Nurse Education in Practice最新文献_第2页

Practice of midwifery competencies in Switzerland: frequency and influencing factors from a national cross-sectional survey with qualitative analysis of open-ended questions 瑞士助产能力的实践：来自全国横断面调查的频率和影响因素，并对开放式问题进行定性分析

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-02-06 DOI: 10.1016/j.nepr.2026.104758

Anouck Pfund, Alessia Abderhalden-Zellweger, Amal Tawfik, Claire de Labrusse

Aim

To assess how frequently midwives apply the 26 professional competencies across different work settings and to identify factors influencing their opportunities to do so.

Background

In Switzerland, midwifery education and practices are structured around 26 professional competencies. Opportunities to apply these competencies vary by work setting, potentially restricting scope of practice and participating in deskilling.

Design

A national cross-sectional survey was conducted between July and October 2024 among practicing midwives in Switzerland.

Methods

Through an online questionnaire, participants rated how often they had the opportunity to practice each competency in the past twelve months, on a scale from 0 (never) to 4 (always). Differences between hospital and community-based settings were analysed using R. Qualitative responses to open-ended questions were thematically analysed to identify perceived barriers.

Results

Among 580 respondents, the mean frequency score across all competencies was 2.76/4. Hospital-based midwives reported significantly lower scores for 16 out of 26 competencies (62 %) compared with those in community-based settings (p < 0.05), particularly from the roles of Health promoter [E], Leader [D] and Expert [A]. Barriers in hospital settings included limited autonomy and poor working conditions, such as time constraints and work overload.

Conclusions

Midwives in Switzerland face barriers to practice the full scope of their competencies, especially in hospital settings. In contrast, community-based environments seem to offer greater professional fulfilment. Strengthening institutional support and recognition, continuing education and professional networks are essential to enabling the full scope of midwifery practice and preserving autonomy, skills and care quality.

目的评估助产士在不同工作环境中应用26种专业能力的频率，并确定影响她们这样做的机会的因素。在瑞士，助产教育和实践是围绕26个专业能力构建的。应用这些能力的机会因工作环境而异，可能会限制实践范围和参与技能培训。设计在2024年7月至10月期间对瑞士执业助产士进行了全国性横断面调查。方法通过一份在线问卷，参与者对他们在过去12个月里有机会练习每项技能的频率进行评分，从0（从不）到4（总是）。使用r分析了医院和社区环境之间的差异。对开放式问题的定性回答进行了主题分析，以确定感知障碍。结果580名被调查者中，各胜任力的平均频率得分为2.76/4。与社区助产士相比，医院助产士在26项能力中的16项得分明显较低（62% %）（p <； 0.05），特别是健康促进者[E]，领导者[D]和专家[A]的角色。医院环境中的障碍包括有限的自主权和恶劣的工作条件，例如时间限制和超负荷工作。结论瑞士助产士在充分发挥其能力方面面临障碍，特别是在医院环境中。相比之下，以社区为基础的环境似乎提供了更大的职业成就感。加强机构支持和认可、继续教育和专业网络对于全面开展助产实践和保持自主性、技能和护理质量至关重要。

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引用次数: 0

Violence against international nursing students: The responsibility of academics and higher education institutions. 针对国际护理学生的暴力：学术界和高等教育机构的责任。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-02-06 DOI: 10.1016/j.nepr.2026.104753

Laura Jackson, Radha Adhikari, Gillian Gamble

引用次数: 0

Effects of a theory-based advanced life support booster training program on competency retention in nursing students: A randomized controlled trial 基于理论的高级生命支持强化训练计划对护生能力保留的影响：一项随机对照试验。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-02-05 DOI: 10.1016/j.nepr.2026.104754

Sung Hwan Kim , Young Sook Roh

Aim

This study evaluated the effectiveness of a theory-based advanced life support (ALS) booster training program on six-month retention of knowledge, skills performance and teamwork.

Background

Retention of ALS competencies is vital for nursing students, yet skills and knowledge often decline within months of initial training.

Design

A randomized controlled trial was conducted.

Methods

A convenience sample of 65 fourth-year nursing students were randomly assigned to an experimental group (n = 33) receiving a two-hour booster session based on mastery learning and deliberate practice theories or to a control group (n = 32). ALS knowledge, skills and teamwork were measured at baseline and six months post-training. Data were analyzed using non-parametric tests and generalized estimating equation.

Results

Both groups experienced declines over time. However, the experimental group showed significantly better retention in skills performance (p < .001) and teamwork (p = .025). Knowledge retention was higher but not statistically significant (p = .116).

Conclusions

A brief, theory-based booster session effectively improved long-term retention of ALS skills and teamwork, supporting its integration into nursing education.

目的：本研究评估基于理论的高级生命支持（ALS）强化训练项目在6个月的知识保留、技能表现和团队合作方面的有效性。背景：ALS能力的保留对护理专业学生至关重要，但技能和知识往往在最初的培训几个月内下降。设计：采用随机对照试验。方法：选取便利样本65名四年级护生，随机分为实验组（n = 33）和对照组（n = 32），实验组接受基于掌握学习和刻意练习理论的两小时强化课程。在基线和训练后6个月测量ALS知识、技能和团队合作。采用非参数检验和广义估计方程对数据进行分析。结果：随着时间的推移，两组都出现了下降。然而，实验组在技能表现上表现出更好的保留（p ）结论：一个简短的、基于理论的强化课程有效地提高了ALS技能和团队合作的长期保留，支持其融入护理教育。

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引用次数: 0

Algorithmic bias and transparency in artificial intelligence tools for nursing education: A scoping review 护理教育人工智能工具的算法偏差和透明度：范围审查。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-02-05 DOI: 10.1016/j.nepr.2026.104756

Mohammad Ishtiaque Rahman

Aim

To synthesize literature on algorithmic bias and transparency in artificial intelligence tools used in nursing education and identify common applications, bias types, transparency challenges and mitigation strategies.

Background

Artificial intelligence is increasingly embedded in nursing education through tutoring systems, virtual simulations, predictive models, chatbots and automated grading. These tools enhance personalization and efficiency but may introduce bias and opacity that threaten fairness, learning outcomes and student trust.

Design

Scoping review.

Methods

PubMed, CINAHL, Scopus, IEEE Xplore, ACM Digital Library and grey literature were searched for sources published January 2015–April 2025. Studies were included if they examined artificial intelligence in nursing education and addressed bias, fairness, or transparency. Data were synthesized narratively and organized into thematic categories.

Results

Thirty-five studies met the inclusion criteria. Reported tools included tutoring systems, virtual patients, chatbots, predictive analytics and grading technologies. Reported biases were linked to non-representative datasets, narrow scenario design and evaluation criteria that may disadvantage students by race and ethnicity, gender, language background, or learning preferences. Transparency challenges involved proprietary or complex models, limited disclosure of training data and decision rules and a lack of built-in explainability features. Ethical concerns included reduced student autonomy, unequal outcomes across learner groups and diminished trust. Mitigation strategies included more inclusive data selection, integration of explainability features, algorithm audits and stronger institutional oversight.

Conclusions

Bias and transparency limitations in artificial intelligence tools pose ethical challenges in nursing. Inclusive design, system transparency and collaboration among educators, developers and institutions are essential for value aligned integration.

目的：综合有关护理教育中使用的人工智能工具的算法偏差和透明度的文献，并确定常见的应用、偏差类型、透明度挑战和缓解策略。背景：通过辅导系统、虚拟模拟、预测模型、聊天机器人和自动评分，人工智能越来越多地嵌入护理教育中。这些工具提高了个性化和效率，但可能会引入偏见和不透明，从而威胁到公平、学习成果和学生的信任。设计：范围审查。方法：检索2015年1月- 2025年4月发表的PubMed、CINAHL、Scopus、IEEE explore、ACM数字图书馆和灰色文献。如果研究检查了护理教育中的人工智能，并解决了偏见、公平性或透明度，则纳入研究。数据以叙述的方式综合，并按主题分类。结果：35项研究符合纳入标准。报告的工具包括辅导系统、虚拟病人、聊天机器人、预测分析和评分技术。报告的偏见与非代表性数据集、狭窄的场景设计和评估标准有关，这些标准可能因种族和民族、性别、语言背景或学习偏好而使学生处于不利地位。透明度方面的挑战包括专有或复杂的模型、训练数据和决策规则的有限披露以及缺乏内置的可解释性特征。伦理方面的担忧包括学生自主性的降低、不同学习群体的结果不平等以及信任度的降低。缓解战略包括更具包容性的数据选择、整合可解释性特征、算法审计和加强机构监督。结论：人工智能工具的偏见和透明度限制对护理提出了伦理挑战。包容性设计、系统透明度以及教育工作者、开发人员和机构之间的协作对于价值一致的整合至关重要。

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引用次数: 0

Factors influencing professional identity formation in male nursing students in China: A qualitative study from a life course perspective 中国男性护生职业认同形成的影响因素：基于生命历程视角的质性研究

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-02-04 DOI: 10.1016/j.nepr.2026.104752

Yiping Chen , Xinyi Han , Wei Li , Peijing Hao

Aim

This study explored the key influencing factors and turning points in the formation of professional identity among male undergraduate nursing students in China from a life course perspective.

Background

With the rising proportion of male nurses in China, understanding how male nursing students develop professional identity is vital to promoting gender diversity and improving retention. However, limited research in China has examined this process from a life course perspective, which can help inform targeted educational and institutional strategies.

Design

An exploratory qualitative study.

Methods

Semi-structured interviews were conducted with 16 male undergraduate nursing students across academic years at a university in China. Guided by a life course theory-informed interview schedule, interviews focused on experiences shaping professional identity across life stages. Data were coded and thematised using reflexive thematic analysis and reported in line with COREQ.

Results

Five main themes emerged: 1) Early life experiences shaping initial views of nursing; 2) Identity transformation through education and practice; 3) Negotiating gender stereotypes and societal expectations; 4) Peer support and gendered collaboration; and 5) Pragmatic career thinking and evolving aspirations. The identity formation process was dynamic, cross-phase and influenced by both social contexts and personal agency.

Conclusion

Male nursing students’ professional identity in China is shaped by early experiences and continuously reshaped through education and clinical practice. Breaking gender stereotypes, strengthening educational and institutional support, building peer networks and offering diverse career development opportunities can help enhance identity formation and career stability among male nursing students.

目的：本研究从生命历程的角度探讨中国男性护理本科学生职业认同形成的关键影响因素和转折点。背景：随着中国男护士比例的上升，了解男护生如何形成职业认同对于促进性别多样性和提高留任率至关重要。然而，中国有限的研究从生命历程的角度考察了这一过程，这有助于制定有针对性的教育和制度战略。设计：探索性质的研究。方法：采用半结构式访谈法，对中国某大学16名本科护生进行访谈。在人生历程理论的指导下，面试集中在人生各个阶段塑造职业身份的经历上。使用反身性主题分析对数据进行编码和主题化，并根据COREQ进行报告。结果：发现了五个主要主题：1)早期生活经历塑造了护理的初始观；2)通过教育和实践实现身份转化；3)协商性别刻板印象和社会期望；4)同伴支持和性别协作；5)务实的职业思维和不断发展的抱负。认同形成过程是动态的、跨阶段的，受社会背景和个人能动性的双重影响。结论：中国男护生的职业认同是由早期经历塑造的，并通过教育和临床实践不断重塑。打破性别陈规定型观念，加强教育和体制支持，建立同伴网络，提供多样化的职业发展机会，有助于加强男护理学生的身份形成和职业稳定。

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引用次数: 0

Cross-cultural reliability and validity of the factors influencing adherence to standard precautions scale – Student version 影响遵守标准预防措施因素的跨文化信度和效度——学生版。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-02-03 DOI: 10.1016/j.nepr.2026.104747

Li Yang , Chunchun Deng , Jialun Xie , Ting Han , Yalan Yang , Wushi Wang , Liang Liu , Yutian Hao , Yingying Peng , Liling Zhong

Objective

To translate the FIASP-SV into Chinese, evaluate its validity and reliability among Chinese nursing students.

Background

Healthcare-associated infections seriously threaten patient safety and care quality worldwide. Although standard precautions are key to preventing HAIs, nursing students often lack both compliance and the necessary knowledge. Existing tools are not tailored to Chinese nursing education, and the internationally developed FIASP-SV has yet to be localized or psychometrically tested in China.

Design

A cross-sectional study.

Methods

A 23-item Chinese FIASP-SV was developed via forward/back translation, cross-cultural adaptation, expert consultation and pilot testing. Content validity was confirmed by a nursing expert panel. Using data from 586 students across 14 Guangdong nursing schools (July–September 2024), internal consistency (Cronbach’s α = 0.895), exploratory factor analysis and confirmatory factor analysis (good fit) were conducted to evaluate reliability and structural validity.

Results

Item analysis confirmed satisfactory discrimination and homogeneity for retaining all 23 items across four dimensions (Justification, Leadership, Contextual Cues, Practice Culture). EFA supported a four-factor solution explaining 66.6 % of variance and CFA indicated good model fit. The overall Cronbach’s alpha was 0.895 (subscales 0.819–0.911), the Guttman split-half coefficient was 0.735 and the test–retest ICC was 0.650. CFA indices supported the proposed four-factor structure and convergent and discriminant validity indices met commonly used criteria.

Conclusion

The Chinese FIASP-SV demonstrates satisfactory validity and reliability for assessing factors influencing SP adherence among nursing students and can be used as a reference to guide interventions to strengthen infection-control education and clinical safety.

目的：翻译FIASP-SV量表，评价其在中国护生中的效度和信度。背景：全球范围内，医疗保健相关感染严重威胁着患者安全和医疗质量。虽然标准的预防措施是预防HAIs的关键，但护理专业的学生往往既缺乏依从性，也缺乏必要的知识。现有的工具并不适合中国护理教育，国际上开发的FIASP-SV尚未在中国进行本地化或心理测量学测试。设计：横断面研究。方法：通过前后翻译、跨文化改编、专家咨询和试点测试，编制了一份共23个项目的中文FIASP-SV。内容效度由护理专家小组确认。采用广东省14所护理学校586名学生（2024年7月- 9月）的数据，采用内部一致性（Cronbach’s α = 0.895）、探索性因子分析和验证性因子分析（良好拟合）来评估信度和结构效度。结果：项目分析证实了在四个维度（辩护、领导、情境线索、实践文化）上保留了所有23个项目的令人满意的歧视和同质性。EFA支持一个四因素解决方案解释66.6% %的方差和CFA表明良好的模型拟合。总体Cronbach's alpha为0.895（子量表0.819-0.911），Guttman劈开半系数为0.735，重测ICC为0.650。CFA指标支持提出的四因子结构，收敛效度和判别效度指标符合常用标准。结论：中国FIASP-SV量表用于评估护生SP依从性影响因素具有良好的信度和效度，可作为指导干预措施加强感染控制教育和临床安全的参考。

{"title":"Cross-cultural reliability and validity of the factors influencing adherence to standard precautions scale – Student version","authors":"Li Yang , Chunchun Deng , Jialun Xie , Ting Han , Yalan Yang , Wushi Wang , Liang Liu , Yutian Hao , Yingying Peng , Liling Zhong","doi":"10.1016/j.nepr.2026.104747","DOIUrl":"10.1016/j.nepr.2026.104747","url":null,"abstract":"<div><h3>Objective</h3><div>To translate the FIASP-SV into Chinese, evaluate its validity and reliability among Chinese nursing students.</div></div><div><h3>Background</h3><div>Healthcare-associated infections seriously threaten patient safety and care quality worldwide. Although standard precautions are key to preventing HAIs, nursing students often lack both compliance and the necessary knowledge. Existing tools are not tailored to Chinese nursing education, and the internationally developed FIASP-SV has yet to be localized or psychometrically tested in China.</div></div><div><h3>Design</h3><div>A cross-sectional study.</div></div><div><h3>Methods</h3><div>A 23-item Chinese FIASP-SV was developed via forward/back translation, cross-cultural adaptation, expert consultation and pilot testing. Content validity was confirmed by a nursing expert panel. Using data from 586 students across 14 Guangdong nursing schools (July–September 2024), internal consistency (Cronbach’s α = 0.895), exploratory factor analysis and confirmatory factor analysis (good fit) were conducted to evaluate reliability and structural validity.</div></div><div><h3>Results</h3><div>Item analysis confirmed satisfactory discrimination and homogeneity for retaining all 23 items across four dimensions (Justification, Leadership, Contextual Cues, Practice Culture). EFA supported a four-factor solution explaining 66.6 % of variance and CFA indicated good model fit. The overall Cronbach’s alpha was 0.895 (subscales 0.819–0.911), the Guttman split-half coefficient was 0.735 and the test–retest ICC was 0.650. CFA indices supported the proposed four-factor structure and convergent and discriminant validity indices met commonly used criteria.</div></div><div><h3>Conclusion</h3><div>The Chinese FIASP-SV demonstrates satisfactory validity and reliability for assessing factors influencing SP adherence among nursing students and can be used as a reference to guide interventions to strengthen infection-control education and clinical safety.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104747"},"PeriodicalIF":4.0,"publicationDate":"2026-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146137823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Interpersonal communication in clinical supervision: A qualitative study with nursing educators 临床督导中的人际沟通：护理教育者的质性研究。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-02-03 DOI: 10.1016/j.nepr.2026.104749

Daniela Filipa Almeida da Cunha , José Carlos Fernandes Alves , Ana Jorge Santos Marques , Fernanda Maria Príncipe , Neide Marina Feijó , Liliana Andreia Neves da Mota

Aim

To explore how communication is conceived and enacted by nursing supervising educators in clinical education and to identify processes, barriers and strategies influencing its effectiveness.

Background

Communication is a key component of effective clinical supervision, shaping learning, motivation and safety in nursing education; however, limited evidence addresses how supervising educators conceptualize and practice communication in clinical settings.

Design

Qualitative descriptive study.

Methods

Semi-structured interviews were conducted with 23 supervising educators from Portugal. Data were analyzed using reflexive thematic analysis, drawing on Peplau’s Interpersonal Relations Theory, Proctor’s model of the three functions of supervision and the Person-Centered Practice Framework.

Results

Five interrelated categories characterized supervisory communication: core communication processes, pedagogical value, enabling conditions, barriers and optimization strategies. Across categories, communication operated as an integrated relational–functional–contextual process, requiring adaptability, reflection and mutual understanding.

Conclusions

Communication is the central mechanism through which supervision promotes meaningful learning and professional development. Strengthening communicative competence among supervising educators may enhance feedback quality, student engagement and the overall learning environment in clinical placements. Institutional investment in communication training and supportive conditions is essential to sustain effective supervision and ensure person-centered educational practice.

目的：探讨临床护理监督教育工作者如何构思和实施沟通，并确定影响其有效性的过程、障碍和策略。背景：在护理教育中，沟通是有效临床监督、塑造学习、动机和安全的关键组成部分；然而，有限的证据表明监督教育者如何在临床环境中概念化和实践沟通。设计：定性描述性研究。方法：对23名来自葡萄牙的督导教师进行半结构化访谈。数据分析采用反身性主题分析，借鉴Peplau的人际关系理论、Proctor的三种监督功能模型和以人为本的实践框架。结果：管理沟通的五个相互关联的类别：核心沟通过程、教学价值、实现条件、障碍和优化策略。跨范畴，沟通是一个关系-功能-语境的综合过程，需要适应、反思和相互理解。结论：沟通是监督促进有意义学习和专业发展的核心机制。加强督导教育者之间的沟通能力可以提高反馈质量，学生参与度和临床实习的整体学习环境。在沟通培训和支持条件方面的机构投资是维持有效监督和确保以人为本的教育实践的必要条件。

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引用次数: 0

"Not by Intuition Alone": The Edinburgh Infirmary and the making of the modern nurse, 1876. “不单单凭直觉”：爱丁堡医务室和现代护士的造就，1876年。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-02-02 DOI: 10.1016/j.nepr.2026.104748

Andreas K Demetriades

引用次数: 0

Students as co-educators: Exploring peer-led digital tutorials to enhance clinical reasoning in undergraduate nursing education 作为共同教育者的学生：探索以同行为主导的数字教程，以加强本科护理教育中的临床推理。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-02-02 DOI: 10.1016/j.nepr.2026.104750

Gideon U. Johnson, Jasmine O’Leary, Neus Carlos Martinez, Zainab Zahran, Brendan Greaney, Lynn Sayer, Mary Malone

Aim

To discuss the potential of peer-led online tutorials using digital learning platforms as an educational innovation to enhance the application of the Clinical Reasoning Cycle (CRC) in undergraduate nursing education.

Background

The CRC is widely integrated into nursing curricula to support safe and effective decision-making. However, many students find it challenging to apply the cycle effectively to case-based and reflective assessments. Literature indicates that peer-assisted learning (PAL) can enhance engagement, confidence and clinical skills in nursing education; however, limited research has examined the role of peer-led tutorials in supporting the application of the CRC.

Design

A critical discussion paper.

Methods

This paper critically discusses literature on peer-assisted learning, student partnership and digital pedagogy, using a case example of a peer-led digital tutorial—a form of PAL—co-curated with a high-achieving undergraduate student to illustrate these concepts, presented as a pedagogical case rather than empirical research requiring ethical review.

Results

The case demonstrates how peer-led digital tutorials, delivered online, can provide authentic, relatable insights into CRC, demystify assessment expectations and promote engagement. Literature supports the integration of peer-led approaches as cost-effective, scalable and theoretically grounded in constructivist pedagogy. Limitations include the reliance on a single student exemplar and the absence of systematic evaluation.

Conclusion

Digital peer-led tutorials represent a promising pedagogical strategy to strengthen clinical reasoning education in nursing. Further research is required to evaluate their impact on student confidence, learning outcomes and assessment performance.

目的：探讨使用数字学习平台的同行主导在线教程作为一种教育创新的潜力，以加强临床推理周期（CRC）在本科护理教育中的应用。背景：CRC被广泛纳入护理课程，以支持安全有效的决策。然而，许多学生发现将循环有效地应用于基于案例和反思性评估是具有挑战性的。文献表明，同伴辅助学习（PAL）可以提高护理教育的参与度、信心和临床技能；然而，有限的研究审查了由同行领导的辅导在支持《儿童权利公约》应用方面的作用。设计：一篇重要的讨论论文。方法：本文批判性地讨论了关于同伴辅助学习、学生伙伴关系和数字教学法的文献，并使用了一个与一名成绩优异的本科生共同策划的同伴主导的数字教程（一种pal形式）的案例来说明这些概念，作为一个教学案例而不是需要伦理审查的实证研究。结果：该案例展示了在线提供的以同行为主导的数字教程如何为CRC提供真实、相关的见解，消除评估期望并促进参与。文献支持将同行主导的方法整合为具有成本效益，可扩展和理论基础的建构主义教学法。限制包括对单个学生范例的依赖和缺乏系统的评估。结论：数字化同侪辅导是加强护理临床推理教育的一种有前景的教学策略。需要进一步的研究来评估它们对学生信心、学习成果和评估绩效的影响。

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引用次数: 0

A qualitative study exploring nurse educators’ experiences and views on nurses’ competency in electrocardiogram interpretation 质性研究探讨护理教育者对护士心电图解读能力的经验与看法。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-02-02 DOI: 10.1016/j.nepr.2026.104751

Yingyan Chen , Jacqueline Colgan , Caleb Ferguson , Jeroen M. Hendriks , Kathryn Keller , Susie Cartledge , Frances Fengzhi Lin

Aim

To explore nurse educators’ experiences and views on nurses’ competency in electrocardiogram interpretation in Australian acute care hospitals.

Background

Nurses are often the first responders to escalate care for patients with cardiovascular disease when rhythm abnormalities are detected; however, there is limited evidence of Australian nurses’ competency in electrocardiogram interpretation.

Design

A nationwide qualitative exploratory study.

Methods

We conducted semi-structured interviews/focus groups with nurse educators via videoconference from September to October 2024. Inductive content analysis was conducted.

Results

Eighteen participants participated in interviews/focus groups. Nurse educators often perceived nurses as lacking a systematic approach to electrocardiogram interpretation. Nurses showed varying levels of interest, confidence and competency in interpreting electrocardiograms, with these factors strongly associated with the critical care specialties where they worked. Opinions varied on how often nurses should be reassessed for electrocardiogram interpretation competency. Key barriers to nurses’ competency included nurses’ not recognising electrocardiogram interpretation as their responsibility, limited exposure and a low clinical culture associated with education/facilitation. Facilitators included nurses’ perceiving electrocardiogram interpretation as an expectation, collaboration between nurses and doctors, readily available time and different learning approaches. Participants expressed the need for low-cost and available electrocardiogram resources, effective teaching modalities, a consistent university approach and a standardised training program using validated tools.

Conclusion

The findings revealed key barriers and facilitators to Australian nurses’ electrocardiogram interpretation competency. Strategies must be developed to address those barriers and improve nurses’ competency in this area. Future research should focus on developing a standardised training program with validated assessment tools.

目的：探讨澳大利亚急症医院护理教育工作者对护士心电图解读能力的经验和看法。背景：当检测到心律异常时，护士通常是心血管疾病患者升级护理的第一反应者；然而，澳大利亚护士在心电图解读方面的能力证据有限。设计：一项全国性质的探索性研究。方法：于2024年9 - 10月通过视频会议对护理教育工作者进行半结构化访谈/焦点小组。进行归纳性内容分析。结果：18名参与者参加了访谈/焦点小组。护士教育工作者经常认为护士缺乏系统的心电图解释方法。护士在解释心电图时表现出不同程度的兴趣、信心和能力，这些因素与他们工作的重症监护专业密切相关。对于护士应多久重新评估一次心电图解释能力，意见不一。护士能力的主要障碍包括护士不认识到心电图解释是他们的责任，接触有限以及与教育/促进相关的低临床文化。促进因素包括护士将心电图解读视为一种期望、护士和医生之间的合作、可用的时间和不同的学习方法。与会者表示需要低成本和可用的心电图资源，有效的教学模式，一致的大学方法和使用经过验证的工具的标准化培训计划。结论：研究结果揭示了澳大利亚护士心电图解释能力的主要障碍和促进因素。必须制定战略来解决这些障碍，提高护士在这一领域的能力。未来的研究应侧重于开发一个标准化的培训计划与有效的评估工具。

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引用次数: 0