Bournes Debra A, Ferguson-Paré Mary
New Knowledge and Innovation, University Health Network, Toronto, Canada.
Nurs Sci Q. 2007 Jul;20(3):237-53. doi: 10.1177/0894318407303126.
The authors describe a study that evaluated implementation of a professional development model in which nurses spend 80% of their salaried time in direct patient care and 20% of their salaried time on professional development. The professional development time includes focused learning about patient-centered practice guided by the human becoming nursing theory. A qualitative descriptive preproject-process-postproject method and a longitudinal, repeated measures, descriptive-comparative method were used to answer the research questions. Participants were 33 nurses, 11 other nurse leaders and health professionals, and 55 patients and family members. The findings show that on the study unit overtime hours decreased significantly, the education hours were sustained throughout the study period, workload hours per patient day increased significantly, sick time stayed low, patient satisfaction scores increased, staff satisfaction scores were significantly higher than for comparator groups, and turnover was non-existent among study participants in year 2. Average variable direct labor cost increased over time, but the increase was not significantly higher than on the control units. Themes from the interviews with participants are presented. Ongoing evaluation of the model and implications for future research are discussed.
作者描述了一项研究，该研究评估了一种专业发展模式的实施情况，在这种模式中，护士将80%的带薪时间用于直接护理患者，20%的带薪时间用于专业发展。专业发展时间包括在“人成为护理理论”指导下专注于以患者为中心的实践学习。采用定性描述性项目前-过程-项目后方法以及纵向重复测量描述性比较方法来回答研究问题。参与者包括33名护士、11名其他护士领导和卫生专业人员以及55名患者和家属。研究结果显示，在研究单元，加班时间显著减少，教育时间在整个研究期间得以维持，每位患者每天的工作量时间显著增加，病假时间保持在低水平，患者满意度得分提高，员工满意度得分显著高于对照群体，并且在第2年研究参与者中没有人员离职。平均可变直接劳动力成本随时间增加，但增幅并不显著高于对照单元。文中呈现了对参与者访谈的主题。还讨论了对该模式的持续评估以及对未来研究的启示。
