Educational Issues and Strategies to Improve APN Education

Nurses’ perceptions of gerontological nurse practitioner programme curricula: A qualitative descriptive study

“…In this study, the lack of didactic content for cultivating expertise in gerontological nursing as a GNP was considered an area for improvement. This finding is consistent with that of a previous study which found that the GNP programme curricula did not significantly differ from the undergraduate curriculum and did not correspond to an advanced level of knowledge and skills [19]. Particularly, this study showed that despite the presence of the 'Elderly Welfare Nursing' course as one of the major didactic courses, the educational content on social and medical welfare and long-term care services for older adults was insufficient.…”

“…To enhance such education, core courses need to reflect aging-related changes and elder care. This suggestion is in line with the opinion of Oh et al [19] that core courses need to be included in consideration of the APNs' specialty. In the real-world scenario, GNP students often take the core courses with students from other APN programmes as the course contents overlap across specialties.…”

“…The lack of systematic guidance due to a lack of GNP preceptors or roles models at clinical sites has been identified previously [9,18]. In a survey of APN students, professors, and nursing administrators in APN programmes regarding the status of preceptors for practical guidance, nurses who were not APNs or physicians at clinical sites were seen to act as preceptors [19]. In the case of physician preceptors, the participants found it difficult to acquire the role of an APN because physician preceptors focused on the content that was necessary to train physicians [19].…”

“…In a survey of APN students, professors, and nursing administrators in APN programmes regarding the status of preceptors for practical guidance, nurses who were not APNs or physicians at clinical sites were seen to act as preceptors [19]. In the case of physician preceptors, the participants found it difficult to acquire the role of an APN because physician preceptors focused on the content that was necessary to train physicians [19]. In the United States, when the lack of qualified preceptors and limited clinical sites for NPs students became big issues, there were several suggestions to resolve these issues, including a review (evaluation) of existing clinical practice, use of simulation education to maximise the effect of clinical practice, expansion of clinical practice to geriatric hospitals and long-term care facilities, and interprofessional education [20].…”

Korean hospice nursing interventions using the Nursing Interventions Classification system: A comparison with the USA

“…Because of this trend, a special law to finance and provide reimbursement for cancer treatments was passed by the Korean legislature in 2006 (Yong et al ., ). In addition, in response to social pressure to improve the quality of nursing care for hospice patients, a specialized program was developed for hospice nurses at the master level in 2004 (Oh et al ., ). Thus, hospice and end‐of‐life care are receiving significant interest and attention in Korea (Kyung et al ., ).…”