Supporting the scholar role in intensive care nursing.
This study investigates how future informatics applications can support and challenge intensive care nurses (ICU nurses) to grow and learn continuously. To this end a research-and-design tool is introduced which is based on a model of the nursing process that starts from the idea that a nurse fulfills three different roles: the role of practitioner (using information immediately to base actions upon), the role of scholar (using information later on to learn from) and the role of human (coping with stress and dealing with emotions). In this paper the focus is on the scholar role. Twenty-eight intensive care staff members from six different hospitals were asked to recount an imposing experience from the perspective of each role. Regarding the scholar role, the participants mentioned 77 learning strategies they adopt for individual as well as organizational learning. Individual learning concerned reflection on former patient cases, reflection on current patient cases to anticipate a change in the patient's condition and reflection on personal behavior and decisions. Organizational learning concerned reflection on former patient cases. Examples of specific strategies were formal team evaluations focused on procedure and understanding the perspective of team members, being present at autopsies, and giving feedback on the nursing skills of colleagues. Based on these strategies design implications are defined for future nursing informatics applications, which will be presented.
Department of Industrial Design, Delft University of Technology, Landbergstraat 15, 2628 CE Delft, The Netherlands. m.melles@tudelft.nl
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Melles
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Freudenthal
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de Ridder
D064648:Critical Care Nursing / Q000193:education*; D004509:Education, Nursing, Continuing / Q000379:methods*; D005246:Feedback; D005260:Female; D006801:Humans; D007318:Inservice Training / Q000379:methods*; D007858:Learning; D008297:Male; D024802:Nurse's Role; D048108:Nursing Informatics