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Use of technical skills and medical devices among new registered nurses: A questionnaire study
Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.ORCID iD: 0000-0002-8658-3360
Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.ORCID iD: 0000-0002-9209-5179
School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden; Department of Public Health and Caring Science, Uppsala University, Uppsala, Sweden.
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2015 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 35, no 12, 1169-1174 p.Article in journal (Refereed) Published
Abstract [en]

Background: One comprehensive part of nursing practice is performing technical skills and handling of medical equipment. This might be challenging for new registered nurses (RNs) to do in patient-safe way.

Objectives: The aim of this study was to describe and compare the extent to which new RNs perform various technical skills and handle medical devices in different settings, and to investigate their possibility for continued learning in this respect. A further aim was to describe their perceptions of incident reporting related to technical skills and medical devices.

Design: A cross-sectional study with descriptive and comparative design.

Participants: RNs who recently graduated from a nursing programme at three Swedish universities and had worked as a RN for up to 1year were included in the study (n=113, response rate 57%).

Method: Data were collected by means of a postal questionnaire.

Results: Half of the RNs reported that they performed several of the listed tasks every day or every week, regardless of workplace. These tasks were most frequently performed in surgical departments. The majority of the participants (76%) stated a need of continued practical training. However, less than half of them (48%) had access to a training environment. Several participants (43%) had been involved in incidents related to technical skills or medical devices, which were not always reported. Nearly a third of the participants (31%) did not use the existing guidelines when performing technical skills, and reflection on performance was uncommon.

Conclusions: This study highlights the importance of shared responsibilities between nurse educators and health care employers to provide learning opportunities for new RNs in technical skills, to maintain patient safety. To increase the safety culture where nursing students and new RNs understand the importance of using evidence-based guidelines and taking a reflective approach in the performance of technical tasks is needed.

Place, publisher, year, edition, pages
Churchill Livingstone , 2015. Vol. 35, no 12, 1169-1174 p.
Keyword [en]
Clinical competence, Clinical laboratory, Equipment and supplies, Incident reports, Medical devices, New registered nurses, Nursing skills, Patient safety
National Category
Nursing
Research subject
Caring sciences
Identifiers
URN: urn:nbn:se:oru:diva-47060DOI: 10.1016/j.nedt.2015.05.006ISI: 000365372700007PubMedID: 26059922Scopus ID: 2-s2.0-84946492078OAI: oai:DiVA.org:oru-47060DiVA: diva2:881944
Available from: 2015-12-11 Created: 2015-12-11 Last updated: 2017-03-29Bibliographically approved
In thesis
1. Lärande av praktiska färdigheter inom sjuksköterskeprofessionen: studier av lärande i olika arenor
Open this publication in new window or tab >>Lärande av praktiska färdigheter inom sjuksköterskeprofessionen: studier av lärande i olika arenor
2017 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

A central part of the nursing profession is the performance of practical skills. In order to provide adequate care, maintain patient-safety, and feel comfortable in the profession, registered nurses (RNs) need to be equipped with requisite skills. Overall aim: To explore and describe how learning and development of practical skills occurs during the preparatory phases and within the nursing profession. Method: Qualitative (I, III, IV) and quantitative methods (II) were used. Data were collected through individual interviews (I, IV), questionnaires (II) and participant observations, including informal talks (III, IV). Results: Both students and new RNs expressed a need to learn and develop practical skills (I, II, III, IV). Less than half of the new RNs had access to a clinical skill laboratory (CSL), where they could learn and practice practical skills (II). The students described that learning at a CSL had been meaning for their clinical practice. They also expressed a great need for continuing learning in real patient situations (I, III, IV). During clinical practice, preceptors and students took different approaches which affected student’s learning processesö (I, III, IV). There was a tension between learning at a CSL and learning in clinical practice sites because students perceived differences in the performance of skills. Students described that they understood that performance of skills could be done in different ways without injuring patients. However, the data also showed deviations in performances that could jeopardize patientsafety. In these situations, student’s behavior differed (I, IV). One third of new RNs deviated from evidence based guidelines when they performed practical skills which they were unfamiliar with (II). Both students and new RNs reported that reflection in connection with the performance of practical skills was not common (I, II III, IV). Conclusions: Cooperation between university CSLs and clinical settings must be intensified in order to enhance the understanding of learning processes regarding practical skills. A consensus regarding academic approaches should be reached. Universities need to support preceptors in educational issues where the importance of reflection is clarified and exemplified. Increasing patient-safety requires that new RNs receive opportunities for training in artificial environments, and that a culture that reinforces the use of guidelines and a reflective stance is cultivated.

Place, publisher, year, edition, pages
Örebro: Örebro University, 2017. 74 p.
Series
Örebro Studies in Care Sciences, ISSN 1652-1153 ; 70
Keyword
clinical skill laboratories, learning, new registered nurses, nurse education, nurse student, practical skills, simulation, socialization
National Category
Other Health Sciences
Identifiers
urn:nbn:se:oru:diva-55828 (URN)978-91-7529-186-4 (ISBN)
Public defence
2017-04-21, Örebro universitet, Prismahuset, Hörsal 2, Fakultetsgatan 1, Örebro, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2017-02-17 Created: 2017-02-17 Last updated: 2017-04-05Bibliographically approved

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Ewertsson, MonaGustafsson, MargaretaBlomberg, KarinAllvin, Renée
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