Sánchez-Gálvez Javier, Martínez-Isasi Santiago, Sánchez-Hernández Miriam, Vegue-Parra Eva, Yacobis-Cervantes Tamara Rafaela, Mateo-Ramírez Francisco, Fernández-García Daniel
Doctoral Programme in Health, Disability, Dependence and Welfare, University of León, 24071 León, Spain.
Faculty of Nursing, UCAM-Universidad Católica de Murcia, Campus de Cartagena, 30310 Cartagena, Spain.
Nurs Rep. 2024 May 10;14(2):1170-1183. doi: 10.3390/nursrep14020089.
Wound healing competence is implied in the nursing profession, but there is no standardized content regulation for wound care in university curricula. The primary objective of this study was to identify the barriers to the acquisition of knowledge about skin integrity impairment.
A quasi-experimental pre-test and post-test study with an ad hoc questionnaire involved 304 students (control: 165; intervention: 139) from June to July 2023. A 10-h educational intervention focused on skin integrity assessment and treatment was conducted.
The control group, scoring 17 ± 0.22 out of a maximum of 61, achieved a significantly lower final test score ( < 0.001) compared to the wound care educational intervention group, with the pre-test group scoring 30 ± 0.76 and the post-test group scoring 43 ± 0.61. The educational intervention in wound care program improved nursing students' knowledge of prevention, assessment/diagnosis, treatment, lower limb wounds, and wound bed preparation by replacing the number of "Don't know" answers in the post-test group with correct answers.
The barriers identified to the acquisition of knowledge about skin integrity impairment in nursing studies are the following: the transversality of teaching, the teaching and evaluation system, and the variability in the training of professionals and teachers in charge of their education. The educational intervention can be used to consolidate knowledge and to enhance students' self-confidence in caring for patients with wounds.
伤口愈合能力是护理专业所必需的，但大学课程中伤口护理尚无标准化的内容规范。本研究的主要目的是确定获取皮肤完整性受损相关知识的障碍。
2023年6月至7月，采用临时问卷进行了一项准实验性的前测和后测研究，涉及304名学生（对照组：165名；干预组：139名）。开展了一项为期10小时的以皮肤完整性评估和治疗为重点的教育干预。
对照组在满分61分中得分为17±0.22分，与伤口护理教育干预组相比，最终测试得分显著更低（<0.001），前测组得分为30±0.76分，后测组得分为43±0.61分。伤口护理项目中的教育干预通过用正确答案取代后测组中“不知道”答案的数量，提高了护生在预防、评估/诊断、治疗、下肢伤口和伤口床准备方面的知识。
护理研究中获取皮肤完整性受损相关知识的障碍如下：教学的横向性、教学与评价体系，以及负责其教育的专业人员和教师培训的差异性。教育干预可用于巩固知识，并增强学生护理伤口患者的自信心。
