E036 Rheumatology nurses’ perceptions of undertaking a postgraduate education programme: a qualitative study
Authors: Ryan Sarah , Hassell Andrew , Paskins Zoe , Rule Katrina , Brooks Michael , Tajuria Gulshan 
Published: April 2024

Abstract

Background/Aims
Rheumatology nurses practising at an advanced clinical level are encouraged to undertake postgraduate study to provide an evidence base to their role. This study explored the perceptions and experiences of clinical nurse specialists (CNS) undertaking a Master’s programme in Rheumatology Nursing, including perceptions of impact and future educational needs.

Methods
CNS, in the United Kingdom and Europe, who had completed a Masters programme in Rheumatology were recruited to take part in semi-structured telephone and video interviews between 17th March 2021 - 17th May 2021. Interviews were digitally-recorded and data was analysed by two researchers and two public contributors.

Results
10 CNS participated in the study including 9 Females and 1 Male and worked in a variety of different geographical locations including England, Wales, Scotland and Malta. The duration of the interviews was 23-50 minutes.
Four themes related to the experiences of CNS undertaking an MSc programme were identified: i) Increased confidence and the development of new skills, ii) Perceived impact on the CNS’ organisation, iii) Benefits of face-to-face learning, and iv) Future educational needs. All CNS reported increased confidence with physical examination skills and the interpretation of clinical symptoms. New skills gained included assessing the psychosocial impact of inflammatory arthritis in the clinical consultation and the ability to appraise research evidence.
Undertaking postgraduate study not only had an identifiable impact on the CNS’ own practice, but also benefited members of their organisation with the sharing of clinical examination skills, evidence based practice and enhanced communications with team members including managers and commissioners. Implementing learning was dependent on time and managerial support.
CNS found the ability to interact in person with other students increased engagement in learning and the creation of professional supportive clinical networks that continued after the course had finished. Modules which developed physical skills, including musculoskeletal examination, were perceived to be better suited to face-to-face teaching whilst those with a greater theoretical component such as critical appraisal could be delivered remotely. Some participants also valued the opportunity to be away from the workplace, which enhanced their learning experience by being able to focus solely on their studies.
Future education needs identified by the CNS focused on developing diagnostic skills and greater involvement in supporting self-management. There was consensus that all CNS should be prescribers as this was a major component of providing a telephone advice line service.

Conclusion
CNS identified that completing a face-to-face Masters in Rheumatology increased their knowledge and confidence in delivering new clinical skills, fostered peer networks whilst also benefiting their employing organisations. Postgraduate provision may need to consider how the benefits of face-to-face learning can be transferred to remote learning to ensure that clinical confidence and new clinical skills can be obtained.

Disclosure
S. Ryan: None. A. Hassell: None. Z. Paskins: None. K. Rule: None. M. Brooks: None. G. Tajuria: None.