University of Hertfordshire, Hertfordshire, UK.
Faculty of Health, Social Care and Education, Kingston University and St George's University of London, Kingston Hill Campus, Kingston Upon Thames, UK.
J Clin Nurs. 2024 Jan;33(1):381-392. doi: 10.1111/jocn.16591. Epub 2022 Nov 22.
To explore the experiences of nursing students in England who had worked through the first wave and transitioned to qualification in the ongoing pandemic.
Experiences of health professionals and student nurses during the pandemic are now well documented, but the transition of students to qualification is less well understood. In Summer 2020, we interviewed 16 student nurses who had worked as health care assistants on paid extended placements as part of the COVID-19 response in the East of England, finding surprisingly positive experiences, including perceived heightened preparedness for qualification. A year later, we re-interviewed 12 participants from the original study to hear about transitioning to qualification during the ongoing pandemic. This study provides novel insights into their experiences.
A qualitative study design was used.
Twelve newly qualified nurses who had participated in the original study took part in qualitative, online interviews where they shared their experiences of working and transitioning to qualification during the ongoing pandemic since we spoke to them a year earlier. The data was analysed using thematic analysis. COREQ guidelines were used in developing and reporting this study.
Three themes were identified. Constant change: in the clinical environment and arising out of the transition to newly qualified nurse, mental health and well-being and reflecting on the past to learn for the future.
Participants experienced a unique transition to qualification. The perceived heightened preparedness for qualification that participants who had worked as students during the first wave of the pandemic had become a reality, ameliorating some of the known effects of transition. However, increased expectations and added responsibilities in extremely busy, fluctuating clinical environments with minimal support add weight to calls for mandatory preceptorship programmes. While heightened resilience was evident, provision of ongoing mental health and well-being support is strongly recommended.
We need a partnership approach with nurse educators and practice colleagues which ensures preparation for qualified practice is appropriate. If we do not effectively prepare students for qualified nurse posts, patient care will almost certainly be compromised.
探索在英国工作过第一波疫情并过渡到当前大流行期间获得资格的护理学生的经验。
现在已经有大量关于大流行期间卫生专业人员和学生护士经验的记录，但学生过渡到获得资格的情况了解较少。2020 年夏天，我们采访了 16 名在英格兰东部作为医疗保健助理在有偿延长轮班工作以应对 COVID-19 的学生护士，发现了令人惊讶的积极经验，包括对获得资格的准备程度提高。一年后，我们重新采访了来自原始研究的 12 名参与者，以了解他们在当前大流行期间过渡到获得资格的情况。这项研究提供了对他们经验的新见解。
使用了定性研究设计。
12 名新获得资格的护士参加了原始研究，他们参加了在线定性访谈，分享了自我们一年前与他们交谈以来在当前大流行期间工作和过渡到获得资格的经验。使用主题分析对数据进行分析。在制定和报告这项研究时使用了 COREQ 指南。
确定了三个主题。不断变化：在临床环境中，以及在过渡到新获得资格的护士时出现的变化、心理健康和福祉以及反思过去以吸取未来的教训。
参与者经历了独特的资格过渡。参与者在大流行的第一波期间作为学生工作时所感受到的对资格的准备程度提高已成为现实，减轻了过渡的一些已知影响。然而，在极其繁忙、波动的临床环境中，期望增加和责任增加，而支持却很少，这增加了对强制性实习计划的呼吁。虽然明显有更强的适应力，但强烈建议提供持续的心理健康和福祉支持。
我们需要与护理教育者和实践同事建立伙伴关系，以确保为合格实践做好准备。如果我们不能有效地为学生做好获得资格后的工作准备，那么患者护理几乎肯定会受到影响。
