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

Abstract

Background: The position of the specialist nurse profession varies across the European Union. Action is required to address the challenges to promote mobility and the contribution of specialist nurses to quality of care. The purpose of the study is to identify the interfaces of the specialist nurse profession across the European Union. Methods: A mixed method study was conducted in October 2019 and total of 40 answers from 18 different European Union countries were selected using a purposive sampling method. Results: The participants had completed various Bologna degree cycles and 57.2% had followed a specific educational programme to become a specialist nurse. More professional autonomy was acquired by 81.9% participants. Conclusion: A striving for homogeneity in the interpretation of the specialist nurses role and competencies is needed to achieve better quality of care provision and facilitate their mobility around the European Union. The lack of recognition identified in this study should encourage nurse managers to consider specialist nurse roles with the aim of capitalizing on the advanced care and expertise that specialist nurses provide. These results are an opportunity to improve the specialist nurses profession with an ultimate impact on management practices of streamlined, cost-effective clinical services.

Current Nursing Education Considering Southern Europe’s Reality and Legal Framework: A Two-Phased Research Approach

“…In relation to qualitative ones, one was a review of the literature with a focus group constitution [ 28 ], and the other underwent quality framework appraisal [ 29 ]. According to the mixed-method studies incorporated, two were reviews of the literature, including empirical research [ 30 , 31 ], and the last one had a mixed qualitative and quantitative approach [ 32 ]. Concerning the origin of these studies, almost half of them addressed nursing education in Europe (n = 4) [ 25 , 28 , 30 , 32 ].…”

“…According to the mixed-method studies incorporated, two were reviews of the literature, including empirical research [ 30 , 31 ], and the last one had a mixed qualitative and quantitative approach [ 32 ]. Concerning the origin of these studies, almost half of them addressed nursing education in Europe (n = 4) [ 25 , 28 , 30 , 32 ]. The rest tackled nursing education in North America (n = 3) [ 27 , 29 , 31 ], South America [ 26 ], among East and Southeast Asia [ 24 ].…”

“… Student participation is a continuous quality improvement program that brings the chance to collaborate with the faculty on important issues and to obtain essential skills such as leadership, among others. Decock et al (2022) France, Croatia, Belgium [ 32 ] 40 organization leaders 498 nurses Mixed-methods study. Quantitative and qualitative approach.…”

“…Moreover, nursing education heterogeneity is not only present in the degree but also in a specialist [ 32 ] and doctoral programs [ 24 ]. Regarding specialist nurses, Decock et al [ 32 ] reported a lack of definition for the role of a specialist nurse, as well as a disparity in the process and training to become specialist in European countries.…”

“…Moreover, nursing education heterogeneity is not only present in the degree but also in a specialist [ 32 ] and doctoral programs [ 24 ]. Regarding specialist nurses, Decock et al [ 32 ] reported a lack of definition for the role of a specialist nurse, as well as a disparity in the process and training to become specialist in European countries. With respect to doctoral programs, Molassiotis et al [ 24 ] claimed the establishment of guidelines and quality enhancement in order to guarantee doctoral programs; progress and development.…”