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Exploring the clinical practice training program for Master of Nursing Specialist in anesthesia: A qualitative study
Huihui Hu1, Yanxin Gu1, Yi Yang1
1School of Nursing, Xuzhou Medical University, Xuzhou, Jiangsu, China.
Background:
Clinical practice is key in the development and enhancement of the professional competencies for Master of Nursing Specialist postgraduates in anesthesia; however, there is a lack of unified and standardized clinical practice training programs in China, failing to guarantee teaching quality among institutions.
Objective:
To understand perceptions of the clinical practice training program setting for Master of Nursing Specialist postgraduates in anesthesia from the dual perspectives of faculty and students.
Design:
A qualitative descriptive study. Tyler's target model served as the interview guide and data analysis framework.
Setting:
This study was conducted in higher education institutions and tertiary hospitals in China.
Participants:
This study used purposive sampling to recruit nine faculty members in anesthesia nursing-related fields and eight Master of Nursing Specialist postgraduates in anesthesia.
Methods:
Data were collected via online video from October to December 2022 through semi-structured interviews. Directed content analysis was used to analyze the data.
Results:
Six themes related to formulating objectives emerged from the analysis: anesthesia nursing practice competence, research competence, professionalism, communication and cooperation, management competence, and educational and instructional competence. Five themes, including training in anesthesia nursing practice competence; training in research competence; professionalism development; training in communication, cooperation, and management competence; and training in educational and instructional competence, constituted the category of selecting experiences. Three themes, including clarifying criteria for the practice bases, constructing a practical teaching team, and making rotation plans, constituted the category of organizing experiences. Two themes, focusing on process evaluation and diversification of evaluation content, constituted the category of evaluating outcomes.
Conclusions:
This study's results suggest that nursing educators focus on the dimensions of Tyler's target model when constructing clinical practice training programs for Master of Nursing Specialist postgraduates in anesthesia. It is recommended that relevant experts be invited to help construct specific clinical practice training programs in the future and that they be continuously revised and improved during practice teaching.
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