The Support, Education and Learning Needs of Experienced Nurses Who Are Transitioning to Work in Intensive Care: A Scoping Review.

Autor: Luk CY; School of Nursing and Midwifery La Trobe University, Melbourne, Australia.; St Vincent Hospital Melbourne, Australia., Duncan R; School of Nursing and Midwifery La Trobe University, Melbourne, Australia., Moss C; School of Nursing and Midwifery La Trobe University, Melbourne, Australia.; Nursing and Midwifery, Monash University, Melbourne, Australia.
Jazyk: angličtina
Zdroj: Journal of clinical nursing [J Clin Nurs] 2024 Dec 09. Date of Electronic Publication: 2024 Dec 09.
DOI: 10.1111/jocn.17593
Abstrakt: Aim: To ascertain the current evidence about the support, education and learning needs of experienced registered nurses who are transitioning their work to intensive care nursing as a new context.
Design: A scoping review was conducted using established frameworks from JBI, Arksey and O'Malley.
Methods: A search was conducted in CINHAL and MEDLINE (April 2023). Two researchers independently screened the records, extracted and cross-checked the data. The results were consolidated narratively in answer to the review questions. The PRISMA-ScR checklist was used to guide reporting.
Results: Eight articles (seven research, one evaluation) were included. The data were widely heterogenous. Evidence pays more attention to education experiences and needs during transition than to mechanisms used informally to engender socialisation of experienced registered nurses into the intensive care team. Key education strategies include orientation, skill and knowledge development, self-directed learning, preceptorship and mentorship, situated clinical nurse education and expertise sharing from the wider intensive care team. Four papers related to the COVID-19 pandemic reported education related to patient surges; three papers described team or buddy nursing as an educational strategy. Several articles reported that learning needs and experiences evolve as transition occurs, and intensive care is a specialised learning environment where required skills and knowledge are domain specific. Reality shock can be encountered, education needs can be influenced by prior experience and social connection with and support from the team can make a difference.
Conclusion: This review has identified the current state of evidence regarding the support education and learning needs of experienced registered nurses who are transitioning to work in intensive care. The evidence is limited and very heterogeneous. Findings highlight several areas of evidence paucity and some basis for further research. Given the importance of this group to the intensive care workforce, it will be imperative to invest in future research.
Implications for the Profession And/or Patient Care: Attending to the specific learning and support needs of experienced registered nurses who are making transitions to work in intensive care may impact their experiences of transition shock and quality of learning and may make some differences to recruitment and retention of staff.
Impact: By consolidating the evidence, this scoping review highlights important support, education and learning needs of experienced nurses who are transitioning to intensive care. Insight arising from the review will assist experienced nurses, and those working in education and management, as they seek to engage with and support registered nurses who are making transitions to this context of work. There are genuine gaps in research evidence which will require the investment of nursing researchers internationally.
Reporting Method: Preferred Reporting Items for Systematic Reviews and Meta-Analyse extension for Scoping Reviews (PRISMA-ScR).
Patient or Public Contribution: No patient or public contribution.
(© 2024 John Wiley & Sons Ltd.)
Databáze: MEDLINE
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