Department of Medical Sciences, Udine University, Udine, Italy.
General Surgical Department, University Hospital of Udine, Udine, Italy.
J Adv Nurs. 2020 Dec;76(12):3506-3518. doi: 10.1111/jan.14533. Epub 2020 Sep 18.
To understand what nursing education activities are missed in the daily life of nursing programmes, by also identifying antecedents and consequences of missed educational activities.
A descriptive qualitative study according to the COnsolidated criteria for REporting Qualitative research guidelines.
A purposeful sample of 32 participants with different roles (nurse educators, clinical nurses, students, and administrative personnel) and working in different settings (university, administrative, healthcare service levels) were involved in three focus groups and nine face-to-face interviews from 2019-2020. Both focus groups and face-to-face interviews were audio-recorded and transcribed verbatim. The data that emerged were thematically categorized by induction.
Missed Nursing Education reflects those educational activities needed in the process of nursing education that are missed or delayed. Direct educational activities missed include clinical rotations, classroom teaching and students' overall learning experience. Indirect missed educational activities concern continuing professional development of nursing faculty members, nursing discipline development and the organizational processes of the nursing programme. As antecedents, missed nursing education is triggered by factors at the organizational, nursing faculty, and student levels. Consequences have been reported for students, nursing faculty, clinical nurses, and patients.
Missed Nursing Education can be considered a multifaceted, multicausal phenomenon, with multitargeted consequences.
To date, missed nursing care has only been investigated in clinical practice. However, care also permeates the relationship between nurse educators and students. Thus, at the point of 'educational care' delivery, aspects can also be omitted. Educational activities at risk of being missed or delayed affect the quality of nursing education and, in the short- and in the long- terms, also the quality of patient care. Some Missed Nursing Education antecedents can be modified by appropriate strategies that should be addressed by policy, health care and academic institutions.
了解护理课程日常生活中遗漏了哪些护理教育活动，并确定遗漏教育活动的前因和后果。
根据《定性研究报告统一标准》进行描述性定性研究。
2019-2020 年，我们选取了具有不同角色（护理教育者、临床护士、学生和行政人员）和不同工作环境（大学、行政、医疗保健服务水平）的 32 名参与者作为目的样本，参与了三个焦点小组和九个面对面访谈。所有的焦点小组和面对面访谈都进行了录音，并逐字记录。出现的数据通过归纳法进行主题分类。
遗漏的护理教育反映了护理教育过程中需要但被遗漏或延迟的教育活动。直接遗漏的教育活动包括临床轮转、课堂教学和学生的整体学习体验。间接遗漏的教育活动涉及护理教师的继续专业发展、护理学科的发展和护理课程的组织过程。作为前因，遗漏的护理教育是由组织、护理教师和学生层面的因素引发的。已经报告了对学生、护理教师、临床护士和患者的后果。
遗漏的护理教育可以被认为是一个多方面、多因果的现象，具有多目标的后果。
迄今为止，遗漏的护理只在临床实践中进行了调查。然而，护理也贯穿于护理教育者和学生之间的关系。因此，在“教育护理”提供的点上，也可能会遗漏一些方面。有遗漏或延迟风险的教育活动会影响护理教育的质量，并在短期和长期内，也会影响患者护理的质量。一些遗漏的护理教育的前因可以通过适当的策略来改变，这些策略应该由政策、医疗保健和学术机构来解决。
