Chironda Geldine, Brysiewicz Petra
School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa.
Health SA. 2024 Mar 28;29:2321. doi: 10.4102/hsag.v29i0.2321. eCollection 2024.
Family nursing practices (FNPs) are gaining momentum in global literature, but the available research has targeted qualified nursing professionals. There are limited studies exploring this phenomenon in undergraduate student nurses in South Africa.
The study aimed at exploring the undergraduate student nurse perceptions of FNPs.
The study was conducted at a selected university in KwaZulu-Natal, South Africa.
A descriptive survey design was used to purposively select undergraduate nursing students. The Family Nursing Practice Scale (FNPS) was used to collect data online. Descriptive and inferential statistics were used to analyse quantitative data. Open ended questions were analysed using content analysis.
Out of 154 participants, 77 responded to the questionnaire, translating to a response rate of 50%. Compared with other studies in literature, student nurses rated their overall FNP as being low (M = 3.43, s.d. = 0.99). A further descriptive analysis revealed better FNPs (2.97) for 3rd year compared to 2nd year (3.90) nursing students with significance differences in the means ( < 0.0001). While family conflict, maintaining confidentiality, ill prepared and absent family were challenges experienced in FNP, advantages included obtaining detailed information, ability to plan individualised care and enhanced student nurse-family relationship.
A lower critical practice appraisal and lower perceptions of interaction and reciprocity in the nurse-family relationship were identified. There is need for an inclusive curriculum that promotes and advocates for family nursing within the undergraduate programme.
This study highlights the importance of teaching family nursing to undergraduate student nurses.
家庭护理实践（FNPs）在全球文献中越来越受到关注，但现有研究主要针对合格的护理专业人员。在南非本科护理学生中探索这一现象的研究有限。
本研究旨在探索本科护理学生对家庭护理实践的看法。
该研究在南非夸祖鲁 - 纳塔尔省一所选定的大学进行。
采用描述性调查设计，有目的地选择本科护理学生。使用家庭护理实践量表（FNPS）在线收集数据。描述性和推断性统计用于分析定量数据。开放式问题采用内容分析法进行分析。
在154名参与者中，77人回复了问卷，回复率为50%。与文献中的其他研究相比，护理专业学生对其总体家庭护理实践的评价较低（M = 3.43，标准差 = 0.99）。进一步的描述性分析显示，与二年级护理学生（3.90）相比，三年级护理学生的家庭护理实践得分更高（2.97），均值存在显著差异（<0.0001）。虽然在家庭护理实践中遇到的挑战包括家庭冲突、保密问题、准备不足和家庭成员缺席，但优点包括获得详细信息、有能力制定个性化护理计划以及增强护理专业学生与家庭的关系。
在护士与家庭关系中，发现批判性实践评价较低，对互动和互惠的认知也较低。本科课程需要一个包容性的课程体系来促进和倡导家庭护理。
本研究强调了向本科护理学生教授家庭护理的重要性。
