定义循证护理实践：一项解释性现象学研究。

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2024-09-17 DOI:10.1016/j.nedt.2024.106400

Kartian Ka Chun Cheung , Jing Jing Su , Ladislav Batalik

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引用次数: 0

摘要

背景：循证护理实践（EBNP）已被视为护理实践和教育的核心能力。目的：探讨注册前护理专业学生在参加临床实践时如何定义循证护理实践以及如何将证据转化为护理实践：本研究采用解释性现象学定性研究设计：方法：通过半结构式访谈收集数据：方法：通过半结构式深度访谈获得数据，并按照解释现象学分析指南，使用循环编码过程对数据进行分析：结果：护生对循证护理的定义出现了四个主题，强调循证护理是 "确定可靠的学习来源"，通过它他们可以 "合理安排护理实践"，使他们能够 "通过批判性思维建立护理标准"，并最终 "培养他们的专业精神"，以改善健康结果和减少潜在的伤害：护理专业学生将循证护理实践定义为实习过程中的核心能力，使他们能够在专业上学习和成长，并普遍渴望获得资格、应对疑问和改善患者预后。他们认识到识别证据的挑战，并强调以保守的方法验证证据，以避免对患者造成伤害。学生在观察学校未教授的程序时，对指导教师的 EBNP 表示怀疑，这就需要课程模式培养学生应用和评估证据的技能，以及指导教师合理化和示范 EBNP 的能力。

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Defining evidence-based nursing practice: An interpretative phenomenological study

Background

Evidence-based nursing practice (EBNP) has been regarded core competencies in nursing practice and education. Defining evidence-based nursing practice and translating evidence into nursing practice by nursing students who are green to clinical practice in their education journey remain unclear.

Aim

To explore how pre-registered nursing students define and characterize evidence-based nursing practice as they participate in their clinical practicum.

Design

This study used an interpretive phenomenological qualitative study design.

Settings and participants

Twenty nursing students were interviewed for their clinical practicum experience from four universities, one nursing college and one hospital-based nursing school in Hong Kong.

Methods

Data was generated through semi-structured in-depth interview and analyzed following interpretative phenomenological analysis guidelines, using a cyclical coding process.

Results

Four themes emerged regarding nursing students' definition of EBNP, highlighting that EBNP is ‘identifying a reliable learning source’, by which they can ‘rationalize their nursing practice’, and enabling them to ‘establish care standard through critical thinking’, and eventual ‘fostering their professionalism’ to improve health outcomes and reduce potential harms.

Conclusion

Nursing students defined and characterized evidence-based nursing practice as core competencies in accompany their practicum that enables them to learn and grow professionally with a universal desire to be qualified, cope with doubt, and improve patient outcome. They recognized the challenges in identifying evidence and emphasized conservative approach to validate the evidence to avoid patient harm. Students expressed doubt towards their instructors EBNP when observing procedures untaught at school, which requires the curriculum model to foster students' skills in applying and appraising evidence and instructors' capacity to rationalize and role model EBNP.

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.