Impact of the geriatric nurse practitioner education program on readiness for practice in Israel: A multiple...

The geriatric nurse practitioner role was sanctioned in Israel over a decade ago to improve care for the aging population and address provider shortages. Key health system actors have expressed concern whether the current education program adequately prepares geriatric nurse practitioners for practice. As a result of these concerns, geriatric nurse practitioners often lack confidence, and colleagues resist working with and employing them. To address these issues, research documenting perspectives toward the program and its strengths and weaknesses should be conducted. Such research can produce recommendations for education program improvement and, if implemented, assuage concerns. This study aimed to identify and describe components of the geriatric nurse practitioner education program affecting perceptions toward readiness for practice in Israel. This qualitative, descriptive study included multiple perspective interviews among four groups-geriatric nurse practitioners, physicians, managers, and education regulators. A semistructured interview guide was used. Inductive content analysis was applied to identify program components affecting perceptions toward practice readiness. Valence and strength ratings were used to determine the extent of impact. Overarching factor categories included selectivity, program structure, clinical education, didactic/simulation learning, individual skill set adaptability, and postgraduation training. Strengths included evaluation of learning abilities, requiring nursing experience for admission, and mentorship. Weaknesses included critical thinking development, physical examination skills, building confidence, and postlicensure education. Results suggest a need for more robust admissions screenings and longer education programs focusing on physical assessment skills. Contrary to international norms, the education program does not need to confer graduate degrees in university-based programs, as long as they are rigorous.