Exploring Experiential Learning of Nurses about Recognition of Sepsis [COVID-19]
Research type
Research Study
Full title
Exploring the Lived Experiences of Nurses to Understand What Constitutes Early Recognition of Sepsis.
IRAS ID
280396
Contact name
Marika Nemeckova
Contact email
Sponsor organisation
Northumbria University at Newcastle
Clinicaltrials.gov Identifier
09635, R & D reference number
Duration of Study in the UK
3 years, 0 months, 0 days
Research summary
Sepsis, one of the most prevalent but often unrecognised life-threatening conditions in the world, associated with high mortality and morbidity, has reportedly become a common and deadly complication of coronavirus disease 2019. Sepsis mortality can be mitigated by early recognition of sepsis (ERS) but ERS is often difficult due to disease complexity in a clinical context. Health officials have emphasised that developing nursing expertise is critical to improving ERS. Despite this, there is a lack of consensus about the definition of nursing expertise in ERS and how it is developed. There is a general agreement that the ability to recognise sepsis is dependent upon the acquisition of a number of skills and knowledge, the description of what sort of knowledge and skills constitute ERS and what the most relevant ways are of learning knowledge remain unknown. This lack of understanding may hinder educational efforts to improve ERS and derive benefits from sepsis treatment. Therefore, this study seeks to explore nurses' experiential perspectives to further clarify what knowledge and skills constitute ERS and what the most relevant ways are of learning knowledge.
To obtain a detailed understanding of this process, in-depth interviews will be performed. Eligible participants will be nurses who work in a hospital setting and have experience in caring for patients with sepsis. Nurses will be recruited from diverse clinical backgrounds, ensuring the diversity of contexts and approaches to learning. To elicit the diversity of learning approaches, those volunteering to participate will be asked to reflect on their experiences and describe their understandings of the learning process. To ensure timely insight into this process, this project will run over a 24-month period. The analysis will be undertaken in a way that provides collective expressions of what constitutes ERS, which will increase the power and usefulness of outcomes in guiding educational innovation.REC name
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REC reference
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