Training For Practice Nurses Research Articles

Dementia Rehabilitation Training for General Practitioners and Practice Nurses: Does It Make a Difference?

Rehabilitation helps reduce disability in dementia. The Australian National Dementia Action Plan identifies a gap in clear treatment pathways post-diagnosis, affecting the quality of life for those with dementia. This study assessed the impact of a one-day dementia training course and follow-up on GPs' and practice nurses' knowledge, attitudes, and confidence regarding dementia rehabilitation. The training, led by two experienced GPs and an academic physiotherapist, covered dementia diagnosis, allied health roles, care planning, and referrals. The follow-up involved applying the learnt material and completing a reflective task. Three longitudinal surveys (Dementia Knowledge Assessment Scale-DKAS, General Practitioners' Attitudes and Confidence towards Dementia Survey-GPACS-D, and Dementia Rehabilitation Scale) and Likert-scale statements were conducted pre-course, post-course, and at four-month follow-up, alongside a focus group. Descriptive and regression analyses were applied to survey data, and content analysis was used for focus group data. Seventeen participants (14 GPs, 3 nurses) completed the pre-post-course survey, with eight (6 GPs, 2 nurses) participating in follow-up and focus group discussions. Post-course, DKAS scores increased by 12.1%, GPACS-D by 10.1%, and the dementia rehabilitation scale by 9.4%. Likert-scale statements improved by 8-79%. At the four-month follow-up, there was a slight, non-significant decline in most measures. Focus groups highlighted the training's impacts, useful components, barriers, and suggestions for improvement. Training GPs and practice nurses in dementia rehabilitation enhances knowledge, awareness, and confidence. Ongoing efforts are needed to sustain benefits and address referral barriers for better access to dementia rehabilitation services.

Holistic Digitalization of the Nursing Internship Process in the Federal State of Salzburg with Strong User Involvement.

In the federal state of Salzburg, the harmonization of nursing internship took place from 2014-2019 as a joint effort of educational and internship providers. Currently the handling of these mostly paper pencil-based documents involves a manual process through different institutions and people. The project provides the basis for the implementation of the "internship platform". In the future, this is to be the digital, state-of-the-art one-stop shop for the state-wide practical nursing training (in the form of immanent internships) at all training levels. The process is influenced by modern requirements engineering techniques: As-is analysis of the internship process and related documents, contextual inquires in different internship providers, iterative focus group discussions focusing first on user stories, then on interface designs, and final user testing. Standardized workflow and authorization concept for all user groups, mandatory requirements for the software system, tested user interfaces, tender documents for EU-wide tender procedure. Positive feedback from all involved user groups on project goal, results and involvement in the process.

Status and Educational Effects of Practical Nursing Training for Medical Students as Part of Interprofessional Education.

The WHO has recognized the importance of multidisciplinary education and recommended its promotion worldwide. In our medical school, students experience practical nursing training in their first year to promote multidisciplinary education. Herein, we clarified the learning experiences of medical students during a practical nursing training for enhancing multidisciplinary collaborative education. A questionnaire about nursing practice was conducted after training completion. Regarding attitudes during the training, the nurses in charge of shadowing evaluated the students, and the students also evaluated themselves. The survey results were analyzed qualitatively, and the attitude evaluation results quantitatively. There were 76 students who provided informed consent, of whom 55 completed the survey. Three main learning areas were extracted from survey: Nursing treatment, support, and communication activities (7 categories), Nursing care for hospitalized patients (3 categories), Multidisciplinary collaboration through effective communication and coordination (2 categories). On the first training day, the scores of evaluation by others were higher than those of self-evaluation in 6 items. On the second day, the scores of self-evaluation were higher than those of evaluation by others in "Actively learning" and "Communicating appropriately with medical staff and patients." Through the training, students learned about Nursing treatment, support, and communication activities; Nursing care for hospitalized patients; and Multidisciplinary collaboration through effective communication and coordination. The training enabled the students to understand the doctors' roles in the clinical setting, and to reflect on what doctors should be. Leaning from nursing training is highly beneficial for medical students.

Reflections on appraisal training for practice nurses

This article reflects on the value and outcomes of two projects commissioned by NHS England and Somerset Clinical Commissioning Group. The projects demonstrate how a robust strategy can empower practice nurses (PNs) to change practice and provide a sustainable way forward in appraisals, revalidation and continuous professional development.The project encompassed clinical supervision and its value for PN teams and contributions to appraisal. The projects trained a sufficient number of appraisers for PNs across the geographical areas involved to be able to access an appraiser local to them. The appraisal portfolio developed for the projects has been adopted by many PNs who want to use a system that is easy to access and is an alternative to online portfolios.

Application of simulation teaching in practical nursing training courses

Objective To explore the effects of simulation teaching on practical nursing training courses. Methods A total of 200 nursing students admitted in 2016 at Bijie Medical College were selected by convenient sampling from September 2017 to June 2018, and divided into the control group (n=100) and the observation group (n=100) according to the random number table. Nursing students in the control group received traditional teaching, while nursing students in the observation received simulation teaching. The experimental examination performance was compared between the two groups, and the satisfaction with simulation teaching in the nursing students in the observation group was evaluated. Results The experimental examination performance of the nursing students in the observation group was (88.43±12.69) , higher than that of the control group (61.43±10.26) (t=16.545, P<0.01) .98% of the nursing students desire simulation teaching. Conclusions The effects of simulation teaching are better than traditional experimental teaching and is recognized by nursing students, which is worth promoting in nursing teaching. Key words: Students, nursing; Teaching; Simulation

Effectiveness of implementation of "mental health nursing students' clinical competency model" on academic performance of nursing students.

Background: Clinical nursing competence in mental health is one of the most important topics in theoretical and practical nursing training with many factors affecting it. The purpose of this study is to determine the impact of the implementation of the "mental health nursing students' clinical competence model" on nursing students' academic performance. Methods: This study is a semi experimental following one group of student nurses. "mental health nursing students' clinical competence model" for undergraduate nursing student's education was applied. The study population included 50 nursing students, who were studying from fifth semester to seventh semester and selected through census sampling. During the seventh semester after the completion of theoretical and practical courses in mental health nursing, re-evaluation was conducted and the scores before and after the implementation of the clinical competence model were compared. Results: Rate of clinical competency before the intervention, was estimated at the level of non-mastered; and after intervention was at the level of mastered, demonstrating a significant difference (p<0.001). Areas of clinical competency scores before and after the intervention were compared which showed significant difference in all the areas except the mental competency areas (p<0.05). Conclusions: The implementation of the "mental health nursing students' clinical competence model" and appropriate planning for achievement of mental health nursing specialized competency can ensure the achievement of clinical competency by nursing students.

Effectiveness of implementation of “mental health nursing students’ clinical competency model” on academic performance of nursing students

Background: Clinical nursing competence in mental health is one of the most important topics in theoretical and practical nursing training with many factors affecting it. The purpose of this study is to determine the impact of the implementation of the “mental health nursing students’ clinical competence model” on nursing students’ academic performance. Methods: This study is a semi experimental following one group of student nurses. “mental health nursing students’ clinical competence model” for undergraduate nursing student’s education was applied. The study population included 50 nursing students, who were studying from fifth semester to seventh semester and selected through census sampling. During the seventh semester after the completion of theoretical and practical courses in mental health nursing, re-evaluation was conducted and the scores before and after the implementation of the clinical competence model were compared. Results: Rate of clinical competency before the intervention, was estimated at the level of non-mastered; and after intervention was at the level of mastered, demonstrating a significant difference (p<0.001). Areas of clinical competency scores before and after the intervention were compared which showed significant difference in all the areas except the mental competency areas (p<0.05). Conclusions: The implementation of the “mental health nursing students’ clinical competence model” and appropriate planning for achievement of mental health nursing specialized competency can ensure the achievement of clinical competency by nursing students.

Effectiveness of implementation of “mental health nursing students’ clinical competency model” on academic performance of nursing students

Background: Clinical nursing competence in mental health is one of the most important topics in theoretical and practical nursing training with many factors affecting it. The purpose of this study is to determine the impact of the implementation of the "mental health nursing students' clinical competence model" on nursing students' academic performance. Methods: This study is a semi experimental following one group of student nurses. "mental health nursing students' clinical competence model" for undergraduate nursing student's education was applied. The study population included 50 nursing students, who were studying from fifth semester to seventh semester and selected through census sampling. During the seventh semester after the completion of theoretical and practical courses in mental health nursing, re-evaluation was conducted and the scores before and after the implementation of the clinical competence model were compared. Results: Rate of clinical competency before the intervention, was estimated at the level of non-mastered; and after intervention was at the level of mastered, demonstrating a significant difference (p<0.001). Areas of clinical competency scores before and after the intervention were compared which showed significant difference in all the areas except the mental competency areas (p<0.05). Conclusions: The implementation of the "mental health nursing students' clinical competence model" and appropriate planning for achievement of mental health nursing specialized competency can ensure the achievement of clinical competency by nursing students.

The experience and enlightenment of the geriatric nursing personnel cultivation in the United States

The rapid development of aging has brought new challenges to the elderly nursing service. Traditional nursing education is difficult to meet the needs of elderly nursing personnel cultivation. The training experience of other countries will provide a reference for the training of elderly nursing talents in China, so as to meet the needs of the society. This paper analyzes the current status of the geriatric nursing personnel cultivation in the United States from three aspects: the elderly nursing education in the United States, the training of the senior practice nurses and the training of the elderly nursing teachers, and according to the national conditions of our country, it is pointed out that the training of elderly nursing personnel should pay attention to curriculum setting to cultivate senior nursing professionals, pay attention to professional qualification certification and train advanced specialist nurses in geriatric nursing, pay attention to evidence-based practice and train characteristic TCM nurses in geriatric nursing, pay attention to teachers' leadership and cultivate high-level talents especially elites in geriatric nursing. Key words: Geriatric nursing; Personnel cultivation; Nursing education

Research on the effect of cooperative learning model on nursing skills of practice nurses and standardized training of newly-recruited nurses

Objective: To investigate the value of cooperative learning model in the nursing skills of practice nurses and standardized training for newly-recruited nurses. Methods: 130 practice nurses and 80 newly-recruited nurses from two Grade-three hospitals in Hunan Province were selected as objects of study, and randomly divided into two groups. The practice nurses and newly-recruited nurses in control group received traditional clinical nursing teaching and training, and those in intervention group receive clinical nursing teaching and training under cooperative learning model, the score, self-learning ability and patient satisfaction in the two groups were compared. Results: After 1 month of learning, the theoretical scores and skill scores of practice nurses and newlyrecruited nurses in intervention group were significantly higher than those in control group (P<0.05). The practice nurses and newly-recruited nurses in intervention group recognized that the training model improved their learning initiative, awareness of cooperation, ability to think, communication skills and comprehensive ability compared with those in control group (P<0.05). Conclusion: Cooperative learning model can improve the effectiveness of training for practice nurses and newly-recruited nurses, which not only promotes nurses' theoretical knowledge and nursing skills, but also trains the ability of cooperation, thinking and communication, so it is conducive to practice nurses and newly-recruited nurses in the new post.

Analysis on the satisfaction for the theory training of target-management of practice nurses of neurology department

Objective To analyze and study the satisfaction for the training of practice nurses on the basis of the application of the teaching method for target-management list. Methods The research method of experimental epidemiology was used. The practical nurses were divided into groups randomly during the research period.The study objects of experimental group accepted the target training list to have regular practice training on purpose according to the target management theory.The instructor of experimental group had teaching according to the target training list. The study objects of control group accepted regular practice training.After the training, the study objects of the two groups filled in the satisfaction questionnaire form and training observation form was used to have evaluation for the satisfaction of training effect. Results The scores of the self-satisfaction evaluation of study objects of experimental group, the satisfaction evaluation to the instructor and six dimensions in the satisfaction evaluation form of instructor to the study objects of experimental group were higher than control group(P<0.05). After influencing factors were corrected, the self-satisfaction of study objects was improved for 11 times(OR=11.661, 95%CI=5.781~23.522), the satisfaction of study objects to clinical teacher was improved for 61 times (OR=61.412, 95%CI=24.495~153.970)and the satisfaction of the instructor of experimental group to the study objects of experimental group was improved for 10 times(OR=10.478, 95%CI=5.252~20.903). And the differences were statistically significant (P<0.01). Conclusions The implementation of MBO can significantly improve the satisfaction for the effect of self-training of trainees and for their teachers.Meanwhile, it also improves the comprehensive training effect of nurses. Key words: Target-oriented management; Nurse trainee; Training; Satisfaction questionnaire; Training observation scale

Cost-Effectiveness of a Chronic Care Model for Frail Older Adults in Primary Care: Economic Evaluation Alongside a Stepped-Wedge Cluster-Randomized Trial.

To evaluate the cost-effectiveness of the Geriatric Care Model (GCM), an integrated care model for frail older adults based on the Chronic Care Model, with that of usual care. Economic evaluation alongside a 24-month stepped-wedge cluster-randomized controlled trial. Primary care (35 practices) in two regions in the Netherlands. Community-dwelling older adults who were frail according to their primary care physicians and the Program on Research for Integrating Services for the Maintenance of Autonomy case-finding tool questionnaire (N=1,147). The GCM consisted of the following components: a regularly scheduled in-home comprehensive geriatric assessment by a practice nurse followed by a customized care plan, management and training of practice nurses by a geriatric expert team, and coordination of care through community network meetings and multidisciplinary team consultations of individuals with complex care needs. Outcomes were measured every 6months and included costs from a societal perspective, health-related quality of life (Medical Outcomes Study 12-item Short-Form Survey (SF-12) physical (PCS) and mental component summary (MCS) scales), functional limitations (Katz activities of daily living and instrumental activities of daily living), and quality-adjusted life years based on the EQ-5D. Multilevel regression models adjusted for time and baseline confounders showed no significant differences in costs ($356, 95% confidence interval=-$488-1,134) and outcomes between intervention and usual care phases. Cost-effectiveness acceptability curves showed that, for the SF-12 PCS and MCS, the probability of the intervention being cost-effective was 0.76 if decision-makers are willing to pay $30,000 per point improvement on the SF-12 scales (range 0-100). For all other outcomes the probability of the intervention being cost-effective was low. Because the GCM was not cost-effective compared to usual care after 24months of follow-up, widespread implementation in its current form is not recommended.

Mental health nurses can increase capability and capacity in primary care by educating practice nurses: an evaluation of an education programme in England.

Most people with a mental health problem in England are cared for by clinicians in primary care who may have had little or no training in this area. Our aim was to develop an accessible education programme which was appropriate to the learning needs of this workforce. A survey of the mental health and well-being training needs and preferred learning methods of practice nurses was undertaken, then a programme of education was developed by a primary care mental health expert. Teaching was delivered by mental health nurses who were trained as educators. Both the practice nurses and mental health nurses felt their clinical practice would improve as a result of being involved in this programme. To sustain the learning, mental health nurses were supported by attending and then leading their own action learning sets. This model of education can be adapted and used by health organizations both nationally and internationally. Research is required to find out whether training practice nurses using this programme has an impact on patients.

Leitlinien-Implementierungs-Studie Asthma (L.I.S.A.): Ergebnisse eines pragmatischen Implementierungsansatzes

Knowledge transfer from theory to practice in healthcare systems poses a challenge worldwide. Typical examples include national disease management guidelines. The present study contributes towards improving implementation strategies for an asthma guideline. A guideline implementation strategy was examined in a four-armed, non-randomised, controlled intervention study with an additional control group. The study participants were general practitioners and paediatricians recruited from primary care quality circles. All study participants attended an interactive seminar on the evidence-based recommendations for patients with asthma. In addition, the participants were asked to choose among the following options: no further intervention, additional e-learning, training of their practice nurses, or e-learning and training of their practice nurses. The success of the intervention was measured by questionnaire (and the success rate expressed as a percentage). About one third of all participants (n=313) opted for the combination of an interactive seminar and a training of practice nurses; two third preferred the classic way of continuing medical education with an interactive seminar without a further intervention. Just 10 % of the physicians participated in e-learning. Independently of their choice for continuing medical education, all participants demonstrated an increase in knowledge about asthma and an improvement in the management of asthma. The physicians exhibited an average increase in both categories of about 10 % of the percentage values, compared to an increase of about 28 % among the practice nurses without continuing medical education. The physicians' free choice of the educative modules might be an integral part of successful implementation strategies. However, this will require a change of focus from general continuing medical education packages to a more individualised culture of continuing professional development in Germany.

Mental health and wellbeing: a snapshot of GPN training needs

Background: The vast majority (up to 90%) of depressive and anxiety disorders that are diagnosed are treated in primary care ( National Institute for Health and Care Excellence (NICE), 2011 ). However, practice nurses traditionally have little training in this area, and recognition of anxiety disorders in primary care is particularly poor ( NICE, 2011 ). Aim: To learn more about how practice nurses perceive their role in managing common mental health disorders; the types of training practice nurses think they need; the types of training that GPs and clinical commissioning group (CCG) leads think practice nurses need; how practice nurses would like training to be delivered; how GPs and CCG leads would like training to be organized. Method: A national audit was carried out using online questionnaires (15 questions for practice nurses; 3 for GPs and CCG leads). Two focus groups were held 1 month apart, with practice nurses in Northamptonshire following protected learning time sessions. Results: Over 82% of practice nurses have responsibilities for aspects of mental health and wellbeing where they have not had training, and 98% of practice nurses would like to attend a relevant course. The practice nurses indicated a preference for face-to-face training in a classroom environment, as opposed to teaching in the workplace or e-learning. A third of practice nurses would struggle to attend a course because gaining agreement from employers is difficult. Conclusions: The practice nurses demonstrated an awareness of common mental health disorders and how to treat them, and a desire to learn through accessible education that is fit for purpose. There is a need to develop a national training programme that includes financial incentives for GPs.

A Psicologia na formação de enfermeiros

We analyze the teaching of psychology in the education of nurses in the first decades of the twentieth century in Brazil. We present aspects related to nursing schools from Rio de Janeiro and Belo Horizonte. Topics presented in the psychology courses in the education of nurses were connected to the psychological debates at that time. During this period, we can see the changing from a training based on working experiences to a new model based on the scientific knowledge. The Brazilian government sponsored this transformation, which was grounded in a broad context of the raising of the worth of sciences in the country. Psychological knowledge contributed for the establishment of a new theoretical and practical nursing training. Analyzing teaching of psychology in the education of nurses contributes to a better understanding of psychology as a discipline in Brazil.

Training practice nurses to care for people with severe mental illness

Practice nurses presently have little contact with people who have serious mental illness (SMI) but are skilled in providing care for individuals with long‐term physical conditions. Patients with SMI have poorer physical health and die younger than the general population, and may not be in touch with secondary care services. Training practice nurses in SMI increases screening opportunities and could provide patients with a named contact in primary care. The aim of the project described here was to provide practice nurses with effective training about SMI. Following a short training course, nurses’ perceived knowledge and skills relating to physical health in SMI improved.

Expanding the health visitor's role to include the 6–8 week assessment

Journal of Health VisitingVol. 1, No. 12 ProfessionalExpanding the health visitor's role to include the 6–8 week assessmentRajeev GuptaRajeev GuptaSearch for more papers by this authorRajeev GuptaPublished Online:20 Jan 2014https://doi.org/10.12968/johv.2013.1.12.712AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View articleReferencesCoster S, Redfern S, Wilson-Barnett J, Evans A, Peccei R, Guest D (2006) Impact of the role of nurse, midwife and health visitor consultant. J Adv Nurs 55(3): 352–63. doi:https://doi.org/10.1111/j.1365-2648.2006.03910.x Crossref, Google ScholarDavies C (1988) The Health Visitor as Mother's Friend: A Woman's place in public health, 1900–14. Soc Hist Med 1(1): 39–59. doi:https://doi.org/ 10.1093/shm/1.1.39 Crossref, Google ScholarDepartment of Health (2009) Healthy Child Programme: Pregnancy and the first five years of life. Department of Health, London Google ScholarDepartment of Health (2011) Health Visitor Implementation Plan 2011–2015: A Call to Action. Department of Health, London Google ScholarDrennan VM, Goodman C (2011) Sustaining innovation in the health care workforce: A case study of community nurse consultant posts in England. BMC Health Serv Res 11: 200. doi:https://doi.org/ 10.1186/1472-6963-11-200 Crossref, Google ScholarDrennan VM, Porter EM, Grant RL (2013) Graduates from dual qualification courses, registered nurse and health visitor: a career history study. Nurse Educ Today 33(8): 925–30. doi:https://doi.org/ 10.1016/j.nedt.2012.08.001 Crossref, Google ScholarGupta R (2013) 6–8 weeks baby check: Training health visitors and practice nurses. CreateSpace Independent Publishing Platform, Surrey Google ScholarHall D, Elliman D (2006) Health for all children. 4th edn. Oxford University Press, Oxford Crossref, Google ScholarLowe R (2007) Facing the Future: A review of the role of health visitors. Department of Health, London Google ScholarMorrell CJ, Slade P, Warner R et al. (2009) Clinical effectiveness of health visitor training in psychologically informed approaches for depression in postnatal women: pragmatic cluster randomised trial in primary care. BMJ 338:a3045. doi:https://doi.org/ 10.1136/bmj.a3045 Crossref, Google ScholarNewson L (2011) The Basics—The six-to-eight week baby check. http://tinyurl.com/nhwnqwb (accessed 14 November 2013) Google ScholarNursing and Midwifery Council (2008) The code: Standards of conduct, performance and ethics for nurses and midwives. Nursing and Midwifery Council, London Google ScholarRedsell SA, Swift JA, Nathan D, Siriwardena AN, Atkinson P, Glazebrook C (2012) UK health visitors’ role in identifying and intervening with infants at risk of developing obesity. Matern Child Nutr 9(3): 396–408. doi:https://doi.org/ 10.1111/j.1740-8709.2012.00427.x. Crossref, Google ScholarRussell A (2013) A lecturer–practitioner's contribution to the Health Visitor Implementation Plan in East London. Community Pract 86(8): 29–31 Google ScholarUK National Screening Committee (2008) Newborn and Infant Physical Examination: Standards and Competencies. UK National Screening Committee, London Google ScholarWright CM, Callum J, Birks E, Jarvis S (1998) Effect of community based management in failure to thrive: randomised controlled trial. BMJ 317(7158): 571–4 Crossref, Google Scholar FiguresReferencesRelatedDetailsCited byA project to improve the way in which complementary feeding advice is issued to familiesEmma Kelly20 September 2017 | Journal of Health Visiting, Vol. 5, No. 9 1 December 2013Volume 1Issue 12ISSN (print): 2050-8719ISSN (online): 2052-2908 Metrics History Published online 20 January 2014 Published in print 1 December 2013 Information© MA Healthcare LimitedPDF download

Does training practice nurses to carry out physical health checks for people with severe mental illness increase the level of screening for cardiovascular risk?

Compared to the general population, people with severe mental illness (SMI) have a higher risk of developing cardiovascular disease (CVD). Authors of clinical guidelines advise annual screening for CVD risk factors with appropriate lifestyle counselling. There are seven recommended elements of this health check: blood pressure, body mass index (or waist circumference), blood glucose, serum cholesterol, diet advice, exercise recommendations and smoking cessation guidance. To establish whether training practice nurses increases the proportion of patients with SMI who are screened for CVD risk factors and given lifestyle advice in primary care. A before-and-after audit of 400 patients on the SMI registers in five primary care centres in Northampton, England. Following the training, the proportion of patients with SMI who received all elements of the health check significantly increased (pre-training: n = 33, 8%, 95% CI = 6-11; post-training: n = 60, 15%, 95% CI = 12-19; RR = 1.82, 95% CI = 1.22-2.72, p = .01). Training practice nurses about CVD prevention in people with SMI may be effective in increasing the proportion of patients in this group who receive a comprehensive health check.

Development of a home visitation programme for the early detection of health problems in potentially frail community-dwelling older people by general practices.

The integration within existing health care systems of preventive initiatives to maintain independent living among older people is increasingly emphasized. This article describes the development and refinement of the [G]OLD home visitation programme: an eight-step programme, including a comprehensive geriatric assessment, for the early detection of health and well-being problems among older people (≥75years) by general practices. A single group post-test study using a mixed model design is performed to evaluate (a) the feasibility of the home visitation programme in general practice, (b) the practical usefulness of the geriatric assessment instrument, and (c) programme implementation with respect to reinventions introduced by general practitioners (GPs) and practice nurses (PNs). Within 3months time, 22 PNs of 18 participating general practices visited 240 community-dwelling older people (mean age=82.0years; SD4.2) who had not been in contact with their general practice for more than 6months. Mean time investment of the programme per older person was 118.1min (SD27.0) for GPs and PNs combined. Evaluation meetings revealed that GPs and PNs considered the home visitation programme to be feasible in daily practice. They judged the geriatric assessment to be useful, although minor adjustments are needed (e.g., lay-out, substitution of tests). PNs often failed to register follow-up actions for detected problems in a care and treatment plan. Future training for PNs should address this issue. No reinventions were introduced that threatened fidelity of implementation. The findings are used to improve the home visitation programme before its evaluation in a large-scale controlled trial.