Kõrgemaa Ulvi, Sisask Merike, Ernits Ülle
Tallinn Health Care College, Chair of Nursing, Estonia.
Tallinn University, School of Governance, Law and Society, Estonia.
Heliyon. 2024 Feb 14;10(4):e26211. doi: 10.1016/j.heliyon.2024.e26211. eCollection 2024 Feb 29.
As the healthcare landscape undergoes transformative shifts due to factors like ageing demographics, technological innovations, rapid global dissemination of infectious diseases, and imperatives for accessible, cost-effective care, a pressing need emerges for the contemporisation of nursing education. Notably, there is a paucity of research delving into nurses' introspective evaluations of their educational experiences after their immersion in professional settings.
This study aimed to examine nurses' evaluations of their educational background over 30 years and identify relationships between their assessments and their demographic.
The study embraced a recurrent cross-sectional survey methodology, encompassing three distinct quantitative cross-sectional evaluations conducted in the years 1999, 2009, and 2021.
CONTEXT/PARTICIPANTS: The cohort for this inquiry consisted of nurses stationed in Estonian general hospitals and inpatient departments of developmental plan institutions, each with at least one year of professional experience. Cumulatively, 832 nurses were engaged across three sequential evaluations: Study I (n = 463), Study II (n = 198), and Study III (n = 171).
Data procurement was executed via a structured survey, with subsequent analytical procedures encompassing descriptive and correlational methodologies.
A discernible augmentation in the educational calibre of nurses was observed with each successive evaluation. This escalation concomitated enhanced positive assessments in areas like evidence-informed education, skill development, and autonomous operational capabilities. Yet, a critical appraisal persisted concerning their competencies in navigating complex patient interactions and addressing socio-religious dilemmas.
The merit of this investigation lies in its illumination of nursing education's evolution, as perceived retrospectively by nurses who have operationalized their academic learnings in real-world scenarios. Their vantage point, inherently informed by practice, uniquely positions them to earmark avenues of refinement. This exploration paves the way for enrichments in nursing education, spotlighting the imperative of equipping nurses to adeptly manage intricate situations.
由于人口老龄化、技术创新、传染病在全球迅速传播以及提供可及、具成本效益的医疗服务的必要性等因素，医疗保健格局正在经历变革性转变，因此迫切需要使护理教育与时俱进。值得注意的是，很少有研究深入探讨护士在融入专业环境后对其教育经历的内省评估。
本研究旨在考察护士对其30多年教育背景的评估，并确定其评估与人口统计学特征之间的关系。
该研究采用重复横断面调查方法，包括在1999年、2009年和2021年进行的三次不同的定量横断面评估。
背景/参与者：本次调查的队列由爱沙尼亚综合医院和发展规划机构住院部的护士组成，每位护士至少有一年的专业经验。在三次连续评估中，共有832名护士参与：研究I（n = 463）、研究II（n = 198）和研究III（n = 171）。
通过结构化调查收集数据，随后的分析程序包括描述性和相关性方法。
每次连续评估都观察到护士教育水平有明显提高。这种提高伴随着在循证教育、技能发展和自主操作能力等方面更积极的评估。然而，对于他们在处理复杂的患者互动和解决社会宗教困境方面的能力仍存在批判性评价。
这项调查的价值在于揭示了护士在现实场景中运用学术知识后对护理教育演变的回顾性认知。他们基于实践的观点使他们具有独特的优势，能够确定改进的途径。这一探索为丰富护理教育铺平了道路，突出了使护士具备熟练处理复杂情况能力的必要性。
