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Updated: Jun 20, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Professional development needs of general practice nurses.

Elizabeth Halcomb¹, Elizabeth Meadley, Sherryn Streeter

¹School of Nursing and Midwifery, University of Western Sydney, Campbelltown Campus, Sydney, NSW, Australia.

Contemporary Nurse

|August 25, 2009

Summary

This summary is machine-generated.

Australian practice nurses require updated training in chronic disease management, wound care, and immunisation. Flexible, evening education and multidisciplinary networking are preferred for professional development.

Related Experiment Videos

Last Updated: Jun 20, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Area of Science:

Nursing Education
General Practice Nursing
Healthcare Workforce Development

Background:

The Australian general practice nurse workforce has expanded due to government policy and rising chronic disease prevalence.
Practice nurses are crucial in managing community health needs, necessitating ongoing professional development.

Purpose of the Study:

To identify the specific educational and professional development needs of nurses in New South Wales (NSW) general practice settings.
To inform future training programs and support structures for this growing workforce.

Main Methods:

A descriptive survey was administered to 231 practice nurses across 12 NSW Divisions of General Practice.
Data collected focused on preferred educational topics, delivery modes, and professional networking interests.

Main Results:

Priority educational needs included wound care, diabetes management, immunisation, legal/professional issues, CPR, triaging, and first aid.
Nurses preferred mid-week evening sessions and expressed strong interest in multidisciplinary, intersectorial professional networking.
Over half desired involvement in professional networking opportunities.

Conclusions:

Current models for practice nurse education require revision to incorporate flexible delivery and relevant clinical updates.
There is a need for enhanced interprofessional education and regular assessment of nurses' perceived learning needs.
Supporting professional networking can foster collaboration and knowledge sharing within the general practice nursing sector.