Shellman Juliette
John A Hartford Foundation Post Doctoral Fellow, University of Connecticut, School of Nursing, 319 New Britain Road #207, Kensington, CT 06037, USA.
Nurse Educ Today. 2007 Jan;27(1):43-51. doi: 10.1016/j.nedt.2006.02.009. Epub 2006 May 2.
The increase in our minority elder population has created a need to develop innovative programs that prepares students who are competent in gerontological nursing skills and sensitive to cultural differences. The purpose of this pilot study was to test the effects of a reminiscence education program on BSN students' cultural self-efficacy in caring for elders. An interrupted time series design with a nonequivalent, no-treatment control group was used with 64 nursing students recruited from a northeast university in the United States. The intervention consisted of a two-hour reminiscence education program and a 13 week period in which the experimental group implemented integrative reminiscence with elders during their community health practicum. The eldercare cultural self-efficacy scale was the outcome measure. Results indicated that students receiving the reminiscence education program demonstrated significantly higher levels of eldercare cultural self-efficacy F(1, 62)=5.34, p=0.024 than those not receiving the intervention. Reminiscence education programs implemented as part of clinical practicums may assist to increase nursing students' perceptions of confidence in caring for elders. Implications for nursing education and the care of diverse elders are discussed.
美国少数族裔老年人口的增加，使得开发创新项目变得必要，这些项目要培养出具备老年护理技能且对文化差异敏感的学生。本试点研究的目的是测试回忆教育项目对护理学学士（BSN）学生在照顾老年人方面的文化自我效能感的影响。采用了非等效、无治疗对照组的间断时间序列设计，研究对象为从美国东北部一所大学招募的64名护理专业学生。干预措施包括一个两小时的回忆教育项目，以及一个为期13周的阶段，在此期间实验组学生在社区健康实习中与老年人进行整合性回忆活动。老年护理文化自我效能量表作为结果测量指标。结果表明，接受回忆教育项目的学生在老年护理文化自我效能感方面的得分显著高于未接受干预的学生，F(1, 62)=5.34，p=0.024。作为临床实习一部分实施的回忆教育项目，可能有助于增强护理专业学生在照顾老年人方面的信心。文中还讨论了对护理教育和照顾不同老年人的启示。
