护理学生中的护理遗漏及其相关因素：横断面研究

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-04-11 DOI:10.1016/j.nedt.2025.106742

Muktar Abawaji , Rachel Cardwell , Gugsa Germossa , Lisa McKenna

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However, there is a lack of research on missed nursing care among nursing students in Ethiopia.</div></div><div><h3>Objective</h3><div>To assess missed nursing care and its associated factors among nursing students in Ethiopia.</div></div><div><h3>Methods</h3><div>A cross-sectional study was conducted from April 7 to June 22, 2024, at two universities in Ethiopia. Nursing students who had completed at least one clinical placement were included. Convenience sampling was used to recruit 358 participants. A validated ‘Unfinished Nursing Care Survey for Students (UNCS4S)’ scale was used to measure missed nursing care. Data were analysed using SPSS version 29 software. Multiple linear regression analysis was used to identify factors associated with missed nursing care at a <em>P</em> value of ≤0.05.</div></div><div><h3>Results</h3><div>The average score of missed nursing care was 3.03 [95 % CI: 2.98; 3.08]. 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Missed nursing care and its associated factors among nursing students: A cross-sectional study

Background

Nursing students are often curious about the match between their theoretical knowledge and the nursing care they observe during their clinical practices. Discrepancies between them can lead to instances where nursing care is omitted. If this omission is frequent, students may perceive it as a norm. Assessing missed nursing care among nursing students can provide input to improve clinical education and quality of nursing care. However, there is a lack of research on missed nursing care among nursing students in Ethiopia.

Objective

To assess missed nursing care and its associated factors among nursing students in Ethiopia.

Methods

A cross-sectional study was conducted from April 7 to June 22, 2024, at two universities in Ethiopia. Nursing students who had completed at least one clinical placement were included. Convenience sampling was used to recruit 358 participants. A validated ‘Unfinished Nursing Care Survey for Students (UNCS4S)’ scale was used to measure missed nursing care. Data were analysed using SPSS version 29 software. Multiple linear regression analysis was used to identify factors associated with missed nursing care at a P value of ≤0.05.

Results

The average score of missed nursing care was 3.03 [95 % CI: 2.98; 3.08]. Teaching patients (Mean = 3.71, 3.58; 3.83 CI), providing personal hygiene (Mean = 3.70, 3.57; 3.83 CI), and emotional support (Mean = 3.62, 3.51; 3.73 CI) were most frequently missed. Lack of collaboration among nurses (β = 2.165, 1.040; 3.29 CI), inadequate number of nurses (β = 3.166, 0.711; 5.621 CI), insufficient supervision of tasks (β = 1.344, 0.453; 2.236 CI), inaccurate initial priority setting (β = 1.043, 0.107; 1.979 CI), and inadequate nursing care model (β = 1.211, 0.160; 2.261 CI) were factors associated with missed nursing care.

Conclusions

Nursing students reported a high level of missed nursing care. Hospital administrators should address nursing staff shortages, strengthen teamwork among nurses, and improve supervision of nursing tasks to mitigate missed nursing care and improve patient safety. There is a need to review whether existing nursing curricula sufficiently integrate missed nursing care and its potential impacts to enhance students' awareness and preparedness for their future practices. Future qualitative research is needed to explore students' personal experiences with missed care and reactions when they observe it and explore its impacts on their education and attitudes toward nursing.

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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.