Post-implementation experiences of the breastfeeding promotion entrustable professional activities project in undergraduate nursing education: A qualitative descriptive study

IF 4.5 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2026-08-01 Epub Date: 2026-08-06 DOI:10.1016/j.nepr.2026.104939

Sasitara Nuampa, Pornnapa Tangsuksan, Jariya Wittayasooporn, Yupayong Haengchaowanich, Kannikar Vichitsukon

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引用次数: 0

Abstract

Aim

To explore nursing instructors’ and clinical nurses’ experiences following the implementation of the Breastfeeding Promotion Entrustable Professional Activities (BFP-EPAs) programme and to understand the contextual factors influencing its implementation and sustainability within academic–clinical partnerships.

Background

Entrustable Professional Activities (EPAs) are increasingly adopted to bridge competency-based education and clinical practice. However, evidence regarding their implementation in undergraduate nursing education, particularly in breastfeeding education, remains limited.

Design

Qualitative descriptive study.

Methods

Purposive sampling was used to recruit 20 participants from 14 academic–clinical partnership sites implementing the BFP-EPAs programme in Thailand. Data were collected through semi-structured interviews and analysed using thematic analysis. The Consolidated Framework for Implementation Research guided data interpretation.

Results

Six themes were identified: (1) reframing breastfeeding education towards entrustable practice; (2) programme characteristics; (3) outer setting influences; (4) organisational readiness and collaboration; (5) individual attitudes and professional identity; and (6) implementation processes. Participants perceived that the BFP-EPAs programme enhanced educational structure, clarified performance expectations and strengthened students’ clinical confidence. However, implementation was influenced by contextual constraints, including workload, staffing limitations and policy–practice misalignment. Feedback mechanisms and strong academic–clinical collaboration were central to competency development and sustained implementation.

Conclusion

The implementation of the BFP-EPAs programme represents a system-level transition that requires alignment across educational and clinical settings. While early outcomes are promising, sustainability depends on organisational readiness, ongoing support and integration into routine educational and clinical practice.

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本科护理教育中母乳喂养促进委托专业活动项目实施后的经验：一项定性描述性研究。

目的：探讨实施母乳喂养促进可信赖专业活动（BFP-EPAs）项目后护理指导教师和临床护士的经验，并了解影响其在学术-临床合作伙伴关系中的实施和可持续性的环境因素。背景：可信赖的专业活动（EPAs）越来越多地被用于能力教育和临床实践之间的桥梁。然而，关于它们在本科护理教育，特别是母乳喂养教育中实施的证据仍然有限。设计：定性描述性研究。方法：采用目的抽样的方法，从泰国实施BFP-EPAs计划的14个学术-临床伙伴关系站点招募20名参与者。通过半结构化访谈收集数据，并使用专题分析进行分析。《实施研究综合框架》指导数据解释。结果：确定了六个主题：(1)将母乳喂养教育重塑为可信赖的做法；(2)节目特色；(3)外部环境影响；(4)组织准备和协作；(5)个人态度和职业认同；(6)实施流程。嘉宾认为“专业支援计划”改善了教育结构，明确了学生的表现期望，并增强了学生的临床信心。然而，实现受到上下文约束的影响，包括工作量、人员配置限制和政策-实践偏差。反馈机制和强大的学术-临床合作是能力发展和持续实施的核心。结论：BFP-EPAs项目的实施代表了一个系统级的转变，需要在教育和临床环境中保持一致。虽然早期的结果是有希望的，但可持续性取决于组织的准备程度、持续的支持以及与常规教育和临床实践的整合。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.