Voshall Barbara, Dunn Karen S, Shelestak Debra
School of Nursing, Graceland University, Independence, Missouri.
Oakland University, Rochester, Michigan.
Pain Manag Nurs. 2013 Dec;14(4):e226-e235. doi: 10.1016/j.pmn.2012.02.001. Epub 2012 Mar 21.
A descriptive correlational design was used in this study to examine nursing faculty knowledge and attitudes in pain management. Relationships between age, education level, pain management preparation, length of time practicing as a nurse, length of time teaching nursing, time teaching pain management in the classroom, taught pain guidelines in the classroom, and additional continuing education about pain management were explored. Ninety-six nursing faculty participated from 16 schools of nursing in one Midwestern U.S. region. Findings identified that most of the nursing faculty recalled being taught about pain management in their basic education, but less than one-half felt adequately prepared. Most respondents said that they taught pain management, yet fewer than one-half identified that they used specific pain management guidelines. Faculty demonstrated adequate knowledge of pain assessment, spiritual/cultural issues, and pathophysiology. Areas of weakness were found in medications, interventions, and addiction. Faculty that reported teaching pain management in the classroom and reported more continuing education missed fewer items. Older nursing faculty reported more years of practice, more years of teaching, and more continuing education in pain management than younger faculty. Younger nursing faculty remembered being taught pain management in nursing school and felt more adequately prepared than older nursing faculty. Faculty that reported practicing for longer periods of time felt less prepared in pain management than faculty who practiced for shorter periods of time. More continuing education in pain management may be needed for older nurses to meet the recommendations of the Institute of Medicines' report on relieving pain in the U.S.
本研究采用描述性相关设计，以检验护理教师在疼痛管理方面的知识和态度。探讨了年龄、教育水平、疼痛管理准备情况、护士执业时长、护理教学时长、课堂疼痛管理教学时长、课堂讲授疼痛指南以及疼痛管理方面的额外继续教育之间的关系。来自美国中西部一个地区16所护理学院的96名护理教师参与了研究。研究结果表明，大多数护理教师回忆起在基础教育中接受过疼痛管理方面的教学，但不到一半的人觉得准备充分。大多数受访者表示他们讲授疼痛管理，但不到一半的人指出他们使用了特定的疼痛管理指南。教师们在疼痛评估、精神/文化问题和病理生理学方面表现出了足够的知识。在药物治疗、干预措施和成瘾方面发现了薄弱环节。报告在课堂上讲授疼痛管理且接受更多继续教育的教师答错的题目较少。与年轻教师相比，年长的护理教师报告的执业年限更长、教学年限更长，在疼痛管理方面接受的继续教育也更多。年轻的护理教师记得在护理学校接受过疼痛管理方面的教学，并且比年长的护理教师感觉准备更充分。报告执业时间较长的教师在疼痛管理方面的准备程度低于执业时间较短的教师。可能需要为年长护士提供更多的疼痛管理继续教育，以满足美国医学研究所关于缓解疼痛报告中的建议。
