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执业护士的学位和与时间使用,功能自主性和工作成果的关联
Alex Hoyt1, Jason Lucey1, Susan Kelly-Weeder2
1School of Nursing, MGH Institute of Health Professions, Boston, MA.
Nursing outlook
|May 24, 2024
概括
护理实践博士学位 (DNP) 教育途径影响执业护士 (NP) 的角色. 同时的DNP准备与更大的功能自主性有关,而单独的博士学位教育与教学和行政角色有关.
科学领域:
- 护理实践 护理实践
- 医疗保健教育 医疗保健教育
- 医疗保健服务研究 医疗服务研究
背景情况:
- 护理实践博士学位 (DNP) 准备越来越多地被推用于高级实践注册护士 (APRN) 角色,包括执业护士 (NP).
- 关于不同DNP教育途径对NP实践的影响的比较研究有限.
- 现有的研究往往不区分并发和连续的DNP完成,可能会混发现.
研究的目的:
- 根据他们的DNP教育路径,比较三组NP的时间利用,功能自主性和工作成果.
- 为了调查没有DNP的NP.
- 为了检查NPs谁完成了他们的初始NP教育和DNP单独 (≥2年间隔) 与同时.
主要方法:
- 2018年注册护士全国抽样调查数据集的分析.
- 包括所有NP,不包括那些以研究为重点的博士学位.
- 应用统计控制对混变量和使用样本权重的国家代表性.
主要成果:
- 与DNP准备并发的NP报告了与没有博士学位的NP相比,更高的功能自主性.
- 同时使用DNP准备的NP与没有博士学位的NP之间没有观察到时间使用模式的显著差异.
- 与初始NP准备分开完成DNP教育的NP更有可能参与教学和行政角色.
结论:
- 不同的NP实践角色和结果与不同的DNP教育途径有关.
- 关于NP实践和教育的医疗保健政策决策应该考虑这些多样化的教育轨迹的细微差别.
- 未来的研究应该进一步阐明并发与连续DNP准备对NP职业发展轨迹和患者护理的长期影响.
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