Chow Susan Ka Yee, Chan Yuen Yee, Ho Sin Kuen, Ng Ka Chun
School of Nursing, Tung Wah College, 31Wylie Road, Homantin, Kowloon, Hong Kong.
Queen Elizabeth Hospital, Kowloon, Hong Kong.
BMC Nurs. 2017 Aug 15;16:46. doi: 10.1186/s12912-017-0241-3. eCollection 2017.
Cardiac misconceptions are common among healthcare professionals. The development of professional knowledge is considered an essential component of nursing education. Nurses, regardless of their grade, skills, and experience, should be updated with information so as to be able to rectify their misconceptions, as these could affect patient health outcomes. As the literature evaluating the cardiac knowledge and misconceptions of nursing students is sparse, a study of the subject seems warranted.
A cross-sectional sample survey was used to study the cardiac knowledge and cardiac misconceptions of nursing students in Hong Kong. The study sample included 385 senior nursing students from three universities. Their level of knowledge of cardiac disease was assessed using the modified Coronary Heart Disease Knowledge Test. The York Cardiac Beliefs Questionnaire (YCBQv1) was used to examine cardiac misconceptions.
The scores for the nursing students' level of knowledge were diverse. Their mean score in the Cardiac Knowledge Test was 12.27 out of 18 (SD 2.38), with a range of 2-17. For cardiac misconceptions, their mean score in the YCBQv1 was 6.98 out of 20 (SD 2.84), with a range of 0-14. A negative correlation, = -0.33 was found among students with more knowledge and fewer misconceptions. ( < 0.001). The Chi-square tests found some associations between the students' experiences of caring for cardiac patients and misconceptions about stress and physiology.
The results of our analyses indicate a diversity in levels of knowledge among the nursing students. Students with higher scores in cardiac knowledge did not necessarily have fewer misconceptions. There were associations between the students' misbeliefs and their caregiving experiences with cardiac patients. This study presents a framework for designing the contents of cardiac nursing programmes and is a starting point for promoting research on misconceptions held by undergraduate nursing students. A new paradigm of teaching should include inputs from both perspectives to help students to make critical use of theoretical knowledge to rectify their misconceptions and pursue excellence in the working world.
心脏相关的错误观念在医疗保健专业人员中很常见。专业知识的发展被认为是护理教育的一个重要组成部分。护士，无论其级别、技能和经验如何，都应该更新信息，以便能够纠正他们的错误观念，因为这些观念可能会影响患者的健康结果。由于评估护生心脏知识和错误观念的文献很少，因此对该主题进行研究似乎很有必要。
采用横断面抽样调查研究香港护生的心脏知识和心脏相关错误观念。研究样本包括来自三所大学的385名高年级护生。使用改良的冠心病知识测试评估他们对心脏病的知识水平。使用约克心脏信念问卷（YCBQv1）来检查心脏相关错误观念。
护生的知识水平得分各不相同。他们在心脏知识测试中的平均得分为18分中的12.27分（标准差2.38），范围为2 - 17分。对于心脏相关错误观念，他们在YCBQv1中的平均得分为20分中的6.98分（标准差2.84），范围为0 - 14分。在知识较多且错误观念较少的学生中发现了负相关，r = -0.33（P < 0.001）。卡方检验发现，学生照顾心脏病患者的经历与对压力和生理的错误观念之间存在一些关联。
我们的分析结果表明护生的知识水平存在差异。心脏知识得分较高的学生不一定错误观念较少。学生的错误信念与他们照顾心脏病患者的经历之间存在关联。本研究为设计心脏护理课程内容提供了一个框架，是促进对本科护生错误观念研究的起点。一种新的教学范式应该包括两个方面的内容，以帮助学生批判性地运用理论知识来纠正他们的错误观念，并在工作中追求卓越。
