Evaluating an advanced nursing practice course: student perceptions
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Evaluating an advanced nursing practice course: student perceptions

Diane Shearer Senior lecturer and lecturer respectively, Faculty of Health, Social Care and Education, Anglia Ruskin University, Peterborough
John Adams Senior lecturer and lecturer respectively, Faculty of Health, Social Care and Education, Anglia Ruskin University, Peterborough

Aim To explore students’ perceptions of an advanced nursing practice course and factors affecting their progression.

Method This descriptive qualitative study explored the views of ten students who were undertaking a master’s-level course in advanced nursing practice at one English university. Data were analysed using a framework for thematic content analysis.

Findings Five themes emerged from the data: improved clinical assessment skills, benefits of an educational framework, increased confidence, importance of networking and increased autonomy resulting in a positive change in students’ advanced nursing practice role.

Conclusion It is necessary to clarify and define advanced nursing practice to prevent confusion about professional boundaries.

The study findings provide educationalists with broad and flexible indicators and benchmarks to devise module content that supports and develops the role of nurses in advanced practice.

Nursing Standard. 26, 21,35-41. doi: 10.7748/ns2012.01.26.21.35.c8888

Peer review

This article has been subject to double blind peer review