Stănescu-Yadav Diana-Nicoleta, Lillekroken Daniela
Ås high school, PO Box 10, 1431 Ås, Norway.
Oslo Metropolitan University, Department of Nursing and Health Promotion, PB 4, St. Olavs plass, NO-0130 Oslo, Norway.
J Prof Nurs. 2023 Jan-Feb;44:17-25. doi: 10.1016/j.profnurs.2022.11.005. Epub 2022 Nov 26.
International evidence suggests that clinical nurses and nursing students perceive fundamental care as not being important, not complicated and even not a nurse's responsibility, thus resulting in negative patient outcomes.
To explore nurse preceptors' perceptions about the factors that influence nursing students' gaining of knowledge about fundamental care during their clinical practice at nursing home.
A qualitative descriptive study using individual interviews was conducted from September 2020 to April 2021. Nine nurse preceptors employed at five nursing homes participated. The data were analysed by employing an inductive qualitative content analysis.
The analysis generated one main category-'Fostering students' knowledge and understanding of fundamental care'-supported by two categories: (i) 'Nurse preceptors - enablers of nursing students' learning fundamental care' and (ii) 'Nursing home - a learning environment that facilitates students' learning about the delivery of fundamental care', which can be interpreted as the preconditions that may contribute to fostering students' knowledge and understanding of fundamental care.
The study reveals that nurse preceptors' attributes, an effective preceptorship and a social learning environment can create opportunities for nursing students learning the provision of fundamental care in nursing homes. Furthermore, Vygotsky's theory of sociocultural learning may be applied when teaching in clinical nursing education.
国际证据表明，临床护士和护生认为基础护理不重要、不复杂，甚至不是护士的职责，从而导致患者出现负面结果。
探讨带教护士对影响护生在养老院临床实习期间获得基础护理知识的因素的看法。
2020年9月至2021年4月采用个人访谈进行定性描述性研究。五家养老院的九名带教护士参与了研究。采用归纳定性内容分析法对数据进行分析。
分析得出一个主要类别——“培养学生对基础护理的知识和理解”，由两个类别支持：（i）“带教护士——护生学习基础护理的促进者”和（ii）“养老院——促进学生学习基础护理提供的学习环境”，这可被解释为可能有助于培养学生对基础护理的知识和理解的先决条件。
该研究表明，带教护士的特质、有效的带教指导和社会学习环境可为护生在养老院学习提供基础护理创造机会。此外，在临床护理教育教学中可应用维果茨基的社会文化学习理论。
