Aim: To understand what nursing education activities are missed in the daily life of nursing programmes, by also identifying antecedents and consequences of missed educational activities.
Design: A descriptive qualitative study according to the COnsolidated criteria for REporting Qualitative research guidelines.
Methods: A purposeful sample of 32 participants with different roles (nurse educators, clinical nurses, students, and administrative personnel) and working in different settings (university, administrative, healthcare service levels) were involved in three focus groups and nine face-to-face interviews from 2019-2020. Both focus groups and face-to-face interviews were audio-recorded and transcribed verbatim. The data that emerged were thematically categorized by induction.
Findings: Missed Nursing Education reflects those educational activities needed in the process of nursing education that are missed or delayed. Direct educational activities missed include clinical rotations, classroom teaching and students' overall learning experience. Indirect missed educational activities concern continuing professional development of nursing faculty members, nursing discipline development and the organizational processes of the nursing programme. As antecedents, missed nursing education is triggered by factors at the organizational, nursing faculty, and student levels. Consequences have been reported for students, nursing faculty, clinical nurses, and patients.
Conclusions: Missed Nursing Education can be considered a multifaceted, multicausal phenomenon, with multitargeted consequences.
Impact: To date, missed nursing care has only been investigated in clinical practice. However, care also permeates the relationship between nurse educators and students. Thus, at the point of 'educational care' delivery, aspects can also be omitted. Educational activities at risk of being missed or delayed affect the quality of nursing education and, in the short- and in the long- terms, also the quality of patient care. Some Missed Nursing Education antecedents can be modified by appropriate strategies that should be addressed by policy, health care and academic institutions.
目的: 了解日常护理课程中错过的护理教育活动,同时明确措施该教育活动的前因后果。 设计: 根据报告定性研究指南中的综合标准开展描述性定性研究。 方法: 在2019年到2020年间,有目的地筛选32名不同职位(护士教育者、临床护士、学生和管理人员)且在不同环境(大学、行政机构、医疗服务机构)下工作的参与者,将这些参与者分为三个焦点小组,展开九次面对面访谈。焦点小组和面对面访谈内容都是通过录音和逐字转录的形式记录。相关数据应该按主题归纳和分类。 调查结果: 护理教育缺失是指护理教育过程中所需要的教育活动遭到错过或延误。错过的直接教育活动包括临床实习、课堂教学和学生的整体学习经历。错过的间接教育活动包括护理人员的持续专业发展、护理学科的发展和护理课程的组织过程。护理教育缺失是组织、护理人员和学生三个层面的因素所引发。现已对学生、护理人员、临床护士和患者所面临的后果进行报道。 结论: 护理教育缺失涉及多方面,因多个因素造成,可能造成多种后果。 影响: 截止目前,仅在临床实践中对护理教育缺失进行调查。然而,护理教育者与学生之间存在一定感情。因此,在提供“教育关怀”的同时,也可以省略部分方面。教育活动的错过或延迟可能对护理教育的质量产生影响,并且,从短期和长期来看,可能影响患者护理质量。部分护理教育缺失的前因可以通过适当的策略加以修正,此类策略应该由政策机构、卫生保健机构和学术机构制定。.
Keywords: antecedents; consequences; missed nursing care; nurse educators; nursing education; nursing students; qualitative study.
© 2020 John Wiley & Sons Ltd.