Nursing in general practice: organizational possibilities for decision latitude, created skill, social support and identity derived from role

Merrick, Eamon; Duffield, Christine; Baldwin, Richard; Fry, Margaret

doi:10.1111/j.1365-2648.2011.05769.x

Cited by 18 publications

(21 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These findings resonate with the findings of other UK and international studies into the role, function and educational needs of practice nurses (Crossman, Pfeil, Moore, & Howe, 2015;Queens Nursing Institute, 2016;Merrick et al, 2012). The generalist nature of practice nursing has given rise to a role that is undifferentiated in scope and isolated from the wider health and social care network with whom the patients interact.…”

Section: Resultssupporting

confidence: 75%

“…They identify among other factors, the rise of evidence-based medicine and the establishment of the National Institute for Health and Clinical Excellence (NICE); new public management with an emphasis on monitoring and control and increased concerns about variation in practice in primary care giving rise to variation in patient outcomes. Similar processes to the QOF are reported in Europe (Szecsenyi et al, 2011) and Australia (Merrick et al, 2012) although they are not as detailed and extensive as those introduced in the UK.…”

Section: Introductionsupporting

confidence: 56%

See 1 more Smart Citation

Scoping the role and education needs of practice nurses in London

Procter

Griffiths

Fanning

et al. 2017

Prim Health Care Res Dev

View full text Add to dashboard Cite

Aims: To identify education priorities for practice nursing across eight London Clinical Commissioning Groups (CCGs); to identify the education, training, development and support needs of practice nurses in undertaking current and future roles. Background: The education needs of practice nurses have long been recognised but their employment status means that accessing education requires the support of their GP employer. This study scopes the educational requirements of the practice nurse workforce and working with educational providers and commissioners describes a coherent educational pathway for practice nurses. Method: A survey of practice nurses to scope their educational attainment needs was undertaken. Focus groups were carried out which identified the education, training, development and support needs of practice nurses to fulfil current and future roles. Findings: 272 respondents completed the survey. Practice nurses took part in three focus groups (n=34) and one workshop (n=39). Findings from this research indicate a practice nurse workforce which lacked career progression, role autonomy or a coherent educational framework. Practice nurses recognised the strength of their role in building relationshipcentred care with patients over an extended period of time. They valued this aspect of their role and would welcome opportunities to develop this to benefit patients. Conclusion: This paper demonstrates an appetite for more advanced education among practice nurses, a leadership role by the CCGs in working across the whole system to address the education needs of practice nurses, and a willingness on the part of NHS education commissioners to commission education which meets the education needs of the practice nurse workforce. Evidence is still required, however, to inform the scope of the practice nurse role within an integrated system of care and to identify the impact of practice nursing on improving health outcomes and care of local populations.3

show abstract

Section: Resultssupporting

confidence: 75%

Section: Introductionsupporting

confidence: 56%

Scoping the role and education needs of practice nurses in London

Procter

Griffiths

Fanning

et al. 2017

Prim Health Care Res Dev

View full text Add to dashboard Cite

show abstract

“…Merrick et al . () found that 44.4% of New South Wales PNs who responded to a survey held a hospital certificate as their highest educational qualification. Education for PNs often occurs through short courses addressing the specific tasks covered by MBS rebates rather than through postgraduate qualifications (Halcomb et al .…”

Section: Resultsmentioning

confidence: 99%

How is Primary Health Care conceptualised in nursing in Australia? A review of the literature

Henderson

Koehne

Verrall

et al. 2013

Health Soc Care Community

View full text Add to dashboard Cite

Australia, in common with many other countries, is expanding the role of Primary Health Care (PHC) to manage the growing burden of chronic disease and prevent hospitalisation. Australia's First National Primary Health Care Strategy released in 2010 places general practice at the centre of care delivery, reflecting a constitutional division of labour in which the Commonwealth government's primary means of affecting care delivery in this sector is through rebates for services delivered from the universal healthcare system Medicare. A review of Australian nursing literature was undertaken for 2006–2011. This review explores three issues in relation to these changes: How PHC is conceptualised within Australian nursing literature; who is viewed as providing PHC; and barriers and enablers to the provision of comprehensive PHC. A review of the literature suggests that the terms ‘PHC’ and ‘primary care’ are used interchangeably and that PHC is now commonly associated with services provided by practice nurses. Four structural factors are identified for a shift away from comprehensive PHC, namely fiscal barriers, educational preparation for primary care practice, poor role definition and interprofessional relationships. The paper concludes that while moves towards increasing capacity in general practice have enhanced nursing roles, current policy and the nature of private business funding alongside some medical opposition limit opportunities for Australian nurses working in general practice.

show abstract

“…This study also revealed that CBL could improve critical thinking ability of students, suggesting that CBL-method in combined with casedirected study significantly improved core competency of nursing undergraduates in solving clinical problems, and made them more competent for clinical practice in future [5].…”

Section: Application Of Case-based Learning In Instructing Clinical Smentioning

confidence: 86%

“…Clinical practice is therefore one indispensable stage for nursing students transiting from class-based learning towards clinical practice. Teaching of nursing skills is the core syllabus of clinical intern [4,5]. However, the teaching of clinical skills still mainly depends on the teacher demonstration, followed by practice under supervision and evaluation, and largely ignoring cultivation of comprehensive analysis, communication, response and critical thinking features of students [6].…”

Section: Introductionmentioning

confidence: 99%

Application of case-based learning in instructing clinical skills on nursing undergraduates

Qi¹,

Qian²,

Mo³

et al. 2018

biomedicalresearch

View full text Add to dashboard Cite

To investigate the efficiency of case-based learning in the course of practical skills on nursing undergraduate students. A total of 147 nursing undergraduate interns from Class 2016 of our college were recruited and were assigned into experimental (N=74) and control groups (N=73) by random number table. Experimental group received case-based learning whilst control group were instructed by classical method. Total score and all dimension scores were significantly higher in experimental group than control group (p<0.05). A critical thinking scale showed higher scores in experimental group at all dimensions comparing to control group (p<0.01). Application of case-based learning in clinical practicing instruction has satisfactory effects on nursing undergraduates, as it can improve both practical skills and critical thinking potency of students.

show abstract

Nursing in general practice: organizational possibilities for decision latitude, created skill, social support and identity derived from role

Abstract: Collegial and supervisory support in the work environment predicts organizational possibilities for practice nurse decision-making.

Cited by 18 publications

References 35 publications

Scoping the role and education needs of practice nurses in London

Scoping the role and education needs of practice nurses in London

How is Primary Health Care conceptualised in nursing in Australia? A review of the literature

Application of case-based learning in instructing clinical skills on nursing undergraduates

Contact Info

Product

Resources

About