{"title":"护理专业学生对压力伤害风险评估的看法和经验:定性研究。","authors":"Özlem Arıburnu , Fatoş Korkmaz","doi":"10.1016/j.nepr.2024.104039","DOIUrl":null,"url":null,"abstract":"<div><h3>Aim</h3><p>This study aims to capture the perspectives of senior undergraduate nursing students concerning pressure injury risk assessment, shedding light on their practical experiences and insights.</p></div><div><h3>Background</h3><p>Pressure injuries pose a significant challenge in healthcare, demanding vigilant attention from healthcare professionals. Central to mitigating this challenge is the imperative role of risk assessment, placing nurses at the forefront of prevention strategies. Given the critical nature of this responsibility, the need for a robust and well-structured integration of risk assessment teaching within undergraduate nursing education becomes increasingly apparent.</p></div><div><h3>Design</h3><p>This study was conducted as a descriptive qualitative study.</p></div><div><h3>Method</h3><p>This research was conducted at the Nursing Faculty of a State University in Ankara/Turkey, involving 19 senior students enrolled in the nursing program. Data was collected online using in-depth interviews with semi-structured interview questions between November and December 2022. After data collection, transcripts were generated and subjected to thematic analysis. The study was reported following the COREQ Checklist.</p></div><div><h3>Results</h3><p>The study revealed two overarching themes: Opinions and Experiences. Within the Opinions theme, subthemes emerged, including \"Features of Teaching,\" \"Pressure Injury Definition,\" and \"Improving Teaching Methods.\" The Experiences theme encompassed sub-themes such as the \"Limited Relationship between Theoretical Teaching and Clinical Practice\" and \"Assessing the Risk of Pressure Injury in Practice.\"</p></div><div><h3>Conclusion</h3><p>Participants affirmed that theoretical instruction sufficiently addressed pressure injury risk assessment yet expressed concerns about the inadequacy of clinical teaching. Additionally, they underscored the need for innovative teaching methods in the theoretical instructional process.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3000,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Nursing students' perceptions and experiences in pressure injury risk assessment: A qualitative study\",\"authors\":\"Özlem Arıburnu , Fatoş Korkmaz\",\"doi\":\"10.1016/j.nepr.2024.104039\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Aim</h3><p>This study aims to capture the perspectives of senior undergraduate nursing students concerning pressure injury risk assessment, shedding light on their practical experiences and insights.</p></div><div><h3>Background</h3><p>Pressure injuries pose a significant challenge in healthcare, demanding vigilant attention from healthcare professionals. Central to mitigating this challenge is the imperative role of risk assessment, placing nurses at the forefront of prevention strategies. Given the critical nature of this responsibility, the need for a robust and well-structured integration of risk assessment teaching within undergraduate nursing education becomes increasingly apparent.</p></div><div><h3>Design</h3><p>This study was conducted as a descriptive qualitative study.</p></div><div><h3>Method</h3><p>This research was conducted at the Nursing Faculty of a State University in Ankara/Turkey, involving 19 senior students enrolled in the nursing program. Data was collected online using in-depth interviews with semi-structured interview questions between November and December 2022. After data collection, transcripts were generated and subjected to thematic analysis. The study was reported following the COREQ Checklist.</p></div><div><h3>Results</h3><p>The study revealed two overarching themes: Opinions and Experiences. Within the Opinions theme, subthemes emerged, including \\\"Features of Teaching,\\\" \\\"Pressure Injury Definition,\\\" and \\\"Improving Teaching Methods.\\\" The Experiences theme encompassed sub-themes such as the \\\"Limited Relationship between Theoretical Teaching and Clinical Practice\\\" and \\\"Assessing the Risk of Pressure Injury in Practice.\\\"</p></div><div><h3>Conclusion</h3><p>Participants affirmed that theoretical instruction sufficiently addressed pressure injury risk assessment yet expressed concerns about the inadequacy of clinical teaching. Additionally, they underscored the need for innovative teaching methods in the theoretical instructional process.</p></div>\",\"PeriodicalId\":48715,\"journal\":{\"name\":\"Nurse Education in Practice\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.3000,\"publicationDate\":\"2024-06-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Nurse Education in Practice\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1471595324001689\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education in Practice","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1471595324001689","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
Nursing students' perceptions and experiences in pressure injury risk assessment: A qualitative study
Aim
This study aims to capture the perspectives of senior undergraduate nursing students concerning pressure injury risk assessment, shedding light on their practical experiences and insights.
Background
Pressure injuries pose a significant challenge in healthcare, demanding vigilant attention from healthcare professionals. Central to mitigating this challenge is the imperative role of risk assessment, placing nurses at the forefront of prevention strategies. Given the critical nature of this responsibility, the need for a robust and well-structured integration of risk assessment teaching within undergraduate nursing education becomes increasingly apparent.
Design
This study was conducted as a descriptive qualitative study.
Method
This research was conducted at the Nursing Faculty of a State University in Ankara/Turkey, involving 19 senior students enrolled in the nursing program. Data was collected online using in-depth interviews with semi-structured interview questions between November and December 2022. After data collection, transcripts were generated and subjected to thematic analysis. The study was reported following the COREQ Checklist.
Results
The study revealed two overarching themes: Opinions and Experiences. Within the Opinions theme, subthemes emerged, including "Features of Teaching," "Pressure Injury Definition," and "Improving Teaching Methods." The Experiences theme encompassed sub-themes such as the "Limited Relationship between Theoretical Teaching and Clinical Practice" and "Assessing the Risk of Pressure Injury in Practice."
Conclusion
Participants affirmed that theoretical instruction sufficiently addressed pressure injury risk assessment yet expressed concerns about the inadequacy of clinical teaching. Additionally, they underscored the need for innovative teaching methods in the theoretical instructional process.
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.