Preparing student nurses for healthcare reform

Aim: To determine how clinical agencies and universities can best prepare student nurses to develop the capability to contribute to healthcare reform. Method: A list of desirable reform capabilities (graduate attributes) was developed and validated. A case study approach was used and interviews conducted with personnel at six clinical agencies in Victoria and South Australia to assess the extent to which student nurses achieved or were likely to achieve these capabilities and to identify strategies that would assist their development. Background: As a signi!cant component of the healthcare workforce, nurses are positioned to play a critical role in healthcare reform. A major challenge facing the profession is how best to prepare nurses and equip them with the skills and attributes necessary to contribute to the reform agenda. Results: Nine reform capabilities were identi!ed. Some were more likely to be achieved than others during undergraduate preparation. Strategies were identi!ed to assist the Correspondence Dr Tony Barnett University Department of Rural Health University of Tasmania Locked Bag 1372 Launceston, Tasmania 7250 Email: Tony.Barnett@utas.edu.au Preparing student nurses for healthcare reform T. Barnett, K. Sellick, M. Cross, L. Walker, A. James & S. Henderson development of each capability though a number of challenges were also identi!ed by participants. "ese related to: university–agency relationships, the clinical learning environment, student–graduate transition, curriculum and organisational culture. Conclusions: Graduate nurses are unlikely to demonstrate all nine capabilities on initial entry into the workforce. If these are regarded as desirable attributes for beginning practitioners, universities and clinical agencies need to develop and implement more e#ective strategies to support their development during undergraduate preparation.