Gregersen A G, Hansen M T, Brynhildsen S E A, Grøndahl V A, Leonardsen A C
Department of Health and Welfare, Ostfold University College, Postal Box Code 700, 1757 Halden, Norway.
Department of Surgery, Ostfold Hospital Trust, Postal Box Code 300, 1714 Grålum, Norway.
Nurs Res Pract. 2021 Apr 9;2021:8870394. doi: 10.1155/2021/8870394. eCollection 2021.
Practical nursing skills are complex and involve technical, theoretical, and practical aspects, caring perspectives adjusted to both patient and circumstances, as well as ethical and moral considerations. Patients' length of stay in hospitals is decreasing, and more advanced patient treatment is conducted in primary healthcare settings. Hence, education and nursing skills need adjustment in line with the rapidly evolving field of practice. Studies emphasize a need to uncover whether the technical aspect of nursing skills, in general, is challenging in students' learning. The aim of this study was to explore students' perspectives on practical nursing skills and how they can best learn these. Three focus group interviews were conducted with registered nurse students and intellectual disability nurse students in their last semester ( = 11). Conventional, inductive content analysis in line with recommendations from Hsieh and Shannon was used to analyze the data. Two main categories with subcategories were identified: (1) the content of practical skills, with subcategories (a) human-to-human relations, (b) organizational competence, and (c) technical mastering and (2) building competence, with subcategories (a) need for supervision, (b) planning the learning situations, and (c) relevance for practice. Students experienced that practical skills did not only include technical aspects but also the ability to establish a relationship to the patient and to organize their working day. Supervising was assumed as essential both when training in the simulation center and in clinical placement, as well as planning of the training, respectively. Students experienced that some skills learned in the university college were less relevant in clinical practice and that certain skills were difficult to perform in practice due to the type of clinical placement. Hence, there is a need to review the approach to and content of practical nursing skills' learning in healthcare undergraduate programs, to prepare students for clinical practice, and to ensure that they build the competence needed in healthcare services.
实用护理技能复杂多样，涉及技术、理论和实践等方面，包括根据患者和具体情况调整的护理视角，以及伦理和道德考量。患者在医院的住院时间正在缩短，更高级的患者治疗在初级医疗保健机构进行。因此，教育和护理技能需要根据迅速发展的实践领域进行调整。研究强调有必要弄清楚护理技能的技术方面总体上对学生学习是否具有挑战性。本研究的目的是探讨学生对实用护理技能的看法以及他们如何能最好地学习这些技能。对本科最后一学期的注册护士专业学生和智障护理专业学生进行了三次焦点小组访谈（n = 11）。采用符合谢和香农建议的传统归纳式内容分析法对数据进行分析。确定了两个主要类别及子类别：（1）实用技能的内容，子类别包括（a）人际关系，（b）组织能力，以及（c）技术掌握；（2）能力培养，子类别包括（a）需要监督，（b）规划学习情境，以及（c）与实践的相关性。学生们体会到实用技能不仅包括技术方面，还包括与患者建立关系和安排工作日程的能力。他们认为在模拟中心培训和临床实习时监督都至关重要，同样，培训规划也很重要。学生们感到在大学学院学到的一些技能在临床实践中相关性较低，并且由于临床实习类型的原因，某些技能在实践中难以执行。因此，有必要审视本科护理专业实用护理技能学习的方法和内容，使学生为临床实践做好准备，并确保他们具备医疗服务所需的能力。
