College of Nursing and BK21 FOUR R&E Center for Learning Health Systems, Korea University, Seoul, Republic of Korea.
Department of Nursing, Semyung University, Jecheon, Republic of Korea.
Nurs Crit Care. 2024 Sep;29(5):1162-1173. doi: 10.1111/nicc.13122. Epub 2024 Jul 7.
New intensive care unit (ICU) nurses often experience stress because of concerns about potentially harming their patients in a work environment that demands the rapid development of several skills in a limited training period.
This study aimed to investigate the prioritisation of educational needs within adult ICUs, focusing on how new nurses evaluate their current knowledge and perceive the most critical competencies.
A cross-sectional study was conducted among a convenience sample of 102 new ICU nurses in general and tertiary hospitals in South Korea. Educational needs were assessed using a structured questionnaire for new ICU nurses. This study investigated educational needs using paired t-tests, Borich's assessment model and the Locus for Focus model.
Only 48% of participants were satisfied with their education. The highest-rated educational content included preparing to use a defibrillator (95% CI = 2.44-3.28, p < .001), administering emergency drugs for cardiopulmonary resuscitation (CPR) (95% CI = 2.09-2.91, p < .001), starting and maintaining continuous renal replacement therapy (95% CI = 1.50-2.42, p < .001), applying and maintaining a ventilator (95% CI = 1.42-2.08, p < .001), preparing for intubation (95% CI = 1.23-1.97, p < .001), reporting to the emergency team, preparing equipment for CPR (95% CI = 1.12-1.94, p < .001) and drug calculation (95% CI = 0.87-1.53, p < .001).
These findings indicate that educational programmes for new ICU nurses should be developed considering the aforementioned priorities. Furthermore, nurse educators should adopt a practical and active instructional method to repeatedly clarify content, prioritising the improvement of knowledge and performance of new ICU nurses.
This study guides clinical educators and managers in focusing on areas where new ICU nurses need additional training. Effective nurse residency programmes tailored to the specific needs of new ICU nurses can enhance their confidence and ability to handle ICU nursing challenges.
新的重症监护病房（ICU）护士经常会感到压力，因为他们担心在要求在有限的培训期内快速发展多项技能的工作环境中可能会伤害到患者。
本研究旨在调查成人 ICU 中教育需求的优先级，重点关注新护士如何评估自己当前的知识水平，并感知最关键的能力。
在韩国的综合和三级医院中，对 102 名新 ICU 护士进行了一项横断面研究。使用针对新 ICU 护士的结构化问卷评估教育需求。本研究使用配对 t 检验、Borich 评估模型和焦点定位模型来研究教育需求。
只有 48%的参与者对自己的教育感到满意。评价最高的教育内容包括准备使用除颤器（95%置信区间=2.44-3.28，p<.001）、心肺复苏术（CPR）时使用急救药物（95%置信区间=2.09-2.91，p<.001）、开始和维持连续肾脏替代治疗（95%置信区间=1.50-2.42，p<.001）、应用和维持呼吸机（95%置信区间=1.42-2.08，p<.001）、准备插管（95%置信区间=1.23-1.97，p<.001）、向急救团队报告、为 CPR 准备设备（95%置信区间=1.12-1.94，p<.001）和药物计算（95%置信区间=0.87-1.53，p<.001）。
这些发现表明，应根据上述重点为新的 ICU 护士制定教育计划。此外，护士教育者应采用实用和积极的教学方法，反复阐明内容，优先提高新 ICU 护士的知识和绩效。
本研究指导临床教育者和管理者关注新 ICU 护士需要额外培训的领域。针对新 ICU 护士特定需求定制的有效护士住院医师培训计划可以增强他们的信心和处理 ICU 护理挑战的能力。
