Abstract：
To describe the experiences of nurses as they learned to provide palliative care in the NICU.
Interpretive description.
Four NICUs in three Canadian provinces, including one rural center and three tertiary centers.
Nine NICU nurses with 3 to 21 years of experience who provided neonatal palliative care.
We collected data using online interviews that we recorded and transcribed. We analyzed data using immersion, inductive coding, reflective memoing, and thematic analysis.
Participants received little or no formal education in neonatal palliative care and instead learned to provide this care through observation and experience. Participants said it was important to find meaning in their work, which contributed to their motivation to learn to provide high-quality neonatal palliative care. Participants described challenges, including unit cultures in which early palliative care was not embraced. We identified three overarching themes that represented the participants\' experiences: Meaning-Making in Neonatal Palliative Care, Challenges in Providing Neonatal Palliative Care, and Ill-Prepared to Provide Neonatal Palliative Care.
Standardized education may improve the quality of care and nurses\' experiences with neonatal palliative care. We recommend designing and evaluating a standardized curriculum on neonatal palliative care.
Interpretive description.
Four NICUs in three Canadian provinces, including one rural center and three tertiary centers.
Nine NICU nurses with 3 to 21 years of experience who provided neonatal palliative care.
We collected data using online interviews that we recorded and transcribed. We analyzed data using immersion, inductive coding, reflective memoing, and thematic analysis.
Participants received little or no formal education in neonatal palliative care and instead learned to provide this care through observation and experience. Participants said it was important to find meaning in their work, which contributed to their motivation to learn to provide high-quality neonatal palliative care. Participants described challenges, including unit cultures in which early palliative care was not embraced. We identified three overarching themes that represented the participants\' experiences: Meaning-Making in Neonatal Palliative Care, Challenges in Providing Neonatal Palliative Care, and Ill-Prepared to Provide Neonatal Palliative Care.
Standardized education may improve the quality of care and nurses\' experiences with neonatal palliative care. We recommend designing and evaluating a standardized curriculum on neonatal palliative care.
摘要：
目的：描述护士在NICU中学习提供姑息治疗的经历。
方法：解释性描述。
方法：加拿大三个省的四个NICU，包括一个农村中心和三个三级中心。
方法：9名具有3至21年经验的NICU护士提供新生儿姑息治疗。
方法：我们使用记录和转录的在线访谈收集数据。我们使用浸没分析数据，感应编码,反射记忆，和专题分析。
结果：参与者很少或根本没有接受过新生儿姑息治疗的正规教育，而是通过观察和经验学会了提供这种护理。与会者说，重要的是在他们的工作中找到意义，这有助于他们学习提供高质量的新生儿姑息治疗。与会者描述了挑战，包括不接受早期姑息治疗的单位文化。我们确定了代表参与者经验的三个总体主题：新生儿姑息治疗中的意义，提供新生儿姑息治疗的挑战，并准备提供新生儿姑息治疗。
结论：标准化教育可以提高护理质量和护士对新生儿姑息治疗的体验。我们建议设计和评估新生儿姑息治疗的标准化课程。
方法：解释性描述。
方法：加拿大三个省的四个NICU，包括一个农村中心和三个三级中心。
方法：9名具有3至21年经验的NICU护士提供新生儿姑息治疗。
方法：我们使用记录和转录的在线访谈收集数据。我们使用浸没分析数据，感应编码,反射记忆，和专题分析。
结果：参与者很少或根本没有接受过新生儿姑息治疗的正规教育，而是通过观察和经验学会了提供这种护理。与会者说，重要的是在他们的工作中找到意义，这有助于他们学习提供高质量的新生儿姑息治疗。与会者描述了挑战，包括不接受早期姑息治疗的单位文化。我们确定了代表参与者经验的三个总体主题：新生儿姑息治疗中的意义，提供新生儿姑息治疗的挑战，并准备提供新生儿姑息治疗。
结论：标准化教育可以提高护理质量和护士对新生儿姑息治疗的体验。我们建议设计和评估新生儿姑息治疗的标准化课程。
