School of Health and Human Sciences, Gold Coast Campus, Southern Cross University, Bilinga, QLD 4225, Australia.
The University of Queensland, School of Nursing, Midwifery and Social Work, Tri Woolloongabba, QLD 4102, Australia; Princess Alexandra Hospital, Department of Emergency Medicine, Ipswich Rd, Woolloongabba, QLD 4102, Australia.
Nurse Educ Today. 2021 Feb;97:104699. doi: 10.1016/j.nedt.2020.104699. Epub 2020 Dec 5.
Graduating nurses should possess knowledge and understanding of cardiac arrhythmia interpretation, so they can assess abnormal and life-threatening arrhythmias. However, literature around nursing students' foundational knowledge in cardiac arrhythmia interpretation remains scarce.
To examine final-year nursing students' foundational knowledge and self-assessed confidence in interpreting cardiac arrhythmias.
Cross-sectional study design.
Two Australian universities (one regional and the other large metropolitan).
Nursing students in the final year of a program of study leading to initial registration as a registered nurse.
An online survey was adopted to examine final-year nursing students' foundational knowledge and their self-assessed confidence when interpreting cardiac rhythms.
A total of 114 participants completed surveys, representing a response rate of 22%. More than 70% of the participants were able to interpret asystole, sinus rhythm, and sinus bradycardia. Over 50% correctly identified ventricular tachycardia, atrial flutter, sinus tachycardia, atrial fibrillation, and ventricular fibrillation. Under 15% of the participants were able to interpret junctional rhythm, paced rhythm, and unifocal/multifocal premature ventricular contractions. Self-assessed confidence levels were generally lower than the accuracy rates of arrhythmia interpretation. Although many participants acknowledged that learning arrhythmia interpretation was difficult and challenging, most of them had positive perceptions and wanted to learn more.
Nursing curricula need to be supported and strategies need to be implemented to standardise educational electrocardiogram interpretation programs, which are critical to improving final-year nursing students' foundational knowledge and confidence in interpreting cardiac arrhythmias and enhancing patient safety.
毕业护士应具备解读心脏心律失常的知识和理解，以便能够评估异常和危及生命的心律失常。然而，关于护理学生在心脏心律失常解读方面基础知识的文献仍然很少。
调查护理专业最后一年学生在解读心脏心律失常方面的基础知识和自我评估信心。
横断面研究设计。
澳大利亚的两所大学（一所位于偏远地区，另一所位于大城市）。
正在学习注册护士初始注册课程的最后一年护理学生。
采用在线调查来检查护理专业最后一年学生的基础知识以及他们在解读心脏节律时的自我评估信心。
共有 114 名参与者完成了调查，回应率为 22%。超过 70%的参与者能够解读停搏、窦性节律和窦性心动过缓。超过 50%的参与者正确识别了室性心动过速、心房扑动、窦性心动过速、心房颤动和心室颤动。不到 15%的参与者能够解读交界性节律、起搏节律和单灶/多灶性室性期前收缩。自我评估的信心水平通常低于心律失常解读的准确率。尽管许多参与者承认学习心律失常解读困难且具有挑战性，但他们大多数对学习更多知识持积极态度。
护理课程需要得到支持，并且需要实施策略来规范教育心电图解读计划，这对于提高护理专业最后一年学生在解读心脏心律失常方面的基础知识和信心，以及提高患者安全至关重要。
