护生的临终护理知识
End-of-Life Nursing Knowledge Among Nursing Students.
作者信息
Carvalho Lucia G, Hamilton Heather M, Burke Mary Ellen, McDonald Carl, Griggs Stephanie
出版信息
J Nurs Educ. 2020 Mar 1;59(3):154-157. doi: 10.3928/01484834-20200220-06.
BACKGROUND
The U.S. health care system is poorly designed to meet the needs of patients at the end of life (EOL) and their families. Nursing students often have reported feeling inadequate to provide EOL care.
METHOD
Following an EOL simulation, reflective journals were collected from junior and senior nursing students and analyzed for themes using qualitative content analysis. The condensed meaning units were abstracted into codes based on Carper's fundamental patterns of knowing.
RESULTS
Thirty-one junior and senior nursing students (mean age, 21.04 ± 0.52 years, 96.2% female) in a baccalaureate program participated in the study. The broad themes of student reflections included empirics (theoretical or natural historical) aesthetics (transformative nursing action), personal (interpersonal process of nurse-patient interaction), and ethics (emotion influences actions).
CONCLUSION
Student perception and participation in all roles contributes to the gestalt of the experience of a highly emotional EOL simulation for both students and faculty. [J Nurs Educ. 2020;59(3):154-157.].
背景
美国医疗保健系统在满足临终患者及其家属需求方面设计欠佳。护理专业学生常报告称，他们觉得自己没有能力提供临终护理。
方法
在一次临终模拟之后，收集了本科护理专业大三和大四学生的反思日志，并采用定性内容分析法对主题进行分析。根据卡珀的基本认知模式，将浓缩的意义单元提炼为代码。
结果
一个本科项目中的31名大三和大四护理专业学生（平均年龄21.04±0.52岁，96.2%为女性）参与了该研究。学生反思的广泛主题包括经验性（理论性或自然历史性）、美学性（变革性护理行动）、个人性（护患互动的人际过程）和伦理性（情感影响行动）。
结论
学生对所有角色的认知和参与，促成了学生和教师高度情绪化的临终模拟体验的整体感受。[《护理教育杂志》。2020年；59(3):154 - 157。]
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