Autor:innen:
Torti Pamela (Lugano | CH)
Elisa Soldini (Lugano | CH)
Corina Elena Luca (Lugano | CH)
Bonetti Loris (Bellinzona | CH)
Giada Tiraboschi Sabino (Mendrisio | CH)
Ivan Mazzola (Bellinzona | CH)
Simona Pertusini (Lugano | CH)
Danira Righetti (Lugano | CH)
Paola Bertoletti (Bellinzona | CH)
Cristina Sommacal Boggini (Bellinzona | CH)
Paolo Merlani (Lugano | CH)
Shaila Cavatorti (Bellinzona | CH)
Giovanna Pezzoli (Lugano | CH)
Annalisa Speziali (Manno | CH)
Background Intensive care units (ICUs) in Switzerland have a high demand of nurses and an increase in early leaving. Newly recruited nurses (NRN) experience high stress due to the role change and responsibility, along with being involved in education and development of specific skills, contributing to early drop-outs. The designing of an educational programme (EP) to accompany NRN in ICU during the pre-specialisation period may represent an intervention focused at their integration. The aim is to explore the impact of the EP on the integration of NRN through key stakeholders experiences.
Methods The EP’s development phases are:(1) Identification of the institution's needs regarding the introduction of NRN in ICU (2016) and creation of a workgroup that designed the pre-specialisation EP.(2) Development of modular EP of at least 6 months, consisting of: 15-day introduction in ICU with a 2:1 nurse-patient ratio; 56-hour theoretical training with exercise of technical-disciplinary and procedural fundamentals (mixed teaching/simulations); 8-hour bedside mentoring monthly with a dedicated tutor, including self-awareness exercises, on-going evaluations and determination of the employee's suitability for specialisation.(3) Implementation at the Ente Ospedaliero Cantonale ICUs between 2016 and 2022, involving 81 nurses. (4) A focus group involving educators, nursing managers, tutors and students who have experienced the EP.
Results 10 people participated in the focus group, including 2 heads nurses, 3 tutors, 3 ex-students and 2 educators. 14 themes emerged, grouped into 3 major-themes: EP’s experience in ICU, impact of the EP and facilitating/hindering elements to the implementation. The participants recognised the positive impact of the EP, defined as structured and individualised, on the acquisition of specialised and meta skills, promotion of quality and safety of care, success in specialisation and strengthens the new employee's decision to work in the ICU. The tutor's mentoring is considered valuable for bedside learning. Factors like teamwork, resources/mentoring planning, communication, leadership and learning culture emerged as both facilitating and hindering factors.
Conclusion A pre-specialisation EP decreases the stress of the NRN and promotes integration in ICU, success in specialisation and staff retention. In our context all NRN have completed the specialisation, highlighting that a continuous adaptation of the EP to the context’s needs is paramount