Garrigues Layla J, Cartwright Juliana C, Bliss Donna Z
Layla J. Garrigues, PhD, RN, School of Nursing, Oregon Health and Science University, Portland.Juliana C. Cartwright, PhD, RN, School of Nursing, Oregon Health and Science University, Portland, Oregon.Donna Z. Bliss, PhD, RN, FAAN, FGSA, School of Nursing Foundation University of Minnesota, Minneapolis.
J Wound Ostomy Continence Nurs. 2017 Mar/Apr;44(2):123-128. doi: 10.1097/WON.0000000000000302.
The objective of this study was to examine the attitudes of baccalaureate nursing students toward their role in pressure injury prevention (PIP) and describe how clinical experiences influence their attitudes. Understanding students' attitudes and experiences related to PIP may facilitate development of evidence-based interventions for PIP by nurses.
Qualitative exploratory descriptive design.
Participants were 16 senior nursing students enrolled in a prelicensure baccalaureate nursing program in an accredited school of nursing. Half of the participants had completed their first 2 years of the nursing major in the baccalaureate program. The remaining participants completed their first 2 years in a community college associate degree nursing program.
Semistructured, in-depth, open-ended interviews were conducted. Interviews were digitally recorded and transcribed verbatim; data were analyzed for key themes using content analysis.
Four categories of attitudes about PIP were identified: (1) ambivalence, (2) emerging awareness, (3) committed, and (4) passionate. Diverse clinical experiences in pediatrics, the operating room, trauma units, and long-term care facilities enhanced nursing students' learning related to PIP. Experiences observing WOC nurses and other staff role models engaged in PIP were associated with student commitment and passion for PIP.
Findings from this study can be used to guide interventions to enhance attitudes of commitment to PIP. WOC nurses, clinical preceptors, and clinical staff can involve nursing students in intentional PIP learning activities to improve clinical practice and patient outcomes. Intentionally incorporating key learning activities about PIP in the nursing curriculum is recommended.
本研究的目的是考察护理学本科学生对其在压力性损伤预防（PIP）中角色的态度，并描述临床经验如何影响他们的态度。了解学生与PIP相关的态度和经验可能有助于护士制定基于证据的PIP干预措施。
定性探索性描述性设计。
参与者为16名就读于一所经认可的护理学院的预执照护理学本科项目的大四护理学生。一半参与者已在护理学本科项目中完成了前两年的护理专业学习。其余参与者在社区学院的护理学副学士学位项目中完成了前两年的学习。
进行半结构化、深入、开放式访谈。访谈进行数字录音并逐字转录；使用内容分析法分析数据以确定关键主题。
确定了关于PIP的四类态度：（1）矛盾心理，（2）逐渐形成的意识，（3）坚定，（4）热情。在儿科、手术室、创伤科和长期护理机构的多样化临床经验增强了护理学生与PIP相关的学习。观察伤口造口失禁专科护士（WOC护士）和其他参与PIP的工作人员榜样的经验与学生对PIP的坚定和热情相关。
本研究结果可用于指导干预措施，以增强对PIP的坚定态度。WOC护士、临床带教老师和临床工作人员可让护理学生参与有针对性的PIP学习活动，以改善临床实践和患者结局。建议在护理课程中有意纳入关于PIP的关键学习活动。
