开发一项培训计划以提高本科护生的健康素养和尊重关爱护理能力：一项定量研究。
Development of a training programme to improve health literacy and respectful compassionate care competencies among undergraduate student nurses: a quantitative study.
作者信息
Kidayi Paulo L, Dausen Eyeshope J, Ndile Menti, Sixsmith Jane, Mawona Zuhura M, Berntsen Karin, Manangwa Saturini E, Smit Joya M, Rogathi Jane, de Zeeuw Janine
机构信息
Faculty of Nursing, Kilimanjaro Christian Medical University College, P.O.Box 2240, Moshi, Kilimanjaro, United Republic of Tanzania.
Department of Clinical Nursing, Catholic University of Health and Allied Sciences, P.O.Box 1464, Mwanza, United Republic of Tanzania.
出版信息
BMC Med Educ. 2025 Mar 6;25(1):348. doi: 10.1186/s12909-025-06894-5.
BACKGROUND
Tanzania has embarked on health service developments advancing the quality of respectful and compassionate nursing care provision through training in health literacy and respectful and compassionate care. The undergraduate nursing program, while technically sound is inadequate in these areas. Through an EU + funded collaborative partnership between universities in Europe and Tanzania with associated training hospitals, modules in the topic areas were developed, implemented, and clinical learning environments assessed. The study aim was to ascertain the development of compassionate and respectful nursing care and health literacy competencies of undergraduate nursing students in Tanzania following completion of an education program. A secondary aim was to evaluate the suitability and capacity of the clinical learning environment to optimize the learning process for student nurses undertaking the program.
METHODS
A pragmatic approach was used, drawing on formative evaluation through the phased development and implementation of an education program for undergraduate student nurses using a pretest-posttest design. A questionnaire survey was undertaken with student nurses (n = 151) in three Tanzanian universities before and after the education program was delivered.
RESULTS
Nursing students' knowledge, skills and attitudes related to Health Literacy all showed statistically significant improvement two weeks after the education program. For Respectful and Compassionate Care, no statistically significant difference was found. In the referral hospitals clinical learning environments, nursing students rated the overall subcategory "Satisfaction" at 41,6% on Strongly Agree/Agree.
CONCLUSIONS
The development and implementation of an education program for undergraduate nursing students in Tanzania resulted in improved health literacy competencies. However, it did not produce the same outcome in competency development for respectful and compassionate care. Active inclusion and integration of respectful and compassionate care into the hospital setting with development of the learning environment can facilitate nurse's competency development. Supportive clinical learning environment boost students in their learning process.
背景
坦桑尼亚已着手开展卫生服务发展工作，通过健康素养培训以及提供尊重和关爱护理，提升尊重和关爱护理的质量。本科护理专业虽然技术上较为完善，但在这些方面存在不足。通过欧盟+资助的欧洲和坦桑尼亚大学与相关培训医院之间的合作关系，开发了这些主题领域的模块，进行了实施，并对临床学习环境进行了评估。该研究的目的是确定坦桑尼亚本科护理学生在完成一个教育项目后，其关爱和尊重护理以及健康素养能力的发展情况。第二个目的是评估临床学习环境的适宜性和能力，以优化参与该项目的学生护士的学习过程。
方法
采用了一种务实的方法，通过使用前测-后测设计对本科护理学生教育项目进行分阶段开发和实施，进行形成性评估。在教育项目实施前后，对坦桑尼亚三所大学的护理学生（n = 151）进行了问卷调查。
结果
在教育项目实施两周后，护理学生与健康素养相关的知识、技能和态度均显示出统计学上的显著改善。对于尊重和关爱护理，未发现统计学上的显著差异。在转诊医院的临床学习环境中，护理学生对“满意度”这一总体子类别给出的“强烈同意/同意”率为41.6%。
结论
坦桑尼亚本科护理学生教育项目的开发和实施提高了健康素养能力。然而，在尊重和关爱护理的能力发展方面并未产生同样的效果。将尊重和关爱护理积极纳入并融入医院环境，同时发展学习环境，有助于护士能力的发展。支持性的临床学习环境能促进学生在学习过程中的进步。
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