Kalánková Dominika, Bartoníčková Daniela, Kirwan Marcia, Gurková Elena, Žiaková Katarína, Košútová Dominika
Department of Nursing, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, 03601 Martin, Slovak Republic.
Department of Nursing, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, 03601 Martin, Slovak Republic; Department of Nursing, Faculty of Health Sciences, Palacký University in Olomouc, Czech Republic.
Nurse Educ Today. 2021 Feb;97:104724. doi: 10.1016/j.nedt.2020.104724. Epub 2020 Dec 11.
Nursing students are required to spend a significant portion of their educational preparation in clinical practice. Because of the prevalence of missed or rationed care, it seems irrefutable that students are exposed to rationed care during their practice placement, or that they contribute to its prevalence either actively or passively.
The study aimed to discover how nursing students interpret the concept of rationed care, and their experiences of rationing in practice.
A descriptive qualitative study.
Eighteen final year nursing students from three universities within the Slovak Republic.
Semistructured face-to-face interviews were conducted (n = 18). Data were analyzed using thematic analysis which resulted in the development of themes and subthemes.
We identified three meaningful themes focused on the phenomenon of rationed care from the perspective of nursing students, namely Incomplete care is normalized; Provision of impersonal patient care; and the Existence of a hidden curriculum for practice placements.
Student nurses were quite demanding about the learning experience during their clinical training. They are often frustrated by inconsistencies between their theoretical preparation and the realities of practice. They recognise difficulties for registered nurses in providing safe, high quality care in constrained circumstances, and although they are critical of this, they acknowledge their own acceptance of the situation. Based on this, students must establish an understanding of the theory behind, and reasons for rationed care before commencing clinical placement. A greater understanding would enable students to develop strategies for coping with inconsistencies and voicing concerns.
护理专业学生在其教育准备过程中需要花费大量时间进行临床实习。由于存在护理缺失或配给的普遍现象，学生在实习期间接触到配给护理，或者他们以主动或被动的方式促成这种现象的普遍存在，这似乎是无可辩驳的。
本研究旨在了解护理专业学生如何理解配给护理的概念以及他们在实践中的配给经历。
描述性定性研究。
来自斯洛伐克共和国三所大学的18名护理学专业最后一年的学生。
进行了半结构化面对面访谈（n = 18）。使用主题分析法对数据进行分析，从而形成主题和子主题。
我们从护理专业学生的角度确定了三个围绕配给护理现象的有意义的主题，即不完整护理常态化；提供非个性化的患者护理；以及实习安排中存在隐性课程。
实习护士对临床培训期间的学习体验要求颇高。他们常常因理论准备与实践现实之间的不一致而感到沮丧。他们认识到注册护士在受限情况下提供安全、高质量护理存在困难，尽管他们对此持批评态度，但他们承认自己接受这种情况。基于此，学生在开始临床实习前必须对配给护理背后的理论及原因有所理解。更深入的理解将使学生能够制定应对不一致情况和表达担忧的策略。
