School of Nursing, Institute of Nursing Research, University of Ulster, Newtownabbey, UK.
J Adv Nurs. 2013 Jul;69(7):1618-29. doi: 10.1111/jan.12023. Epub 2012 Sep 27.
To explore the unregistered healthcare worker's role and influence on student nurses' clinical learning experience.
Across the developed world, the role of the unregistered worker is exceeding its traditional boundaries. Evidence suggests that this includes the day-to-day mentoring of pre-registration student nurses. However, no research to date has explored reasons as to why this is occurring, what types of tasks are taught, and the consequence of this.
A sequential exploratory mixed method research design was adopted.
Reporting on the final qualitative phase of a mixed method sequential research study, semi-structured interviews were undertaken with 59 unregistered healthcare workers across four hospitals in Northern Ireland. Transcriptions were analysed using a content analysis approach; all data were collected in 2010.
Findings show the diversity of the unregistered healthcare workers' roles and confirm that they play a major part in the education of student nurses with regards to basic, clinical, and non-clinical tasks, with and without the approval of registered staff. However, their involvement did not reflect their levels of expertise as evidenced by certified training. Their participation was justified based on mentor unavailability, their closeness to the student and the patient. While some did raise concerns, they recommended that these workers be formally involved in nurse education.
Mechanisms of workforce planning need to pay particular attention to the expanding role of unregistered healthcare workers as 'role drift' has the potential to alter patterns of work and affect current educational approaches impacting on the acquisition of clinical skills. Further research is recommended in this domain.
探讨未注册医护人员对护生临床学习体验的角色和影响。
在发达国家，未注册工作人员的角色正在超越其传统界限。有证据表明，这包括对注册前护生的日常指导。然而，迄今为止，尚无研究探讨这种情况发生的原因、教授的任务类型以及由此产生的后果。
采用序贯探索性混合方法研究设计。
报告混合方法序贯研究的最终定性阶段，在北爱尔兰的四家医院对 59 名未注册医护人员进行了半结构式访谈。采用内容分析方法对转录内容进行分析；所有数据均于 2010 年收集。
研究结果显示了未注册医护人员角色的多样性，并证实他们在护生的基本、临床和非临床任务教育中发挥了重要作用，无论是在注册人员的批准下还是未经批准的情况下。然而，他们的参与并没有反映出他们的专业水平，因为他们没有经过认证培训。他们的参与是合理的，理由是导师的可用性、他们与学生和患者的亲近程度。虽然有些人确实提出了担忧，但他们建议正式让这些工作人员参与护士教育。
劳动力规划机制需要特别关注未注册医护人员不断扩大的角色，因为“角色漂移”有可能改变工作模式，并影响当前影响临床技能获取的教育方法。建议在这一领域进行进一步研究。
