Page 796 - ACCCN's Critical Care Nursing

APPENDIX B1 providers and critical care clinicians on the desir-
able outcomes of critical care courses.
ACCCN POSITION STATEMENT (2006) 7. Graduates of postgraduate courses in critical care
ON THE PROVISION OF CRITICAL must be able to demonstrate clinical competence
CARE NURSING EDUCATION as well as a sound theoretical knowledge base. A
strong emphasis on the application of theory to
The Australian College of Critical Care Nurse Limited practice, and the assessment of clinical compe-
(ACCCN) considers that appropriate preparation of spe- tence should be an integral component of post-
cialist critical care nurses is a vital component for the graduate critical care courses.
provision of quality care to patients and their families. 8. The provision of appropriate experience to facili-
This position statement outlines the recommendations of tate the development of clinical competence
ACCCN regarding the provision of critical care nursing should be a collaborative responsibility between
education. Where possible these recommendations are education and healthcare providers. Critical care
based on evidence from research in critical care nursing students should have access to support and guid-
and allied fields. In areas where current research-based ance from appropriately experienced staff such as
evidence is not available, these recommendations are clinical teachers and nurse preceptors.
based on the opinion of expert nurses in the field of 9. Clinical teachers and nurse preceptors for post-
critical care nursing in Australia.
graduate critical care students should be appro-
1. Programs preparing critical care nurses to func- priately supported in their role by both education
tion at a specialist level of practice should be and healthcare providers.
provided at a postgraduate level and conducted 10. Close collaboration between the healthcare and
by a higher education provider (for example, a higher education sectors is important in order
university or equivalent provider). that postgraduate critical care nursing education
2. The curricula of Australian critical care nursing is provided at a standard that meets the expecta-
postgraduate courses must provide an appropri- tions of both sectors.
ate theoretical and clinical experience to prepare 11. Critical care education providers should have in
nurses to meet the challenges of clinical practice place policies and processes for recognition of
effectively. prior learning and alternative flexible entry path-
3. ACCCN considers the Competency Standards for ways into postgraduate specialist courses.
Specialist Critical Care Nurses developed by ACCCN 12. Healthcare and higher education providers should
could be utilised to inform critical care curricu- establish strategies to reduce the significant finan-
lum development and assessment of clinical cial burden faced by nurses undertaking post-
practice. graduate critical care courses.
4. ACCCN endorses the recommendations of the 13. Healthcare providers and health departments
2005 Declaration of Madrid on the preparation of should implement suitable strategies that provide
critical care nurses in relation to curriculum financial or career incentives that will encourage
content. critical care nurses to complete postgraduate criti-
5. Postgraduate courses for critical care nurses must cal care courses.
provide a balance between clinically oriented 14. Education providers should implement educa-
content and broader generic content that enables tional strategies to facilitate flexible access to post-
the specialist nurse to contribute to the profession graduate critical care courses for nurses from a
through processes such as research, practice devel- range of geographical locations.
opment and leadership. 15. Innovative strategies need to be implemented to
6. There is a pressing need for the establishment of address the deficit of qualified critical care nurses.
consensus among education providers, healthcare Such strategies may include comprehensive criti-
cal care workforce planning, innovative retention
strategies, refresher or re-entry critical care educa-
tion, professional development programs and the