University of Turku, Department of Nursing Science, Finland; Novia University of Applied Sciences, Finland.
Turku University Hospital, Finland; University of Turku, Finland.
Nurse Educ Today. 2022 Mar;110:105278. doi: 10.1016/j.nedt.2022.105278. Epub 2022 Jan 26.
Caring for patients with wounds requires diverse competences from nursing professionals. However, wound care education in undergraduate nursing education is often fragmented and lacks consistent learning goals and content.
To create learning goals and content for wound care education in Bachelor's level nursing education in Finland and to assess the consensus relating to these learning goals and content among wound care experts.
A consensus-building approach using the Delphi technique.
A Delphi panel of wound care experts built on an online platform.
The participants of the Delphi panel were registered nurses, authorised wound care nurses, nurse educators and physicians.
Learning goals and content for wound care education which had been formulated on the basis of previous focus-group interviews were presented to the Delphi panel. The data were collected in 2021 with two online Delphi rounds: 51 panellists participated in the first round and 36 in the second round. The data were analysed using statistical and qualitative analysis.
Learning goals and content were divided into four competence areas: 1) Anatomy and physiology, 2) Care of chronic and acute wounds, 3) Wound management and care of a patient with a wound, 4) Values and attitudes. These competence areas comprised 26 learning goals and 29 pieces of content. The consensus between the panellists was high, at >90% in all competence areas.
The basis of registered nurses' wound care competence is built during their undergraduate nursing studies. The results of this study can be used to standardise wound care education by implementing consistent learning goals and content in Bachelor's level nursing education.
护理患者的伤口需要护理专业人员具备多种能力。然而，本科护理教育中的伤口护理教育往往是零散的，缺乏一致的学习目标和内容。
为芬兰本科护理教育中的伤口护理教育制定学习目标和内容，并评估伤口护理专家对这些学习目标和内容的共识程度。
使用德尔菲技术的共识构建方法。
在在线平台上建立一个伤口护理专家德尔菲小组。
德尔菲小组的参与者是注册护士、授权伤口护理护士、护理教育工作者和医生。
根据之前的焦点小组访谈制定的伤口护理教育学习目标和内容提交给德尔菲小组。数据于 2021 年通过两轮在线德尔菲法收集：第一轮有 51 名小组成员参加，第二轮有 36 名小组成员参加。使用统计和定性分析对数据进行分析。
学习目标和内容分为四个能力领域：1）解剖学和生理学，2）慢性和急性伤口护理，3）伤口管理和伤口患者的护理，4）价值观和态度。这些能力领域包括 26 个学习目标和 29 个内容。小组成员之间的共识度很高，在所有能力领域均超过 90%。
注册护士伤口护理能力的基础是在本科护理学习期间建立的。本研究的结果可用于通过在本科护理教育中实施一致的学习目标和内容来标准化伤口护理教育。
