The use of a customized training needs analysis tool for nurse practitioner development

Area of Science:

• Healthcare policy
• Nursing education
• Professional role development

Background:

• The role and professional boundaries of nurse practitioners (NPs) in the UK remain undefined.
• This ambiguity limits NP expansion in acute and primary care, despite evidence of their value.
• Inconsistent educational standards for NP development exist due to a lack of national criteria.

Purpose of the Study:

• To conduct a formal training needs analysis to systematize and unify the position of NPs.
• To inform the definition and regional training requirements of NPs using a reliable assessment instrument.
• To rationalize resources and enhance the quality of NP training and patient care provision.

Main Methods:

• A total population survey of nurses in general practice within a large regional health authority was conducted.
• A psychometrically valid and reliable training needs analysis questionnaire was utilized.
• Data collection focused on defining the NP role and prospective educational needs.

Main Results:

• A preliminary definition of the NP role was established.
• A clear index of the content and level of prospective NP educational provision was identified.
• Estimates of potential NP course participants were provided by region and preferred institution.

Conclusions:

• A scientifically constructed training needs analysis tool can inform precise educational commissioning for NPs.
• Standardized NP education can lead to rationalized resources and improved healthcare quality.
• Addressing the undefined role of NPs is essential for optimizing their contribution to healthcare.