Karlstedt Michaela, Wadensten Barbro, Fagerberg Ingegerd, Pöder Ulrika
Department of Health Care Sciences, Ersta Sköndal University College, Stockholm, Sweden.
Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden.
Scand J Caring Sci. 2015 Jun;29(2):307-16. doi: 10.1111/scs.12164. Epub 2014 Sep 12.
Previous studies suggest that not only education but also personal aspects such as experience of working as a registered nurse (RN) and age can influence competence. The objective was to explore the educational and self-rated competence of RNs and their duties within the care of older people.
A cross-sectional descriptive design was used. All RNs in two counties in Sweden were asked to complete a written questionnaire: a study specific questionnaire with educational and work related questions using the Nurse Competence Scale. The response rate was 61% (n 344).
Higher self-rated satisfaction with own professional competence was related to older age, more years after nursing education and possessing at least one postgraduate education in specialist nursing. Educational needs were related to younger age and fewer years since nursing graduation. Education within elder care, including education about drugs was rated the most urgently needed area of education. The most frequently reported tasks were found in the domain helping role, whereas ensuring quality was less present in their daily work.
Educational level, age and years of experience had an impact on RNs' self-perceived competence, which is in accordance with previous descriptions of the concept competence. It seems imperative that RNs working in care of the old and with the demands placed on them are given the opportunity to take a postgraduate specialist education in order to gain a competence level in their desired area of work. It is also important that RNs working in care of the old get tailored education in line with the requirements the organisation places on them.
以往研究表明，不仅教育程度，而且诸如注册护士（RN）工作经验和年龄等个人因素也会影响能力。本研究的目的是探讨注册护士在老年人护理方面的教育水平、自我评估能力及其职责。
采用横断面描述性设计。瑞典两个县的所有注册护士都被要求填写一份书面问卷：一份使用护士能力量表的包含教育和工作相关问题的特定研究问卷。回复率为61%（n = 344）。
对自身专业能力的自我评估满意度较高与年龄较大、护理教育后工作年限较长以及拥有至少一项专科护理研究生教育相关。教育需求与年龄较小以及护理毕业年限较短相关。老年护理方面的教育，包括药物知识教育，被评为最急需的教育领域。最常报告的任务出现在帮助角色领域，而确保质量在他们的日常工作中较少体现。
教育水平、年龄和工作经验对注册护士的自我感知能力有影响，这与之前对能力概念的描述一致。似乎有必要为从事老年护理工作且面临相应要求的注册护士提供接受专科研究生教育的机会，以便在其期望的工作领域达到相应的能力水平。同样重要的是，从事老年护理工作的注册护士应根据组织对他们的要求接受量身定制的教育。
