探索新冠疫情后成人护理专业学生评估中的优先技能：一项定性分析
Exploring the Skills Prioritised in the Assessment of Students Pursuing Adult Nursing, Post-COVID: A Qualitative Analysis.
作者信息
Bond Carmel, Painter Joanna M, Barnett Donna
机构信息
Department of Nursing and Midwifery, College of Health Wellbeing and Life Sciences, Sheffield Hallam University, Sheffield, UK.
Rotherham Doncaster and South Humber NHS Trust, Doncaster, UK.
出版信息
Nurs Open. 2025 May;12(5):e70236. doi: 10.1002/nop2.70236.
AIM
To explore comments made by registered nurse practice assessors during the clinical assessment of students pursuing adult nursing.
BACKGROUND
Student nurses are entering a workforce that has changed professional and educational nursing practice systems due to the COVID-19 pandemic. Limited placement learning during lockdowns reduced opportunities for students to practise clinical skills in person. However, the current state of practice assessment for students pursuing adult nursing, particularly post-COVID, has yet to be explored.
DESIGN
Qualitative content analysis.
METHODS
Data were collected from the online assessment documentation of second-year BSc students pursuing adult nursing. A qualitative content analysis was performed to analyse comments made by qualified adult nurses who are positioned as clinical practice assessors for students pursuing adult nursing. COREQ reporting guidelines were followed.
RESULTS
Two main themes were identified: (1) task-focussed competencies and (2) relational aspects of care. Task-focussed competencies included 'technically complex physical health skills' with an emphasis on specialist clinical interventions and procedures. Relational aspects of care included values-based attributes such as compassion and empathy. However, relational aspects of care were noted less frequently. Comments related to communication skills and values-based care were less diverse than those relating to technical tasks and the language used was perfunctory.
CONCLUSION
Adult nursing assessments emphasise technical, task-focused competencies, with less attention given to relational skills like compassion and communication. To address this gap, nursing education must better integrate relational and technical competencies, enhancing patient care and supporting nurses' mental health and wellbeing for a more holistic post-pandemic nursing practice.
IMPLICATIONS FOR PRACTICE
Results suggest an increased focus on the development of relational skills is needed for students pursuing adult nursing.
PATIENT OR PUBLIC CONTRIBUTION
No patient or public contribution.
目的
探讨注册护士实践评估者在对成人护理专业学生进行临床评估时所做的评价。
背景
由于新冠疫情，护生进入的劳动力市场改变了专业和教育护理实践体系。封锁期间有限的实习学习减少了学生亲自练习临床技能的机会。然而，成人护理专业学生目前的实践评估状况，尤其是新冠疫情之后的情况，尚未得到探讨。
设计
定性内容分析。
方法
从攻读成人护理专业的理学学士二年级学生的在线评估文档中收集数据。对担任成人护理专业学生临床实践评估者的合格成人护士所做的评价进行定性内容分析。遵循COREQ报告指南。
结果
确定了两个主要主题：（1）以任务为重点的能力，以及（2）护理的关系层面。以任务为重点的能力包括“技术复杂的身体健康技能”，重点是专科临床干预和操作。护理的关系层面包括基于价值观的属性，如同情心和同理心。然而，护理的关系层面提及较少。与沟通技能和基于价值观的护理相关的评价不如与技术任务相关的评价多样，且所用语言较为敷衍。
结论
成人护理评估强调技术、以任务为重点的能力，而对同情心和沟通等关系技能关注较少。为弥补这一差距，护理教育必须更好地整合关系能力和技术能力，加强患者护理，支持护士的心理健康和福祉，以实现更全面的疫情后护理实践。
对实践的启示
结果表明，攻读成人护理专业的学生需要更多地关注关系技能的培养。
患者或公众贡献
无患者或公众参与。
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