Schumann Marwa, Peppler Lisa, Beck Patricia, Schenk Liane
Dieter Scheffner Center for Medical Education und Educational Research Dean´s Office for Study Affairs, Charité - Universitätsmedizin Berlin, Charitéplatz 1, 10117, Berlin, Germany.
Medical Education Department, Faculty of Medicine, Alexandria University, Alexandria, Egypt.
BMC Nurs. 2024 Oct 8;23(1):725. doi: 10.1186/s12912-024-02383-0.
The global migration of health professionals in general and nurses in particular, has led to nursing shortages and socioeconomic impacts on health systems in both source and destination countries. Adding to the complexity of the situation is the fact that the nursing profession itself is evolving from a vocational to an academic one. Although nursing migration and academization have been studied from either an institutional or an individual perspective, there is a gap in the literature regarding how nursing teams experience these transitions. This study aims to explore how nursing teams navigate through the transitions of academization and internationalization of the current dynamic nursing landscape in Germany.
Based on social constructivism epistemology this qualitative study involved face-to-face focus group discussions conducted at several hospital sites in Germany from September 2021 to May 2023. The focus group discussions were audio-recorded, transcribed, and analysed using content analysis; the four dimensions of transition theory according to Schlossberg's Four S (4 S) framework (self, situation, support, and strategy) were used as a priori items to construct the coding framework.
Nine focus group discussions were conducted with a total of 40 nurses from different educational and migrant backgrounds. The analysis showed that the transition experiences of the nursing teams were heterogeneous, with educational and national backgrounds playing an important role in how realistic their expectations of their professional roles and identities were. The dynamic situation characterized by a shortage of qualified nursing staff, increases the pressure on nursing teams and underscores the importance of employer-provided and peer support. Onboarding and communication are key strategies used depending on the duration of the employee turnover.
This study provides insights into the challenges and coping strategies of nursing teams in the current dynamic scene of migration, academicization and professional socialisation in Germany. Extending the Schlossberg 4 S framework from the individual to the team perspective provides a comprehensive view of the transitional experiences of nursing teams. Within each domain of the framework, the experiences of nursing teams are remarkably diverse. Educational background (vocational or academic) and origin (German or foreign trained) play an important role in shaping the transitional experiences of nursing teams.
卫生专业人员，尤其是护士的全球流动，导致了护士短缺，并对来源国和目的地国的卫生系统产生了社会经济影响。使情况更加复杂的是，护理专业本身正在从职业型向学术型转变。尽管护理人员流动和学术化已从机构或个人角度进行了研究，但关于护理团队如何经历这些转变的文献存在空白。本研究旨在探讨护理团队如何在德国当前动态的护理环境中应对学术化和国际化的转变。
基于社会建构主义认识论，这项定性研究于2021年9月至2023年5月在德国的几个医院地点进行了面对面的焦点小组讨论。焦点小组讨论进行了录音、转录，并使用内容分析进行分析；根据施洛斯伯格的四个S（4S）框架（自我、情境、支持和策略）的转变理论的四个维度被用作先验项目来构建编码框架。
进行了九次焦点小组讨论，共有40名来自不同教育背景和移民背景的护士参与。分析表明，护理团队的转变经历是多样的，教育背景和国家背景在他们对职业角色和身份的期望的现实程度方面起着重要作用。以合格护理人员短缺为特征的动态情况增加了护理团队的压力，并突出了雇主提供的支持和同行支持的重要性。入职培训和沟通是根据员工更替时间长短而使用的关键策略。
本研究深入了解了德国当前移民、学术化和职业社会化动态背景下护理团队面临的挑战和应对策略。将施洛斯伯格4S框架从个人视角扩展到团队视角，提供了护理团队过渡经历的全面视图。在框架的每个领域内，护理团队的经历都非常多样化。教育背景（职业型或学术型）和出身（德国培训或国外培训）在塑造护理团队的过渡经历方面起着重要作用。
