Gallagher Katie, Partridge Colin, Tran Hoang T, Lubran Suzanna, Macrae Duncan
Institute for Women's Health, University College London, 74 Huntley Street, London, WC1E 6AU, UK.
Department of Pediatrics, University of California, San Francisco, USA.
BMC Pediatr. 2017 Jul 11;17(1):161. doi: 10.1186/s12887-017-0909-6.
Neonatal mortality accounts for nearly three quarters of all infant deaths in Vietnam. The nursing team are the largest professional group working with newborns, however do not routinely receive neonatal training and there is a lack of research into the impact of educational provision. This study explored changes in nursing perceptions towards their role following a neonatal educational intervention. Parents perceptions of nursing care were explored to determine any changes as nurses gained more experience.
Semi-Structured qualitative interviews were conducted every 6 months over an 18 month period with 16 nurses. At each time point, parents whose infant was resident on the neonatal unit were invited to participate in an interview to explore their experiences of nursing care. A total of 67 parents participated over 18 months. Interviews were conducted and transcribed in Vietnamese before translation into English for manifest content analysis facilitated by NVivo V14.
Analysis of nursing transcripts identified 14 basic categories which could be grouped (23) into 3 themes: (1) perceptions of the role of the neonatal nurse, (2) perception of the parental role and (3) professional recollections. Analysis of parent transcripts identified 14 basic categories which could be grouped into 3 themes: (1) information sharing, (2) participation in care, and (3) personal experience.
Qualitative interviews highlighted the short term effect that the introduction of an educational intervention can have on both nursing attitudes towards and parental experience of care in one neonatal unit in central Vietnam. Nurses shared a growing awareness of their role along with its ethical issues and challenges, whilst parents discussed their overall desire for more participation in their infants care. Further research is required to determine the long term impact of the intervention, the ability of nurses to translate knowledge into clinical practice through assessment of nursing knowledge and competence, and the impact and needs of parents. A greater understanding will allow us to continue to improve the experiences of nurses and parents, and highlight how these areas may contribute towards the reduction of infant mortality and morbidity in Vietnam.
在越南，新生儿死亡率占婴儿死亡总数的近四分之三。护理团队是照顾新生儿的最大专业群体，但他们通常未接受过新生儿护理培训，且缺乏关于教育提供影响的研究。本研究探讨了新生儿教育干预后护理人员对其角色认知的变化。研究还探讨了父母对护理的看法，以确定随着护士经验的增加是否有任何变化。
在18个月的时间里，每6个月对16名护士进行一次半结构化定性访谈。在每个时间点，邀请新生儿病房住院婴儿的父母参加访谈，以探讨他们的护理体验。在18个月内，共有67名父母参与。访谈以越南语进行并转录，然后翻译成英语，以便在NVivo V14的辅助下进行显性内容分析。
对护士访谈记录的分析确定了14个基本类别，可归纳为3个主题：（1）对新生儿护士角色的认知；（2）对父母角色的认知；（3）专业回忆。对父母访谈记录的分析确定了14个基本类别，可归纳为3个主题：（1）信息共享；（2）参与护理；（3）个人经历。
定性访谈突出了教育干预的引入对越南中部一个新生儿病房护理人员态度和父母护理体验的短期影响。护士们对自己的角色及其伦理问题和挑战的认识不断提高，而父母们则讨论了他们更全面参与婴儿护理的愿望。需要进一步研究以确定干预的长期影响、护士通过评估护理知识和能力将知识转化为临床实践的能力，以及父母的影响和需求。更深入的了解将使我们能够继续改善护士和父母的体验，并突出这些领域如何可能有助于降低越南的婴儿死亡率和发病率。
