Barra laterale dell'articolo

Scarica
Abbonamento o quota di accesso PDF (EUR 5)
Statistica
Leggi contatore : 1402 Scarica : 31

Contenuto dell'articolo principale

Abstract

Scopo: L'obiettivo di questo studio è quello di indagare, analizzare e valutare quali siano gli aspetti del tirocinio clinico più utili ai neolaureati in infermieristica per lo svolgimento della loro attivití  lavorativa post laurea, in base alla loro esperienza.

Metodo: Il disegno adottato è uno studio qualitativo fenomenologico, attraverso interviste semi-strutturata vis a vi, in profondití . Il campionamento è stato di tipo propositivo. Il reclutamento degli intervistati si è fermato al raggiungimento della saturazione dei dati. Le interviste sono state tutte, registrate e trascritte parola per parola e analizzate in doppio e cieco per trovare i temi principali emersi. Per l'analisi delle interviste è stato usato il metodo di Van Kaam.

Risultati: Sono stati coinvolti 14 infermieri neolaureati in Infermieristica dell'Universití  degli Studi di Milano. I 5 temi emersi sono: Il connubio teoria-pratica e lo sviluppo del ragionamento clinico, il "fattore tempo" nella durata del tirocinio, assistente come modello professionale, i primi giorni da infermiere: belli, traumatici e con tanta responsabilití , strategie di miglioramento per una professione in continuo cambiamento.

Conclusioni: Il tirocinio si conferma come momento chiave per il connubio teoria-pratica e per infondere al neolaureato l'autonomia, la sicurezza e la preparazione necessaria. I neolaureati hanno evidenziato molti aspetti positivi della propria preparazione ottenuta con l'esperienza del tirocinio clinico, ma hanno bisogno di tempo, al fine di sviluppare la fiducia ed imparare a gestire le responsabilití ; l'assistente di tirocinio (o tutor clinico) è confermata a tal proposito come una figura fondamentale.

Parole Chiave: tirocinio clinico, studente infermiere, ricerca fenomenologica, sviluppo professionale. 

 

Clinical training and perception of its effects on the first novice nurse work experience: a phenomenological study

Aim: The aim of this study was investigating, analysing and evaluating which aspects of the clinical training would be most useful to newly degreed nurses in carrying out their work activities post-graduation, based on their experience.

Methods:"ˆThis is a phenomenological qualitative study, with semi-structured, face-to-face, in depth interviews. We used purposive sample. Recruiting of interviewees stopped at achievement of data saturation. Interviews were all audio recorded and transcribed verbatim and analysed in double blind, in order to identify the main themes that emerged. The Van Kaam method was used to analyse interview content.

Results: Fourteen nurses, just graduated from Milan University, were involved in the study. Five themes emerged: the relation between theory-practice and the development of clinical thinking, the "time factor" in clinical training duration, the clinical nurse teacher as a professional model, the first days as a nurse: beautiful, traumatic and with loads of responsibility, and finally improvement strategies for a continuously evolving profession.

Conclusions: Clinical training is confirmed as a key moment in the link of theory with practice and to infuse the newly qualified professional with the necessary autonomy, self-confidence and practical knowledge. Novice nurses highlighted many positive aspects of their training obtained by means of the clinical training experience, but also that they need time in order to develop confidence and learn to handle responsibility; in this respect, the clinical nurse teacher is seen as a fundamental figure.

Keywords: clinical training, nurse student, phenomenological research, professional development.

Dettagli dell'articolo

Come citare
Zuccarini, M., Ledonne, G., & Bonetti, L. (2018). Tirocinio clinico e percezione delle sue ricadute sulle prime esperienze lavorative dell’infermiere novizio: uno studio fenomenologico. PROFESSIONI INFERMIERISTICHE, 70(4). Recuperato da https://www.profinf.net/pro3/index.php/IN/article/view/446
Scarica citazione
Endnote/Zotero/Mendeley (RIS)
BibTeX

Riferimenti

  • Balestreri , E., Borgio, C., & Nucchi , M. (2007). La centralití del tirocinio clinico nella preparazione del futuro professionista. Nursing Oggi(4), 28 - 33.
  • Bonetti, L., Destrebecq, A., & Nucchi, M. (2008) Relazione tra mentore e neofita: Indagine fenomenologia sulla socializzazione del novizio infermiere in area critica. Professioni Infermieristiche, 61(3), 149-157.
  • Bos, E., Alinaghizadeh, H., Saarikoski, M., & Kaila, P. (2015) Factors associated with student learning processes in primary health care units: a questionnaire study. Nurse Education Today, 35(1), 170-175. doi: 10.1016/j.nedt.2014.09.012.
  • Boychuk Duchscher, J.E. (2001) Out in the Real World- Newly Graduated Nurses in Acute- care Speak Out. JONA, 31(9), 426-439.
  • Cunico, L., Chinchiolo, P., Rigoni, S., & Vallaperta, E. (2006). L'inserimento dei neolaureati nel mondo del lavoro. Assistenza infermieristica e ricerca, 25(2), 88-91.
  • Dadgaran, I., Parvizy, S., & Peyrovi H. (2012). A Global Issue in Nursing Students' Clinical Learning: The Theory–Practice Gap. Procedia - Social and Behavioral Sciences, 47, 1713-1718. doi: 10.1016/j.sbspro. 2012.06.888.
  • Decreto Legislativo 30 giugno 2003 n. 196. Codice in materia di protezione dei dati personali, 2003.
  • Dierckx de Casterlé, B., Gastmans, C., Bryon, E., & Denier Y. (2012) QUAGOL: a guide for qualitative data analysis. International journal of nursing studies, 49(3):360-371. doi: 10.1016/j.ijnurstu.2011.09.012.
  • Doody, O., Tuohy, D., & Deasy, C. (2012). Final-year student nurses' perceptions of role transition. British journal of nursing, 21(11), 684 - 688.
  • D'Souza, M.S., Karkada, S.N., Parahoo, K., & Venkatesaperumal, R. (2015) Perception of and satisfaction with the clinical learning environment among nursing students. Nurse Education Today, 35(6), 833-840. doi: 10.1016/j.nedt.2015.02.005.
  • Duchscher, J. E. (2009). Transition shock: the initial stage of role adaptation for newly graduated registered nurses. Journal of Advanced Nursing, 65(5), 1103 - 1113.
  • Edwards, H., Smith, S., Courtney, M., Finlayson, K., & Chapman, H. (2004). The impact of clinical placement location on nursing students' competence and preparedness for practice. Nurse Education Today, 24, 248-255.
  • Elo, S. & Kingäs, H. (2008) The qualitative analysis process. Journal of Advanced Nursing, 62, 107–15.
  • Endacott, R. (2005) Clinical research 4: qualitative data collection and analysis. Intensive & critical care nursing, 21(2), 123-127.
  • Fain, J. (2004). La ricerca infermieristica: leggerla, comprenderla e applicarla. Milano, McGraw-Hill.
  • Faraz, A. (2017) Novice nurse practitioner workforce transition and turnover intention in primary care. Journal of the American Association of Nurse Practitioners, 29(1), 26-34. doi: 10.1002/2327-6924.12381.
  • Flott, E.A. & Linden, L. (2016) The clinical learning environment in nursing education: a concept analysis. Journal of Advanced Nursing 72(3), 501-513. doi: 10.1111/jan.12861.
  • Gentles, S. J., Charles, C., Ploeg, J., & McKibbon, K. (2015). Sampling in Qualitative Research: Insights from an Overview of the Methods Literature. The Qualitative Report, 20(11), 1772-1789. Disponibile a: http://nsuworks.nova.edu/tqr/vol20/iss11/5 Data ultima consultazione: 15 luglio 2017.
  • Gonda J., Wotton K., Edgecombe K., & Mason P. (1999). Dedicated education units: 2. an evaluation. Contemporary Nurse, 8(4), 172-176.
  • Hartigan-Rogers, J., Cobbett, S., Amirault, M., & Muise-Davis, M. (2007). Nursing graduates' perceptions of their undergraduate clinical placement. International journal of nursing education scholarship, 4, 1-12.
  • Hezaveh, M., Rafii, F., & Seyedfatemi, N. (2014). Novice nurses' experiences of unpreparedness at the beginning of the work. Global journal of health science, 6(1), 215 - 222.
  • Hickey, M. T. (2010). Baccalaureate nursing graduates' perceptions of their clinical instructional experiences and preparation for practice. Journal of professional nursing, 35-41.
  • Higgins, G., Spencer, R.L., & Kane, R. (2010) A systematic review of the experiences and perceptions of the newly qualified nurse in the United Kingdom. Nurse Education Today, 30(6), 499-508. doi: 10.1016/j.nedt.2009.10.017.
  • Kanizsa, S. (1993). Che ne pensi? L'intervista nella pratica didattica. Roma, Carocci Faber.
  • Koharchik, L., Caputi, L., Robb, M., & Culleiton, A. L. (2015). Fostering clinical reasoning in nursing students. American journal of nursing, 115(1), 58-61.
  • Kumaran, S., & Carney, M. (2014). Role transition from student nurse to staff nurse: Facilitating the transition period. Nurse education in practice, 14, 605 - 611.
  • Maranon, A. A., & Pera, M. P. (2015). Theory and practice in the construction of professional identity in nursing students: A qualitative study. Nurse Education Today, 35, 859 - 863.
  • Matua, G.A., & Van Der Wal, D.M. (2015) Differentiating between descriptive and interpretive phenomenological research approaches. Nurse researcher, 22(6):22-27. doi: 10.7748/nr.22.6.22.e1344.
  • Mecugni, D., Sforacchi, F., Amaducci, G., Iemmi, M., & Finotto, S. (2013). Competenze infermieristiche e formazione di base: studio descrittivo sui neolaureati infermieri. Assistenza infermieristica e ricerca, 32(3), 139-146.
  • Novotny, J. (2003). Il tirocinio clinico: cuore della preparazione professionale. Mondo Infermieristico, 2, 3 - 5.
  • O'Kane, C.E. (2012). Newly qualified nurses experiences in the intensive care unit. Nursing Critical Care, 17(1), 44-51. doi: 10.1111/j.1478-5153.2011.00473.x.
  • Polit, D.F. & Beck, C.T. (2004). Nursing Research. Principles and Methods. Philadelphia: Lippicott Williams & Wilkins.
  • Reising, D.L. (2002) Early Socialization of New Critical Care Nurses. American Journal of Critical Care, 11(1), 19- 25.
  • Sandelowski M. (1995) Sample size in qualitative research.