COPD病人肺康复运动训练的质性研究

目的:探讨慢性阻塞性肺疾病(chronic obstructive pulmonary disease,COPD)病人肺康复运动训练的影响因素,为更好地开展肺康复运动提供指导,从而进一步提高慢性阻塞性肺疾病病人的运动耐量和生活质量。方法:采用质性研究中现象学方法,以半结构式深入访谈了12例慢性阻塞性肺疾病病人,包括有意愿、已参与和拒绝或中途退出肺康复运动项目的病人。结果:运用Colaizzi分析程序进行分析,得到影响病人肺康复运动训练的因素,并归纳为4个主题:慢性阻塞性肺疾病病人的个人因素;客观因素;家庭成员的态度及锻炼环境因素;住院期间医护人员因素。结论:加强对慢性阻塞性肺疾病病人肺康复运动的宣教,提高病人的依从性和积极性,在临床护理中,发挥医务人员的主导作用,鼓励病人家属的支持并合理的利用社区资源,促使病人形成健康的行为习惯,以促进康复、提高生活质量。     

Resettling into a new life: Exploring aspects of acculturation that could enhance the mental health of young refugees resettled under the humanitarian programme

Globally, the exodus of individuals who have been forced to flee their home and seek refuge in countries of safety has led to a refugee crisis. The United Kingdom (UK) has engaged with the United Nations High Commissioner for Refugees (UNHCR) in playing a significant role in the long‐term resettlement of refugees, half of whom are children and young people. One initiative of such humanitarian resettlement is the Gateway Protection Programme (GPP). To date, there is a dearth of studies investigating aspects of acculturation that affect the mental health of young refugees resettled under the UNHCR humanitarian programme. This study aimed to explore aspects of acculturation that could enhance the mental health of GPP young refugees several years after resettlement. Using narrative research, a purposive sample of 31 GPP young refugees, who had a minimum of three‐year stay in the UK, were recruited from local refugee community organizations. Data were collected through a multi‐method design combining focus group discussions (FGDs) with visual arts‐based narrative research (VABNR) and analysed thematically. Three overarching themes emerged: People and places; Its nearly all new to me; and Finding self. This study contributes important knowledge regarding the mental well‐being of young people who have engaged in a resettlement programme and offers valuable information for policymakers and mental health professionals working with GPP young refugees.     

Experiences of nursing students during clinical education in mental health clinics: A phenomenological qualitative study

AimNursing students have both positive and negative experiences during clinical education. This study was conducted to identify experiences of nursing students during clinical education in mental health clinics.DesignThis phenomenological qualitative design study was conducted with 4th year undergraduate nursing students from a university in Turkey to identify their experiences specifically in mental health clinics.MethodsThe data were collected using focus groups interviews with 40 nursing students and assessed with the 7-stage phenomenological analysis method described by Colaizzi.ResultsThree main themes were determined: (i) the need for supportive interventions to cope with negative emotions; (ii) difficulty in translating theoretical knowledge into practice; and (iii) the lack of role model nurses and teaching staff.ConclusionsThe results of this study indicate that supportive interventions should be given to nursing students before clinical education. Also, the duration of clinical education, the teaching methods to be used and role model nurses and teaching staff effectiveness in clinical education should be planned carefully.     

Professional identity in nursing: A mixed method research study

Professional identity is developed through a self-understanding as a nurse along with experience in clinical practice and understanding of their role. Personal and professional factors can influence its development. A recent integrative literature review synthesised factors that influenced registered nurse’s perceptions of their professional identity into three categories of the self, the role and the context of nursing practice. This review recommended that further research was needed into professional identity and how factors and perceptions changed over time. The aims of this study were to explore registered nurses’ understanding of professional identity and establish if it changed over time. A mixed-methods study using a two-stage design with an on-line survey and focus groups was implemented with registered nurses who were studying nursing at a postgraduate level in Australia or Scotland. The reported influences on professional identity related to the nurse, the nursing role, patient care, the environment, the health care team and the perceptions of nursing. Professional development and time working in the profession were drivers of changes in thinking about nursing, their role and working context and their professional identity. Additionally, participants sought validation of their professional identity from others external to the profession.     

Stakeholder Perspectives on Improving an Advance Practice Provider Emergency Department Critical Care Step-Down Unit

In response to concerns about the continued care and safety of critically ill and injured patients, our academic, urban, tertiary care, level I trauma center adult emergency department (ED) created an advanced practice provider (APP)-staffed critical care step-down unit (CCSU). We conducted semistructured interviews of ED physicians, APPs, and nursing staff about the value added by the CCSU as well as suggestions for its improvement. The results from the interviews showed staff were highly complimentary of the CCSU and recommended expansion of its hours and APP staffing, but indicated areas of improvement. Future research can evaluate how implementation of stakeholder suggestions improved the CCSU’s operations.     

“金课”理念下的线上线下混合式教学对科研护士的培养

目的 探讨在“金课”理念下的线上线下混合式教学对科研护士培养的探索和实践效果。方法 选取长沙市某三级综合医院36名有意向申请2021年科研护士岗位的临床护士为研究对象,在“金课”理念下基于线上线下混合式教学的形式,围绕科研能力及批判性思维能力培养,更加侧重学员的“分析、评价、创造”3个高级认知阶段,分别展开护理科研培训与实践。结果 培训后临床护士科研能力、批判性思维能力得分均高于培训前,差异均有统计学意义（P<0.05）。结论 “金课”理念下的线上线下混合式教学能有效提高临床护士科研能力及批判性思维能力。