Abstract
Wound care is a dominant focus in nursing education and it encompasses theoretical underpinnings and practice of wound care related healing modalities. There are gaps in wound care education literature such as inconsistency between theory and lab teachings and constraints within the time allotment for practice. Such gaps impact the Bachelor of Science in nursing (BScN) students’ learning, their critical thinking, and wound care knowledge application. This article will explore wound care education for nursing students and its related gaps with a focus on a recent study that was conducted in Western Canada to further highlight their existence and impacts to create positive change. In this study, 126 BScN students and 44 nursing faculty members participated in three online surveys and two focus groups. The data collected was analyzed and led to identifying strategies to alleviate the existing educational gaps, which consequently will strengthen the BScN students’ decision making skills and wound care knowledge application. In addition, identifying such gaps will increase the wound care education curriculum developers’ awareness of their existence to provide more consistent, updated, and comprehensive wound care education; thus, supporting the BScN students learning.
Highlights
Nursing requires a high degree of intellectual and physical aptitude to perform various skills competently and safely
This article will examine wound care education and it related gaps with a focus on a recent study that was conducted in a community college in Western Canada where 126 Bachelor of Science in nursing (BScN) students and 44 nursing faculty members participated
The study findings were examined and supported with wound care education literature, which led to identifying strategies and recommendation to alleviate such gaps and their impacts on the BScN students’ learning
Summary
Nursing requires a high degree of intellectual and physical aptitude to perform various skills competently and safely. A review of the literature highlights gaps in the wound care education and articulated their impacts on BScN students’ learning and nursing practice, as often they are challenged to transfer the learned knowledge to practice. This article will examine wound care education and it related gaps with a focus on a recent study that was conducted in a community college in Western Canada where 126 BScN students and 44 nursing faculty members participated. The study findings were examined and supported with wound care education literature, which led to identifying strategies and recommendation to alleviate such gaps and their impacts on the BScN students’ learning. Identifying such gaps increase the curriculum developers’ awareness of their existence to strengthen the wound care education curriculum; impacting positively the BScN students’ learning to provide optimal patient wound care
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