Almarhabi Maha, Cornish Jocelyn, Raleigh Mary, Philippou Julia
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 Today. 2024 Mar;134:106092. doi: 10.1016/j.nedt.2024.106092. Epub 2024 Jan 17.
Evidence-based in-service education (ISE) in the intensive care unit (ICU) is essential to maintaining nurse skill and competence in this complex clinical area. However, there has been limited research that has focused on developing and optimising the specialised training required by ICU nurses working in trauma care.
To explore the perspectives of ICU clinical stakeholders regarding their needs and preferences for ISE to inform the future development and implementation of effective educational interventions.
A qualitative, multiple-case study supported by the "Empowering Education" theoretical framework, which emphasises the importance of stakeholder involvement in education development.
Adult ICUs in three major hospitals located in two geographical areas in Saudi Arabia.
Forty clinical nurses, twelve nurse managers, nine nurse leaders and seven clinical educators participated.
Data were collected through semi-structured interviews followed by focus groups. Framework analysis was used for data analysis.
Stakeholders wanted ISE and training by subject experts characterised by: (i): relevant educational content; (ii): a range of educational techniques and (iii) flexible delivery and format. Nurses also identified factors that encouraged them to participate in ISE including adequate resources and a supportive work environment, whilst heavy workloads, cost and scheduling issues hindered engagement.
This paper highlights the importance of considering staff needs and local context when developing in-service ICU education to support nurses' competence. Further recommendations and a proposed framework to develop future ISE in the ICU are provided.
The key to effective in-service education for ICU nurses is understanding stakeholders' needs and motivational drivers, whilst addressing barriers to successful implementation.
重症监护病房（ICU）基于证据的在职教育（ISE）对于维持护士在这个复杂临床领域的技能和能力至关重要。然而，专注于开发和优化创伤护理中ICU护士所需的专业培训的研究有限。
探讨ICU临床利益相关者对ISE的需求和偏好，以为未来有效教育干预措施的开发和实施提供信息。
一项定性的多案例研究，由“赋能教育”理论框架支持，该框架强调利益相关者参与教育发展的重要性。
沙特阿拉伯两个地理区域的三家主要医院的成人ICU。
40名临床护士、12名护士长、9名护士领导和7名临床教育工作者参与。
通过半结构化访谈收集数据，随后进行焦点小组讨论。采用框架分析进行数据分析。
利益相关者希望由学科专家进行ISE和培训，其特点为：（i）相关的教育内容；（ii）一系列教育技术；（iii）灵活的授课方式和形式。护士们还确定了鼓励他们参与ISE的因素，包括充足的资源和支持性的工作环境，而繁重的工作量、成本和排班问题则阻碍了参与。
本文强调了在开发ICU在职教育以支持护士能力时考虑员工需求和当地情况的重要性。提供了进一步的建议以及一个为未来ICU的ISE制定框架的提议。
ICU护士有效在职教育的关键在于了解利益相关者的需求和动机驱动因素，同时解决成功实施的障碍。
