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Nurses’ perceptions about a web‐based learning intervention concerning supportive family conversations in home health care
Author(s) -
Pusa Susanna,
Dorell Åsa,
Erlingsson Christen,
Antonsson Helena,
Brännström Margareta,
Sundin Karin
Publication year - 2019
Publication title -
journal of clinical nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.94
H-Index - 102
eISSN - 1365-2702
pISSN - 0962-1067
DOI - 10.1111/jocn.14745
Subject(s) - nursing , checklist , intervention (counseling) , qualitative research , health care , psychology , perception , grounded theory , content analysis , medicine , medical education , social science , neuroscience , sociology , economics , cognitive psychology , economic growth
Aims and objectives To describe the perceptions that municipal primary healthcare nurses and municipal registered nurses had about a web‐based learning intervention concerning supportive family health conversations in municipal home health care. Background Even though family health conversations are well grounded in theory with several reported benefits for patients and families, most working nurses have little or no training in practising family systems nursing including family health conversations. Continued learning is necessary for nurses, where web‐based learning may be one answer of updating the professional skills and knowledge of nurses regarding supporting families. Design The study used a descriptive design and followed the “Consolidated criteria for reporting qualitative research” (COREQ) checklist. Methods Twenty‐one nurses participated in an educational intervention that consisted of web‐based learning and two face‐to‐face seminars about family systems nursing including family health conversations. The nurses were interviewed after completion, and the audio‐recorded interviews were transcribed verbatim and analysed using qualitative content analysis. Results The findings consist of nurses’ perceptions regarding the disposition of instruction, the prerequisites for learning and a changed approach when working with families. The findings are further reflected on through Illeris’ theory concerning learning triangle. Conclusions The findings are encouraging for educating nurses in family health conversations at their workplace, with the purpose of supporting patients and families. However, it is important to be aware of the different dimensions of learning, in addition to the appraisal of social aspects and organisational circumstances when educating nurses as they influence the utilisation of the knowledge. Relevance to clinical practice This web‐based learning intervention seems to be suitable for educating nurses in family health conversations and could be an appropriate step towards implementing these conversations in home health care with the purpose of supporting families.