Topola Leanne, Miller Kathleen
Department of Health Systems and Sustainability, Faculty of Nursing, MacEwan University, Canada.
Department of Health Systems and Sustainability, Faculty of Nursing, MacEwan University, Canada.
Nurse Educ Today. 2021 May;100:104824. doi: 10.1016/j.nedt.2021.104824. Epub 2021 Feb 23.
Health care needs are changing, requiring nurses to assume leadership roles and engage in political activism to impact health system transformation. Nursing education socializes students to the profession, as this is where they begin to develop their professional identity. For these reasons' educators must begin to explore student perceptions of the role of the registered nurse given the emphasis on leadership and health care transformation and question if students want to assume these roles.
To identify first- and fourth-year baccalaureate nursing student perceptions of the role of the nurse and analyze their willingness to participate in roles that embody leadership and political action.
An exploratory mixed method design.
Two western Canadian four-year baccalaureate nursing programs.
First- and fourth-year students.
This study utilized a survey to collect demographic data and broad student perceptions of the registered nurse role and career aspirations. Focus groups followed with a sub-set of participants to further explore student opinions about the role of nurses.
Similar perceptions and views of nursing exist among cohorts (first- and fourth-year students) and between Baccalaureate programs. Students continue to choose nursing as a career for altruistic reasons. Validation of their role is in the form of personal affirmation of a job well done from their patients. While there is acknowledgement among first- and fourth- year students that nurses should be leaders and influence the overall health care system, student responses indicated that the 'other guy' should do it, not them.
The results identify the need to develop and implement strategies to prepare future nurses who are interested and willing to participate in a career based on leadership, political action, and healthcare transformation.
医疗保健需求正在发生变化，这要求护士承担领导角色并参与政治行动主义，以影响卫生系统转型。护理教育使学生融入该专业，因为这是他们开始形成职业身份的地方。鉴于对领导力和医疗保健转型的强调，出于这些原因，教育工作者必须开始探索学生对注册护士角色的看法，并质疑学生是否愿意承担这些角色。
确定本科护理专业一年级和四年级学生对护士角色的看法，并分析他们参与体现领导力和政治行动的角色的意愿。
探索性混合方法设计。
加拿大西部的两个四年制本科护理项目。
一年级和四年级学生。
本研究通过一项调查收集人口统计学数据以及学生对注册护士角色和职业抱负的广泛看法。随后对一部分参与者进行焦点小组讨论，以进一步探讨学生对护士角色的看法。
不同群体（一年级和四年级学生）以及不同本科项目之间对护理的看法和观点相似。学生继续出于利他主义原因选择护理作为职业。他们角色的认可形式是患者对其工作出色的个人肯定。虽然一年级和四年级学生都承认护士应该成为领导者并影响整个医疗保健系统，但学生的回答表明应该由“其他人”来做，而不是他们自己。
研究结果表明需要制定和实施策略，以培养有兴趣且愿意参与基于领导力、政治行动和医疗保健转型的职业的未来护士。
