Urology Nursing Practice Educational Preparation
Urology Nursing Practice Educational Preparation
A descriptive study of urology nursing titles, educational preparation, and job functions revealed more than 80 titles, varied educational preparation, and some common and varied job functions. The results also indicated that urology advanced practice nurses continue to expand their independent roles.
Prior to defining the scope of urology nursing practice, data that describe how urology nurses in different geographic regions are prepared for practice, the titles they claim, and the job responsibilities they perform need to be collected. Obtaining an understanding of how urology nurses describe their practice assures that the commonalities and differences in training are identified. These data can then be used to guide the establishment of standards, providing excellence in training in urology nursing practice. The lack of consistency in the use of urology nurse titles makes it difficult for health care professionals, urology patients, and family members to understand the role of the urology nurse and the urology advanced practice nurse (APN).
As urology APNs around the globe continue to take on more independent roles and engage in more complex procedures, it will become even more important to identify how advanced practice urology nurses are trained for these job functions. A review of the literature failed to identify any global studies that described urology nursing education, titles used by urology nurses, or specific clinical responsibilities of urology nurses at both the basic and advanced practice level.
White, Crowe, and Papps (2009) used survey data from Australian and New Zealand nurses to describe their roles, professional titles, educational preparation, and clinical practice responsibilities. Results of this study identified more than 35 job titles used by urology nurses. Preparations for various advanced clinical practices by nurses varied and ranged from self-taught to formal competency training. Thompson and associates (2007) surveyed urology nurses working in the United Kingdom. This study concluded that there were 44 different job titles being used by urology nurses and a variety of clinical responsibilities, including bladder scanning, catheter insertion, changing catheters, and bladder irrigation. Some advanced skill procedures included cystoscopy, protocol development, reviewing test results, triaging outpatient referrals, performing and interpreting urodynamics, urethral dilatation, and performing urology and gynecology assessments.
In the United States (U.S.), Kleier (2009) studied procedural competencies and job functions of urology APNs who were members of the Society for Urologic Nurses and Associates (SUNA). The results of this survey identified 71 job functions, which included evaluation and management of new and established patients, ordering and interpreting diagnostic studies, teaching patients and health care staff, and telephone communication with patients. Procedures and functions most commonly performed by APNs included suture/staple removal, bladder irrigation, bladder scanning, post-operative wound care, drain removal, suprapubic catheter insertion/change, bladder training, and microscopic examination of urine. While the results of these studies (Kleier, 2009; Thompson et al., 2007; White et al., 2009) provide insight into urology nursing practice, no international survey has been performed. Thus, at the request of the Global Alliance for Urology Nurses (GAUN), this survey was performed.
Abstract and Introduction
Abstract
A descriptive study of urology nursing titles, educational preparation, and job functions revealed more than 80 titles, varied educational preparation, and some common and varied job functions. The results also indicated that urology advanced practice nurses continue to expand their independent roles.
Introduction
Prior to defining the scope of urology nursing practice, data that describe how urology nurses in different geographic regions are prepared for practice, the titles they claim, and the job responsibilities they perform need to be collected. Obtaining an understanding of how urology nurses describe their practice assures that the commonalities and differences in training are identified. These data can then be used to guide the establishment of standards, providing excellence in training in urology nursing practice. The lack of consistency in the use of urology nurse titles makes it difficult for health care professionals, urology patients, and family members to understand the role of the urology nurse and the urology advanced practice nurse (APN).
As urology APNs around the globe continue to take on more independent roles and engage in more complex procedures, it will become even more important to identify how advanced practice urology nurses are trained for these job functions. A review of the literature failed to identify any global studies that described urology nursing education, titles used by urology nurses, or specific clinical responsibilities of urology nurses at both the basic and advanced practice level.
White, Crowe, and Papps (2009) used survey data from Australian and New Zealand nurses to describe their roles, professional titles, educational preparation, and clinical practice responsibilities. Results of this study identified more than 35 job titles used by urology nurses. Preparations for various advanced clinical practices by nurses varied and ranged from self-taught to formal competency training. Thompson and associates (2007) surveyed urology nurses working in the United Kingdom. This study concluded that there were 44 different job titles being used by urology nurses and a variety of clinical responsibilities, including bladder scanning, catheter insertion, changing catheters, and bladder irrigation. Some advanced skill procedures included cystoscopy, protocol development, reviewing test results, triaging outpatient referrals, performing and interpreting urodynamics, urethral dilatation, and performing urology and gynecology assessments.
In the United States (U.S.), Kleier (2009) studied procedural competencies and job functions of urology APNs who were members of the Society for Urologic Nurses and Associates (SUNA). The results of this survey identified 71 job functions, which included evaluation and management of new and established patients, ordering and interpreting diagnostic studies, teaching patients and health care staff, and telephone communication with patients. Procedures and functions most commonly performed by APNs included suture/staple removal, bladder irrigation, bladder scanning, post-operative wound care, drain removal, suprapubic catheter insertion/change, bladder training, and microscopic examination of urine. While the results of these studies (Kleier, 2009; Thompson et al., 2007; White et al., 2009) provide insight into urology nursing practice, no international survey has been performed. Thus, at the request of the Global Alliance for Urology Nurses (GAUN), this survey was performed.
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