a b s t r a c tBackground: Quality of healthcare may be compromised if nurses do not understand the full scope of their responsibilities. Aim: To establish the content validity of a professional practice framework of nurses' responsibilities for healthcare quality. Methods: In Phase 1, a narrative synthesis of the practice standards of five peak nursing bodies informed development of a practice framework. A search for validated instruments to measure the framework domains identified elements of practice within each domain. In Phase 2, 10 focus groups with 74 registered nurses were analysed to explore content validity of the framework. Literature review assessed the framework for currency in Phase 3. Findings: The resulting framework comprises seven domains representing nurses' responsibilities for healthcare quality: (a) Management of the Environment; (b) Promotion of Safety; (c) Evidence Based Practice; (d) Medical and Technical Competence; (e) Person Centred Care; (f) Positive Interpersonal Behaviours; and (g) Clinical Leadership and Governance. Nurses' descriptions of their responsibilities for healthcare quality validated the domains and provided examples of how they are operationalised in practice. No new domains or elements of practice were identified in the focus groups or literature. Discussion and conclusion:The seven-domain framework to describe nurses' responsibilities for healthcare quality has content validity and provides the foundation for an instrument to determine nurses' beliefs about their responsibilities for healthcare quality. Future research is required to investigate coherence between nurses' beliefs and professional and organisational expectations of nurses' responsibilities for safeguarding healthcare quality, and to measure change in perceptions of responsibilities as a result of interventions. Summary of relevance Problem or issueProfessional, organisational and educational expectations of nurses' responsibilities for healthcare quality may not be commensurate with nurses' understandings of their role. What is already knownNurses' responsibilities to ensure healthcare quality are broad-ranging; most commonly nurses identify patient safety responsibilities. What this paper adds A new framework, grounded in nurses' scope of practice, has content validity and encompasses measurable practice-based domains of healthcare quality. It provides the foundation for an instrument to measure nurses' beliefs about their responsibilities for healthcare quality, identify gaps between nurses' and professional, organisational and educational expectations of healthcare quality responsibilities, and measure changes in perceptions as a result of interventions.

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In tertiary education, generic professional skills should be developed along with discipline-specific knowledge and skills. Team-Based Learning (TBL), an active learning strategy, creates deep learning and enhanced student engagement; however, its effects on the development of generic learning outcomes are unknown. The aim of this study was to evaluate postgraduate specialty nursing students’ perspectives of how TBL impacts the acquisition of skills defined by the university’s eight Graduate Learning Outcomes (GLOs). A descriptive exploratory design was used in this study. Postgraduate nursing students in 2016-2017 at one university were invited to participate. Data were collected via demographic survey, a ranking tool, and written reflections. Data were analysed using descriptive statistics and content analysis. The response rate was 97.2 per cent (172/177). Participants were mostly females (n=152, 88.4%) aged 25–34 years (n=115, 66.9%). Student (n=156) rankings showed TBL contributed to the acquisition of critical thinking (n=90, 57.7%) and problem solving skills (n=56, 35.9%) the most. Students (n=144) made 2719 comments regarding how TBL led to the acquisition of GLOs in written reflections. Almost 98 per cent (n=2657) of all reflective comments were positive. All students mentioned at least one GLO positively due to TBL. Most positive reflections related to self-management (n=520, 19.6%) and communication (n=434, 16.3%).Postgraduate specialty nursing students perceived TBL classes contributed to the acquisition of their university’s GLOs, particularly critical thinking, problem solving, and self-management skills. The active learning strategy of TBL facilitates learning and engagement, and the attainment of essential professional attributes which are highly valued by employers.