Nurse Education in Practice最新文献_第5页

Writing for an international audience 为国际读者写作。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2024-08-01 DOI: 10.1016/j.nepr.2024.104090

引用次数: 0

Dimensions of clinical leadership among pre-registration nursing students: A cross-sectional study between two countries 注册前护理专业学生的临床领导力维度：两国间的横断面研究。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2024-08-01 DOI: 10.1016/j.nepr.2024.104092

Aims

To explore a) pre-registration students' self-perceptions of clinical leadership behaviours and b) differences in students' self-perceptions of leadership behaviours between two countries (UK and Israel).

Background

Effective leadership has been associated with high-quality and compassionate care provision in health and social care contexts. This has led to a common acceptance that teaching leadership in nursing education is essential if students are to develop competencies in this area. Worldwide, there is limited research on nursing students' perception of clinical leadership behaviours as well as on the development of leadership behaviours during the study years.

Design and methods

A cross-sectional survey design was used among two convenience samples of UK and Israeli pre-registration nursing students. Closed questionnaires were uploaded in the format of a commercial internet survey provider (Qualtrics.com) and distributed through the virtual learning platforms in the two participating universities. In total 656 students were invited to participate and the response rates were 28.1 % (Israel) and 17.9 % (England).

Results

Overall, 140 students completed the questionnaires. Significant differences were found between the two sites in the leadership dimensions "Emotional Intelligence" and "Impact and Influence" (p < .05), with UK students scoring higher than Israeli students. Among the Israeli sample, significant differences were found in leadership dimensions according to years of study, with higher scores reported in the 3rd and 4th year students compared with the 1st and 2nd Year students in the referred dimensions (p < .05).

Conclusions

Differences in students' clinical leadership perception exist between the two cohorts examined. Nurse educators should expand international research on this subject to identify possible antecedents in developing clinical leadership behaviours. At the same time, there is a need to continue efforts to enhance the development of clinical leadership behaviours during all study years through curriculum updating to prepare future nurses better to provide quality, safe and person-centered care.

目的：探讨 a) 注册前学生对临床领导行为的自我认知；b) 两个国家（英国和以色列）学生对领导行为的自我认知差异：背景：在医疗和社会护理领域，有效的领导力与高质量和富有同情心的护理服务息息相关。因此，人们普遍认为，如果要培养学生在这一领域的能力，就必须在护理教育中教授领导力。在世界范围内，有关护理专业学生对临床领导行为的认知以及在学习期间领导行为发展的研究十分有限：对英国和以色列注册前护理专业的学生进行了横断面调查。封闭式问卷以商业互联网调查提供商（Qualtrics.com）的格式上传，并通过两所参与大学的虚拟学习平台分发。共邀请了 656 名学生参与，回复率分别为 28.1%（以色列）和 17.9%（英国）：共有 140 名学生完成了问卷调查。两地学生在领导力维度 "情商 "和 "影响力 "方面存在显著差异（p < .05），英国学生的得分高于以色列学生。在以色列的样本中，根据学习年限的不同，学生在领导力维度上存在显著差异，三年级和四年级学生的得分高于一年级和二年级学生（p < .05）：结论：接受研究的两届学生在临床领导力认知方面存在差异。护士教育者应扩大这方面的国际研究，以确定培养临床领导行为的可能前因。同时，有必要继续努力，通过更新课程，在所有学习年限内加强临床领导行为的培养，使未来的护士能够更好地提供优质、安全和以人为本的护理服务。

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引用次数: 0

Development and validation of the metaverse perception scale for nursing students 护理专业学生元宇宙感量表的开发与验证

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2024-08-01 DOI: 10.1016/j.nepr.2024.104061

Background

The use of Metaverse applications in nursing education is increasing every day and the evaluation of nursing students' perceptions of this new digital technology may guide interventions related to the use of the Metaverse. However, currently, no standardized instrument specifically designed to measure nursing students' perceptions of the Metaverse exists in Turkey.

Aim

To develop and validate the Metaverse Perception Scale for Turkish nursing students.

Method

This methodological study was carried out between March 1, 2023 and June 30, 2023 and its sample consisted of 770 nursing students who were enrolled in undergraduate nursing departments of universities in Turkey. The item pool was created based on a literature review and data were analyzed using descriptive statistics, item analysis, exploratory and confirmatory factor analysis, convergent and divergent validity, correlation analysis, internal consistency reliability and test-retest analysis.

Results

The content validity index for the items ranged between 0.85 – 1.00. According to exploratory factor analysis, the eigenvalue of four factors was greater than one. These four factors explained 77.28 % of the total variance. In the scale model developed for this study, model fit was found to be acceptable for goodness of fit index:.921 and root mean square error of approximation:.064. χ2/sd: 1.659, normalized fit index:.961 and chi-square/degree of freedom revealed that model fit was at a good level and within the recommended value ranges. It was determined that the scale showed convergent and divergent validity and Cronbach's Alpha value ranged between 0.95 and 0.93 in the subscales. The Metaverse Perception Scale in Nursing Students was found to have a high level of test-retest reliability.

Conclusion

This study showed that the scale, which consists of 24 items and four subscales, is a valid and reliable measurement tool that can be used to assess nursing students' perceptions of the Metaverse in the Turkish context. This scale can contribute to the evaluation of Turkish nursing students' perceptions of the Metaverse, as well as the effective management of processes related to Metaverse practices.

背景Metaverse应用在护理教育中的使用与日俱增，评估护理专业学生对这一新型数字技术的感知可指导与使用Metaverse相关的干预措施。本研究在 2023 年 3 月 1 日至 2023 年 6 月 30 日期间进行，样本包括 770 名在土耳其大学护理系就读的护理专业本科生。根据文献综述建立了项目库，并使用描述性统计、项目分析、探索性和确认性因素分析、聚合效度和发散效度、相关分析、内部一致性可靠性和重复测试分析对数据进行了分析。根据探索性因子分析，有四个因子的特征值大于 1。这四个因子解释了总方差的 77.28%。本研究建立的量表模型的拟合优度指数为 0.921，均方根近似误差为 0.064，模型拟合效果良好。χ2/sd：1.659，归一化拟合指数：.961 和自由度显示，模型拟合度处于良好水平，且在建议值范围内。量表具有收敛效度和发散效度，各分量表的 Cronbach's Alpha 值介于 0.95 和 0.93 之间。结论本研究表明，该量表由 24 个项目和 4 个分量表组成，是一种有效、可靠的测量工具，可用于评估土耳其护理专业学生对 "元宇宙 "的感知。该量表有助于评估土耳其护理专业学生对 Metaverse 的认知，以及对 Metaverse 实践相关流程的有效管理。

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引用次数: 0

Enhancing nursing competence in China: The interplay of resilience, mindfulness and social support 提高中国护理人员的能力：韧性、正念和社会支持的相互作用

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2024-08-01 DOI: 10.1016/j.nepr.2024.104087

Objectives

To address the nursing crisis, it is imperative to comprehend the factors that influence nursing competencies, which are crucial for the delivery of quality patient care.

Background

Facing demographic shifts and increasingly complex healthcare demands, China's nursing sector struggles with workforce shortages and the need to enhance core competencies. This research explores the interplay of social support, psychological resilience, mindfulness and nursing competencies in various hospital environments in China.

Methods

Through a cross-sectional survey, 941 nurses across tertiary, secondary and private healthcare settings completed self-assessment questionnaires. The analysis included multiple linear regression and comparative methods to assess how psychological resilience, mindfulness and social support have an impact on nursing competencies.

Results

Findings revealed a strong relationship between psychological resilience and nursing competencies, with resilience being a key predictor. Mindfulness and social support also significantly contributed to competency levels. Nurses in tertiary hospitals showed greater competencies than those in secondary or private facilities.

Conclusion

Enhancing nursing competencies requires targeted interventions focusing on professional development and supportive workplace cultures. Incorporating psychological resilience, social support and mindfulness into nurse training is crucial for improving practice and policy.

背景面对人口结构的变化和日益复杂的医疗需求，中国护理行业面临着劳动力短缺和提高核心能力的问题。本研究探讨了中国不同医院环境中社会支持、心理复原力、正念和护理能力之间的相互作用。分析包括多元线性回归和比较法，以评估心理复原力、正念和社会支持对护理能力的影响。结果结果显示，心理复原力与护理能力之间存在密切关系，其中复原力是关键的预测因素。正念和社会支持对能力水平也有显著的促进作用。结论提高护理能力需要有针对性的干预措施，重点是专业发展和支持性工作场所文化。将心理复原力、社会支持和正念纳入护士培训对于改善实践和政策至关重要。

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引用次数: 0

A survey of students’ experiences of returning to midwifery studies after maternity leave: A pilot survey 学生产假后重返助产专业学习的经历调查：试点调查。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2024-08-01 DOI: 10.1016/j.nepr.2024.104073

Aim

To identify the barriers and facilitators having an impact on the progression and completion of studies for students who give birth during their midwifery program.

Background

Balancing the demands of pregnancy and new motherhood with the rigorous academic requirements of a tertiary-level midwifery program is challenging for students wishing to progress and complete their studies. Understanding the barriers and facilitators students face when resuming midwifery studies following birth can assist universities in providing educational environments that support students in achieving their midwifery education.

Design

Social media online Qualtrics survey with closed and open questions.

Method

Participants were Australian midwifery students who gave birth and returned to their midwifery studies within the past 5 years. Responses from 35 students were descriptively analysed.

Results

For students who commenced pregnancy during their midwifery degree, 40 % chose to take leave from their studies at term (37–40 weeks gestation) or continue their studies without leave. Almost half of the students (n=17) chose to return to their studies before six weeks post birth (68 % (n=24) opting for a part-time pathway). Most of the childcare was undertaken by the student’s partner (n=9) or other family members (n=8). Work integrated learning, rostering of shifts and being on call for Continuity of Care Experience relationships accounted for the most significant number (n=19) of responses when identifying barriers to resuming midwifery studies.

Conclusions

The greatest barrier for students is work integrated learning while juggling the transition to parenthood. Universities must work closely with maternity services to support students in completing their studies.

目的：找出影响在助产专业学习期间分娩的学生继续并完成学业的障碍和促进因素：背景：对于希望继续深造并完成学业的学生来说，在怀孕和初为人母的需求与高等助产专业严格的学业要求之间取得平衡是一项挑战。了解学生在产后恢复助产学业时所面临的障碍和促进因素，有助于大学提供支持学生完成助产学业的教育环境：设计：社交媒体在线Qualtrics调查，包含封闭式和开放式问题：参与者为过去 5 年内分娩并重返助产专业学习的澳大利亚助产专业学生。对 35 名学生的回答进行了描述性分析：在攻读助产士学位期间开始怀孕的学生中，有 40% 选择在足月（妊娠 37-40 周）时休学或不休学继续学业。近一半的学生（人数=17）选择在产后六周前重返校园（68%（人数=24）选择非全日制学习）。大部分育儿工作由学生的伴侣（9 人）或其他家庭成员（8 人）承担。在确定恢复助产士学业的障碍时，工作综合学习、轮班和随叫随到的持续护理经验关系占了最主要的回答数量（n=19）：结论：学生面临的最大障碍是在工作中学习，同时还要兼顾向为人父母的过渡。大学必须与产科服务机构密切合作，为学生完成学业提供支持。

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引用次数: 0

Intercultural competence development: A qualitative case study 跨文化能力培养：定性案例研究

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2024-08-01 DOI: 10.1016/j.nepr.2024.104082

Aim

The aim of this study was to explore Bachelor of Science in Nursing (BSN) students' perceptions of the effectiveness of a unique teaching-learning strategy using their results from the Intercultural Development Inventory (IDI), an instrument for the assessment of intercultural competence, with their customized Intercultural Development Plan (IDP) in enhancing their cultural competence development in a nursing senior practicum. The study also examined student insights about how having a plan to develop their intercultural competence will have an impact on their future nursing practice.

Background

Intercultural competence is vital for providing quality healthcare, yet there is a gap in understanding how educational interventions are designed and implemented to enhance cultural competence among nursing students. This paper describes a strategy for developing intercultural competence. The IDI was administered to Bachelor of Science in Nursing (BSN) students in the fourth semester of a five-semester BSN program. Based on their IDI results, each student received a customized IDP that suggested specific activities and encouraged guided self-reflection to enhance intercultural competence development. In the fifth-semester senior practicum course, the students developed personal intercultural competence development goals based on their IDP. They also kept weekly journals on their intercultural competence development during their practicum.

Design

This study used a Qualitative Case Study design.

Methods

This study was conducted from January to July 2021 with 47 senior practicum students in a large BSN program in the Southeastern United States. Data consisted of student written responses to prompts on how the IDI/IDP influenced their intercultural development and its potential effect on their future practice. The data were analyzed through inductive content analysis.

Results

Three key themes emerged: self-awareness, recognition of cultural influences and growth goals. Student reflections suggested that they desired to develop intercultural competence so they could provide the best possible nursing care for their patients. Still, most students did not have a plan for how to grow in this area. Many students reported that their IDI/IDP heightened cultural awareness throughout their practicum, guiding their development of intercultural competence and leading to a deeper and broader understanding of culture. Students suggested that this enhanced cultural understanding, along with their IDP, will facilitate their continued development of intercultural competence in their future professional practice.

Conclusion

This study contributes to existing knowledge about intercultural competence development and effective teaching methods by providing empirical evidence of the positive impact of the IDI/IDP on nursing students' per

目的本研究旨在探讨护理学学士学位（BSN）学生对一种独特的教学策略的有效性的看法，该策略采用了跨文化发展量表（IDI）（一种评估跨文化能力的工具）的结果，并为他们量身定制了跨文化发展计划（IDP），以提高他们在护理高级实习中的文化能力发展。该研究还考察了学生对制定跨文化能力发展计划将如何影响其未来护理实践的见解。背景跨文化能力对于提供高质量的医疗保健服务至关重要，但在了解如何设计和实施教育干预措施以提高护理专业学生的文化能力方面还存在差距。本文介绍了一种培养跨文化能力的策略。在为期五个学期的护理学学士学位课程的第四学期，对护理学学士学位（BSN）学生进行了跨文化能力指数（IDI）测试。根据他们的 IDI 结果，每个学生都收到了一份定制的 IDP，其中提出了具体的活动建议，并鼓励在指导下进行自我反思，以加强跨文化能力的发展。在第五学期的高级实习课程中，学生们根据自己的 IDP 制定了个人跨文化能力发展目标。本研究采用定性案例研究设计。方法本研究于 2021 年 1 月至 7 月在美国东南部的一个大型 BSN 项目中对 47 名高年级实习学生进行了研究。数据包括学生对有关 IDI/IDP 如何影响其跨文化发展及其对未来实践的潜在影响的提示的书面回答。通过归纳式内容分析对数据进行了分析。结果出现了三个关键主题：自我意识、对文化影响的认识和成长目标。学生的反思表明，他们希望发展跨文化能力，从而为病人提供最好的护理服务。然而，大多数学生并没有制定如何在这一领域发展的计划。许多学生表示，在整个实习过程中，他们的IDI/IDP提高了文化意识，引导他们发展跨文化能力，并使他们对文化有了更深更广的理解。学生们认为，这种文化理解的增强以及他们的 IDP 将促进他们在未来的专业实践中继续发展跨文化能力。结论：本研究提供了 IDI/IDP 对护理专业学生跨文化发展的积极影响的实证证据，从而为现有的跨文化能力发展和有效教学方法方面的知识做出了贡献。这些发现可为制定和实施提高跨文化能力的教学策略提供参考，从而最终改善所有医疗机构的患者护理效果。

{"title":"Intercultural competence development: A qualitative case study","authors":"","doi":"10.1016/j.nepr.2024.104082","DOIUrl":"10.1016/j.nepr.2024.104082","url":null,"abstract":"<div><h3>Aim</h3><p>The aim of this study was to explore Bachelor of Science in Nursing (BSN) students' perceptions of the effectiveness of a unique teaching-learning strategy using their results from the Intercultural Development Inventory (IDI), an instrument for the assessment of intercultural competence, with their customized Intercultural Development Plan (IDP) in enhancing their cultural competence development in a nursing senior practicum. The study also examined student insights about how having a plan to develop their intercultural competence will have an impact on their future nursing practice.</p></div><div><h3>Background</h3><p>Intercultural competence is vital for providing quality healthcare, yet there is a gap in understanding how educational interventions are designed and implemented to enhance cultural competence among nursing students. This paper describes a strategy for developing intercultural competence. The IDI was administered to Bachelor of Science in Nursing (BSN) students in the fourth semester of a five-semester BSN program. Based on their IDI results, each student received a customized IDP that suggested specific activities and encouraged guided self-reflection to enhance intercultural competence development. In the fifth-semester senior practicum course, the students developed personal intercultural competence development goals based on their IDP. They also kept weekly journals on their intercultural competence development during their practicum.</p></div><div><h3>Design</h3><p>This study used a Qualitative Case Study design.</p></div><div><h3>Methods</h3><p>This study was conducted from January to July 2021 with 47 senior practicum students in a large BSN program in the Southeastern United States. Data consisted of student written responses to prompts on how the IDI/IDP influenced their intercultural development and its potential effect on their future practice. The data were analyzed through inductive content analysis.</p></div><div><h3>Results</h3><p>Three key themes emerged: self-awareness, recognition of cultural influences and growth goals. Student reflections suggested that they desired to develop intercultural competence so they could provide the best possible nursing care for their patients. Still, most students did not have a plan for how to grow in this area. Many students reported that their IDI/IDP heightened cultural awareness throughout their practicum, guiding their development of intercultural competence and leading to a deeper and broader understanding of culture. Students suggested that this enhanced cultural understanding, along with their IDP, will facilitate their continued development of intercultural competence in their future professional practice.</p></div><div><h3>Conclusion</h3><p>This study contributes to existing knowledge about intercultural competence development and effective teaching methods by providing empirical evidence of the positive impact of the IDI/IDP on nursing students' per","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141845307","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

Nourishing two hearts: The journey of nursing student mothers during academic studies and clinical rotations: A qualitative study 滋养两颗心：护理专业学生母亲在学术研究和临床实习期间的心路历程：定性研究

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2024-08-01 DOI: 10.1016/j.nepr.2024.104068

Aim

To explore and understand breastfeeding experiences and challenges among student mothers who breastfeed during their academic studies and clinical rotations in nursing school.

Background

Breastfeeding is recommended for the nourishment of infants. An increasing number of students combine parenthood and higher education, including student mothers who give birth while pursuing their degrees. Nursing students confront a dual challenge. In addition to the rigorous demands of theoretical academic coursework they must also contend with clinical rotations. There is limited literature regarding the experiences of nursing students who breastfeed during their studies and even more limited literature regarding their experiences during clinical rotations.

Design

A qualitative design using a constructionist framework for thematic analysis.

Methods

Fifteen semi-structured interviews were conducted between June 2023 and September 2023 and were analyzed using a thematic analysis.

Results

Four themes were identified, which describe the experiences of nursing student mothers during their academic studies and clinical rotations: The importance of breastfeeding for baby's health and emotional connection; Breastfeeding and pumping during academic studies and clinical rotations requires the students to juggle between the various tasks; Dealing with privacy and modesty during breastfeeding in public on campus and in clinical settings; and Attitudes from academic educators, clinical instructors and classmates that foster, support, or impede the integration of breastfeeding during nursing studies.

Conclusions

Creating a supportive atmosphere for breastfeeding students necessitates a comprehensive strategy from academic institutions and hospital nursing administration.

目的探索并了解在护理学院学习和临床轮转期间进行母乳喂养的学生母亲的母乳喂养经验和挑战。背景母乳喂养是婴儿营养的推荐方式。越来越多的学生将为人父母与高等教育结合起来，其中包括在攻读学位期间生育的学生母亲。护理专业的学生面临着双重挑战。除了理论学术课程的严格要求外，他们还必须应对临床轮转。有关护理专业学生在学习期间母乳喂养经历的文献十分有限，而有关她们在临床轮转期间母乳喂养经历的文献则更为有限。方法在 2023 年 6 月至 2023 年 9 月期间进行了 15 次半结构式访谈，并采用主题分析法对访谈进行了分析。结果确定了四个主题，描述了护理专业学生母亲在学习和临床轮转期间的经历：母乳喂养对婴儿健康和情感联系的重要性；在学业学习和临床轮转期间进行母乳喂养和吸奶需要学生在各种任务之间游刃有余；在校园和临床环境的公共场合进行母乳喂养时要处理好隐私和谦逊问题；学业教育者、临床导师和同学的态度促进、支持或阻碍了母乳喂养与护理学习的结合。结论为母乳喂养的学生创造一个支持性的氛围需要学术机构和医院护理管理部门采取综合策略。

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引用次数: 0

Developing a CHECK approach to artificial intelligence usage in nurse education 为护士教育中的人工智能应用开发 CHECK 方法。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2024-08-01 DOI: 10.1016/j.nepr.2024.104055

引用次数: 0

Corrigendum to “Advancing nursing education through wearable electronic devices: A scoping review” [Nurse Educ. Pract. 79 (2024) 104032] 通过可穿戴电子设备推进护理教育：范围综述" [Nurse Educ. Pract. 79 (2024) 104032]。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2024-08-01 DOI: 10.1016/j.nepr.2024.104075

引用次数: 0

Unfinished nursing care occurrence, priority order and reasons as perceived by nursing students: An international study 护理专业学生眼中未完成护理工作的发生、优先顺序和原因：一项国际研究

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2024-08-01 DOI: 10.1016/j.nepr.2024.104100

Aim

The study aimed to measure and compare differences (a) in the unfinished nursing care interventions overall and the order in which they are left unfinished; and (b) in the underline reasons, as perceived by Italian, Slovak and Turkish nursing students.

Background

In recent years, in the nursing education context a novel line of research in the field of unfinished nursing care as those interventions required by patients, but omitted or delayed, has emerged. However, no studies have been conducted at the international level.

Design

An international, comparative cross-sectional study was performed in 2022–2023 and reported here according to Strengthening the Reporting of Observational Studies in Epidemiology guidelines.

Methods

A multinational research network was formed with a convenient sample of 13 universities and 60 campuses (4595 students). The Unfinished Nursing Care Survey for Students (UNCS4S) was administered. A total of 1850 students participated.

Results

According to the UNCS4S total score, Italians reported an average 50.9 out of 110 unfinished nursing care interventions (CI95 % 47.6–54.1), Slovakians 54.9 (CI95 % 53.7–56.1) and Turkish students 50.4 (CI95 % 49.2–51.5) (p<0.001). Some interventions were reported more often as unfinished across countries as supervising the task assigned to the nursing aides, going to the patient without being called, spending the required time with the patient and their caregivers and emotionally supporting patients and their caregivers. In terms of reasons, total scores were statistically different across countries (Italy: 45.92 out of 90, CI95 % 43.91–47.9; Slovakia: 62, CI95 % 61.02–62.98; Türkiye: 72.29, CI95 % 71.13–73.45; p<0.001); however, at the factor level, communication issues, lack of material resources and issues in supervision of nursing aides were reported in all countries as the most important reasons of the unfinished nursing care.

Conclusions

Students learn to shape and set priorities early in their nursing careers with similar order in what to leave unfinished as first, despite the different educational structures, care cultures and healthcare systems. Among the unfinished nursing care reasons perceived, the most influential were similar across countries, suggesting common areas for improvement. How to better prepare students to be resilient and capable of managing the challenges posed by unfinished nursing care episodes due to the lack of resources and communications issues should be considered as a priority by nurse educators.

背景近年来，在护理教育领域出现了一个新的研究方向，即未完成的护理干预，即患者需要但被遗漏或延迟的干预。设计于 2022-2023 年进行了一项国际比较横断面研究，并根据《加强流行病学中观察性研究的报告指南》在此进行了报告。方法建立了一个多国研究网络，以 13 所大学和 60 个校区（4595 名学生）为方便样本。进行了学生未完成护理调查（UNCS4S）。结果根据 UNCS4S 的总分，在 110 项未完成的护理干预中，意大利学生平均报告了 50.9 项（CI95 % 47.6-54.1），斯洛伐克学生平均报告了 54.9 项（CI95 % 53.7-56.1），土耳其学生平均报告了 50.4 项（CI95 % 49.2-51.5）（p<0.001）。在不同国家，一些干预措施被报告为未完成的频率较高，如监督分配给护理助手的任务、在未接到呼叫的情况下前往患者处、与患者及其护理人员共度所需的时间以及在情感上支持患者及其护理人员。就原因而言，各国的总分在统计上存在差异（意大利：45.92 分（满分 90 分），CI95 % 43.91-47.9；斯洛伐克：62 分（满分 90 分），CI95 % 61.02-62.98；土耳其：72.29 分（满分 90 分），CI95 % 61.02-62.98：结论尽管教育结构、护理文化和医疗体系不同，但学生们在护理生涯的早期就学会了塑造和设定优先事项，在未完成的护理工作中，他们的优先顺序相似。在认为的护理工作未完成的原因中，各国最有影响力的原因相似，这表明各国都有需要改进的地方。如何更好地培养学生的应变能力，使其有能力应对因资源匮乏和沟通问题导致的护理工作未完成所带来的挑战，应成为护士教育者优先考虑的问题。

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引用次数: 0

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