Nurse practitioner education: learning from students.
OBJECTIVE
To describe the experiences of nurse practitioner (NP) students at Bournemouth University.


METHODS
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.


CONCLUSIONS
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.
Griffith
Heather
H
Bournemouth University. hgriffit@bournemouth.ac.uk
D002605:Character; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007400:Interprofessional Relations; D017145:Models, Educational; D009722:Nurse Practitioners / Q000193:education*; D024802:Nurse's Role; D015402:Nursing Education Research; D012951:Socialization; D013338:Students, Nursing / Q000523:psychology*; D017748:Time Management / Q000379:methods; D006113:United Kingdom