5 Valencia, Spain | 16 - 18 May 2024 11th EORNA Congress Symposia Symposium 1: Education 148 Perioperative nurses’ development of professional competence from interprofessional simulationbased learning to meet acute clinical practice situations. Hege Kristin Aslaksen Kaldheim1, Judy Munday1 2, Johan Creutzfeldt3, Mariann Fossum1 1University of Agder - Grimstad Campus, Department of Health and Nursing Science, Grimstad, Norway, 2QUT Kelvin Grove Campus, School of Nursing/Centre for Health Transformation, Kelvin Grove, Australia, 3Karolinska Institutet Clintec, Department of Clinical Science, Intervention and Technology, Stockholm, Sweden Background: Perioperative nurses require professional education (1) to ensure high-quality perioperative care and patient safety in acute situations. Interprofessional simulation-based learning exposes perioperative nursing students to acute situations in a safe environment without the risk of harming the patient and can prepare them for clinical practice (2). There is a need for studies about perioperative students’ professional development (3) and how interprofessional simulation-based learning influences future practice (4). Objectives: This study explored recently graduated perioperative nurses’ experiences of interprofessional simulationbased learning during their education and their development of professional competence to meet acute situations after graduation. Methods: We utilised a qualitative and explorative design. Between March 2019 and November 2020, sixteen semistructured individual interviews were conducted with perioperative nurses three to five months after they graduated from five different educational institutions in Norway. Data analysis applied a phenomenological hermeneutical method (5). Results: Perioperative nurses reported they experienced the development of competency in handling acute situations (e.g., prioritising, working in stressful situations) and contingency planning. They also expanded their interprofessional communication and collaboration competence as they experienced the value of clear communication, repetitive messages, and conciseness. Being in an interprofessional context created an awareness of their dependence on each other and an understanding of team dynamics. This enabled them to meet acute situations with insight and preparedness as recently graduated. Self-confidence developed through increased competence and mastery resulted in a belief that they would handle (future) acute situations. Professional identity was developed in conjunction with a rise in self-confidence as they became more aware of their professional role and the sense of belonging to their future profession. Conclusion: Participating in interprofessional simulation-based learning during education developed essential competencies for dealing with acute situations, supported incipient professional identity and strengthened their courage to speak up in interprofessional teams as recent graduates. 178 Undergraduate Student Nurses learning Experiences in the Perioperative setting Claire Mc Namara1, Brid O Brien1, Pauline O Reilly1 1University of Limerick, Nursing and Midwifery, Castletroy, Ireland Background: The perioperative setting presents a unique environment that involves varied demands i.e., clinical care undertaken by multidisciplinary teams, use of sophisticated technologies, skills in maintaining safety and minimising risk for the surgical patient. Currently, in Ireland, undergraduate student nurses spend clinical placement time in the perioperative department. Here students get an opportunity to be involved in the preoperative, intraoperative, and immediate postoperative care of the surgical patient. To date, little research has been undertaken to establish students’ learning experiences in this area. Objectives: To explore the evidence on the experiences of undergraduate student nurses within the perioperative learning environment. Methods: Using an integrative systematic review approach studies published between 2012 and 2022 were identified via a comprehensive search of eight databases. The databases included CINAHL, Medline (OVID), Medline (PubMed), Medline (EBSCO), EMBASE, PsycINFO, ISI Web of Science and SCOPUS. This review utilised the Preferred Reporting for Systematic Reviews and Meta-Analysis (PRISMA) to report results. Following the screening process 17 articles were identified that met the inclusion criteria. Papers were appraised using the Critical Appraisal Skills Programme (CASP). Narrative synthesis was utilised to synthesise the results.
RkJQdWJsaXNoZXIy Mzc2ODc=