The universal, collaborative and dynamic model of specialist and advanced nursing and midwifery practice: A way forward?

O’Connor, Laserina; Casey, Mary; Smith, Rita; Fealy, Gerard; Brien, Denise O’; O’Leary, Denise; Stokes, Diarmuid; McNamara, Martin; Glasgow, Mary Ellen Smith; Cashin, Andrew

doi:10.1111/jocn.13964

Cited by 20 publications

(19 citation statements)

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“…There is a growing interest in the implementation of the role of ANPs (Casey, O’Connor, Cashin, et al, ; Casey, O’Connor, Nicholson, et al, ; Chavez et al, ; O'Connor et al, ; Woo, Lee, & Tam, ). There is a growing interest in the development and implementation of the role of ANPs and AMPs (Chavez, Dwyer, & Ramelet, ; O'Connor et al, ; Woo et al, ). Franks and Howarth () found that similar roles were enabled by the high public priority, legislative, policy support and support from organisational leaders and managers.…”

Section: Discussionmentioning

confidence: 99%

“…Hence, although “factual evidence supporting the positive impact of these roles is urgently needed” (Casey, O’Connor, Nicholson, et al, , p. 3014), it is imperative that the factors enabling and hindering the development and implementation of advanced nursing and midwifery practice roles are identified to support future planning and the subsequent measurement of the impact of these roles. A future model to guide the development of specialist and advanced roles has been reported elsewhere (O' Connor et al, ). This paper explores the enablers and challenges to the development and implementation of advanced practice roles in the Irish health care system and discusses strategies to enhance the enablers and overcome the challenges.…”

Section: Introductionmentioning

confidence: 99%

“…Changes to the regulation of ANPs were enacted in Ireland in 2017 (Nursing & Midwifery Board of Ireland, ), and for Midwives in 2018 (Nursing & Midwifery Board of Ireland, ), whereby core competencies for advanced practice standards and requirements are set out. In addition, key concepts and indicative content for the educational programmes are outlined thus enabling ANPs/AMPs to practise at the highest professional standards across the spectrum of care (Casey et al, ; Department of Health, ; O'Connor et al, ).…”

Section: Introductionmentioning

confidence: 99%

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Enablers and challenges to advanced nursing and midwifery practice roles

et al. 2018

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There is international recognition of the need for workforce planning to meet the diverse population health needs and the move to person-centred as opposed to service-centred models of health care against the background of a largely physician-led health service model. Bryant-Lukosius, DiCenso, Brown, and Pinelli (2004) suggest that the difference between phrases such as "advanced practice nursing" and "advanced nursing practice" relates to whether one is referring to what nurses do, i.e. "advanced nursing practice", or referring to the level at which the roles are constructed, i.e. "advanced practice nursing". Evidence of nurses' and midwives' experiences in role expansion indicates that many embrace role expansion and that they function effectively in expanded roles; however, nurses and midwives may experience scope of practice as either enabling or restricting . As advanced practice is a level of practice rather than a specific role (Ryley & Middleton, 2016), one strategy to develop a more efficient Abstract Aim: To describe the enablers and challenges to the development and implementation of advanced nursing and midwifery practice roles in Ireland. Background:Leadership strategies need to be put in place to enhance the development and implementation of advanced nursing and midwifery practice roles. Method:A descriptive qualitative approach using semi-structured interviews with key stakeholders (n = 15) was undertaken with nurses and midwives working in specialist and advanced practice roles and participants from other areas such as legislative, regulatory, policy, pharmacy, medicine and education. Results: Participant's perspectives on the enablers and challenges to enacting specialist and advanced practice roles resulted in the generation of three themes: organisational factors; collegial, interprofessional and interpersonal support; and role clarity, economic and regulatory contexts. Conclusion: Addressing organisational factors, encouraging collegial and interprofessional support and establishing role clarity contribute to the effective development and implementation of the role of advanced practitioners.Implications for nursing and midwifery management: Managers of nursing services need to provide leadership in developing strategies to enhance the enablers and overcome the challenges to advanced practice role development in their own organisation. K E Y W O R D Sadvanced practice, barriers and challenges, midwifery, nursing

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Enablers and challenges to advanced nursing and midwifery practice roles

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“…In addition, at the end of the incomer phase, recognition by nursing specialties of the transition as part of the experiential learning that enhances continuing lifelong learning of the specialist nurse was a key attribute for specialty nurses. A previous ‘universal, collaborative and dynamic model’ of specialist and advanced nursing and midwifery practice supports that lifelong learning embraces capability in experiential learning as a concept that ensures continued lifelong learning 72. Benner’s novice to expert model is also grounded on the importance of experiential learning which our work is placed and extends 17.…”

Section: Discussionmentioning

confidence: 83%

The factors influencing the effective early career and rapid transition to a nursing specialty in differing contexts of practice: a modified Delphi consensus study

Chamberlain

Hegney²,

Harvey

et al. 2019

BMJ Open

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ObjectivesThis study aimed to test and further develop the ‘Early Career and Rapid Transition to a Nursing Specialty’ (TRANSPEC) model to a nursing specialty developed from a systematic review. Semi-structured interviews of specialist clinically based nurses and a consensus Delphi study with an expert panel were used to expand and achieve consensus, agreement, reliability and stability of the model.DesignA modified Delphi, two rounds (64 and 52 Likert items) of reiterative online questionnaires and one round as a nominal group technique, was informed by qualitative thematic analysis of semi-structured interviews.Setting and participantsInterviews with 14 specialists clinical practicing registered nurses and a panel of 25 national experts participated in the Delphi study.ResultsThe interview participants experienced 14 rapid transitions and three were early career transition. The overarching themes from the preliminary model were confirmed and further expanded. These were the self (personal and professional); the transition processes (final and informal); a sense of belonging; and the overarching context of practice over a time continuum. In the Delphi, the highest rating item was ‘Specialty work colleagues respect, include, support, and accept specialist nurse on completion of transition processes’. Pre-entry was highlighted as an important time point prior to transition. All items reaching consensus were included in the final model. Cronbach α increased from 0.725 to 0.875 for the final model.ConclusionsThe TRANSPEC model is a valid and reliable evidence-based tool for use in the career pathway and development of nursing specialists. Using the Benner model ‘Novice to Expert’ after the novice incomer phase is achieved, further lifelong learning development will transform the novice specialist over time continuum.

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“…The utility of specialist or generic fields of nursing has been being debated (ANMF 2019; Zahran et al 2012) amid concerns that specializations in nursing may lead to practice "silos" and limit transferability (O'Connor et al 2018). Conversely, a specialist nurse (e.g., postgraduate/masters level) with advanced knowledge, cognitive and research skills may have increased capacity to transfer these skills/qualities to nonspecialist or generalist integrated practice areas (O'Connor et al 2018;Zahran et al 2012).…”

Section: Evolution Of Higher Education In Nursingmentioning

confidence: 99%

Nursing and Midwifery Education: Historical Perspectives

McKenna¹,

Davis²,

Williams³

2020

Clinical Education for the Health Professions

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Nursing and midwifery are old and well-established professions. While some of their history has intersected at different points, they are distinct professions underpinned by different philosophies. They have also developed in different ways as a result of complex political and social influences. Furthermore, midwifery in particular has developed in a variety of models globally and hence its education varies internationally. This chapter provides an overview of the historical development of professional education for nurses and midwives. It describes early historical approaches to the training of each discipline through apprenticeship-style models to subsequent education delivery in higher education

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The universal, collaborative and dynamic model of specialist and advanced nursing and midwifery practice: A way forward?

Cited by 20 publications

References 33 publications

Enablers and challenges to advanced nursing and midwifery practice roles

Enablers and challenges to advanced nursing and midwifery practice roles

The factors influencing the effective early career and rapid transition to a nursing specialty in differing contexts of practice: a modified Delphi consensus study

Nursing and Midwifery Education: Historical Perspectives

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