Armstrong Lorraine, Shepherd Ashley, Harris Fiona
Faculty of Health Sciences, University of Stirling, Stirling FK9 4LA, UK.
Nurs Rep. 2024 Oct 14;14(4):2990-3006. doi: 10.3390/nursrep14040218.
Nurse education plays an essential role in preparing future nurses to engage with quality improvement (QI) initiatives in their organisations and improve patient care. However, frontline nurses continue to report that a lack of QI knowledge hinders their abilities to engage in improvement work. In the UK, student nurses are now trained in QI within their degree to enable them to contribute to improvements once qualified.
This qualitative follow-up study investigated the sustainability of QI engagement in nurses who undertook QI training and a QI project during their degree and explored the factors influencing their engagement in QI once qualified.
This paper followed the COREQ criteria to report upon 10 semi-structured interviews undertaken with registered nurses and focuses on their experiences of QI engagement post-registration. The data were investigated using an inductive thematic analysis and Nvivo 14.
Five themes emerged: transition to a newly qualified nurse, QI knowledge decline, influencing factors (hierarchy, leadership, COVID-19 pandemic, data access and location), and skill transferability.
This study showed that qualified nurses can sustain their QI knowledge and remain engaged with QI where they experience positive QI leadership and were exposed to ongoing QI activity in their preceptorship year. However, a lack of QI opportunities and a culture which does not consider QI a responsibility of new nurses is seen to hinder engagement. Educational institutions and practice partners require careful collaboration to assess and develop ongoing QI learning activities that support new nurses to engage in QI.
护士教育在培养未来护士参与所在机构的质量改进（QI）举措及改善患者护理方面发挥着至关重要的作用。然而，一线护士仍不断报告称，缺乏质量改进知识阻碍了他们参与改进工作的能力。在英国，现在学生护士在其学位课程中接受质量改进培训，以使他们一旦获得资格就能为改进工作做出贡献。
这项定性随访研究调查了在学位期间接受质量改进培训并参与质量改进项目的护士中，质量改进参与的可持续性，并探讨了影响他们获得资格后参与质量改进的因素。
本文遵循COREQ标准，报告了对注册护士进行的10次半结构化访谈，并重点关注他们注册后参与质量改进的经历。使用归纳主题分析法和Nvivo 14对数据进行了调查。
出现了五个主题：向新获得资格护士的过渡、质量改进知识的下降、影响因素（层级、领导力、新冠疫情、数据获取和地点）以及技能的可转移性。
本研究表明，在经历积极的质量改进领导力且在实习年度接触到持续质量改进活动的情况下，获得资格的护士能够保持其质量改进知识并继续参与质量改进。然而，缺乏质量改进机会以及一种不将质量改进视为新护士职责的文化被认为会阻碍参与。教育机构和实践伙伴需要仔细合作，以评估和开展持续的质量改进学习活动，支持新护士参与质量改进。
