ప్రాథమిక సంరక్షణలో నాణ్యత అందరికి ప్రవేశం

నైరూప్య

Community nurses’ perceptions and experiences of protected learning time: a focus group study

David E Cunningham, Diane R Kelly

Background Protected learning time (PLT) is used to allow primary healthcare teams time to learn, protected from service delivery. Different occupational groups have different perceptions and experiences of PLT. Research has shown that community nurses have low rates of attendance at practice-based PLT (PB-PLT) in one area in Scotland. Nursing managers have considerable influence with PLT, as leaders of community nursing teams and as members of PLT steering committees. Aims To understand the community nursing managers’ perceptions and experiences of PLT, and to explore their perceptions of the low rate of attendance by community nurses at PB-PLT. Methods Qualitative study involving two focus groups (six nursing managers) and one interview (director of nursing), in three community health partnerships in one NHS health board in Scotland. Focus group interviews and one in-depth interview were conducted, audio-recorded and then transcribed. Transcriptions were analysed using a grounded theory approach to data analysis. Results Participants recognised the potential benefits of PLT for community nursing and primary healthcare teams. They perceived low rates of attendance were because learning at PB-PLT was considered irrelevant by community nurses. They felt community nurses were not involved in planning and preparing PB-PLT, and that their learning needs were not incorporated into PB-PLT. Participants felt there were organisational differences between practices and the community nursing team, which acted as a barrier to learning. Participants had concerns about the learning arranged for practice nurses at PB-PLT. They considered that the new general medical services contract had been an initial barrier to learning. Conclusion Nursing managers had perceptions of PLT that contrasted with those of their community nurses. There were similarities also. Primary healthcare teams need to improve mutual understanding, and need to work together to improve the quality of learning at PB-PLT.