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Students' experiences on neonatal nurse practitioner programmes.

M Redshaw1, M Harvey

  • 1Department of Psychology, University of the West of England.

British Journal of Nursing (Mark Allen Publishing)
|March 21, 2002
PubMed
Summary
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This study on neonatal nurse practitioner programs in England highlights student concerns regarding course content, clinical supervision, and role transitions. Findings are vital for improving neonatal care training and workforce planning.

Area of Science:

  • Nursing Education
  • Healthcare Professional Development
  • Neonatal Care

Background:

  • Neonatal nurse practitioner (NNP) programs are crucial for specialized pediatric care.
  • Evaluating student experiences is key to program improvement.
  • England has several NNP programs, including those accredited by the English National Board (ENB, A19).

Purpose of the Study:

  • To assess the experiences of students in English National Board (ENB, A19) neonatal nurse practitioner programmes.
  • To identify key challenges and areas for enhancement in NNP training.
  • To inform future curriculum development and clinical support structures.

Main Methods:

  • A study involving 123 nurses participating in four ENB (A19) NNP programmes.
  • Data collection from 68 nurses via questionnaires at three program stages: start, middle, and end.

Related Experiment Videos

  • Qualitative and quantitative analysis of student feedback.

    • Main Results:

    • Students reported significant concerns about course content and organization.
    • Effective clinical supervision and teaching were identified as critical needs.
    • Role transition challenges and the importance of professional support (formal and informal) were highlighted.

    Conclusions:

    • NNP program curricula and organization require careful review and potential revision.
    • Enhanced clinical supervision and structured teaching are essential for student success.
    • Addressing role transition and providing robust professional support can improve NNP training outcomes and retention.