Key stakeholders’ expectations of educational outcomes from Australian critical care nursing courses: A Delphi study

Competence requirements in intensive and critical care nursing – Still in need of definition? A Delphi study

“…In these competence requirements ethics is emphasised at all levels (main domain 'attitude and value base' and subdomains 'principles of nursing care', 'ethical activity' and 'humanity and ethicality'). Similar findings were reported by Marshall et al (2007) in their Delphi study, in which they sought to identify desired learning outcomes from post-registration critical care education programmes. The participants in their study emphasised safe, ethical and professional care.…”

“…Thus, there is an urgent need in Europe to develop nursing education on all levels to meet the complex needs of critically ill patients. Marshall et al (2007), for example, state that the desired and important educational outcomes of post-registration critical care education programmes for all levels of educational preparation (graduate certificate, graduate diploma and master of nursing) are patient comfort, safety, professional responsibility and ethical conduct.…”

Defining the construct of Masters level clinical practice in healthcare based on the UK experience

“…Development of knowledge was described as focused and deep with competence in research (Davis & Burnard 1992;Marshall et al 2007) in line with the QAA (2001), although in contrast Gerrish et al (2000) described a broadening of knowledge. The locus of control for learning was with the tutor (Davis & Burnard 1992) rather than with the students (QAA 2001).…”

“…Davis & Burnard (1992) placed emphasis on the application of academic skills to the clinical context, rather than the development of clinical skills, although Gerrish et al (2000) findings supported the proposition that the clinical practice was at Masters level. In line with the QAA (2001) descriptor, a strategic approach to complex situations has been identified (Whyte et al 2000;Marshall et al 2007). The findings from these studies exploring healthcare courses highlight some differences from the existing frameworks (QAA 2001;JQI 2004) that pay little attention to clinical practice at this advanced level.…”

“…It has been used to examine learning outcomes in nursing education (Jerlock et al 2003;Marshall et al 2007). It was used in the present study to define a domain of content for the construct of Masters level clinical practice through national consensus.…”