Learning needs assessment for registered nurses in two large acute care hospitals in Urban New Zealand.

BACKGROUND: Ongoing education for the nursing workforce is necessary to ensure currency of knowledge in order to enable evidence based client care. The cost of education is high to the organisation and the individual, and must therefore be cost-effective, relevant and appropriate. According to research, education for nurses is not always systematically planned and developed and often relies on the interest area and assessment of the nurse educators. AIM: To survey the learning needs of clinically based registered nurses within an acute care setting. DESIGN AND METHOD: An anonymous questionnaire was used to collect the data. Two groups completed the questionnaire: all eligible registered nurses in two acute care hospitals located in urban New Zealand and their senior nurses such as clinical nurse managers, specialists and educators. RESULTS: The study found agreement on learning needs and also noted differing opinions between the Registered Nurses (RNs), and their senior RNs, RNs initially registered overseas and between levels of practice, on selection and ranking of learning needs. CONCLUSION: This survey identified a number of high learning needs for RNs working within acute care settings. Differences in perception of learning needs for RNs, between the nurses themselves and the Senior RNs exist, as well as among sub groups of RNs. As a result, educators and managers are encouraged to collaborate to realise the opportunity which exists for the provision of education across specialty areas and to work with the different groups and the individual to ensure unique learning needs are met.

Graduate nurses' experience of postgraduate education within a nursing entry to practice programme.

The first year of practice is usually a challenging time for nursing graduates. In New Zealand most undertake a Nursing Entry to Practice (NETP) programme aimed at socialising them into their new role and work environment. Some of these programmes now have embedded postgraduate courses. This means that graduates undertake higher education while at the same time adjusting to a new role and work environment. Using a cross-sectional survey design the purpose of this study was to explore graduate nurses' experiences of postgraduate education within a NETP programme. Overall, participants felt well prepared for postgraduate studies at academic, personal and professional levels, although most suggested that NETP programmes could allow for a stand-down period of three to four months before postgraduate education is introduced. This would give the graduate an opportunity to adjust to the clinical environment. They also highlighted the importance of making expectations clear from the outset. This study revealed that the number and nature of postgraduate courses offered in a NETP programme requires further investigation.