Lael Ridgway , Lisa McKenna , Stacey Hokke , Naomi Hackworth , Jan M. Nicholson
{"title":"Education for family-centred care: A qualitative study with educators of advanced practice child and family health nurses","authors":"Lael Ridgway , Lisa McKenna , Stacey Hokke , Naomi Hackworth , Jan M. Nicholson","doi":"10.1016/j.nepr.2025.104313","DOIUrl":null,"url":null,"abstract":"<div><h3>Aim</h3><div>Explore academics’ perspectives of theoretical and practical education for family-centred care in postgraduate child and family health nursing courses.</div></div><div><h3>Background</h3><div>Education for advanced nursing practice in child and family health relies on understanding underlying principles of care and application in practice. Family-centred care fosters engagement and promotes child and family health and wellbeing. Key to its implementation are principles of creating respectful relationships, ensuring effective communication, supporting autonomy and contextualising care in service provision. However, little is known about how these are addressed in advanced practice nurse education.</div></div><div><h3>Design</h3><div>Qualitative descriptive study</div></div><div><h3>Methods</h3><div>Semi-structured interviews with academic coordinators from six Australian universities providing child and family health nurse education were conducted between December 2020-January 2021 and analysed using framework analysis.</div></div><div><h3>Results</h3><div>Family-centred care was embedded throughout all curricula. However, differences existed in curriculum (entry requirements, duration, delivery mode, practical experience) and employer expectations (qualification requirements, practice scope). Educators aim to ensure students develop core skills for safe, appropriate and responsive care. Although professional standards support family-centred care, they do not routinely guide curriculum development.</div></div><div><h3>Conclusions</h3><div>Educational expectations for advanced practice in child and family health nursing reflect local differences. Education for family-centred care predominantly focused on strengths-based and partnership approaches. Aligning agreed practice standards with curriculum design and clinical oversight would enable more consistent practice across the country, even when service structures differ. We encourage educators to address the broader drivers of family-centred care in child and family health nursing education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104313"},"PeriodicalIF":3.3000,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education in Practice","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1471595325000691","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
引用次数: 0
Abstract
Aim
Explore academics’ perspectives of theoretical and practical education for family-centred care in postgraduate child and family health nursing courses.
Background
Education for advanced nursing practice in child and family health relies on understanding underlying principles of care and application in practice. Family-centred care fosters engagement and promotes child and family health and wellbeing. Key to its implementation are principles of creating respectful relationships, ensuring effective communication, supporting autonomy and contextualising care in service provision. However, little is known about how these are addressed in advanced practice nurse education.
Design
Qualitative descriptive study
Methods
Semi-structured interviews with academic coordinators from six Australian universities providing child and family health nurse education were conducted between December 2020-January 2021 and analysed using framework analysis.
Results
Family-centred care was embedded throughout all curricula. However, differences existed in curriculum (entry requirements, duration, delivery mode, practical experience) and employer expectations (qualification requirements, practice scope). Educators aim to ensure students develop core skills for safe, appropriate and responsive care. Although professional standards support family-centred care, they do not routinely guide curriculum development.
Conclusions
Educational expectations for advanced practice in child and family health nursing reflect local differences. Education for family-centred care predominantly focused on strengths-based and partnership approaches. Aligning agreed practice standards with curriculum design and clinical oversight would enable more consistent practice across the country, even when service structures differ. We encourage educators to address the broader drivers of family-centred care in child and family health nursing education.
期刊介绍：
Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
