{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,6,27]],"date-time":"2025-06-27T15:28:18Z","timestamp":1751038098018},"reference-count":52,"publisher":"Wiley","issue":"9","license":[{"start":{"date-parts":[[2006,6,27]],"date-time":"2006-06-27T00:00:00Z","timestamp":1151366400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Journal of Clinical Nursing"],"published-print":{"date-parts":[[2006,9]]},"abstract":"<jats:p><jats:bold>Aims and objectives.\u2002<\/jats:bold> The aim was to interview new entrants to a Master's level programme of educational preparation for advanced healthcare practice roles. The objectives were to gain an understanding of their issues and concerns as they looked ahead to their future development and to illuminate issues concerning their experiences as students and as employees.<\/jats:p><jats:p><jats:bold>Background.\u2002<\/jats:bold> As advanced practice roles become more widespread in the United Kingdom and abroad, nurses and other healthcare professionals are becoming more involved in innovation and service development and experiencing greater autonomy in many areas, particularly in regard to clinical examination and diagnosis.<\/jats:p><jats:p><jats:bold>Design.\u2002<\/jats:bold> A qualitative design was employed to illuminate issues and concerns of new students on a Master's degree programme of educational preparation for advanced healthcare practitioners.<\/jats:p><jats:p><jats:bold>Methods.\u2002<\/jats:bold> Two focus group interviews were conducted in 2004. Sixteen students from two programme cohorts participated in the two groups.<\/jats:p><jats:p><jats:bold>Findings.\u2002<\/jats:bold> Two main themes were outlined. These were: \u2018opportunities for development\u2019 and \u2018time pressures\u2019. Subcategories within these two themes are also discussed.<\/jats:p><jats:p><jats:bold>Conclusions.\u2002<\/jats:bold> Students undertaking Master's level preparation for advanced healthcare practitioner roles perceive personal and professional benefits and opportunities to develop innovative services to improve patient care as accruing from the programme. These opportunities and benefits were related to the United Kingdom national health policy agenda. Some role difficulties were experienced. The additional burdens that the programme of study provided were an issue for some, but these were perceived as a temporary problem, worth undergoing for the likely long\u2010term benefits.<\/jats:p><jats:p><jats:bold>Relevance to clinical practice.\u2002<\/jats:bold> Students undertaking educational preparation for advanced practice roles see themselves as innovators, specifically aiming to develop and improve aspects of service provision. Education for advanced practice roles should not be undertaken lightly, but can equip students with various skills, particularly regarding clinical assessment, and these skills should underpin practitioners\u2019 autonomy.<\/jats:p>","DOI":"10.1111\/j.1365-2702.2005.01462.x","type":"journal-article","created":{"date-parts":[[2006,6,27]],"date-time":"2006-06-27T15:30:59Z","timestamp":1151422259000},"page":"1091-1098","source":"Crossref","is-referenced-by-count":8,"title":["Change on the horizon: issues and concerns of neophyte advanced healthcare practitioners"],"prefix":"10.1111","volume":"15","author":[{"given":"Graham R","family":"Williamson","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Christine","family":"Webb","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Nadine","family":"Abelson\u2010Mitchell","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Simon","family":"Cooper","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2006,7,25]]},"reference":[{"key":"e_1_2_11_2_1","unstructured":"BlackM(1993)A Different Vision: Nurses\u2019 Perceptions of Changes in Patient Care in an Elderly Care Nursing Development Unit.Unpublished MSc Dissertation University of Manchester Manchester."},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.4135\/9781849209175"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2648.2004.03234.x"},{"key":"e_1_2_11_5_1","first-page":"102","article-title":"Will disruptive innovations cure health care","author":"Christensen CM","year":"2000","journal-title":"Harvard Business Review"},{"key":"e_1_2_11_6_1","doi-asserted-by":"publisher","DOI":"10.1136\/emj.2003.011247"},{"key":"e_1_2_11_7_1","doi-asserted-by":"publisher","DOI":"10.1177\/003803857700400401"},{"key":"e_1_2_11_8_1","volume-title":"The NHS Plan","author":"DoH","year":"2000"},{"key":"e_1_2_11_9_1","volume-title":"Human Resources in the NHS: Lifelong Learning and the Skills Escalator","author":"DoH","year":"2003"},{"key":"e_1_2_11_10_1","volume-title":"NHS Job Evaluation Handbook","author":"DoH","year":"2004"},{"key":"e_1_2_11_11_1","volume-title":"Mature Women Students","author":"Edwards R","year":"1993"},{"key":"e_1_2_11_12_1","doi-asserted-by":"publisher","DOI":"10.1046\/j.1365-2648.2003.02600.x"},{"key":"e_1_2_11_13_1","doi-asserted-by":"crossref","first-page":"202","DOI":"10.3928\/0148-4834-20020501-05","article-title":"Nurse practitioner curriculum for the 21st Century: a model for evaluation and revision","volume":"41","author":"Gagan MJ","year":"2002","journal-title":"Journal of Nursing Education"},{"key":"e_1_2_11_14_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2648.2004.03273.x"},{"key":"e_1_2_11_15_1","first-page":"72","volume-title":"Researching Women's Health. 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