Combining clinical practice and education in critical care nursing—A trainee program for registered nurses

Abstract

Abstract Aim The aim of this study was to describe the experiences of a master's‐level critical care nursing program for trainees in postoperative and intensive care units. Design An exploratory design with a multidimensional approach was chosen. Methods The study was conducted from 2018 to 2019 at a university hospital in southern Norway in collaboration with a university college of nursing. Data were collected through seven focus group interviews with trainees, preceptors, heads of departments, clinical nurse educators and professors (n = 26). The thematic analysis progressed from description to a deeper understanding, searching for manifest and latent patterns across the data. The COREQ checklist was used for reporting the study. Results The analysis resulted in one overarching theme: ‘To walk the critical care nursing pathway – balancing competency, time, and challenges to become proficient’. The subthemes were ‘expectations, obligations, and workload in unknown environments’, ‘constantly assessing while being assessed’, ‘continuous precepting and challenges’, ‘vulnerability and commitment’ and ‘thriving in the role, mastering new skills’. The study provides valuable insights into a complex learning environment and the importance of caring aspects for trainees during their critical care nursing education. Conclusion Precepting, continuous competence assessment and clear learning outcomes are necessary to create a safe environment for the trainees during their development. Implications for the profession The results advocate investing in inexperienced trainees' competency development to become proficient, creating a safe learning environment in a highly complex setting. This may also, as previous studies suggest, increase staff retention.

Keywords

• critical care
• education
• focus groups
• internship nonmedical
• nursing care
• preceptorship