Room 2F287 (Wright Building), Department of Adult Nursing and Primary Care, School of Health and Social Work, University of Hertfordshire, College Lane, Hatfield, AL10 9AB, UK.
Room 2F287 (Wright Building), Department of Adult Nursing and Primary Care, School of Health and Social Work, University of Hertfordshire, College Lane, Hatfield, AL10 9AB, UK.
Nurse Educ Pract. 2019 Jul;38:132-137. doi: 10.1016/j.nepr.2019.06.012. Epub 2019 Jun 21.
Recent attention has been drawn to the absence of caring behaviours in health services globally, termed a "crisis of care" and policies are developing to address this shortfall. To obtain accounts of caring behaviours and attitudes in nursing practice and to identify how nurses manage student learning, we spoke to nurses and students in university and hospital locations across 2 NHS England Regions.
Using the principles of appreciative inquiry, we conducted focus groups with BSc and MSc pre-registration nursing students, mentors, link lecturers and practice educators (n = 69).
Participants spoke powerfully about skilful, caring nursing practice, identifying plentiful examples of caring behaviours and attitudes. Four main themes emerged: "going the extra mile" (beyond routine policy, demanding commitment, flexibility and adaptation); time spent or invested (moderated by personal or organisational resources); caring as a personalised experience; communication practices and culture/role modelling.
DISCUSSION/CONCLUSIONS: Positive caring attitudes and behaviours shown to patients, staff and work were highly valued. An ability to regulate and sustain an emotional connection with patients framed student learning. Observations of nurses who preserved caring practices amidst organisational pressures were frequently chosen by students as role models who "fight" inadequate or missed care. Theoretical links between caring and resilience are strengthened by these findings.
最近，人们开始关注全球卫生服务中缺乏关爱行为的现象，这被称为“关爱危机”，并且正在制定政策来解决这一不足。为了了解护理实践中的关爱行为和态度，并确定护士如何管理学生的学习，我们在英格兰 NHS 的两个地区的大学和医院地点与护士和学生进行了交谈。
我们使用欣赏式探究的原则，对 BSc 和 MSc 注册前护理学生、导师、联系讲师和实践教育者（n=69）进行了焦点小组讨论。
参与者强烈地谈到了熟练、关爱的护理实践，他们识别出了大量的关爱行为和态度的例子。出现了四个主要主题：“额外的努力”（超越常规政策，需要承诺、灵活性和适应性）；花费或投入的时间（受个人或组织资源的调节）；关怀是一种个性化的体验；沟通实践和文化/角色模型。
讨论/结论：对患者、员工和工作表现出的积极关爱态度和行为受到高度重视。能够与患者建立和维持情感联系的能力构成了学生学习的基础。学生经常选择那些在组织压力下保持关爱实践的护士作为榜样，他们“为”不足或缺失的护理而“奋斗”。这些发现加强了关爱的护理和韧性之间的理论联系。
