Reid-Searl Kerry, Moxham Lorna, Walker Sandra, Happell Brenda
Department of Health Innovation, Faculty of Science, Engineering and Health, CQUniversity Australia, Bruce Highway, Rockhampton, 4702, Queensland, Australia.
Collegian. 2009;16(2):71-7. doi: 10.1016/j.colegn.2008.11.002.
Current legislation in Queensland requires that undergraduate nursing students are personally supervised when administering restricted medication in the clinical setting. Previous research suggests this is not always the case. Exploration of the experiences of undergraduate nursing students was undertaken using grounded theory as the methodological framework. In-depth, semi-structured interviews were conducted with 28 students during their final year clinical placements. Data were analysed using a constant comparative approach. The focus of this paper is to examine the emergent theme of internal conflict, which is experienced by the participants as a consequence of the theory-practice gap. This conflict is reflected by the divergent requirements and expectations between the university and the registered nurses providing supervision in light of the role both play in student assessment. In addition, the participants voiced concerns about patient safety due to the potential for medication error. Internal conflict was identified by participants as the cause of considerable fear and anxiety about passing the course, getting a job and avoiding harm to patients. These findings raise serious concerns about the adequacy of the supervision for nursing students and highlighted the need for a more concerted approach to the theoretical and clinical education of students in relation to medication administration.
昆士兰州目前的立法要求本科护理专业学生在临床环境中使用受限药物时要有专人监督。先前的研究表明情况并非总是如此。本研究以扎根理论为方法框架，对本科护理专业学生的经历进行了探索。在学生最后一年临床实习期间，对28名学生进行了深入的半结构化访谈。采用持续比较法对数据进行分析。本文的重点是探讨内部冲突这一浮现的主题，参与者因理论与实践的差距而经历了这种冲突。鉴于大学和提供监督的注册护士在学生评估中所起的作用，这种冲突体现在双方不同的要求和期望上。此外，参与者对因用药错误可能性而导致的患者安全表示担忧。参与者认为内部冲突是对通过课程、找到工作以及避免伤害患者感到相当恐惧和焦虑的原因。这些发现引发了对护理专业学生监督充分性的严重担忧，并凸显了在药物管理方面，需要采取更协调一致的方法对学生进行理论和临床教育。
