Williamson Graham R, Kane Adele, Evans Sharon, Attrill Lisa, Cook Fiona, Nash Katy
School of Nursing and Midwifery, Exeter Centre, University of Plymouth, Topsham Rd, Exeter, EX2 6HA, UK.
School of Nursing and Midwifery, University of Plymouth Cornwall Campus, TR1 3HD, Truro, UK.
BMC Nurs. 2023 Sep 21;22(1):326. doi: 10.1186/s12912-023-01501-8.
There is a global shortage of nurses, with particularly acute shortfall in General Practice Nursing in the United Kingdom estimated at as high as 50% vacancy rate by 2031 by some sources. There has previously been reluctance for General Practices to host student nurses on placement, but it has become imperative to increase placement capacity if practices are to be able to recruit a future workforce. Collaborative Learning in Practice is a means of organising placement learning for student nurses using a coaching model, that allows for leadership development, peer support and earlier engagement in patient care, and increases placement capacity.
This was a mixed methods study using qualitative data from focus groups to evaluate the implementation of Collaborative Learning in Practice, and routinely collected audit data on numbers of clinic appointments to investigate the potential impact an increased capacity of student nurses might have on patient access to services. The aims of this study were: to implement and evaluate Collaborative Learning in Practice in General Practice Nursing settings; to explore issues of interprofessional learning; to explore patient access to services related to increased student nurse capacity.
Our qualitative data indicated the following themes as important to students and staff: Peer Support; Interprofessional Learning; and the Importance of 'own clinics' for students to see patients. The audit data indicated that having students leading their own clinics increased the clinic numbers available by approximately 20% compared to when students were not in placement.
This study shows that student nurses increased clinic capacity and improved access for patients. Students valued their placement, felt that they were more 'part of the team' than in other placements and consequently had a greater sense of belonging. This was multifaceted, coming in part from the welcoming practice staff, in part from the opportunities for peer support engendered by the collaborative learning in practice model, and in part from the interprofessional learning opportunities available. General Practice Nursing placements for students are important for future workforce recruitment and can help meet Quality and Outcomes Framework targets for General Practices.
全球护士短缺，据一些消息来源估计，英国全科护理领域的短缺尤为严重，到2031年空缺率高达50%。此前，全科诊所不太愿意接收实习护士，但如果诊所想要招募未来的劳动力，增加实习容量就变得势在必行。实践中的协作学习是一种使用指导模式为实习护士组织实习学习的方法，它有助于领导力发展、同伴支持以及更早地参与患者护理，并增加实习容量。
这是一项混合方法研究，使用焦点小组的定性数据来评估实践中的协作学习的实施情况，并定期收集诊所预约数量的审计数据，以调查实习护士数量增加可能对患者获得服务产生的潜在影响。本研究的目的是：在全科护理环境中实施并评估实践中的协作学习；探讨跨专业学习问题；探讨与实习护士数量增加相关的患者获得服务的问题。
我们的定性数据表明，以下主题对学生和工作人员很重要：同伴支持；跨专业学习；以及学生拥有“自己的诊所”以接待患者的重要性。审计数据表明，与学生未实习时相比，让学生主导自己的诊所可使可用诊所数量增加约20%。
本研究表明，实习护士增加了诊所容量并改善了患者的就医机会。学生重视他们的实习经历，觉得自己比在其他实习中更“融入团队”，因此有更强的归属感。这是多方面的，部分来自热情的诊所工作人员，部分来自实践中的协作学习模式带来的同伴支持机会，部分来自可用的跨专业学习机会。学生的全科护理实习对未来劳动力的招募很重要，并且有助于实现全科诊所的质量和结果框架目标。
