临床同情——临床护士教育者与研究生护士关系的混合方法研究。
Clinical sympathy - A mixed method study of the relationship between the clinical nurse educator and the graduate nurse.
机构信息
School of Medicine, University of Notre Dame Australia, Henry Street, Fremantle 6160, Western Australia, Australia.
School of Medicine, University of Notre Dame Australia, Henry Street, Fremantle 6160, Western Australia, Australia.
出版信息
Nurse Educ Pract. 2021 Aug;55:103150. doi: 10.1016/j.nepr.2021.103150. Epub 2021 Jul 14.
AIM/OBJECTIVE: This paper sought to investigate the influence of the supernumerary clinical nurse educator role on the newly qualified graduate nurses' professional development and successful transition to competent and confident practitioners in the acute care hospital environment.
BACKGROUND
The novice nurses learning in the inpatient clinical environment is affected by increasing patient acuity, complex conditions and organisational expectations. The supernumerary clinical nurse educator is uniquely positioned to prioritise these nurses' education through protected and available time to support adaption in the workplace culture and retention in the organisation.
DESIGN
A convergent mixed methods design was used to investigate the relationship between the supernumerary clinical nurse educator role through the opinions and experiences of the graduate nurse.
METHODS
Data were collected in February - July 2015 from graduate nurses from three hospital sites in a healthcare organisation in Western Australia. The research used online questionnaires (n = 39) and face to face interviews (n = 10). Analysis of quantitative data used descriptive statistics and qualitative data used thematic analysis.
RESULTS
Four main themes were identified. These were: acknowledges new and challenging experiences, available to provide constructive responses, sympathises with anxiety and missing in action.
CONCLUSION
The graduate registered nurses perceived that clinical sympathy provided by the clinical nurse educator was essential to their new role of frontline nurses influencing their delivery of quality patient care and as a practical solution to champion the graduate nurses' longevity in the future nursing workforce.
目的/目标：本文旨在探讨额外的临床护士教育者角色对新合格毕业护士的专业发展和在急性护理医院环境中成功过渡到有能力和自信的从业者的影响。
背景
在住院临床环境中学习的新手护士受到患者病情加重、复杂病情和组织期望的影响。额外的临床护士教育者通过保护和提供时间，优先考虑这些护士的教育，以支持他们在工作场所文化中的适应和在组织中的留用，从而处于独特的地位。
设计
采用收敛混合方法设计，通过毕业护士的意见和经验来调查额外的临床护士教育者角色之间的关系。
方法
2015 年 2 月至 7 月，在西澳大利亚一家医疗机构的三个医院地点收集了毕业护士的数据。研究使用了在线问卷（n=39）和面对面访谈（n=10）。定量数据分析采用描述性统计，定性数据分析采用主题分析。
结果
确定了四个主要主题。这些主题是：承认新的和具有挑战性的经验、有能力提供建设性的回应、同情焦虑和行动缺失。
结论
注册实习护士认为临床护士教育者提供的临床同情对于他们作为一线护士的新角色至关重要，这影响了他们提供高质量患者护理的能力，并作为未来护理劳动力中支持实习护士长期留任的实际解决方案。
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