Missed nursing care and its associated factors among nursing students: A cross-sectional study

IF 4.2 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Nurse Education Today Pub Date : 2025-04-11 DOI:10.1016/j.nedt.2025.106742

Muktar Abawaji , Rachel Cardwell , Gugsa Germossa , Lisa McKenna

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Abstract

Background

Nursing students are often curious about the match between their theoretical knowledge and the nursing care they observe during their clinical practices. Discrepancies between them can lead to instances where nursing care is omitted. If this omission is frequent, students may perceive it as a norm. Assessing missed nursing care among nursing students can provide input to improve clinical education and quality of nursing care. However, there is a lack of research on missed nursing care among nursing students in Ethiopia.

Objective

To assess missed nursing care and its associated factors among nursing students in Ethiopia.

Methods

A cross-sectional study was conducted from April 7 to June 22, 2024, at two universities in Ethiopia. Nursing students who had completed at least one clinical placement were included. Convenience sampling was used to recruit 358 participants. A validated ‘Unfinished Nursing Care Survey for Students (UNCS4S)’ scale was used to measure missed nursing care. Data were analysed using SPSS version 29 software. Multiple linear regression analysis was used to identify factors associated with missed nursing care at a P value of ≤0.05.

Results

The average score of missed nursing care was 3.03 [95 % CI: 2.98; 3.08]. Teaching patients (Mean = 3.71, 3.58; 3.83 CI), providing personal hygiene (Mean = 3.70, 3.57; 3.83 CI), and emotional support (Mean = 3.62, 3.51; 3.73 CI) were most frequently missed. Lack of collaboration among nurses (β = 2.165, 1.040; 3.29 CI), inadequate number of nurses (β = 3.166, 0.711; 5.621 CI), insufficient supervision of tasks (β = 1.344, 0.453; 2.236 CI), inaccurate initial priority setting (β = 1.043, 0.107; 1.979 CI), and inadequate nursing care model (β = 1.211, 0.160; 2.261 CI) were factors associated with missed nursing care.

Conclusions

Nursing students reported a high level of missed nursing care. Hospital administrators should address nursing staff shortages, strengthen teamwork among nurses, and improve supervision of nursing tasks to mitigate missed nursing care and improve patient safety. There is a need to review whether existing nursing curricula sufficiently integrate missed nursing care and its potential impacts to enhance students' awareness and preparedness for their future practices. Future qualitative research is needed to explore students' personal experiences with missed care and reactions when they observe it and explore its impacts on their education and attitudes toward nursing.

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护理学生中的护理遗漏及其相关因素：横断面研究

护理专业的学生经常对他们的理论知识和他们在临床实践中观察到的护理之间的匹配感到好奇。它们之间的差异可能导致忽略护理的情况。如果这种遗漏经常发生，学生可能会认为这是一种常态。评估护生的护理缺失，可为提高临床护理教育水平和护理质量提供参考。然而，对埃塞俄比亚护生错过护理的研究缺乏。目的了解埃塞俄比亚护生护理缺失情况及其相关因素。方法于2024年4月7日至6月22日在埃塞俄比亚两所大学进行横断面研究。至少完成了一次临床实习的护理专业学生被包括在内。采用方便抽样法，共招募358名参与者。采用经验证的“学生未完成护理调查（UNCS4S）”量表对未完成护理进行测量。数据分析采用SPSS 29版软件。采用多元线性回归分析确定与护理遗漏相关的因素，P值≤0.05。结果护理缺失平均得分为3.03分[95% CI: 2.98；3.08]。教学患者(平均= 3.71,3.58；3.83 CI)，提供个人卫生(平均值= 3.70,3.57；3.83 CI)和情感支持(均值= 3.62,3.51；3.73 CI)最常被遗漏。护士之间缺乏协作(β = 2.165, 1.040；3.29 CI)，护士人数不足(β = 3.166, 0.711；5.621 CI)，任务监督不足(β = 1.344, 0.453；2.236 CI)，初始优先级设置不准确(β = 1.043, 0.107；1.979 CI)，护理模式不足(β = 1.211, 0.160；2.261 CI)是与错过护理相关的因素。结论护生的护理缺失率较高。医院管理者应解决护理人员短缺问题，加强护士之间的团队合作，改善护理任务的监督，以减少护理遗漏，提高患者安全。有必要审查现有的护理课程是否充分整合了错过的护理及其潜在影响，以提高学生对未来实践的认识和准备。未来的质性研究需要探讨学生对错过护理的个人经历和观察时的反应，并探讨其对教育和护理态度的影响。

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.