Student’s Perception of Missed Care: Focus Group Results

Kalfoss, Mary

doi:10.4236/ojn.2017.77064

Cited by 8 publications

(5 citation statements)

References 48 publications

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“…All of them were final year students of the bachelor study program. An interview guide was developed based on the literature review (12,13). The interviews lasted between 18 to 26 minutes, were recorded using a voice recorder, and transcribed verbatim.…”

Section: Methodsmentioning

confidence: 99%

“…Nursing students directly or indirectly contribute to the prevalence of rationed nursing care (11). However, nursing students´ experience with this phenomenon have been described only in three qualitative studies (12)(13)(14). These studies have not reported the nursing students´ perspectives on their experiences with preventive strategies and the importance of these strategies for clinical practice.…”

Section: Introductionmentioning

confidence: 99%

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Strategies for Reducing Rationed Nursing Care: Qualitative Secondary Analysis

Kalánková

Bartoníčková

Žiaková

et al. 2021

Acta Medica Martiniana

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Introduction: Nursing students spend a meaningful part of their professional training in clinical practice. However, to a significant extent, they actively or passively contribute to the occurrence of rationed nursing care in clinical practice. Therefore, it is crucial that they actively participate in implementing targeted strategies to reduce rationed nursing care. Aim: To explore nursing students′ experience with strategies focusing on the reduction of rationed nursing care. Methods: We chose a qualitative secondary analysis to address unpublished data related to nursing students′ experience with strategies focusing on reducing rationed nursing care. The data included a set comprising of 148 pages with transcribed verbatim of 18 semi-structured interviews. The data were analyzed by a deductive content analysis. Results: Based on the outcome of the secondary analysis, we identified two meaningful categories: Preventive strategies in clinical practice and Importance and meaning of preventive strategies. These two categories reflected nursing students′ experience with targeted strategies to reduce rationed nursing care in clinical practice. Conclusion: Proposal and subsequent implementation of preventive strategies are essential for reducing rationed nursing care phenomenon from the clinical practice environment. The perspective of nursing students is vital due to their intensive perception of rationed nursing care in clinical practice. Students may identify areas that work-place staff may not explicitly focus on and consider important but jeopardize the quality of care or patient safety.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Strategies for Reducing Rationed Nursing Care: Qualitative Secondary Analysis

Kalánková

Bartoníčková

Žiaková

et al. 2021

Acta Medica Martiniana

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show abstract

“…They may have developed a deeper understanding of nursing concepts, including teamwork dynamics, leadership, and patient care management. Their advanced knowledge equips them to provide more nuanced insights into the relationship between UNC and teamwork (Kalfoss, 2017;Palese et al, 2023). By incorporating their voices into UNC discussions, both nursing education and practice can evolve to better address this complex issue and promote comprehensive, patient-centered care delivery.…”

Section: Introductionmentioning

confidence: 99%

Unfinished nursing care and its relationship to level of teamwork: the perspective of postgraduate nursing students

Kohanová,

Gurková

2024

Cent Eur J Nurs Midw

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Aim: To investigate the reasons for unfinished nursing care (UNC), its prevalence and patterns, and to explore its relationship to level of teamwork as perceived by Slovak postgraduate nursing students. Design: A descriptive cross-sectional study. Methods: The study was conducted between November 2022 and January 2023. Data collection was carried out using a set of questionnaires that involved the Unfinished Nursing Care Survey tool to measure UNC and the Nursing Teamwork Survey (NTS) to investigate level of teamwork. The sample consisted of 159 postgraduate nursing students from five public universities in different regions of the Slovak Republic. Results: The mean composite score of UNC was 2.41 (SD = 0.71) and for the NTS, 3.25 (SD = 0.51). An overall weak association was found between UNC and Trust (r = -0.164), Backup (r = -0.157), Shared mental model (r = -0.158), and Team leader (r = -0.187). Teamwork did not predict perceptions of UNC. Conclusion: These findings suggest that nursing students are aware of the phenomenon of UNC and reflect on reasons for its occurrence, including ineffective teamwork among nursing staff. During clinical placements, nursing students should be integrated into nursing teams and the importance of teamwork should be emphasized during nursing studies. However, there is a need for further research to better understand and address these phenomena in nursing education and practice.

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“…A recent Scandinavian study noted that as students, nurses do indeed understand the legacy of missed care on their clinical practice and that there were multiple barriers within the clinical environment, which lead to care omission. These include poor communication skills, increased workloads, ineffective collegial relationships, unproductive leadership and emotional strain including powerlessness (Kalfoss, 2017).…”

Section: Introductionmentioning

confidence: 99%

The presence of missed care: A staff development response

Blackman¹,

Shifaza²,

Neil³

et al. 2022

J Nursing Management

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Aims This study quantifies the types and frequencies of missed care identified by nurses and measures its impact on their capacity to demonstrate mandatory practice standards as future hospital staff. Background Considerable literature exists as to the nature of missed care but there is a paucity of findings about how missed care impacts on learning firstly as a student and then as a graduate nurse employed in a hospital setting. Additionally, there is little emphasis as to how staff development for nurses exposed to missed care may be implemented. Methods A non‐experimental research design using self‐audit data was selected to collect information about the types and frequencies of missed care from nurses engaging in clinical experience. A convenience sample of 471 nursing students completing their undergraduate nursing degree programme was explored. A multi‐variate statistical approach was used to apply and then model the consensus scores of undergraduate nurses' beliefs about the frequency of missed care. Implications for their developing competence in critical thinking, therapeutic communication and maintaining capacity for professional practice has been considered. Results Eight variables directly affect student's total scores underpinning their understanding of missed care and their ability to meet professional standards of practice, given their exposure to care omission. These factors reflect differing nurse attributes, the nature of the clinical venues and shift times, preceptor type, student satisfaction with work teams and staffing adequacy. Conclusions Modelling outcomes suggest possible changes to hospital staff development learning programme content, learning processes and how it may be better delivered through to minimize episodes of missed care. Implications for Nursing Management Staff development needs to note that nursing staff believe missed care occurs across all three‐patient acuity domains with patient observation, education, support, and timely medication administration being most frequently omitted. Different clinical venues within the hospital sector and shift times vary in nurses' exposure with missed care. Student nurses' learning and associated development of practice standards is impacted by prior exposure to missed care during clinical placement. Non‐native English‐speaking nurses require greatest learning support in the presence of missed care. As missed care can be predicted, remedial changes to the nurse staff development program content and learning processes can be orchestrated.

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Student’s Perception of Missed Care: Focus Group Results

Cited by 8 publications

References 48 publications

Strategies for Reducing Rationed Nursing Care: Qualitative Secondary Analysis

Strategies for Reducing Rationed Nursing Care: Qualitative Secondary Analysis

Unfinished nursing care and its relationship to level of teamwork: the perspective of postgraduate nursing students

The presence of missed care: A staff development response

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