Macaden Leah, Kyle Richard G, Medford Wayne, Blundell Julie, Munoz Sarah-Anne, Webster Elaine
Lecturer, Faculty of Health Sciences and Sport, University of Stirling (Highland Campus).
Reader, School of Health and Social Care, Edinburgh Napier University.
Br J Nurs. 2017 Mar 9;26(5):274-280. doi: 10.12968/bjon.2017.26.5.274.
The aim of this research was to investigate student nurses' perceptions of the concept of dignity in the care of older people. Student nurses regularly move between the classroom and the clinical setting and are thus ideally placed to cast light on the barriers that exist to providing dignity in care and the way in which their theoretical understanding of dignity is shaped by exposure to the practice setting.
All student nurses on a three-year undergraduate nursing programme at one university were invited to participate in an online questionnaire survey and focus groups.
Students equated the practice of upholding dignity with listening to individuals, involving them in decision making and maintaining their privacy. Participants were mostly confident about what dignity meant in practice, but were unsure about the more theoretical aspects. Four major barriers to the promotion of dignity were highlighted-these were organisational, environmental, professional and personal in nature.
Dignity education should occupy a more prominent position in pre-registration nursing programmes.
本研究旨在调查实习护士对老年人护理中尊严概念的认知。实习护士经常穿梭于课堂与临床环境之间，因此处于理想位置，能够揭示护理中提供尊严所存在的障碍，以及他们对尊严的理论理解是如何因接触实践环境而形成的。
邀请某所大学三年制本科护理专业的所有实习护士参与在线问卷调查和焦点小组。
学生们将维护尊严的实践等同于倾听个人意见、让他们参与决策并维护其隐私。参与者大多对实践中尊严的含义有信心，但对更具理论性的方面不确定。突出了促进尊严的四大障碍——这些障碍本质上是组织、环境、专业和个人方面的。
尊严教育应在注册前护理课程中占据更突出的位置。
