背景:护士在照顾病人的家庭中起着至关重要的作用,需要高质量的关系和沟通技巧来照顾他们。然而,这些技能仍然没有得到充分利用,导致报告的包容性和沟通不足的问题。教育对于提高护士照顾家庭和非正式护理人员的能力至关重要。
目的:探讨护理本科生照顾家庭和非正式照顾者的学习过程。
方法:采用扎根理论方法进行定性研究。
方法:来自一所大学的两个异地护理学士学位和与意大利北部大学合作的四个当地卫生部门。
方法:15名护理本科生,10名护士,和10名护士临床教师。
方法:我们采用了初始和理论抽样,并在2023年12月至2024年1月进行了半结构化访谈,持续了16至62分钟。采访是录音的,逐字转录,并通过公开分析,选择性,和理论编码。
结果:我们为护理本科生开发了一种在照顾家庭和非正式照顾者方面的学习理论,包括两个主题,“学习领域”和“学习前因”,”和九个类别。学习领域涉及学习照顾家庭和非正式照顾者的五个阶段,以及与家庭和非正式照顾者互动的最频繁机会。这五个阶段是“观察和考虑家庭和非正式照顾者”,“评估家庭和非正式护理人员的需求和资源”,“为家庭和非正式护理人员的干预做准备和计划”,“与家人和非正式照顾者合作”,“反思与家庭和非正式护理人员的干预措施”。学习前因包括学生特征,人际关系,和临床培训环境。
结论:在这项研究中,我们描绘了一个五阶段的学习过程,为护理本科生照顾家庭和非正式的照顾者,受个人影响,人际关系,和上下文因素。我们强调了关系技能发展的重要性,量身定制的学习体验,以及支持性指导,以增强学生在医疗保健环境中与家庭互动和支持的准备。所开发的理论为设计教育干预措施提供了基础框架,以优化护理学生在该领域的能力。
BACKGROUND: Nurses play a crucial role in caring for
families of ill individuals in care, requiring high-quality relational and communication skills to care for them. Yet these skills remain underutilized, leading to reported issues of inadequate inclusion and communication. Education is crucial to enhance nurses\' competencies in caring for
families and informal caregivers.
OBJECTIVE: To explore the learning process of undergraduate nursing students to care for families and informal caregivers.
METHODS: Qualitative study with a grounded theory approach.
METHODS: Bachelor\'s degree in nursing from two off-sites of a university and four local health units collaborating with the university in North Italy.
METHODS: 15 undergraduate nursing students, 10 nurse preceptors, and 10 nurse clinical teachers.
METHODS: We adopted initial and theoretical sampling and conducted semi-structured interviews from December 2023 to January 2024, lasting 16 to 62 min. The interviews were audio-recorded, transcribed verbatim, and analysed through open, selective, and theoretical coding.
RESULTS: We developed a theory of learning for undergraduate nursing students in caring for families and informal caregivers, comprising two themes, \"Learning areas\" and \"Learning antecedents,\" and nine categories. Learning areas involve five stages of learning to care for families and informal caregivers and the most frequent opportunities to interact with
families and informal caregivers. The five stages are \"Seeing and considering
families and informal caregivers\", \"Assessing the
families\' and informal caregivers\' needs and resources\", \"Preparing for and planning intervention with families and informal caregivers\", \"Acting with families and informal caregivers\", \"Reflecting on the intervention with
families and informal caregivers\". Learning antecedents encompass student characteristics, interpersonal relationships, and the clinical training setting.
CONCLUSIONS: In this study, we delineate a five-stage learning process for undergraduate nursing students to care for families and informal caregivers, influenced by individual, interpersonal, and contextual factors. We emphasised the importance of relational skill development, tailored learning experiences, and supportive mentorship in enhancing students\' preparedness to engage with and support families in healthcare settings. The developed theory provides a foundational framework for designing educational interventions to optimise nursing students\' capacities in this domain.