Dobrowolska Beata, Zec Aleksandra, Tosoratti Jessica, Machul Michał, Pokorná Andrea, Nascimento Carla, Ferrão Sónia, Ziakova Katarina, Solgajova Andrea, Rybarova Lubica, Achil Illarj, Palese Alvisa
Department of Development in Nursing, Faculty of Health Sciences, Medical University of Lublin, Staszica Street 4-6, 20-081 Lublin, Poland.
Department of Medical Sciences, University of Udine, Viale Ungheria, 20, 33100 Udine, Italy.
Nurse Educ Today. 2020 Apr 19;90:104441. doi: 10.1016/j.nedt.2020.104441.
Organising clinical placements during nights has been reported as an additional opportunity to introduce students to the whole picture of their future responsibilities. However, studies in this field are still lacking.
To describe and compare (a) the night shift experience of nursing students across Europe, (b) the patient-related problems that they face during night shifts, (c) the night care activities nursing students are called to perform, and (d) the perceived effects of night shift work on learning outcomes.
A cross-sectional study, 2016.
Five European countries: Czech Republic, Italy, Poland, Portugal, and Slovakia.
Nursing students from nine Bachelor of Nursing Science degree programmes attending night shifts during their study period and who were willing to participate were included. A total of 907 out of 1347 (67.3%) eligible students participated.
Questionnaire based on the available literature, translated into five languages.
The duration of the night shift was from an average of 9.8 (CI 95% 9.6-10.0) in Italy to 11.9 (CI 95% 11.7-12.0) in the Czech Republic. Students faced mainly patients' pain without statistical differences across countries (at the overall level, 717 out of 907; 79%; p = .318). However, significant differences in the tasks performed during nights emerged: Polish students reported being more involved in performing basic nursing care (72; 93.5%) as compared to other countries (e.g., Portuguese students 337; 84.9%), (p = .02). Overall, an average of 28.9% of the night shift time was reported to be free of commitments, with higher values among Polish (38%, CI 95% 33.6-42.3) and Slovakian students (33.4%, CI 95% 30.6-36.3) and lower values among Czech Republic students (20.4%, CI 95% 17.6-23.2) (p .001). Boredom and satisfaction were reported as the main feelings during night shifts, with significant differences (p .001) across countries. Students reported significant different effects (p .001) of night shifts on their understanding of a nurse's role (from 5.2 out of 10 in Poland to 6.5 in the Czech Republic), on the understanding of the continuity of nursing care (from 5.2 in Poland to 6.7 in Italy), and on having a relationship with the clinical mentors (from 2.7 and 4.2 in Poland and the Czech Republic, respectively, to 6.9 in Italy).
Night shifts can be both a valuable and a non-valuable learning experience, suggesting the need to carefully plan and assess their effectiveness at the unit level.
据报道，安排夜间临床实习是让学生全面了解其未来职责的又一次机会。然而，该领域的研究仍然匮乏。
描述并比较（a）欧洲各国护理专业学生的夜班经历，（b）他们在夜班期间面临的与患者相关的问题，（c）护理专业学生被要求执行的夜间护理活动，以及（d）夜班工作对学习成果的感知影响。
2016年横断面研究。
五个欧洲国家：捷克共和国、意大利、波兰、葡萄牙和斯洛伐克。
纳入了来自九个护理学学士学位课程的护理专业学生，他们在学习期间上夜班且愿意参与。1347名符合条件的学生中，共有907名（67.3%）参与。
基于现有文献编制问卷，并翻译成五种语言。
夜班时长从意大利的平均9.8小时（95%置信区间9.6 - 10.0）到捷克共和国的11.9小时（95%置信区间11.7 - 12.0）。学生主要面临患者疼痛，各国之间无统计学差异（总体水平上，907名中有717名；79%；p = 0.318）。然而，夜间执行的任务存在显著差异：波兰学生报告称比其他国家学生更多地参与基本护理（72名；93.5%）（如葡萄牙学生337名；84.9%），（p = 0.02）。总体而言，据报告平均28.9%的夜班时间没有工作任务，波兰（38%，95%置信区间33.
