Graue Marit, Rasmussen Bodil, Iversen Anne S, Dunning Trisha
Faculty of Health and Social Sciences, Centre for Evidence-Based Practice, Bergen University College, 7030, , 5020 Bergen, Norway ; Faculty of Health and Social Sciences, Institute of Nursing, Bergen University College, Bergen, Norway ; Department of Paediatrics, Haukeland University Hospital, Bergen, Norway.
School of Nursing and Midwifery, Faculty of Health, Deakin University, Melbourne, Australia.
BMC Nurs. 2015 May 12;14:30. doi: 10.1186/s12912-015-0080-z. eCollection 2015.
Building capacity in a changing health care system is a challenge for advanced nursing education programs. Master-level nursing education is increasingly becoming the required education level for specialist nurses, and additional studies are needed to learn more about students' experiences and learning transitions while undertaking such education. This study aimed to explore nursing students' experience of their learning transitions while undertaking advanced nursing education and to describe how they translated the new knowledge and competence they gained into clinical practice.
We used a qualitative research design with narrative self-reported reflections. 34 nurses (95 % women) from both urban and rural areas working with children, with adults in outpatient and inpatient endocrinology clinics in hospitals or with adults, including older people, attending primary health care services participated in the study. We collected data at two time points 15 months apart. Time one was the first week of the advanced nursing education, and time two was the completion of the education program. We used Malterud's modification of Giorgi's phenomenological analysis, otherwise known as systematic text condensation, to analyze the data.
Two core themes captured the participants' experiences. The first theme was "assessing the situation of people with diabetes from a different perspective", with the subthemes "an expanded perspective of practice and higher level of reflection", "applying critical thinking in practice" and "changing patient-nurse relationships in diabetes care". The second core theme was "a change in participants' perception of their professional position", with the subthemes "a greater knowledge base enhancing professional confidence" and "a more equal position within the professional team".
The study provides in-depth information about transition into advanced nursing education and can inform curriculum developers, nurse educators, policy-makers and nursing managers about how nursing education broadened participants' perspectives of nursing and enhanced their confidence and professional position.
在不断变化的医疗保健系统中培养能力对高级护理教育项目来说是一项挑战。硕士层次的护理教育日益成为专科护士所需的教育水平，还需要更多研究来深入了解学生在接受此类教育时的经历和学习转变。本研究旨在探讨护理专业学生在接受高级护理教育时学习转变的经历，并描述他们如何将所学的新知识和能力转化为临床实践。
我们采用了一种定性研究设计，采用叙事性自我报告反思。来自城市和农村地区的34名护士（95%为女性）参与了研究，他们分别在医院的儿童、成人门诊和住院内分泌科工作，或在包括老年人在内的成人初级卫生保健服务机构工作。我们在相隔15个月的两个时间点收集数据。时间点一是高级护理教育的第一周，时间点二是教育项目结束时。我们使用了马尔特鲁德对 Giorgi 现象学分析的改进方法，即系统文本浓缩法来分析数据。
两个核心主题概括了参与者的经历。第一个主题是“从不同角度评估糖尿病患者的情况”，子主题包括“实践视角的扩展和更高层次的反思”、“在实践中应用批判性思维”以及“糖尿病护理中患者 - 护士关系的变化”。第二个核心主题是“参与者对其职业地位认知的改变”，子主题包括“更丰富的知识基础增强职业信心”和“在专业团队中地位更加平等”。
该研究提供了有关向高级护理教育过渡的深入信息，可为课程开发者、护士教育工作者、政策制定者和护理管理者提供参考，帮助他们了解护理教育如何拓宽参与者的护理视野，增强他们的信心和职业地位。
