Doody Owen, Meskell Pauline, Murphy-Tighe Sylvia, Noonan Maria, Kingston Liz
Department of Nursing and Midwifery, Health Research Institute, University of Limerick, Limerick, Ireland.
BMC Nurs. 2022 Aug 8;21(1):220. doi: 10.1186/s12912-022-01007-9.
The aim of this qualitative study is to explore the views and experiences of final year BSc intellectual disability nursing students' journey, future work plans and examine factors influencing their migration intentions following graduation.
A qualitative component of a mixed methods study where a focus group interview was conducted with final year BSc intellectual disability nursing students (n = 10) from one University in Ireland in June 2019. A topic guide was utilised, and participant's were interviewed about their programme, future work plans and migration intentions. An inductive approach was utilised, and data were analysed using a pre-existing framework for initial coding and thematic development. Duffy's conceptual model of identity transformation provided a structure to analyse the data and map themes onto the conceptual framework.
The findings were mapped onto the five stages of Duffy's (2013) conceptual model of identity transformation: Pre-Entry; Reaffirming; Surmounting; Stabilising and Actualising. Findings indicate that further work is required to promote intellectual disability nursing and address professional esteem issues, support for education and professional development, such as providing career guidance opportunities prior to course completion, development of clinical skills within their education programme and support for the professional development of new graduates. Participant's identified uncertainty about career opportunities and saw scope for future professional development opportunities particularly in community-based work.
This study has identified that final year intellectual disability nursing students are uncertain about career options and opportunities for intellectual disability nurses in other country's. There is an urgent need for the intellectual disability nursing profession to articulate their practice and advocate for their role and contribution to the care of people with intellectual disability. This study identified a clear need for direction and information regarding intellectual disability nursing roles and career opportunities.
这项定性研究的目的是探讨智力残疾护理专业本科最后一年学生的经历、未来工作计划，并考察影响他们毕业后移民意向的因素。
这是一项混合方法研究的定性部分，2019年6月对爱尔兰一所大学的10名智力残疾护理专业本科最后一年学生进行了焦点小组访谈。使用了主题指南，就他们的课程、未来工作计划和移民意向对参与者进行了访谈。采用归纳法，使用预先存在的框架进行初始编码和主题开发来分析数据。达菲的身份转变概念模型为分析数据和将主题映射到概念框架提供了结构。
研究结果被映射到达菲（2013年）身份转变概念模型的五个阶段：入学前；重新确认；克服；稳定和实现。结果表明，需要进一步开展工作来促进智力残疾护理，并解决职业尊严问题、对教育和专业发展的支持，例如在课程完成前提供职业指导机会、在其教育计划中培养临床技能以及支持新毕业生的专业发展。参与者指出了职业机会的不确定性，并看到了未来专业发展机会的空间，特别是在社区工作方面。
本研究发现，智力残疾护理专业本科最后一年学生对职业选择以及其他国家智力残疾护士的机会感到不确定。智力残疾护理专业迫切需要阐明其实践，并倡导其在照顾智力残疾者方面的作用和贡献。本研究明确表明需要有关智力残疾护理角色和职业机会的指导和信息。
