"Am I a student or a Healthcare Assistant?" A qualitative evaluation of a programme of prenursing care experience. (10th September 2018)

• Record Type: Journal Article
• Authors: Whiffin, Charlotte J.; Baker, Denise; Henshaw, Lorraine; Nichols, Julia J.; Pyer, Michelle
• Is Part Of: Journal of advanced nursing. Volume 74:Number 11(2018)
• Page Start: 2610
• Page End: 2621
• Publication Date: 2018-09-10
• Subjects: healthcare assistant -- nursing -- prenursing -- role conflict -- student; Nursing -- Periodicals; 610.7305
• DOI: 10.1111/jan.13788
• Languages: English
• ISSNs: 0309-2402

Abstract

Abstract: Aim: To examine the experiences of prenursing healthcare assistants (HCA) during a 6‐month programme of prenursing care experience. Background: Care experience prior to commencing programmes of nurse education is broadly considered to be advantageous. However, it is not clear how formal care experience prior to nurse education has an impact on the values and behaviours of the aspirant nurse. Design: A longitudinal prospective qualitative study using focus group discussions. Methods: Data were collected from 23 prenursing HCA during September 2013–February 2014. Three focus groups were held at the beginning, middle, and end of the programme of care experience at each of the participating hospitals. A thematic analysis was used to analyse data sets from each hospital. Findings from each hospital were then compared to reach final themes. Results: Five major themes were identified in the analysis of qualitative data: personal development; positioning of role in the healthcare team; support and supervision; perceived benefits; and advice and recommendations. These themes were underpinned by deep aspirations for better care and better nurses in the future. Conclusions: Prenursing care experience can positively prepare aspirant nurses for programmes of nurse education. The benefits identified were confirmation of aspiration (or otherwise) to pursue nursing, learning opportunities, and aspiration to improve patient experience. Risks for the programme included poor supervision, role ambiguity or confusion, demotivation through a deteriorating view of nursing, and poor treatment by others. The longer term impact on values and behaviours of this cohort requires further evaluation. Abstract : 目标: 在为期6个月的预护理经验项目中, 检测预护理医疗助理的经验。 背景: 在开始护士教育计划之前的护理经验被广泛认为是有益的。然而, 目前尚不清楚护士教育之前的正式护理经验如何影响有上进心的护士的价值观和行为。 设计: 使用焦点小组讨论的纵向前瞻性定性研究。 方法: 收集了从2013年9月至2014年2月的来自23名预护理医疗助理的数据。在每一个参与医院的护理经验项目的开始、中间和结束期间, 都有三个焦点小组。对各医院的数据集进行了专题分析。然后将每家医院的调查结果与最终的主题进行比较。 结果: 在定性数据分析中确定了五大主要主题:(1)个人发展;(2)在医疗保健团队中的角色定位;(3)支持和监督;(4)认识到的益处;以及(5)建议。这些主题深切希望在未来能有更好的护理和更优秀的护士。 结论: 预护理经验能够有效地为护士教育项目准备富有上进心的护士。可取得的益处是对促进从事护理、有机会学习护理知识并提高患者体验。该计划面临的风险包括监管不力、角色模糊或混乱、不断恶化的护理观念、以及他人的不良待遇而导致的消极影响。对这一群体的价值观和行为的长期影响需要进一步评估。