Thomson P
Department of Nursing & Midwifery, University of Stirling, Stirling FK9 4LA.
Health Bull (Edinb). 1999 May;57(3):205-14.
To explore the nature of SIGN clinical guidelines and the nurse teachers' role in supporting their dissemination and implementation within acute care nursing and subsequent curriculum design.
The study consisted of a survey which employed three methods of data collection: a questionnaire, a semi-structured interview and focus group interview.
Those in Scotland directly involved in the teaching of nurses and midwives in pre- and post-registration programmes in higher education institutions (n = 635) and health care professionals (n = 49) currently working in the primary and secondary care setting.
The findings from the questionnaire and focus group interviews suggest that nurse-teachers have limited knowledge of SIGN and that the integration of clinical guidelines in pre- and post-registration programmes is minimal. The findings from the interviews with a variety of health care professionals indicate the implementation of clinical guidelines is at an early stage in most trust areas and that education on their use is a major issue for practitioners.
There is great potential for nurse educators to support the process of dissemination and implementation of clinical guidelines through their integration at every level of the curriculum. In this study both educators and clinicians (particularly in secondary care) were positively in favour of more information and education on SIGN clinical guidelines.
探讨苏格兰校际指南网络（SIGN）临床指南的本质，以及护士教师在急性护理中支持其传播与实施及后续课程设计方面的作用。
该研究包括一项调查，采用了三种数据收集方法：问卷调查、半结构化访谈和焦点小组访谈。
苏格兰那些直接参与高等教育机构护士和助产士注册前及注册后课程教学的人员（n = 635），以及目前在初级和二级护理机构工作的医疗保健专业人员（n = 49）。
问卷调查和焦点小组访谈的结果表明，护士教师对SIGN的了解有限，临床指南在注册前和注册后课程中的整合程度极低。对各类医疗保健专业人员的访谈结果显示，在大多数信托领域，临床指南的实施尚处于早期阶段，而关于临床指南使用的教育对从业者来说是一个主要问题。
护士教育工作者极有可能通过将临床指南融入课程的各个层面来支持其传播与实施过程。在本研究中，教育工作者和临床医生（尤其是在二级护理领域）都积极支持获取更多关于SIGN临床指南的信息和教育。
