Evaluation of a blended learning approach to developing specialty-nursing practice. An exploratory descriptive...

Area of Science:

• Nursing Education
• Healthcare Workforce Development
• Clinical Skill Acquisition

Background:

• The aging population and workforce transitions increase demands on healthcare systems.
• Knowledge deficits in clinical and procedural skills create anxiety for nurses integrating into new teams.
• Introductory programs are essential for developing nurses' knowledge, technical, and non-technical skills.

Purpose of the Study:

• To explore post-registration nurses' motivations for participating in a blended learning introductory program.
• To identify changes in participants' understanding and clinical behaviors post-program.

Main Methods:

• An exploratory descriptive qualitative study was conducted.
• The Introduction to Specialty Practice (ISP) program at a large private healthcare provider in Melbourne, Australia, was evaluated.
• Twelve critical and acute care nurses were interviewed using semi-structured questionnaires, with thematic analysis of transcribed responses.

Main Results:

• Intrinsic and extrinsic factors influenced nurses' decisions to undertake the program.
• Key themes included the daunting nature of caring without sufficient knowledge, the need to establish clinical and professional identity, and improved perspectives on care delivery and professional aptitude.
• Participants reported enhanced confidence and a clearer sense of professional belonging.

Conclusions:

• Continuous learning in nursing is vital for high-level patient care, encompassing knowledge, skills, and technology.
• Workforce demands impact nurses' retention and ability to provide care; introductory programs can mitigate this.
• Blended learning introductory programs are effective in helping nurses establish professional identity, integrate into teams, and meet organizational expectations.