Brook Judy, Aitken Leanne M, MacLaren Julie-Ann, Salmon Debra
School of Health Sciences, City, University of London, Northampton Square, London, EC1V 0HB, UK.
BMC Nurs. 2021 Jan 13;20(1):19. doi: 10.1186/s12912-020-00524-9.
To understand the experiences of nursing students and academic staff of an intervention to decrease burnout and increase retention of early career nurses, in order to identify acceptability and feasibility in a single centre.
Internationally, retention of nurses is a persistent challenge but there is a dearth of knowledge about the perspectives of stakeholders regarding the acceptability and feasibility of interventions to resolve the issue. This study reports an intervention comprising of mindfulness, psychological skills training and cognitive realignment to prepare participants for early careers as nurses.
This is an explanatory sequential mixed methods study, conducted by a UK university and healthcare organisation. Participants were final year pre-registration nursing students (n = 74) and academics (n = 7) involved in the implementation of the intervention. Pre and post measures of acceptability were taken using a questionnaire adapted from the Theoretical Framework of Acceptability. Wilcoxon Signed Ranks test was used to assess change in acceptability over time. Qualitative data from semi-structured interviews, focus groups and field notes were thematically analysed, adhering to COREQ guidelines. Data were collected February to December 2019.
One hundred and five questionnaires, 12 interviews with students and 2 focus groups engaging 7 academic staff were completed. The intervention was perceived as generally acceptable with significant positive increases in acceptability scores over time. Student nurses perceived the intervention equipped them with skills and experience that offered enduring personal benefit. Challenges related to the practice environment and academic assessment pressures. Reported benefits align with known protective factors against burnout and leaving the profession.
Planning is needed to embed the intervention into curricula and maximise relationships with placement partners. Evaluating acceptability and feasibility offers new knowledge about the value of the intervention for increasing retention and decreasing burnout for early career nurses. Wider implementation is both feasible and recommended by participants.
了解护理专业学生和学术人员参与一项旨在减少职业倦怠并提高早期职业护士留职率的干预措施的体验，以便确定该措施在单一中心的可接受性和可行性。
在国际上，护士留职是一个长期存在的挑战，但对于利益相关者对解决该问题的干预措施的可接受性和可行性的看法，缺乏相关知识。本研究报告了一项干预措施，包括正念训练、心理技能培训和认知调整，以使参与者为早期护士职业生涯做好准备。
这是一项由英国一所大学和医疗保健机构开展的解释性序列混合方法研究。参与者为参与干预措施实施的最后一年预注册护理专业学生（n = 74）和学术人员（n = 7）。使用从可接受性理论框架改编而来的问卷对可接受性进行前后测量。采用Wilcoxon符号秩检验评估随时间变化的可接受性变化。对来自半结构化访谈、焦点小组和实地笔记的定性数据进行主题分析，遵循COREQ指南。数据收集于2019年2月至12月。
共完成了105份问卷、12次学生访谈以及2次有7名学术人员参与的焦点小组讨论。该干预措施被认为总体上是可接受的，随着时间的推移，可接受性得分有显著的正向增加。学生护士认为该干预措施使他们具备了能带来持久个人益处的技能和经验。挑战涉及实践环境和学术评估压力。报告的益处与已知的预防职业倦怠和离职的保护因素一致。
需要进行规划，将该干预措施纳入课程，并最大限度地加强与实习合作伙伴的关系。评估可接受性和可行性为该干预措施对提高早期职业护士留职率和减少职业倦怠的价值提供了新知识。参与者认为更广泛的实施是可行的且值得推荐。
