Emilia Kielo-Viljamaa1, Jaakko Viljamaa2, Riitta Suhonen3, Leena Salminen4, Minna Stolt5. 1. University of Turku, Department of Nursing Science, Finland; Novia University of Applied Sciences, Finland. Electronic address: emilia.a.kielo@utu.fi. 2. Turku University Hospital, Finland; University of Turku, Finland. 3. University of Turku, Department of Nursing Science, Finland; Turku University Hospital, Finland; City of Turku, Welfare Division, Finland. 4. University of Turku, Department of Nursing Science, Finland; Turku University Hospital, Finland. 5. University of Turku, Department of Nursing Science, Finland.
Abstract
BACKGROUND: Caring for patients with wounds requires diverse competences from nursing professionals. However, wound care education in undergraduate nursing education is often fragmented and lacks consistent learning goals and content. OBJECTIVES: To create learning goals and content for wound care education in Bachelor's level nursing education in Finland and to assess the consensus relating to these learning goals and content among wound care experts. DESIGN: A consensus-building approach using the Delphi technique. SETTINGS: A Delphi panel of wound care experts built on an online platform. PARTICIPANTS: The participants of the Delphi panel were registered nurses, authorised wound care nurses, nurse educators and physicians. METHODS: Learning goals and content for wound care education which had been formulated on the basis of previous focus-group interviews were presented to the Delphi panel. The data were collected in 2021 with two online Delphi rounds: 51 panellists participated in the first round and 36 in the second round. The data were analysed using statistical and qualitative analysis. RESULTS: Learning goals and content were divided into four competence areas: 1) Anatomy and physiology, 2) Care of chronic and acute wounds, 3) Wound management and care of a patient with a wound, 4) Values and attitudes. These competence areas comprised 26 learning goals and 29 pieces of content. The consensus between the panellists was high, at >90% in all competence areas. CONCLUSIONS: The basis of registered nurses' wound care competence is built during their undergraduate nursing studies. The results of this study can be used to standardise wound care education by implementing consistent learning goals and content in Bachelor's level nursing education.
BACKGROUND: Caring for patients with wounds requires diverse competences from nursing professionals. However, wound care education in undergraduate nursing education is often fragmented and lacks consistent learning goals and content. OBJECTIVES: To create learning goals and content for wound care education in Bachelor's level nursing education in Finland and to assess the consensus relating to these learning goals and content among wound care experts. DESIGN: A consensus-building approach using the Delphi technique. SETTINGS: A Delphi panel of wound care experts built on an online platform. PARTICIPANTS: The participants of the Delphi panel were registered nurses, authorised wound care nurses, nurse educators and physicians. METHODS: Learning goals and content for wound care education which had been formulated on the basis of previous focus-group interviews were presented to the Delphi panel. The data were collected in 2021 with two online Delphi rounds: 51 panellists participated in the first round and 36 in the second round. The data were analysed using statistical and qualitative analysis. RESULTS: Learning goals and content were divided into four competence areas: 1) Anatomy and physiology, 2) Care of chronic and acute wounds, 3) Wound management and care of a patient with a wound, 4) Values and attitudes. These competence areas comprised 26 learning goals and 29 pieces of content. The consensus between the panellists was high, at >90% in all competence areas. CONCLUSIONS: The basis of registered nurses' wound care competence is built during their undergraduate nursing studies. The results of this study can be used to standardise wound care education by implementing consistent learning goals and content in Bachelor's level nursing education.