INTRODUCTION The current study involved the analysis of the theoretical-practical gap in the nursing profession. This vexata quaestio of the conflict between the two fields, is also expressed in a statement by Henderson V. who in 1977 stated that "the concept of nursing care [...] always remains confused" due to the ideological use of theories and models contrasting with the persevere with a preponderant and non-standardizable nursing practice. Coming to the present day, we are witnessing an increase in costs, the enactment of new healthcare reforms, an increasingly elderly population with complex needs, shortages of personnel and resources. OBJECTIVE Based on the aforementioned premises, the mission of the project is the following: a search of the strengths and/or weaknesses that exist between the theoretical conceptualization and the practical contextualization. The research question posed is the following: "Can a given procedure accompany the student's training throughout his three-year degree course, or maybe their learning and training actually come up against more or less application limits, according to theoretical concepts which then, contextualized in the specific Operational Units?. MATERIALS AND METHODS The identified reference context derives from the integration between the hospital and the academic in order to allow parallel observation and equal comparison. The target population therefore consists of teachers and third-year nursing students. We intend to explore the procedures drawn up by hospital where students have done their training and the educational documents that concern the same areas; their objective analysis will be associated with the collection of subjective perceptions through semi-structured interviews. The study is of an observational qualitative type. RESULTS From an opening objective content comparison it emerges that: a bibliographic contextualisation which is more detailed in the examination of the research sources and the regulatory constraints in protocols rather than in teaching and a lack of indication of responsibilities in skills. The lack of involvement of some practical aspects within the teaching laboratory context was also found by the 25 students interviewed. Teachers, however, reiterate a valid correspondence in content despite having detected practical discrepancies in the various healthcare settings, often also linked to heterogeneous professional training, conflicting situations found especially in emergency and specialist contexts. CONCLUSIONS This analysis moves students to develop the right spirit of critical observation and to reflect on conflicting situations including: the work routine which tends to make the care process an execution of phases and on the other a notional culture which is based on theoretical preponderance behind reality, the care load, the lack of staff and the teaching precariousness of the past therefore an uneven training, the synthesis of contents limited by condensed teaching hours represents a limit for both teachers and students, the need to acquire more advanced clinical skills, little support and supervision during the internship. The conflict between theory and practice, therefore, arises and is resolved in the person of the nurse, the tip of the balance in promoting coherence between theory and practice, before and after his university education because his competence and moral rigor fuel or eliminate the risk of the gap.
INTRODUZIONE Il corrente studio ha previsto l’analisi del gap teorico-pratico della professione infermieristica. Questa vexata quaestio del conflitto fra i due ambiti si concretizza anche in una dichiarazione della Henderson V. che nel 1977 affermò come “il concetto di assistenza infermieristica […] resta sempre confuso” a causa dell’uso ideologico di teorie e modelli contrastante con il perseverare di una pratica infermieristica preponderante e non standardizzabile. Venendo ai nostri giorni, stiamo assistendo ad un incremento dei costi, all’emanazione di nuove riforme sanitarie, ad una popolazione sempre più anziana con bisogni complessi, di carenza del personale e delle risorse. OBIETTIVO Sulla base delle premesse suddette si inserisce la mission del progetto: una vera e propria ricerca dei punti di forza e/o debolezza che intercorrono tra la concettualizzazione teorica e la contestualizzazione pratica. Il quesito di ricerca che si è posti è il seguente: “Può, una data procedura, accompagnare la formazione dello studente in tutto il suo iter triennale, oppure egli si ritrova ad apprendere e formarsi secondo concetti teorici che poi, contestualizzati nelle specifiche Unità Operative, in realtà, incontrano limiti applicativi più o meno evidenti?”. MATERIALI E METODI Il contesto di riferimento individuato deriva dall’integrazione dell’ambito aziendale con quello accademico in modo da consentire un’osservazione parallela e un pari confronto. La popolazione target consta pertanto di docenti e studenti del terzo anno del CdL infermieristica. Si intendono esplorare le procedure redatte in ambito aziendale e i documenti didattici che vertono sugli stessi ambiti assistenziali; una loro analisi oggettiva verrà associata alla raccolta di percezioni soggettive tramite interviste semi-strutturate. Lo studio è di tipo qualitativo osservazionale. RISULTATI Da un primo confronto contenutistico oggettivo emerge: una contestualizzazione bibliografica che risulta più approfondita nella disamina delle fonti di ricerca e dei vincoli normativi nei protocolli piuttosto che nella didattica e una mancata indicazione sulle responsabilità nelle skills. Il mancato coinvolgimento di alcuni aspetti pratici all'interno del contesto di laboratorio didattico è stato riscontrato anche da parte dei 25 studenti intervistati. I docenti invece, ribadiscono una valida corrispondenza contenutistica pur avendo rilevato delle discordanze pratiche nei vari setting assistenziali, spesso legate anche all'eterogenea formazione professionale, situazioni conflittuali riscontrate soprattutto in contesti specialistici ed emergenziali. CONCLUSIONI Questa analisi muove gli studenti a maturare il giusto spirito di critica osservazione e a riflettere attorno alle situazioni conflittuali, tra cui: la routine lavorativa che tende a rendere il processo assistenziale un'esecuzione di fasi e dall’altra una cultura nozionistica che si basa su sulla preponderanza teorica alle spalle della realtà, il carico assistenziale, la mancanza di personale e la precarietà didattica del passato quindi una disomogenea formazione, la sintesi dei contenuti vincolata dalle condensate ore didattiche rappresenta un limite sia per i docenti sia per gli studenti, la necessità di acquisire skills cliniche più avanzate, uno scarso supporto e supervisione durante il tirocinio. Il conflitto tra teoria e prassi, quindi, nasce e si risolve nella persona stessa dell'infermiere, l'ago della bilancia nel favorire la coerenza tra teoria e pratica, prima e dopo la sua formazione universitaria perché la sua competenza e il suo rigore morale alimentano o annullano il rischio del gap.
Il gap teorico-pratico della professione infermieristica: studio osservazionale e confronto qualitativo-descrittivo.
CUPAIOLO, MARTINA
2022/2023
Abstract
INTRODUCTION The current study involved the analysis of the theoretical-practical gap in the nursing profession. This vexata quaestio of the conflict between the two fields, is also expressed in a statement by Henderson V. who in 1977 stated that "the concept of nursing care [...] always remains confused" due to the ideological use of theories and models contrasting with the persevere with a preponderant and non-standardizable nursing practice. Coming to the present day, we are witnessing an increase in costs, the enactment of new healthcare reforms, an increasingly elderly population with complex needs, shortages of personnel and resources. OBJECTIVE Based on the aforementioned premises, the mission of the project is the following: a search of the strengths and/or weaknesses that exist between the theoretical conceptualization and the practical contextualization. The research question posed is the following: "Can a given procedure accompany the student's training throughout his three-year degree course, or maybe their learning and training actually come up against more or less application limits, according to theoretical concepts which then, contextualized in the specific Operational Units?. MATERIALS AND METHODS The identified reference context derives from the integration between the hospital and the academic in order to allow parallel observation and equal comparison. The target population therefore consists of teachers and third-year nursing students. We intend to explore the procedures drawn up by hospital where students have done their training and the educational documents that concern the same areas; their objective analysis will be associated with the collection of subjective perceptions through semi-structured interviews. The study is of an observational qualitative type. RESULTS From an opening objective content comparison it emerges that: a bibliographic contextualisation which is more detailed in the examination of the research sources and the regulatory constraints in protocols rather than in teaching and a lack of indication of responsibilities in skills. The lack of involvement of some practical aspects within the teaching laboratory context was also found by the 25 students interviewed. Teachers, however, reiterate a valid correspondence in content despite having detected practical discrepancies in the various healthcare settings, often also linked to heterogeneous professional training, conflicting situations found especially in emergency and specialist contexts. CONCLUSIONS This analysis moves students to develop the right spirit of critical observation and to reflect on conflicting situations including: the work routine which tends to make the care process an execution of phases and on the other a notional culture which is based on theoretical preponderance behind reality, the care load, the lack of staff and the teaching precariousness of the past therefore an uneven training, the synthesis of contents limited by condensed teaching hours represents a limit for both teachers and students, the need to acquire more advanced clinical skills, little support and supervision during the internship. The conflict between theory and practice, therefore, arises and is resolved in the person of the nurse, the tip of the balance in promoting coherence between theory and practice, before and after his university education because his competence and moral rigor fuel or eliminate the risk of the gap.| File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12075/14827