Exploring the meaning of night shift placement in nursing
education: A European multicentre qualitative study

J 2020

Exploring the meaning of night shift placement in nursing education: A European multicentre qualitative study

DOBROWOLSKA, Beata, Chiara VISINTINI, Andrea POKORNÁ, CCarla NASCIMENTO, Sonia FERRAO et. al.

Základní údaje

Originální název

Exploring the meaning of night shift placement in nursing education: A European multicentre qualitative study

Autoři

DOBROWOLSKA, Beata (616 Polsko), Chiara VISINTINI (380 Itálie), Andrea POKORNÁ (203 Česká republika, domácí), CCarla NASCIMENTO (620 Portugalsko), Sonia FERRAO (620 Portugalsko), Katarina ZIAKOVA (703 Slovensko), Andrea SOLGAJOVA (703 Slovensko), Lubica RYBAROVA (703 Slovensko), Michal MACHUL (616 Polsko), Giulia Lunazzi GORIZZA (380 Itálie) a Alvisa PALESE (616 Polsko, garant)

Vydání

INTERNATIONAL JOURNAL OF NURSING STUDIES, OXFORD, PERGAMON-ELSEVIER SCIENCE LTD, 2020, 0020-7489

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

30307 Nursing

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 5.837

Kód RIV

RIV/00216224:14110/20:00117693

Organizační jednotka

Lékařská fakulta

DOI

http://dx.doi.org/10.1016/j.ijnurstu.2020.103687

UT WoS

000600700000008

Klíčová slova anglicky

Clinical learning environment; Ethical implications; European study; Metaphors; Night placement; Night shift; Nursing students

Štítky

14110611, rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 12. 1. 2021 10:17, Mgr. Tereza Miškechová

Anotace

V originále

Background: An appropriate clinical learning environment has been identified as pivotal in nursing undergraduate education and should be planned responsibly. Specifically, night shifts placements have been documented as an important opportunity for developing a full understanding of the nursing profession and the whole process of nursing care. However, night shifts during placement have been reported to be stressful and anxiety-provoking, so their usefulness for nursing students is still debated. Objectives: To elicit nursing students' perceptions of night shift placement through metaphors, with the aim of discussing the pedagogical and ethical implications. Design: A descriptive qualitative study was performed based on metaphors collected in an international cross-sectional study in 2016. Settings: A network comprising five Bachelor of Nursing Science degrees located in the Czech Republic, Italy, Poland, Portugal, and Slovakia was established. Methods: A total of 907 out of 1347 eligible nursing students from the five European countries described their learning experience on night shifts using a metaphor. Results: Overall, 288/907 (31.7%) metaphors emerged as being negative-oriented and 137/907 (15.1%) as positive, while the remaining students (482; 53.2%) did not report any metaphors. In all five countries, negative metaphors prevailed: 'Wasting time' (37/288), 'Useless' (32/288) and 'Handyman' (22/288) were the most negative reported metaphors on working a night shift. However, doing a night shift is also perceived as a 'Learning opportunity' (22/137), a 'New experience' (20/137) and an 'Opportunity to socialize with the profession' (14/137) as underlined by the positive metaphors. Conclusions: Students perceive night shift placements mainly as a negative experience, which has little to do with education. While planning night shift placements, nursing educators should responsibly consider the whole process of education, analysing not only the learning outcomes that should be achieved but also the position of students and their experience as a person. Clinical mentoring can be a key resource in supporting students in transforming their night shift placements' experiences into a more meaningful or worthwhile experience. Moreover, night shifts should be offered to more experienced students, independent in their self-learning processes and capable of managing the limited possibility of interacting with other team members and patients. (C) 2020 Elsevier Ltd. All rights reserved.

Citovat

DOBROWOLSKA, Beata, Chiara VISINTINI, Andrea POKORNÁ, CCarla NASCIMENTO, Sonia FERRAO, Katarina ZIAKOVA, Andrea SOLGAJOVA, Lubica RYBAROVA, Michal MACHUL, Giulia Lunazzi GORIZZA a Alvisa PALESE. Exploring the meaning of night shift placement in nursing education: A European multicentre qualitative study. INTERNATIONAL JOURNAL OF NURSING STUDIES. OXFORD: PERGAMON-ELSEVIER SCIENCE LTD, 2020, roč. 112, Special issue DEC 2020, s. 1-11. ISSN 0020-7489. Dostupné z: https://dx.doi.org/10.1016/j.ijnurstu.2020.103687.

@article{1725916,
   author = {Dobrowolska, Beata and Visintini, Chiara and Pokorná, Andrea and Nascimento, CCarla and Ferrao, Sonia and Ziakova, Katarina and Solgajova, Andrea and Rybarova, Lubica and Machul, Michal and Gorizza, Giulia Lunazzi and Palese, Alvisa},
   article_location = {OXFORD},
   article_number = {Special issue DEC 2020},
   doi = {http://dx.doi.org/10.1016/j.ijnurstu.2020.103687},
   keywords = {Clinical learning environment; Ethical implications; European study; Metaphors; Night placement; Night shift; Nursing students},
   language = {eng},
   issn = {0020-7489},
   journal = {INTERNATIONAL JOURNAL OF NURSING STUDIES},
   title = {Exploring the meaning of night shift placement in nursing education: A European multicentre qualitative study},
   url = {https://www.sciencedirect.com/science/article/pii/S0020748920301711?via%3Dihub},
   volume = {112},
   year = {2020}
}

TY  - JOUR
ID  - 1725916
AU  - Dobrowolska, Beata - Visintini, Chiara - Pokorná, Andrea - Nascimento, CCarla - Ferrao, Sonia - Ziakova, Katarina - Solgajova, Andrea - Rybarova, Lubica - Machul, Michal - Gorizza, Giulia Lunazzi - Palese, Alvisa
PY  - 2020
TI  - Exploring the meaning of night shift placement in nursing education: A European multicentre qualitative study
JF  - INTERNATIONAL JOURNAL OF NURSING STUDIES
VL  - 112
IS  - Special issue DEC 2020
SP  - 1-11
EP  - 1-11
PB  - PERGAMON-ELSEVIER SCIENCE LTD
SN  - 00207489
KW  - Clinical learning environment
KW  - Ethical implications
KW  - European study
KW  - Metaphors
KW  - Night placement
KW  - Night shift
KW  - Nursing students
UR  - https://www.sciencedirect.com/science/article/pii/S0020748920301711?via%3Dihub
L2  - https://www.sciencedirect.com/science/article/pii/S0020748920301711?via%3Dihub
N2  - Background: An appropriate clinical learning environment has been identified as pivotal in nursing undergraduate education and should be planned responsibly. Specifically, night shifts placements have been documented as an important opportunity for developing a full understanding of the nursing profession and the whole process of nursing care. However, night shifts during placement have been reported to be stressful and anxiety-provoking, so their usefulness for nursing students is still debated. Objectives: To elicit nursing students' perceptions of night shift placement through metaphors, with the aim of discussing the pedagogical and ethical implications. Design: A descriptive qualitative study was performed based on metaphors collected in an international cross-sectional study in 2016. Settings: A network comprising five Bachelor of Nursing Science degrees located in the Czech Republic, Italy, Poland, Portugal, and Slovakia was established. Methods: A total of 907 out of 1347 eligible nursing students from the five European countries described their learning experience on night shifts using a metaphor. Results: Overall, 288/907 (31.7%) metaphors emerged as being negative-oriented and 137/907 (15.1%) as positive, while the remaining students (482; 53.2%) did not report any metaphors. In all five countries, negative metaphors prevailed: 'Wasting time' (37/288), 'Useless' (32/288) and 'Handyman' (22/288) were the most negative reported metaphors on working a night shift. However, doing a night shift is also perceived as a 'Learning opportunity' (22/137), a 'New experience' (20/137) and an 'Opportunity to socialize with the profession' (14/137) as underlined by the positive metaphors. Conclusions: Students perceive night shift placements mainly as a negative experience, which has little to do with education. While planning night shift placements, nursing educators should responsibly consider the whole process of education, analysing not only the learning outcomes that should be achieved but also the position of students and their experience as a person. Clinical mentoring can be a key resource in supporting students in transforming their night shift placements' experiences into a more meaningful or worthwhile experience. Moreover, night shifts should be offered to more experienced students, independent in their self-learning processes and capable of managing the limited possibility of interacting with other team members and patients. (C) 2020 Elsevier Ltd. All rights reserved.
ER  -

DOBROWOLSKA, Beata, Chiara VISINTINI, Andrea POKORNÁ, CCarla NASCIMENTO, Sonia FERRAO, Katarina ZIAKOVA, Andrea SOLGAJOVA, Lubica RYBAROVA, Michal MACHUL, Giulia Lunazzi GORIZZA a Alvisa PALESE. Exploring the meaning of night shift placement in nursing education: A European multicentre qualitative study. \textit{INTERNATIONAL JOURNAL OF NURSING STUDIES}. OXFORD: PERGAMON-ELSEVIER SCIENCE LTD, 2020, roč.~112, Special issue DEC 2020, s.~1-11. ISSN~0020-7489. Dostupné z: https://dx.doi.org/10.1016/j.ijnurstu.2020.103687.

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