The lived experience in relation to the educational needs of nurses caring for induced hypothermia patients
Background: Ongoing educational development is essential to ensure the effectiveness of professional nurses’ learning experiences. Understanding the ways in which workplace learning occurs is fundamental to enabling nurse educators to deliver that knowledge. Induced hypothermia was introduced as a n...
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| Format: | Others |
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NSUWorks
2017
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| Online Access: | https://nsuworks.nova.edu/hpd_con_stuetd/25 https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1025&context=hpd_con_stuetd |
| Summary: | Background: Ongoing educational development is essential to ensure the effectiveness of professional nurses’ learning experiences. Understanding the ways in which workplace learning occurs is fundamental to enabling nurse educators to deliver that knowledge. Induced hypothermia was introduced as a new treatment modality in 2005 and education surrounding the care of the hypothermia patient is lacking in the literature. Purpose: The purpose of this study is to illuminate how nurses learn new knowledge in the clinical setting. Theoretical Framework: The learning theory chosen for this study is the three dimensions of learning by Illeris (2004). Methods: Semistructured interviews were conducted with each participant in one individual, face-to-face session to examine the lived experiences of nurses providing care to induced hypothermia patients. A hermeneutic phenomenology method was chosen based on the work of van Manen. Hycner’s methodological approach was utilized to analyze data. Results: In this study, four learning areas emerged which corresponded to Illeris’ (2003b) three dimensions of learning, including cognitive, emotional, and environmental-social dimensions. The main theme described by every nurse interviewed was the necessity to have hands-on experience to feel competent in their care for induced hypothermia patients. The unit had a special identity because of their unique work of providing hypothermia care and one nurse explained, “We are making history.” Conclusions: Nurses preferred hands-on learning or experiential learning and they helped construct their learning environment. Nurse educators and nurse leaders fueled this synergetic learning process. |
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