Chang Sung Ok, Sohng Kyeong-Yae, Kim Kyunghee, Won Jongsoon, Chaung Seung-Kyo, Choi Min-Jung
College of Nursing and BK21 FOUR R&E Center for Learning Health Systems, Korea University, Seoul, Republic of Korea.
College of Nursing, The Catholic University of Korea, 222 Banpo-daero, Seocho-Gu, Seoul, 06591, Republic of Korea.
BMC Nurs. 2023 Aug 31;22(1):297. doi: 10.1186/s12912-023-01465-9.
Competency in infection control is crucial for implementing nursing best practices to ensure patient safety. However, research is lacking on the infection control education received by nursing students prior to entering clinical settings as nurses. This study aimed to explore how nursing students conceptualize infection control care in undergraduate nursing programs.
This study employed a qualitative research method using phenomenography. Universities providing undergraduate nursing programs in Korea. Thirty nursing students: 10 students each from the 2, 3, and 4 years of five undergraduate programs. Data were collected from May 2019 to February 2020 through semi-structured interviews and analyzed using a phenomenographic analysis procedure.
Six descriptive categories were derived inductively for nursing students' frames of reference regarding infection control care and six descriptive categories of how nursing students learned about infection control care. The structural framework of the identified categories, about how nursing students learn about infection control care, was presented as an outcome space.
Given that nursing students demonstrate diverse conceptualizations of infection control and are at varying levels of learning, professors and clinical mentors need to develop theoretical education and clinical practice opportunities that consider these differences.
感染控制能力对于实施护理最佳实践以确保患者安全至关重要。然而，对于护理专业学生在作为护士进入临床环境之前所接受的感染控制教育的研究却很匮乏。本研究旨在探讨护理专业学生如何在本科护理课程中理解感染控制护理。
本研究采用现象学方法进行定性研究。研究对象为韩国提供本科护理课程的大学。选取30名护理专业学生：来自五个本科项目的二、三、四年级，各10名学生。2019年5月至2020年2月期间，通过半结构化访谈收集数据，并采用现象学分析程序进行分析。
归纳得出护理专业学生关于感染控制护理的参照框架的六个描述性类别，以及护理专业学生学习感染控制护理方式的六个描述性类别。所确定类别的结构框架，即护理专业学生如何学习感染控制护理，以结果空间的形式呈现。
鉴于护理专业学生对感染控制的概念理解多样且学习水平参差不齐，教授和临床指导教师需要开发考虑到这些差异的理论教育和临床实践机会。
