Developing postgraduate awards for critical care

Abstract

This report outlines a qualitative study that explored the academics’ perceptions of postgraduate education for critical care. A framework was generated using models of curriculum design. Focus groups and interviews were undertaken to explore four areas within this framework – taught theory/professional practice, advanced practice skills, assessment and delivery. The findings revealed that ethical and legal aspects of role, research, physiology decision-making and practice skills such as defibrillation, first line treatment and patient assessment were considered extremely relevant to such a programme. Practice assessment was considered essential to ensure clinical credibility of the programme and the practitioner. Frameworks were generated to define the nature of advanced critical care practice. As such, work-based learning and interprofessional supervision were seen as key elements of the programme. Finally areas for further research where identified