Passed without a stroke: A UK mixed method study exploring student nursesʹ knowledge of stroke

SummaryAims and Objectives luate third year student nursesʹ knowledge and experiences of stroke education. To identify how student nurses can develop their understanding of stroke and its application to clinical nursing practice. ound is an international health issue and a major cause of morbidity and mortality in many countries throughout the world. Nurses have a significant role to play in reducing death and disability in people who have suffered a stroke and it has been suggested that some nurses may not be educationally prepared to meet the challenges of this complex condition. valuative study was based on a mixed method evaluative design. These quantitative and qualitative approaches involved the implementation of focus groups and questionnaires. llowing outcomes were measured during studentsʹ final year of their nursing studies: studentsʹ profiles and an assessment of studentsʹ knowledge of stroke. s was a mixed picture of student nursesʹ knowledge of stroke; a lack of awareness of some fundamental aspects of stroke including common symptoms, complications, risk factors and the long term treatment. Reassuringly, students expressed decisively the importance for nurses to be equipped with a sound foundation of stroke knowledge for clinical practice. sions rsing students should have experience of being in contact with people who have had a stroke — and at present this does not always happen. A national intervention study is now suggested with a view to providing stroke education which is proportionate to its significance as a major health issue. nce to Clinical Practice draw upon their fundamental clinical skills to care and treat patients who have survived a stroke. Additionally, stroke survivors also require enhanced knowledge and this is recognised in the growth of specialist stroke nurses. Improving stroke mortality and morbidity is the responsibility of all of us involved in nurse education — introducing creative evaluative interventions could hold the most promising way forward.