Manuel M Montero-Odasso, Nellie Kamkar, Frederico Pieruccini-Faria, Abdelhady Osman, Yanina Sarquis-Adamson, Jacqueline Close, David B Hogan, Susan Winifred Hunter, Rose Anne Kenny, Lewis A Lipsitz, Stephen R Lord, Kenneth M Madden, Mirko Petrovic, Jesper Ryg, Mark Speechley, Munira Sultana, Maw Pin Tan, N van der Velde, Joe Verghese, Tahir Masud
Evaluation of Clinical Practice Guidelines on Fall Prevention and Management for Older Adults: A Systematic Review
JAMA network open
advanced practice nurses apns high demand critical care units norway apns educated masters degree level acquire competence ensure independent safe effective treatment patients constantly rapidly changing health situations apns competence embraces expert knowledge skills perform complex decisionmaking clinical context therefore essential educational institutions nursing facilitate learning activities ensure improve students achievement required competence clinical practice studies apn education facetoface reflection group ffrg meetings held campus participation nurse educator advanced practice nursing students apnss common learning activity improve competence apnss although ffrg meetings stimulate apnss development required competencies may also result unproductive academic discussions reduce time apnss spend clinical practice make impossible nurse preceptors nps attend meetings challenges need addressed study aimed address challenges experienced ffrg meetings implementing virtual reflection group vrg meetings explore experiences apnss nps nurse educators vrg meetings active learning method supported technology stimulate students development required competence become apns critical care study adopted qualitative explorative design 2 focus group interviews used inductive content analysis explore collected data main finding reflection group meetings supported technology resulted betterstructured active learning method vrg meeting design allowed apnss spend time clinical practice placements apnss nps experienced participated actively effectively meetings led perceived increase competence apnss also perceived improved learning experience compared prior expectations users perceived implemented novel teaching design supported technology vrg meeting effective method ffrg meetings campus develop apnss required competence critical care vrg also perceived improved method solve challenges encountered ffrg meetings specifically apnss felt prepared undertake complex decisionmaking higher level analytic cognition clinical context lead professional discussions ward developed teaching design easily adapted diverse educational programs various levels professional education