Ghimire Animesh, Neupane Mamata
School of Nursing, Chitwan Medical College, Bharatpur-5, Kailashnagar, Chitwan, Nepal.
Sustainable Prosperity Initiative Nepal, Thulo Kharibot, Baneshwor-31, Bhimsengola, Kathmandu, Nepal.
BMC Nurs. 2024 Dec 21;23(1):942. doi: 10.1186/s12912-024-02578-5.
The global nursing shortage has particularly severe consequences in resource-constrained countries like Nepal, where a significant outflow of healthcare professionals exacerbates the crisis. While the impact on patient care, workforce dynamics, and organizational challenges within healthcare settings have been extensively researched, the profound implications of this crisis for nursing education remain underexplored. This qualitative study sheds light on the often-unseen consequences of the nursing shortage on undergraduate nursing students' clinical education.
Data were collected from three focus group discussions involving eighteen final-year nursing students from two tertiary institutions. The first two discussions took place in June 2024, with the third one in July 2024. Thematic analysis was employed to identify and interpret the key themes.
Four overarching themes emerged: (1) Compromised Learning, highlighting the detrimental impact on skill acquisition and student preparedness; (2) Abandoned in the Field, revealing the emotional toll of isolation, with students describing themselves as "ghosts, silently observing from the sidelines"; (3) Forging Ahead, showcasing the unintended resilience and resourcefulness of students seeking alternative knowledge sources; and (4) Digital Mentors, spotlighting the innovative use of Artificial Intelligence (AI) as a supplementary learning tool in overburdened clinical settings.
The nursing shortage in Nepal has created a challenging and often isolating clinical learning environment (CLE) for students. While their resilience and adaptability are commendable, these qualities are not substitutes for nurse staffing shortages and inadequate mentorship. This study underscores the urgent need for systemic change, including increased investment in the nursing workforce, cultivating a supportive learning environment, and integrating technology into nursing education. These findings have implications for Nepal and other resource-constrained settings grappling with the challenges of a nursing shortage.
全球护理人才短缺在尼泊尔等资源匮乏的国家造成了尤为严重的后果，在这些国家，大量医疗保健专业人员外流加剧了危机。虽然对医疗环境中的患者护理、劳动力动态和组织挑战的影响已得到广泛研究，但这场危机对护理教育的深远影响仍未得到充分探索。这项定性研究揭示了护理人才短缺对本科护理学生临床教育的一些往往不为人所见的后果。
数据收集自三场焦点小组讨论，参与者为来自两所高等院校的18名护理学专业大四学生。前两场讨论于2024年6月进行，第三场于2024年7月进行。采用主题分析法来识别和解读关键主题。
出现了四个总体主题：（1）学习受影响，突出了对技能获取和学生准备情况的不利影响；（2）在实习中被忽视，揭示了孤立感带来的情感代价，学生们将自己描述为“幽灵，在一旁默默观察”；（3）砥砺前行，展现了学生们寻求替代知识来源时意外展现出的适应能力和机智；（4）数字导师，突出了在负担过重的临床环境中创新使用人工智能（AI）作为辅助学习工具的情况。
尼泊尔的护理人才短缺为学生创造了一个充满挑战且往往孤立的临床学习环境（CLE）。虽然他们的适应能力和应变能力值得称赞，但这些品质无法替代护士人员短缺和指导不足的问题。本研究强调迫切需要进行系统性变革，包括增加对护理劳动力的投资、营造支持性的学习环境以及将技术融入护理教育。这些研究结果对尼泊尔和其他正在应对护理人才短缺挑战的资源匮乏地区具有启示意义。
