Nurse education in practice · 2026
From task-shifting to capacity building: A qualitative exploration of facilitators and barriers to general practice nurse education and role expansion.
СтатьяНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Doogue Róisín, Greene Mairead, Harney Sarah, Glynn Liam G
Аннотация
AIM: This study aimed to explore facilitators and barriers to general practice nurse education that supports expanded practice, from the perspectives of general practitioners (GPs), GPNs and Advanced Nurse Practitioners (ANPs) in general practice.
BACKGROUND: Demand on general practice is escalating due to demographic changes and policy initiatives that increasingly shift healthcare delivery to community settings. These developments have substantially expanded the workload and responsibilities of general practice teams. In response, the role of the general practice nurse (GPN) is evolving, with nurses assuming broader clinical responsibilities and contributing to more flexible, patient-centred models of care. Education and professional development are therefore critical to supporting expanded nursing roles within general practice.
DESIGN: A phenomenological approach was employed. Bandura's Social Cognitive Theory informed both the development of the interview guide and data analysis, providing a framework for examining individual, organisational and contextual influences on education and practice.
METHODS: Semi-structured interviews were conducted with GPs, GPNs and ANPs in general practice, audio-recorded and transcribed verbatim. Data were analysed thematically.
RESULTS: Fifteen GPs, 18 GPNs and five ANPs in general practice participated. Facilitators included access to funded education, mentorship and a supportive practice culture. Limited recognition of the role's specialist nature, coupled with insufficient support for role development at practice and organisational levels, was identified as a barrier.
CONCLUSIONS: Targeted education to support expanded GPN roles offers a viable strategy to strengthen capacity in general practice. Successful implementation depends on practice-level support, sustainable funding for education and structured career progression pathways.
BACKGROUND: Demand on general practice is escalating due to demographic changes and policy initiatives that increasingly shift healthcare delivery to community settings. These developments have substantially expanded the workload and responsibilities of general practice teams. In response, the role of the general practice nurse (GPN) is evolving, with nurses assuming broader clinical responsibilities and contributing to more flexible, patient-centred models of care. Education and professional development are therefore critical to supporting expanded nursing roles within general practice.
DESIGN: A phenomenological approach was employed. Bandura's Social Cognitive Theory informed both the development of the interview guide and data analysis, providing a framework for examining individual, organisational and contextual influences on education and practice.
METHODS: Semi-structured interviews were conducted with GPs, GPNs and ANPs in general practice, audio-recorded and transcribed verbatim. Data were analysed thematically.
RESULTS: Fifteen GPs, 18 GPNs and five ANPs in general practice participated. Facilitators included access to funded education, mentorship and a supportive practice culture. Limited recognition of the role's specialist nature, coupled with insufficient support for role development at practice and organisational levels, was identified as a barrier.
CONCLUSIONS: Targeted education to support expanded GPN roles offers a viable strategy to strengthen capacity in general practice. Successful implementation depends on practice-level support, sustainable funding for education and structured career progression pathways.