In the evolving landscape of healthcare, advanced nursing practice (ANP) stands at the forefront, particularly in nations like New Zealand where the integration of postgraduate nursing students offers a fresh perspective on professional development. A new study authored by Skaria and Montayre delves deeply into this subject, revealing how these postgraduate students view the multifaceted roles and responsibilities of nurses within advanced practice settings. Conducted as a focused ethnography, the research sheds light on the nuances of nursing practice, offering an insider’s look at the experiences and challenges faced by advanced nursing professionals through the eyes of the next generation of nurses.
As healthcare systems around the globe grapple with increasing demands for quality patient care, the roles of nurses are evolving rapidly. Advanced nursing practice encompasses a wide range of specialized skills, allowing nurses to provide enhanced services that not only improve patient outcomes but also alleviate the burden on other healthcare professionals. In New Zealand, this shift emphasizes a collaborative approach where postgraduate nursing students are primed to step into these advanced roles, equipped with both academic training and clinical experience. Their insights into this transition reflect broader trends in healthcare where nurses are increasingly recognized as vital contributors to multidisciplinary teams.
The Genesis of This Ethnography Study offers a profound examination of the cultural and educational contexts that shape the perceptions of advanced nursing practice among postgraduate students. This qualitative research method enables the identification of key themes and trends that might otherwise remain hidden in traditional quantitative studies. By engaging directly with nursing students, the researchers could capture the richness of their experiences, fostering an understanding of how academic and practical components intertwine in shaping their professional identities.
Through the study, Skaria and Montayre illuminate the challenges that postgraduate nursing students face as they navigate their advanced training. The students express a mix of excitement and apprehension about embracing their expanded roles in clinical settings. The fear of inadequate preparation or the balancing act of theory versus practice weighs heavily on many, as they anticipate stepping into a complex healthcare environment. This anxiety is compounded by the ever-changing nature of healthcare, where protocols and best practices are continuously evolving, demanding agility and adaptability from nursing professionals.
Furthermore, the research highlights the importance of mentorship and peer support among postgraduate students as they transition into advanced nursing roles. A strong support system not only fosters confidence but also enhances learning opportunities. Students begin to identify strong mentors who provide guidance, encouragement, and real-world insights that enrich their educational journey. Such relationships play a crucial role in anchoring their knowledge and skills, helping to bridge the gap between theoretical instruction and practical application.
Another significant focus of this study is the intersection of identity and advanced practice. As postgraduate students reflect on their evolving professional identities, they articulate a desire for recognition as integral members of the healthcare team. This longing for acknowledgment reflects broader societal changes in the perception of nursing roles and highlights the critical need for advocacy in the recognition of nursing as a specialized and necessary component of healthcare. The students’ voices reveal a passionate commitment to their future roles and the impact they hope to have on patient care.
Additionally, the cultural context of New Zealand plays a vital role in shaping the educational experiences of these nursing students. The integration of Māori health perspectives into nursing education emphasizes responsive, culturally competent care. This cultural competency is increasingly important as New Zealand’s population grows more diverse. Students recognize the value of understanding and respecting cultural differences, and they express eagerness to learn how to provide care that aligns with the cultural values of the communities they serve. This emphasis not only enhances care delivery but also reinforces the significance of culturally tailored health services, which contribute to overall patient satisfaction and outcomes.
Within the findings of this ethnography, a recurring theme of resilience emerges. Postgraduate nursing students are faced with demanding curricula and the high stakes of clinical performance evaluations. Their commitment to persevere in the face of hardship illustrates the strength of their aspirations. They acknowledge the sacrifices endured during their studies and express optimism about the future, fueled by a sense of purpose and passion for nursing. This resilience is not only critical for personal growth but also essential for ensuring the sustainability of nursing as a profession poised to tackle future healthcare challenges.
The data collected in this study contributes significantly to discussions surrounding nursing education and its implications for healthcare delivery in New Zealand. As the nursing workforce faces potential shortages exacerbated by an aging population and evolving healthcare needs, the insights gained from postgraduate students provide invaluable perspectives. Policymakers and educational institutions are now encouraged to design training programs that address the unique needs of advanced nursing practice, ensuring that the next generation of nurses is well-prepared to meet the demands of modern healthcare environments.
In conclusion, Skaria and Montayre’s study serves as a vital contribution to the understanding of advanced nursing practice in New Zealand. Their exploration of postgraduate nursing students’ experiences sheds light on the intricate balance of education, identity, and practice. The findings not only reveal the challenges faced by these students but also highlight their potential to transform nursing practice into a more dynamic, integrated, and culturally competent field. As the healthcare landscape continues to evolve, the voices of postgraduate nursing students will be instrumental in shaping a future where advanced nursing practices are recognized and celebrated as essential to quality healthcare.
This detailed examination of advanced nursing practice through the lens of postgraduate nursing students in New Zealand is both timely and critical. The study underscores the need for ongoing research and dialogue about how best to prepare nursing students for the realities of their future roles. Ensuring that these students are equipped with the necessary skills, confidence, and advocacy to thrive is crucial—for their professional fulfillment, for the healthcare system, and, most importantly, for the patients and communities they serve.
Subject of Research: Advanced nursing practice in New Zealand
Article Title: Advanced nursing practice in New Zealand through the lens of postgraduate nursing students: a focused ethnography study
Article References: Skaria, R., Montayre, J. Advanced nursing practice in New Zealand through the lens of postgraduate nursing students: a focused ethnography study. BMC Nurs (2025). https://doi.org/10.1186/s12912-025-04132-3
Image Credits: AI Generated
DOI: 10.1186/s12912-025-04132-3
Keywords: Advanced nursing practice, postgraduate nursing students, New Zealand, ethnography, nursing education, cultural competency, healthcare delivery.
