Lea E, Marlow A, Bramble M, Andrews S, Eccleston C, McInerney F, Robinson A
School of Health Sciences, Wicking Dementia Research and Education Centre, University of Tasmania, Hobart, Tas., Australia.
Int Nurs Rev. 2015 Mar;62(1):28-35. doi: 10.1111/inr.12156. Epub 2014 Dec 1.
The study aimed to identify the potential for aged care placements to deliver benefits for second year nursing students when conducted within a supportive framework with debriefing and critical reflection opportunities.
Given the ageing population and complex care needs of aged care facility residents, exacerbated by the high prevalence of dementia, the healthcare workforce's ability to meet older people's care needs is paramount. Yet research shows that nursing students are disengaged from aged care.
Using a quasi-experimental mixed method design within an action research framework, 40 students were allocated a 3-week supported placement in 2011-2012 at one of the two intervention residential aged care facilities in Tasmania, Australia. Staff formed mentor action research groups in each facility and participated in a pre-placement capacity-building programme. Thirty-nine students were placed across 14 control facilities. Data were collected via meetings with students and pre-post placement questionnaires on placement experiences, attitudes and dementia knowledge.
The intervention facility placement programme led to mentors and students being well prepared for the placement and to students experiencing enhanced teaching and learning derived from high levels of mentor support and increased autonomy. Students' knowledge, understanding and attitudes around aged care and dementia improved.
Mentors working together within an action research framework can provide a supported residential aged care placement for nursing students that improves students' aged care attitudes and understandings.
Provision of quality, supported aged care student placements is vital to prepare a new generation of nurses who will have to deal with the complex chronic healthcare needs associated with an ageing population.
本研究旨在确定在一个提供汇报和批判性反思机会的支持性框架内开展老年护理实习时，其对二年级护理专业学生产生益处的可能性。
鉴于人口老龄化以及老年护理机构居民复杂的护理需求，再加上痴呆症的高患病率，医疗保健人员满足老年人护理需求的能力至关重要。然而，研究表明护理专业学生对老年护理缺乏兴趣。
在行动研究框架内采用准实验混合方法设计，2011 - 2012年期间，40名学生被分配到澳大利亚塔斯马尼亚州的两家干预性老年护理机构之一进行为期3周的支持性实习。每个机构的工作人员组成了导师行动研究小组，并参加了实习前的能力建设项目。39名学生被安排到14家对照机构。通过与学生的会面以及实习前后关于实习经历、态度和痴呆症知识的问卷调查收集数据。
干预性机构实习项目使导师和学生为实习做好了充分准备，学生体验到了因高水平的导师支持和自主性提高而带来的更好的教学效果。学生在老年护理和痴呆症方面的知识、理解和态度得到了改善。
在行动研究框架内共同工作的导师可以为护理专业学生提供支持性的老年护理机构实习，从而改善学生对老年护理的态度和理解。
提供高质量、有支持的老年护理学生实习对于培养新一代护士至关重要，这些护士将不得不应对与老龄化人口相关的复杂慢性医疗保健需求。
