Research Centre Innovations in Care, Rotterdam University of Applied Sciences, P.O. Box 25035, 3001 HA Rotterdam, the Netherlands; Erasmus School of Health Policy & Management, Erasmus University Rotterdam, P.O. Box 1738, 3000 DR Rotterdam, the Netherlands.
Research Centre Innovations in Care, Rotterdam University of Applied Sciences, P.O. Box 25035, 3001 HA Rotterdam, the Netherlands.
Nurse Educ Today. 2018 Sep;68:146-152. doi: 10.1016/j.nedt.2018.06.005. Epub 2018 Jun 8.
Nurses are expected to support people to self-manage. Student nurses therefore need to master competencies that include the assessment of peoples' needs and preferences, and shared decision-making, whilst respecting and enhancing peoples' autonomy. Adapting nurse education programmes to meet this goal requires insight into the practice of teaching self-management support. In order to reveal this practice, one can distinguish between the intended, the taught, and the received curriculum.
This study aimed to explore how Dutch Bachelor of Nursing students are educated to support peoples' self-management in clinical practice.
Mixed methods.
Focus group meetings with 30 lecturers, and qualitative semi-structured interviews with four coordinators and four (associate) professors of four Dutch schools for Bachelor of Nursing. Syllabuses were screened for learning objectives related to self-management. A survey measuring self-efficacy and behaviour regarding self-management support was distributed among 444 final-year students of these schools, resulting in 238 valid responses (response rate 53.6%).
Much attention is paid in the curriculum to assessment of people's preferences and healthcare education but less attention is given to teaching the arrangement of follow-up care. The study further reveals that students have problems transferring theory into practice, and that they experience conflicting values between their nurse education and internships.
Currently, students are taught to provide people with self-management support by learning about theoretical models, developing communication skills, and reflecting on their internships. This approach seems inadequate to prepare students for this task in daily practice. A shared view on self-management support based on authentic situations, having role models at university and on internships and empowering students may enable them to better support people to self-manage.
护士的职责是支持人们进行自我管理。因此，护生需要掌握包括评估人们的需求和偏好、共同决策的能力，同时尊重并增强人们的自主性。为了实现这一目标，调整护理教育计划需要深入了解教学自我管理支持的实践。为了揭示这种实践，可以将教学大纲分为预期、教授和接受的课程。
本研究旨在探讨荷兰护理学士学生在临床实践中如何接受支持人们自我管理的教育。
混合方法。
对 30 名讲师进行焦点小组会议，并对来自四所荷兰护理学校的四位协调员和四位（副教授）教授进行定性半结构化访谈。课程大纲中筛选出与自我管理相关的学习目标。向这些学校的 444 名应届毕业生发放了一份关于自我管理支持的自我效能感和行为的调查问卷，共收到 238 份有效回复（回复率为 53.6%）。
课程大纲非常关注对人们偏好和医疗保健教育的评估，但对教学后续护理安排的关注较少。研究进一步表明，学生在将理论转化为实践方面存在问题，并且在他们的护理教育和实习之间存在价值观冲突。
目前，学生通过学习理论模型、发展沟通技巧和反思实习来接受提供自我管理支持的教育。这种方法似乎不足以使学生为日常实践中的这项任务做好准备。基于真实情况、在大学和实习中树立榜样并赋予学生权力的自我管理支持的共同观点，可能使他们能够更好地支持人们进行自我管理。
