Achaliwie Francisca, Wakefield Ann B, Mackintosh-Franklin Carolyn, Bakir Ebru
Department of Maternal and Child Health Nursing, School of Nursing and Midwifery, CK Tedam University of Technology and Applied Sciences, Navrongo, Ghana.
Division of Nursing, Midwifery and Social Work, School of Health Sciences, Faculty of Biology, Medicine and Health, University of Manchester, Manchester, UK.
Pain Manag Nurs. 2024 Oct;25(5):e381-e393. doi: 10.1016/j.pmn.2024.05.004. Epub 2024 Jul 14.
The literature has revealed gaps in knowledge and attitudes regarding pediatric pain management among Ghanaian nurses and nursing students that can be attributed to inadequate education in the area. Consequently, nursing tutors teaching pain management might not have the appropriate knowledge to transfer to their students.
To explore nursing tutors' experiences of teaching pediatric pain management as well as their students' learning experiences before and after the tutors' training workshop.
A descriptive qualitative design was employed for the conduct of the study.
Data were collected via focus groups from 32 tutors and 24 students before and after an educational workshop. Data analysis drew on Braun and Clarke's thematic analysis.
Pre-workshop themes revealed knowledge deficits regarding pediatric pain management in both tutors and students due to learning having occurred in bits and pieces. Furthermore, lack of accessibility to books and pain scales perpetuated this bits-and-pieces approach to learning. Post-workshop findings revealed gains in tutors' knowledge and skills. Consequently, students gained new insights into pediatric pain management.
Tutors and student nurses had a knowledge deficit regarding pediatric pain management. The educational workshop and the provision of learning materials resulted in enhanced knowledge and attitudes that subsequently improved tutors' ability to effectively teach the topic to their students, with a clear implication for improvements in clinical practice.
Educating nursing tutors about pediatric pain is imperative to enable students and thus future nurses to be equipped with the necessary evidence-based knowledge of how to manage pediatric pain.
文献显示，加纳护士和护生在小儿疼痛管理方面存在知识和态度上的差距，这可归因于该领域教育不足。因此，讲授疼痛管理的护理教师可能没有适当的知识传授给学生。
探讨护理教师在小儿疼痛管理教学方面的经验，以及教师培训工作坊前后学生的学习体验。
采用描述性定性设计进行本研究。
在教育工作坊前后，通过焦点小组收集了32名教师和24名学生的数据。数据分析采用了布劳恩和克拉克的主题分析法。
工作坊前的主题显示，由于学习是零碎进行的，教师和学生在小儿疼痛管理方面都存在知识缺陷。此外，缺乏获取书籍和疼痛量表的途径使这种零碎的学习方式持续存在。工作坊后的结果显示教师的知识和技能有所提高。因此，学生对小儿疼痛管理有了新的认识。
教师和护生在小儿疼痛管理方面存在知识缺陷。教育工作坊和学习材料的提供提高了知识和态度，随后提高了教师向学生有效讲授该主题的能力，这对改善临床实践具有明确的意义。
对护理教师进行小儿疼痛教育势在必行，以便让学生以及未来的护士掌握如何管理小儿疼痛的必要循证知识。
