Lea Emma, Mason Ron, Eccleston Claire, Robinson Andrew
School of Health Sciences, University of Tasmania, Hobart, Tas., Australia.
Wicking Dementia Research and Education Centre, University of Tasmania, Hobart, Tas., Australia.
J Clin Nurs. 2016 Mar;25(5-6):715-24. doi: 10.1111/jocn.13018. Epub 2015 Nov 8.
To investigate which aspects of student nurses' experiences of residential aged care facility clinical placements affect perceived likelihood of choosing a career in residential aged care post graduation.
Poor clinical placement experiences as a student contribute to nurses' reluctance to work in aged care. Various factors have been found to improve the placement experience and influence students' attitudes and employment intentions. Missing from the literature is a quantitative - rather than qualitative - exploration of which attributes of an aged care placement link to perceived likelihood of working in residential aged care post graduation.
Supported residential aged care placement programmes were developed for nursing students using an evidence-based best-practice model within an action research framework. Staff formed a mentor group in two facilities. During placement, weekly feedback meetings were held for students and mentors.
Second-year nursing students (n = 71) participating in a three- or four-week placement programme at two Tasmanian residential aged care facilities (September 2011-May 2013) completed questionnaires on placement experiences. Measures of association (correlation coefficients) were used to assess the effect of a range of variables on the likelihood of working in an aged care facility post graduation.
Associations were identified between the likelihood of working in residential aged care post graduation and nurse mentor-student feedback exchange, Teaching and Learning Score and supportiveness of care workers.
This study adds to the literature by providing quantitative evidence that certain aspects of aged care placements influence attitudes to working in these sites post graduation.
To increase interest in working in residential aged care, the teaching and learning environment needs improvement, opportunities should be proffered for mentor-student feedback exchange during placements and care workers need support to mentor effectively.
调查实习护士在老年护理机构临床实习经历的哪些方面会影响其毕业后选择从事老年护理工作的感知可能性。
学生时期糟糕的临床实习经历导致护士不愿从事老年护理工作。已发现多种因素可改善实习体验并影响学生的态度和就业意向。文献中缺少对老年护理实习的哪些属性与毕业后在老年护理机构工作的感知可能性相关的定量而非定性探索。
在行动研究框架内，采用基于证据的最佳实践模型为护理专业学生制定了支持性老年护理机构实习计划。工作人员在两个机构中组成了一个导师小组。实习期间，为学生和导师每周举行反馈会议。
2011年9月至2013年5月期间，在塔斯马尼亚的两个老年护理机构参加为期三到四周实习计划的二年级护理专业学生（n = 71）完成了关于实习经历的问卷调查。关联度量（相关系数）用于评估一系列变量对毕业后在老年护理机构工作可能性的影响。
确定了毕业后在老年护理机构工作的可能性与护士导师-学生反馈交流、教学与学习得分以及护理人员的支持度之间的关联。
本研究通过提供定量证据，表明老年护理实习的某些方面会影响毕业后在这些场所工作的态度，从而丰富了文献。
为了提高对从事老年护理工作的兴趣，需要改善教学环境，在实习期间应提供导师-学生反馈交流的机会，并且护理人员需要得到有效指导的支持。
