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Related Experiment Video

Updated: Mar 17, 2026

Development and Implementation of a Multi-Disciplinary Technology Enhanced Care Pathway for Youth and Adults with Concussion

Development and Implementation of a Multi-Disciplinary Technology Enhanced Care Pathway for Youth and Adults with Concussion

Published on: January 20, 2019

Transition to Specialty Practice Program characteristics and professional development outcomes.

Julia Morphet¹, Bridie Kent², Virginia Plummer³

¹School of Nursing & Midwifery, Monash University, PO Box 527, Frankston, 3199, Australia; School of Nursing & Midwifery, Deakin University, Australia.

Nurse Education Today

|July 19, 2016

Summary

This summary is machine-generated.

Emergency nursing Transition to Specialty Practice Programs vary widely, with no professional development benefits from longer durations. A national, evidence-based approach is urgently needed for consistency and improved workforce mobility.

Keywords:

Emergency nursing Novice nurses Professional development Transition program

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Area of Science:

Nursing Education
Emergency Nursing
Professional Development

Background:

Transition to Specialty Practice Programs (TSPPs) are designed to facilitate nurses' entry into specialized practice.
These programs are recognized as essential preparation for emergency nurses.
Current TSPPs in emergency nursing have evolved locally based on specific unit requirements.

Purpose of the Study:

To investigate the characteristics of emergency nursing TSPPs across Australia.
To identify which program features correlate with enhanced professional development outcomes for nurses.

Main Methods:

An explanatory sequential research design was employed.
Data collection involved online surveys and interviews with emergency Nurse Managers and Nurse Educators.
Statistical analysis included Mann Whitney U and Chi-Square tests, alongside qualitative content analysis.

Main Results:

Surveys from 118 emergency departments and 13 interviews revealed varied TSPP characteristics (duration 5-12 months, clinical preparation 7-22 days, study days 2-6).
No significant difference in content was found between 6- and 12-month TSPPs.
Longer (12-month) programs were associated with fewer Clinical Specialists and lower percentages of postgraduate-qualified nurses.

Conclusions:

Variations in TSPP design impede nurse workforce mobility and postgraduate study articulation.
Extended program durations did not yield professional development advantages.
A standardized, evidence-based, and cost-effective national framework for TSPPs is critically required.