Taylor C, Ogle K R, Olivieri D, English R, Dennis M
Act Now Services, Victoria.
Aust Crit Care. 1999 Sep;12(3):98-102. doi: 10.1016/s1036-7314(99)70581-3.
Regardless of the number of nurses who undertake graduate certificate courses in critical care nursing in Victoria, Australia, there is still a shortage of skilled nurses in the critical care areas. Preparation for practice in this specialist field has moved from hospital-based programs to tertiary-based courses during the past decade. As a consequence, there has been scrutiny of the clinical ability of graduates to perform the role function. Although this is understandable, anecdotal evidence to date indicates that students in these courses experience many difficulties, yet very little is written about the stressors they encounter. As the future of the critical care work force depends on a constant supply of students undertaking courses, it is essential to gain insight into the student experience, with a view to optimising it for future students and perhaps preventing attrition from courses. This paper describes a qualitative research study involving 14 students undertaking a graduate certificate course in critical care nursing. The aim of the study was to document the students' experience in relation to factors they identified as helping or hindering their progress on the course. Data were obtained at three points during the academic component of the course: on entry, at the end of semester 1 and at the end of semester 2. Interviews and questionnaires were used as the data collection methods. Results indicate that for this group of students, the experience of undertaking the course was adversely affected by stress related to three factors: change of role from clinician back to student; unmet expectations, and exhaustion. Recommendations related to preparation for study, curriculum timelines and peer support are included in this paper.
无论在澳大利亚维多利亚州参加重症监护护理研究生证书课程的护士数量有多少，重症监护领域熟练护士仍然短缺。在过去十年中，该专业领域的实践准备已从基于医院的项目转向基于高等院校的课程。因此，人们对毕业生履行角色职能的临床能力进行了审查。虽然这是可以理解的，但迄今为止的轶事证据表明，这些课程的学生经历了许多困难，然而关于他们所遇到的压力源却鲜有著述。由于重症监护劳动力的未来取决于持续有学生参加课程，深入了解学生的经历至关重要，以便为未来的学生优化这种经历，并可能防止学生退出课程。本文描述了一项定性研究，涉及14名参加重症监护护理研究生证书课程的学生。该研究的目的是记录学生在与他们认为有助于或阻碍其课程进展的因素相关方面的经历。在课程的学术部分的三个时间点获取数据：入学时、第一学期末和第二学期末。访谈和问卷调查被用作数据收集方法。结果表明，对于这群学生来说，参加该课程的经历受到与三个因素相关的压力的不利影响：从临床医生角色变回学生；期望未得到满足，以及疲惫不堪。本文还包括了与学习准备、课程时间表和同伴支持相关的建议。
