目的:本综述的目的是揭示在工作整合学习(WIL)期间,预先注册护理专业的学生为患者安全辩护的动机,并开发一个基于证据的安全动机框架,供教育工作者使用。临床医生,和预先注册的护生。
方法:本研究采用了以Whittemore和Knafl的方法论框架为指导的综合文献综述设计。
方法:五个研究数据库,CINAHL,MEDLINE,PubMed,Scopus,和WebofScience,检索2011年1月至2024年1月以英文发表的相关同行评审研究文献。MeSH术语“护理本科生”的使用,\"或\"预注册护理学生\"和\"说话,\"\"患者安全,“和”动机,\"导致489个搜索返回。在应用过滤器和纳入标准之后,确定了54项(n=54)研究与研究目标相关。
方法:使用与研究方法相关的JBI关键评估工具对54项(n=54)研究研究进行了回顾。JBI关键评估工具是用于确定研究质量的清单,有效性,结果,和意义。评估后,27项研究纳入综合文献综述。
结果:真实学习,将自己视为护士,积极的工作整合学习经验被发现是预注册护理学生在工作整合学习期间为患者安全发声的主要动机。这三个激励因素为基于证据的框架提供了基础,以自决理论为基础,这可用于增强预科护生为患者安全发声的动力。
结论:综合审查设计使基于证据的安全动机框架的开发能够支持预注册护理专业学生在工作综合学习期间的学习,但文献中缺少的是关于这组学生在为患者安全发言时的生活经历的信息。
The aim of this review was to uncover what motivates preregistration nursing students to speak up for patient safety during work integrated learning (WIL) and to develop an evidence-based safety motivation framework for use by educators, clinicians, and preregistration nursing students.
This study used an integrative literature review design guided by Whittemore and Knafl\'s methodological framework.
Five research databases, CINAHL, MEDLINE, PubMed, Scopus, and Web of Science, were searched for relevant peer reviewed research literature published in English between January 2011 and January 2024. The use of MeSH terms \"undergraduate nursing student,\" or \"preregistration nursing student\" and \"speaking up,\" \"patient safety,\" and \"motivation,\" resulted in 489 search returns. Following application of filters and inclusion criteria fifty-four (n = 54) studies were identified as being relevant to the research aim.
The fifty-four (n = 54) research studies were reviewed using the JBI Critical Appraisal tool relevant to the study methodology. The JBI critical appraisal tools are checklists used to determine research quality, validity, results, and meaning. Following appraisal, 27 studies were included in the integrative literature review.
Authentic learning, view of self as a nurse, and positive work integrated learning experiences were found to be the primary motivators for preregistration nursing students to speak up for patient safety during work integrated learning. These three motivators provided the foundation for an evidence-based framework, underpinned by self-determination theory, that can be used to enhance preregistration nursing students\' motivation to speak up for patient safety.
The integrative review design enabled the development of the evidence-based Safety Motivation Framework to support preregistration nursing students\' during work integrated learning however missing from the literature was information about the lived experience of this group of students when speaking up for patient safety.