Abstract：
OBJECTIVE: Explore potential education and clinical pathways for nurses entering the profession through a Graduate Entry Nursing programme to transition to advanced practice roles.
METHODS: Realist review.
METHODS: A two stage process included 1) a systematic search of the following electronic databases EMCARE, MEDLINE, CINAHL, ERIC, and Scopus for published peer reviewed literature reporting academic pathways for graduates of graduate entry nursing programmes to progress to advanced nursing roles, and 2) consultation with key education programme stakeholders of graduate entry nursing programmes across Australasia, who undertook an inductive interpretive approach using realist logic to determine what works, for whom, and in what circumstances.
RESULTS: Twelve published articles that explored advanced practice academic pathways for graduate entry nursing graduates were synthesised in terms of context, mechanisms, and outcomes. Data were then interpreted as to what works, for whom, in what context, and why, to develop new understandings of opportunities for advanced practice pathways for these students. No specific tailored academic pathway for graduate entry nursing graduates to progress to advanced practice was identified. Important relationships were identified between financial imperatives, political drivers, and registration requirements.
CONCLUSIONS: Transformative strategies for new education pathways were identified as necessary to inspire innovation in nurturing graduate entry nurse graduates to progress to advanced practice roles. Effective collaboration and consultation within and across agencies and organisations are needed to both develop and implement accessible, expedient, and equitable programmes to enable this capable cohort to contribute to the health workforce.
METHODS: Realist review.
METHODS: A two stage process included 1) a systematic search of the following electronic databases EMCARE, MEDLINE, CINAHL, ERIC, and Scopus for published peer reviewed literature reporting academic pathways for graduates of graduate entry nursing programmes to progress to advanced nursing roles, and 2) consultation with key education programme stakeholders of graduate entry nursing programmes across Australasia, who undertook an inductive interpretive approach using realist logic to determine what works, for whom, and in what circumstances.
RESULTS: Twelve published articles that explored advanced practice academic pathways for graduate entry nursing graduates were synthesised in terms of context, mechanisms, and outcomes. Data were then interpreted as to what works, for whom, in what context, and why, to develop new understandings of opportunities for advanced practice pathways for these students. No specific tailored academic pathway for graduate entry nursing graduates to progress to advanced practice was identified. Important relationships were identified between financial imperatives, political drivers, and registration requirements.
CONCLUSIONS: Transformative strategies for new education pathways were identified as necessary to inspire innovation in nurturing graduate entry nurse graduates to progress to advanced practice roles. Effective collaboration and consultation within and across agencies and organisations are needed to both develop and implement accessible, expedient, and equitable programmes to enable this capable cohort to contribute to the health workforce.
摘要：
目标：探索潜在的教育和临床路径护士进入该行业通过研究生入学护理计划过渡到高级实践角色。
方法：现实主义者评论。
方法：包括两个阶段的过程：1）对以下电子数据库EMCARE的系统搜索，MEDLINE,CINAHL,ERIC,和Scopus出版的同行评审文献，报告研究生入学护理课程毕业生的学术途径，以进步到高级护理角色，和2）与澳大利亚各地研究生入学护理计划的主要教育计划利益相关者进行磋商，他采用了一种归纳解释的方法，使用现实主义逻辑来确定什么是有效的，为谁,在什么情况下。
结果：十二篇发表的文章探讨了研究生入学护理毕业生的高级实践学术途径，并根据上下文进行了综合，机制,和结果。然后数据被解释为什么是有效的，为谁,在什么背景下，以及为什么,为这些学生培养对高级实践途径机会的新理解。没有确定为研究生入学护理毕业生发展到高级实践的特定量身定制的学术途径。确定了财务要务之间的重要关系，政治驱动,和注册要求。
结论：新的教育途径的变革策略被确定为必要的，以激励创新培养研究生入学护士毕业生，以进步到先进的实践角色。需要在机构和组织内部和之间进行有效的合作和协商，以开发和实施无障碍，权宜之计,和公平的方案，使这个有能力的群体能够为卫生人力做出贡献。
方法：现实主义者评论。
方法：包括两个阶段的过程：1）对以下电子数据库EMCARE的系统搜索，MEDLINE,CINAHL,ERIC,和Scopus出版的同行评审文献，报告研究生入学护理课程毕业生的学术途径，以进步到高级护理角色，和2）与澳大利亚各地研究生入学护理计划的主要教育计划利益相关者进行磋商，他采用了一种归纳解释的方法，使用现实主义逻辑来确定什么是有效的，为谁,在什么情况下。
结果：十二篇发表的文章探讨了研究生入学护理毕业生的高级实践学术途径，并根据上下文进行了综合，机制,和结果。然后数据被解释为什么是有效的，为谁,在什么背景下，以及为什么,为这些学生培养对高级实践途径机会的新理解。没有确定为研究生入学护理毕业生发展到高级实践的特定量身定制的学术途径。确定了财务要务之间的重要关系，政治驱动,和注册要求。
结论：新的教育途径的变革策略被确定为必要的，以激励创新培养研究生入学护士毕业生，以进步到先进的实践角色。需要在机构和组织内部和之间进行有效的合作和协商，以开发和实施无障碍，权宜之计,和公平的方案，使这个有能力的群体能够为卫生人力做出贡献。
