Department of Diagnostic and Public Health University of Verona Italy, Italy.
Department of Diagnostic and Public Health University of Verona Italy, Italy.
Nurse Educ Today. 2024 Oct;141:106332. doi: 10.1016/j.nedt.2024.106332. Epub 2024 Aug 2.
Nurses play a crucial role in caring for families of ill individuals in care, requiring high-quality relational and communication skills to care for them. Yet these skills remain underutilized, leading to reported issues of inadequate inclusion and communication. Education is crucial to enhance nurses' competencies in caring for families and informal caregivers.
To explore the learning process of undergraduate nursing students to care for families and informal caregivers.
Qualitative study with a grounded theory approach.
Bachelor's degree in nursing from two off-sites of a university and four local health units collaborating with the university in North Italy.
15 undergraduate nursing students, 10 nurse preceptors, and 10 nurse clinical teachers.
We adopted initial and theoretical sampling and conducted semi-structured interviews from December 2023 to January 2024, lasting 16 to 62 min. The interviews were audio-recorded, transcribed verbatim, and analysed through open, selective, and theoretical coding.
We developed a theory of learning for undergraduate nursing students in caring for families and informal caregivers, comprising two themes, "Learning areas" and "Learning antecedents," and nine categories. Learning areas involve five stages of learning to care for families and informal caregivers and the most frequent opportunities to interact with families and informal caregivers. The five stages are "Seeing and considering families and informal caregivers", "Assessing the families' and informal caregivers' needs and resources", "Preparing for and planning intervention with families and informal caregivers", "Acting with families and informal caregivers", "Reflecting on the intervention with families and informal caregivers". Learning antecedents encompass student characteristics, interpersonal relationships, and the clinical training setting.
In this study, we delineate a five-stage learning process for undergraduate nursing students to care for families and informal caregivers, influenced by individual, interpersonal, and contextual factors. We emphasised the importance of relational skill development, tailored learning experiences, and supportive mentorship in enhancing students' preparedness to engage with and support families in healthcare settings. The developed theory provides a foundational framework for designing educational interventions to optimise nursing students' capacities in this domain.
护士在照顾病患家庭方面发挥着至关重要的作用，需要具备高质量的人际关系和沟通技巧。然而，这些技能仍未得到充分利用，导致报告中出现了照顾不足和沟通不畅等问题。教育对于提高护士照顾家庭和非正式照护者的能力至关重要。
探讨本科护生照顾家庭和非正式照护者的学习过程。
基于扎根理论的定性研究。
意大利北部两所校外教学点和四所与大学合作的当地卫生单位的护理学学士学位课程。
15 名本科护生、10 名护士导师和 10 名护士临床教师。
我们采用了初始和理论抽样，并于 2023 年 12 月至 2024 年 1 月进行了半结构化访谈，持续时间为 16 至 62 分钟。访谈进行了录音，并逐字转录，然后通过开放式、选择性和理论性编码进行分析。
我们提出了一个本科护生照顾家庭和非正式照护者的学习理论，包括两个主题，“学习领域”和“学习前因”，以及九个类别。学习领域涉及五个阶段的学习来照顾家庭和非正式照护者，以及与家庭和非正式照护者互动的最常见机会。这五个阶段分别是“看到和考虑家庭和非正式照护者”、“评估家庭和非正式照护者的需求和资源”、“为与家庭和非正式照护者的干预做准备和规划”、“与家庭和非正式照护者合作”、“反思与家庭和非正式照护者的干预”。学习前因包括学生特征、人际关系和临床培训环境。
在这项研究中，我们描述了本科护生照顾家庭和非正式照护者的五个阶段学习过程，该过程受到个人、人际关系和背景因素的影响。我们强调了发展关系技能、定制学习体验和提供支持性指导的重要性，以提高学生在医疗保健环境中与家庭互动和支持家庭的准备度。所提出的理论为设计教育干预措施提供了一个基础框架，以优化护理学生在这一领域的能力。
