University of Auckland, School of Nursing, Building 505, 85 Park Road, Grafton, Auckland, New Zealand.
Faculty of Education and Social Work, University of Auckland, Epsom Campus, Auckland, New Zealand.
Nurse Educ Today. 2021 Jul;102:104888. doi: 10.1016/j.nedt.2021.104888. Epub 2021 Apr 9.
Research indicates that nurses perceive postgraduate education to have a positive effect on their knowledge and practice. Many jurisdictions offer/require new graduate nurses to undertake postgraduate coursework however the consequences of this are not clear.
This research aims to determine the impact of completing a postgraduate course in clinical assessment on the capabilities of new graduate nurses.
A two group pre/post design with a naturally occurring intervention employing an online questionnaire was used to gather data.
Two metropolitan hospitals in New Zealand delivering new graduate programmes, one inclusive of a postgraduate course and the other not.
Eighty five nurses completed the questionnaire on commencement of the programme and fifty-two on completion of the programme.
An online questionnaire was administered to two new graduate cohorts, on commencement and completion of their new graduate programme.
Results showed significant pre/post increases for four out of five factors for those who had completed a postgraduate course compared to only one significant increase for those who had not. In addition, when comparing the scores of the two groups there was no significant differences between groups on the pre-measures. However, on post measures there were significant differences with the postgraduate group scoring higher on three of the five subscales: Knowledge for Practice, Explaining Practice and Applied Diagnostic Reasoning.
It is the author's belief that this is the first study that has attempted to quantify new graduate nurses' perceptions of their educational experience in their first year of practice and suggests that the inclusion of the postgraduate course enhanced knowledge for practice and diagnostic reasoning skills.
研究表明，护士认为研究生教育对他们的知识和实践有积极的影响。许多司法管辖区为新毕业护士提供/要求修读研究生课程，但这一做法的后果尚不清楚。
本研究旨在确定完成临床评估研究生课程对新毕业护士能力的影响。
采用两组预/后设计，采用自然发生的干预措施，使用在线问卷收集数据。
新西兰两家大都市医院提供新毕业计划，一家包括研究生课程，另一家则不包括。
85 名护士在开始项目时和 52 名护士在完成项目时完成了问卷。
对两个新毕业护士队列进行在线问卷调查，在开始和完成他们的新毕业计划时进行。
结果显示，与未完成研究生课程的护士相比，完成研究生课程的护士在五个因素中的四个因素上有显著的预/后增加，而未完成研究生课程的护士只有一个因素有显著增加。此外，当比较两组的得分时，两组在预测量上没有显著差异。然而，在后测量上，研究生组在五个子量表中的三个量表上的得分有显著差异：实践知识、解释实践和应用诊断推理。
作者认为，这是首次尝试量化新毕业护士在实践第一年对教育经验的看法的研究，并表明研究生课程的纳入增强了实践知识和诊断推理技能。
