Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London, James Clerk Maxwell Building, 57 Waterloo Road, London SE1 8WA, UK; Faculty of Nursing, King Abdulaziz University, Jeddah, Saudi Arabia.
Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London, James Clerk Maxwell Building, 57 Waterloo Road, London SE1 8WA, UK.
Nurse Educ Pract. 2023 Oct;72:103752. doi: 10.1016/j.nepr.2023.103752. Epub 2023 Aug 20.
This study explores the perceptions of intensive care units (ICUs) nurses with different educational backgrounds regarding their abilities in trauma care and the in-service education they receive to support it.
The advanced care of patients with traumatic injuries in ICU environments requires skilled and knowledgeable nurses, who need continuing and in-service education to provide the best care. Therefore, it is essential to understand the competencies and educational support these nurses may need in the ICUs to ensure safe and effective care delivery.
An exploratory multiple case study design was used, comprising three hospitals located in two different regions of Saudi Arabia.
The study was conducted between October 2021 and March 2022. A total of forty ICU clinical staff, twelve managers, nine leaders and seven clinical educators participated in semi-structured interviews, which were complemented by a review of available documents on the trauma care in-service education syllabi, competencies and protocols. Interview data were analysed according to the Framework analysis approach, while documents were reviewed using qualitative content analysis.
The data analysis revealed two interrelated categories relevant to trauma care: (i) care practice and (ii) education practice. The trauma care practice category highlighted the limited competencies and education in trauma care, as well as the perceived challenges and educational needs of nurses. The education practice category described the staff learning behaviours, supervision practices and in-service education systems in the participants' settings.
The study concludes that there is a lack of trauma care education at the examined sites. It suggests the need for further research to develop a theoretical foundation for trauma care education that can meet ICU nurses' educational needs while this being feasible to implement in the specific ICU context and practice.
本研究探讨了具有不同教育背景的重症监护病房（ICU）护士对自己在创伤护理方面的能力的看法，以及他们接受的在职教育情况。
在 ICU 环境中对创伤患者进行高级护理需要有技能和知识渊博的护士，他们需要持续的在职教育，以提供最佳护理。因此，了解这些护士在 ICU 中可能需要的能力和教育支持至关重要，以确保安全有效的护理。
采用探索性多案例研究设计，包括沙特阿拉伯两个不同地区的三家医院。
研究于 2021 年 10 月至 2022 年 3 月进行。共有 40 名 ICU 临床工作人员、12 名管理人员、9 名领导和 7 名临床教育者参加了半结构化访谈，同时还对创伤护理在职教育课程大纲、能力和方案的可用文件进行了审查。访谈数据按照框架分析方法进行分析，而文件则使用定性内容分析进行审查。
数据分析揭示了与创伤护理相关的两个相互关联的类别：（i）护理实践和（ii）教育实践。创伤护理实践类别突出了创伤护理方面有限的能力和教育，以及护士感知到的挑战和教育需求。教育实践类别描述了参与者所在环境中的员工学习行为、监督实践和在职教育系统。
研究得出结论，在所考察的地点缺乏创伤护理教育。它建议需要进一步研究，以开发创伤护理教育的理论基础，以满足 ICU 护士的教育需求，同时使其在特定的 ICU 环境和实践中可行。
