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Subject: search.filters.subject.Delphi Technique

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    The factors influencing the effective early career and rapid transition to a nursing specialty in differing contexts of practice: a modified Delphi consensus study
    (BMJ Publishing Group, 2019-08-27) Chamberlain D; Hegney D; Harvey C; Knight B; Garrahy A; Tsai LP-S
    Objectives: This study aimed to test and further develop the ‘Early Career and Rapid Transition to a Nursing Specialty’ (TRANSPEC) model to a nursing specialty developed from a systematic review. Semi-structured interviews of specialist clinically based nurses and a consensus Delphi study with an expert panel were used to expand and achieve consensus, agreement, reliability and stability of the model. Design: A modified Delphi, two rounds (64 and 52 Likert items) of reiterative online questionnaires and one round as a nominal group technique, was informed by qualitative thematic analysis of semi-structured interviews. Setting and participants: Interviews with 14 specialists clinical practicing registered nurses and a panel of 25 national experts participated in the Delphi study. Results: The interview participants experienced 14 rapid transitions and three were early career transition. The overarching themes from the preliminary model were confirmed and further expanded. These were the self (personal and professional); the transition processes (final and informal); a sense of belonging; and the overarching context of practice over a time continuum. In the Delphi, the highest rating item was ‘Specialty work colleagues respect, include, support, and accept specialist nurse on completion of transition processes’. Pre-entry was highlighted as an important time point prior to transition. All items reaching consensus were included in the final model. Cronbach α increased from 0.725 to 0.875 for the final model. Conclusions: The TRANSPEC model is a valid and reliable evidence-based tool for use in the career pathway and development of nursing specialists. Using the Benner model ‘Novice to Expert’ after the novice incomer phase is achieved, further lifelong learning development will transform the novice specialist over time continuum.
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    Facilitating an early career transition pathway to community nursing: A Delphi Policy Study.
    (John Wiley & Sons Inc, 2020-01) Chamberlain D; Harvey C; Hegney D; Tsai L; Mclellan S; Sobolewska A; Wood E; Hendricks J; Wake T
    Aim To further develop and validate a new model of the early career transition pathway in the speciality of community nursing. Design Delphi policy approach, guided by a previous systematic review and semi-structured interviews. Methods Four rounds of an expert panel (N = 19). Rounds one, two and four were questionnaires consisting of a combination of closed (Likert response) and open-ended questions. Round three comprised of a focus group conducted using virtual meeting technology. Results The final model demonstrated reliable and valid measures. There were deficiencies in “pre-entry”—where the marketing of community nursing was negligible and the support around orientation informal and minimal, mainly due to tight budgetary concerns. Community practice holds a whole new dimension for nurses transitioning from acute care as the concept of “knowing your community” took time and support—time to be accepted reciprocally and develop a sense of belonging to the community.
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    The Delphi technique : a case study of its application in school administration : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts at Massey University
    (Massey University, 1985) Lee, Foong Ngor Heidi
    The objectives of this study were: 1) To ascertain the challenges facing school administrators during the remainder of this decade, using the Delphi Technique. 2) To evaluate the potential of the Delphi Technique for school administrators. To fulfil these objectives a small sample of school administrators (N=33) completed a three-round Delphi procedure. In the first round, participants were invited to respond to the question: "What are the challenges facing school administrators during the remainder of this decade?" A total of 136 statements were received and, after screening and editing, these were refined to a list of 34 items. For Round Two, respondents had their own Round One responses and the summary list of 34 items returned, and they were asked to reconsider the question about the future challenges facing school administrators, in the light of their previous reply and the group summary. A list of 42 statements, 33 of which appeared in the second round, was derived as a result of Round Two. In the final round, respondents were fed back the list of 42 statements and were asked to indicate the importance of each. A statistical analysis of data derived from Round Three indicated 'Staffing Practices and Issues' items were the most prominent amongst challenges facing school administrators during the remainder of this decade, with the most important issue being to 'improve staff professional competency and development through training, closer supervision and collegial support'. A Follow-Up Evaluation of this three-round Delphi project was carried out to obtain information relevant to the second objective outlined above. The sample of school administrators was sent a questionnaire which, inter alia, sought their opinions on: the degree to which they concurred with the outcomes from Round Three; difficulties they encountered during the project; and advantages and disadvantages of Delphi. The tenor of the respondents' comments in this Follow-Up Evaluation indicated general support for the Delphi Technique as a potentially viable tool for school administrators. And, finally, after considering the significant methodological issues that arose during the course of this study (e.g. the selection of the sample; the editing process) it was concluded that school administrators may find a number of advantages in using the Delphi Technique, particularly in areas such as curriculum planning, developing goals and objectives, and arriving at consensus and budgeting allocations.