Abstract：
BACKGROUND: There are strong recommendations and high demand for the use of holistic admission review (HAR). However, there is no study exploring and identifying barriers and facilitators to implementing HAR in health care education programs.
METHODS: This qualitative descriptive study aimed to understand the key determinants influencing the integration of HAR in graduate advanced nursing programs. Two online focus groups with content analysis were used to identify barriers and facilitators.
RESULTS: The findings highlight 39 key determinants of HAR implementation in the graduate advanced nursing program; the determinants included four neutral influencing factors, 18 barriers, and 17 facilitators. These influencing factors aligned with all four domains in the Consolidated Framework for Implementation Research (CFIR) and with 20 of the 39 CFIR constructs.
CONCLUSIONS: By taking into account the facilitators and barriers, graduate advanced nursing programs may use effective implementation strategies to integrate HAR changes and guide their evolving admissions processes. [J Nurs Educ. 2023;62(10):570-574.].
METHODS: This qualitative descriptive study aimed to understand the key determinants influencing the integration of HAR in graduate advanced nursing programs. Two online focus groups with content analysis were used to identify barriers and facilitators.
RESULTS: The findings highlight 39 key determinants of HAR implementation in the graduate advanced nursing program; the determinants included four neutral influencing factors, 18 barriers, and 17 facilitators. These influencing factors aligned with all four domains in the Consolidated Framework for Implementation Research (CFIR) and with 20 of the 39 CFIR constructs.
CONCLUSIONS: By taking into account the facilitators and barriers, graduate advanced nursing programs may use effective implementation strategies to integrate HAR changes and guide their evolving admissions processes. [J Nurs Educ. 2023;62(10):570-574.].
摘要：
背景：对于使用整体入学审查（HAR）有强烈的建议和很高的需求。然而,没有研究探索和确定在医疗保健教育计划中实施HAR的障碍和促进者。
方法：这项定性描述性研究旨在了解影响研究生高级护理课程中HAR整合的关键决定因素。使用两个具有内容分析的在线焦点小组来识别障碍和促进者。
结果：研究结果突出了研究生高级护理计划中HAR实施的39个关键决定因素；决定因素包括四个中性影响因素，18个障碍,17个主持人。这些影响因素与实施研究综合框架（CFIR）中的所有四个领域以及39个CFIR构造中的20个保持一致。
结论：考虑到促进者和障碍，研究生高级护理计划可以使用有效的实施策略来整合HAR更改并指导其不断发展的录取过程。[J护士教育。2023年；62（10）：570-574。].
方法：这项定性描述性研究旨在了解影响研究生高级护理课程中HAR整合的关键决定因素。使用两个具有内容分析的在线焦点小组来识别障碍和促进者。
结果：研究结果突出了研究生高级护理计划中HAR实施的39个关键决定因素；决定因素包括四个中性影响因素，18个障碍,17个主持人。这些影响因素与实施研究综合框架（CFIR）中的所有四个领域以及39个CFIR构造中的20个保持一致。
结论：考虑到促进者和障碍，研究生高级护理计划可以使用有效的实施策略来整合HAR更改并指导其不断发展的录取过程。[J护士教育。2023年；62（10）：570-574。].
