Dereje Melka, Yonas Baheretibeb, Cynthia Whitehead
Perceptions of readiness for interprofessional learning among Ethiopian medical residents at Addis Ababa University: a mixed methods study
BMC medical education
nurse anesthesia acknowledged advanced practice nursing requires independency patient monitoring clinical decisionmaking norway 2022 prerequisite nurse anesthesia education programs least two years clinical nursing experience prior entry removed consequences removing prerequisite clinical nursing experience prior entering nurse anesthetist education program academic progression students qualifications completion program remain unexplored hence purpose current study explore nurse anesthetist students experiences impact previous clinical nursing experience academic progression qualitative design semistructured individual interviews used sample consisted 12 nurse anesthetist students end education program data analyzed using thematic analysis inline recommendations braun clarke two main themes total six subthemes identified namely 1 experience develops nontechnical skills subthemes feeling secure task management b recognizing different situations c understanding role teamwork 2 integration nontechnical technical skills subthemes possessing procedural competence b taking responsibility medication administration c including patientcentred approach previous clinical experience nurse prior entry na education program provided basis nontechnical technical competencies supported learning development advanced level competencies needed nas nontechnical technical nursing competence represented solid base achievement anesthesia competence within areas also ensuring patientcentred practice hence change prerequisites na education program must followed evaluations consequences students academic progress competence end program well possible increased need supervision throughout