Evaluating practice-based learning specific to the community matron role.
Since the inception of the community matron role in 2004 there has been much debate about the exact nature of the role in primary and secondary care. How to effectively skill-up and educate a diverse group of clinicians has been a hot topic. This study involved a small focus group of community matrons in training. The qualitative themes extracted from this work are reported on and suggest that practice-based learning is both valuable and efficacious.
Banning
Maggi
M
Brunel University, Middlesex, UK. maggi.banning@brunel.ac.uk
D001291:Attitude of Health Personnel; D019090:Case Management; D002983:Clinical Competence; D003152:Community Health Nursing / Q000193:education* / Q000458:organization & administration; D003479:Curriculum; D019468:Disease Management; D011307:Drug Prescriptions / Q000451:nursing; D004511:Education, Nursing, Graduate / Q000458:organization & administration*; D055318:Evidence-Based Nursing / Q000193:education / Q000458:organization & administration; D017144:Focus Groups; D006801:Humans; D008131:London; D020380:Needs Assessment / Q000458:organization & administration; D009718:Nurse Administrators / Q000193:education* / Q000458:organization & administration / Q000523:psychology*; D024802:Nurse's Role / Q000523:psychology; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D036301:Qualitative Research; D013222:State Medicine / Q000458:organization & administration; D011795:Surveys and Questionnaires