Gibson Faith, Fletcher Margaret, Casey Anne
Centre for Nursing and Allied Professions Research, Institute of Child Health, Great Ormond Street Hospital for Children NHS Trust, London WC1N 3JH, UK.
J Adv Nurs. 2003 Dec;44(6):591-602. doi: 10.1046/j.0309-2402.2003.02849.x.
Whilst there is evidence in the literature to support the continuation of a children's nursing qualification, the distinction between generalist and specialist nursing is insufficiently comprehensive to distinguish children's nursing from other branches of nursing.
To develop a definition of children's nursing and specialist children's nursing in terms of competencies as the basis for differentiating them from other forms of nursing.
A multi-method comparative design incorporating a case study approach was used. This included a nominal group technique, focus groups, Delphi survey and semi-structured interviews. Two arms of data collection were undertaken concurrently (during 1998-2000) with children's nurses (n = 146) and specialist children's nurses (children's cancer nurses, n = 37) from a number of centres in the United Kingdom (UK).
The holistic competencies developed from the data exposed characteristics of knowledge, skills, abilities, values and qualities displayed in the context of professional work for both groups of nurses. A classification of competencies was developed inductively from the data by two independent researchers through the labelling, defining and ordering of competencies. The resulting hierarchy of competencies and sub-competencies illustrates relationships between children's nurses and specialist children's nurses and provides a detailed definition of children's nursing and specialist children's nursing.
There is a significant common element in these two areas of nursing practice, and generalist preparation in children's nursing is the foundation of specialist children's nursing practice. Generalist knowledge and skills are expanded in specialist practice and there is also evidence of specialist practice that is beyond the scope of general nursing practice.
虽然文献中有证据支持儿童护理资格的延续，但通科护理与专科护理之间的区别不够全面，不足以将儿童护理与其他护理分支区分开来。
根据能力制定儿童护理和专科儿童护理的定义，作为将它们与其他护理形式区分开来的基础。
采用了一种多方法比较设计，纳入了案例研究方法。这包括名义小组技术、焦点小组、德尔菲调查和半结构化访谈。在1998年至2000年期间，同时对来自英国多个中心的儿童护士（n = 146）和专科儿童护士（儿童癌症护士，n = 37）进行了两方面的数据收集。
从数据中得出的整体能力揭示了两组护士在专业工作背景下所展现出的知识、技能、能力、价值观和品质的特征。两位独立研究人员通过对能力进行标记、定义和排序，从数据中归纳出了能力分类。由此产生的能力层次结构和子能力层次结构说明了儿童护士和专科儿童护士之间的关系，并提供了儿童护理和专科儿童护理的详细定义。
这两个护理实践领域存在显著的共同要素，儿童护理的通科准备是专科儿童护理实践的基础。通科知识和技能在专科实践中得到扩展，也有证据表明专科实践超出了一般护理实践的范围。
