Nurse practitioner education: learning from students
Heather Griffith Lecturer practitioner, MSc nurse practitioner course leader, Bournemouth University and nurse practitioner in a GP surgery in Dorset
Aim To describe the experiences of nurse practitioner (NP) students at Bournemouth University.
Method Grounded theory methodology guided the data collection and analysis. A theoretical model was constructed that represented ‘role transition’ for NP students.
Results The social environment of the participants affected role transition and learning and two major categories were evident: experience in the workplace and experience in the academic environment. A third category, ‘pioneering spirit’, described the participants’ personal attributes that influenced their transformation.
Conclusion The results have prompted a review of the current curriculum, mode of delivery and teaching resources. The findings have implications for current and future courses and demonstrate the value of eliciting the students’ view.
18, 30, 33-41.
This article has been subject to double blind peer review
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