Ready for practice: What child and family health nurses say about education

Fowler, C; Schmied, V; Psaila, K; Kruske, S; Rossiter, C

Ready for practice: What child and family health nurses say about education

Fowler, C

Schmied, V

Psaila, K Kruske, S

Rossiter, C

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Publication Type:: Journal Article
Citation:: Nurse Education Today, 2015, 35 (2), pp. e67 - e72
Issue Date:: 2015-01-01

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Field	Value	Language
dc.contributor.author	Fowler, C https://orcid.org/0000-0002-7838-8434	en_US
dc.contributor.author	Schmied, V https://orcid.org/0000-0002-4066-1781	en_US
dc.contributor.author	Psaila, K	en_US
dc.contributor.author	Kruske, S https://orcid.org/0000-0002-2317-3954	en_US
dc.contributor.author	Rossiter, C https://orcid.org/0000-0002-3833-3076	en_US
dc.date.available	2014-11-05	en_US
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	Nurse Education Today, 2015, 35 (2), pp. e67 - e72	en_US
dc.identifier.issn	0260-6917	en_US
dc.identifier.uri	http://hdl.handle.net/10453/118762
dc.description.abstract	© 2014 Elsevier Ltd. Background: Australia has a well-established universal child and family health service predominately staffed by specialist/qualified child and family health nurses. Two common and interrelated concerns are the need for nurses to be ready for practice after completing a nursing education program and the means to ensure ongoing nursing competence. Objective: To investigate the readiness of CFH nurses to practise after qualification and their continuing engagement with learning. Design: The study used an interpretive descriptive approach. Setting: This paper presents data from four questions from a larger survey of child and family health nurses across Australia. Participants: 1098 child and family health nurses responded to the survey. Method: Qualitative survey responses from the four education questions were analysed using inductive thematic content analysis. Results: Five significant themes were identified: hands-on experience (student clinical practice/placement); drawing on prior experience; learning on the job; learning (learning over time); and barriers to learning. Conclusion: This paper provides insights into nurses' readiness for practice at the completion of a postgraduate child and family health nursing qualification and their maintenance of competence and specialist knowledge. It highlights: the need for clinical placement to be retained and enhanced; the significant contribution of more experienced child and family health nurses mentoring newly graduated child and family health nurses; the need for minimum education standards; the importance of reviewing education courses in relation to graduates' readiness for child and family health nursing practice; the importance of supporting ongoing professional development; and the removal of barriers to accessing education opportunities.	en_US
dc.relation.ispartof	Nurse Education Today	en_US
dc.relation.isbasedon	10.1016/j.nedt.2014.11.002	en_US
dc.subject.classification	Nursing	en_US
dc.subject.mesh	Humans	en_US
dc.subject.mesh	Health Care Surveys	en_US
dc.subject.mesh	Nursing Education Research	en_US
dc.subject.mesh	Family Nursing	en_US
dc.subject.mesh	Pediatric Nursing	en_US
dc.subject.mesh	Education, Nursing, Continuing	en_US
dc.subject.mesh	Clinical Competence	en_US
dc.subject.mesh	Staff Development	en_US
dc.subject.mesh	Adult	en_US
dc.subject.mesh	Aged	en_US
dc.subject.mesh	Middle Aged	en_US
dc.subject.mesh	Child	en_US
dc.subject.mesh	Australia	en_US
dc.subject.mesh	Female	en_US
dc.subject.mesh	Male	en_US
dc.subject.mesh	Young Adult	en_US
dc.subject.mesh	Child Health	en_US
dc.title	Ready for practice: What child and family health nurses say about education	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	35	en_US
utslib.for	1110 Nursing	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Nursing
pubs.organisational-group	/University of Technology Sydney/Strength - CHSP - Health Services and Practice
utslib.copyright.status	open_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	35	en_US

Abstract:

© 2014 Elsevier Ltd. Background: Australia has a well-established universal child and family health service predominately staffed by specialist/qualified child and family health nurses. Two common and interrelated concerns are the need for nurses to be ready for practice after completing a nursing education program and the means to ensure ongoing nursing competence. Objective: To investigate the readiness of CFH nurses to practise after qualification and their continuing engagement with learning. Design: The study used an interpretive descriptive approach. Setting: This paper presents data from four questions from a larger survey of child and family health nurses across Australia. Participants: 1098 child and family health nurses responded to the survey. Method: Qualitative survey responses from the four education questions were analysed using inductive thematic content analysis. Results: Five significant themes were identified: hands-on experience (student clinical practice/placement); drawing on prior experience; learning on the job; learning (learning over time); and barriers to learning. Conclusion: This paper provides insights into nurses' readiness for practice at the completion of a postgraduate child and family health nursing qualification and their maintenance of competence and specialist knowledge. It highlights: the need for clinical placement to be retained and enhanced; the significant contribution of more experienced child and family health nurses mentoring newly graduated child and family health nurses; the need for minimum education standards; the importance of reviewing education courses in relation to graduates' readiness for child and family health nursing practice; the importance of supporting ongoing professional development; and the removal of barriers to accessing education opportunities.

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http://hdl.handle.net/10453/118762