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护士-外科医生培训与教育的现行方法:系统综述

Current methods of nurse-surgeon training and education: Systematic review.

作者信息

Grota Tenber, Betihavas Vasiliki, Burston Adam, Jacob Elisabeth

机构信息

School of Nursing, Midwifery and Paramedicine, Australian Catholic University, Sydney, NSW 2060, Australia.

出版信息

Int J Nurs Stud Adv. 2021 Oct 15;3:100048. doi: 10.1016/j.ijnsa.2021.100048. eCollection 2021 Nov.

Abstract

BACKGROUND

The role of nurse-surgeons has recently emerged to meet patient and health system surgical demands. However, methods of nurse-surgeon training and education requirements are unclear.

OBJECTIVE

To identify and describe the current methods of nurse-surgeon training and education worldwide.

DESIGN

Systematic review.

METHOD

An electronic search was conducted using Cumulative Index to Nursing and Allied Health, Cochrane Library, Medical Literature Analysis and Retrieval System Online, Public Medical Literature Analysis and Retrieval System Online, and Google Scholar databases. Key words included nurse-surgeon, training, education, and perioperative. Following screening for inclusion, a mixed methods critical appraisal tool was used to ascertain methodological rigour and the Grading of Recommendations, Assessment, Development and Evaluations framework to assess confidence in the evidence. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses flow diagram and checklist for reporting systematic reviews were used.

RESULTS

A total of 18 studies was included in this review. Current methods of nurse-surgeon training were identified as surgical speciality specific ( = 18). Most training courses were at least one year in length ( = 4) with a theoretical component ( = 15). All studies included a practical requirement ( = 18), which was generally supervised by a physician ( = 16). A competency assessment was required by 15 programmes, with nine (9) using a formative assessment approach. The evidence available for this review is low in quality and certainty.

CONCLUSIONS

Current methods of nurse-surgeon training have been identified to be specific to speciality areas. Overall, training has required nurse-surgeons to undergo andragogical education in theory, supervision in practice by a surgeon and assessment of competency. An implication for practice is a streamlined nursing pathway to surgical residency training which would improve global surgical health outcomes and retain young perioperative nurses.

摘要

背景

护士外科医生的角色最近出现,以满足患者和卫生系统的手术需求。然而,护士外科医生的培训方法和教育要求尚不清楚。

目的

确定并描述全球范围内护士外科医生培训和教育的当前方法。

设计

系统评价。

方法

使用护理及相关健康累积索引、考克兰图书馆、医学文献分析和检索系统在线、公共医学文献分析和检索系统在线以及谷歌学术数据库进行电子检索。关键词包括护士外科医生、培训、教育和围手术期。在筛选纳入文献后,使用混合方法批判性评价工具来确定方法的严谨性,并使用推荐分级、评估、制定与评价框架来评估证据的可信度。使用系统评价和荟萃分析的首选报告项目流程图和报告系统评价的清单。

结果

本评价共纳入18项研究。目前护士外科医生的培训方法被确定为特定于外科专科(n = 18)。大多数培训课程长度至少为一年(n = 4),并包含理论部分(n = 15)。所有研究都包括实践要求(n = 18),通常由医生监督(n = 16)。15个项目要求进行能力评估,其中9个采用形成性评估方法。本评价可用证据的质量和确定性较低。

结论

已确定目前护士外科医生的培训方法特定于专科领域。总体而言,培训要求护士外科医生接受理论上的成人教育学教育、由外科医生进行实践监督以及能力评估。对实践的一个启示是简化护士进入外科住院医师培训的途径,这将改善全球手术健康结果并留住年轻的围手术期护士。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/d4b6/11080361/a3de48ec0774/gr1.jpg

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