of postgraduate nursing students in pursuing scientific careers has declined markedly (Bruce et al, 2019;Chang & Ramnanan, 2015). It is urgent to know what motivates or discourages postgraduate nursing students in their consideration for conducting research in order to prevent their research ability declining (Li et al, 2019;Ommering et al, 2018;Ommering et al, 2020).…”

“…nursing students are the key trainees in nursing education (Bruce et al, 2019;Yan et al, 2019). Their research ability has a direct impact on the development of nursing.…”