Abstract
Background
In China, most new nurse anaesthetists graduate from general nursing programs and initially lack anaesthesia-related knowledge, skills, and abilities. Additionally, the absence of uniform training standards for new nurse anaesthetists in China means that many are unable to provide comprehensive anaesthesia care.
Objectives
This study was conducted to understand the perceptions, experiences and systemic challenges for conducting training for new nurse anaesthetists in anaesthesia from the perspectives of both junior nurse anaesthetists who had received a full induction and the training implementers: (1) understanding the experiences and needs of the training process from the perspective of a junior nurse anaesthetist who has received a full induction programme. (2) understanding the recommendations of training implementers (anaesthesiologists educators, administrators, and anaesthesia nursing educators, administrators) on training implementation.
Methods
Semi-structured interviews were performed with a purposive sample of 14 participants, comprising junior nurse anaesthetists, anaesthesiologists educators, administrators, and anaesthesia nursing educators, administrators. The data were analyzed using Colaizzi’s seven-step method to distill the participants’ real feelings, suggestions, and training needs, which were then grouped into sub-themes and themes to provide a structured understanding of the training dynamics.
Results
Four primary themes and ten sub-themes were identified through the analysis. The themes include: (1) characteristics of new nurse anaesthetists; (2) clarification of the role of new nurse anaesthetists and establishment of training content in accordance with job requirements; (3) formation of a diversified teaching method and design of an evaluation system based on the teaching content; and (4) increased attention to new nurse anaesthetists as individuals and to their future development. These themes and sub-themes provide a detailed and structured overview of participants’ perceptions, experiences, and systemic challenges from the training.
Conclusions
This study demonstrates that the training has positively influenced the new nurses’ perception of anaesthesia nursing and their job competence. Despite these improvements, several critical steps are necessary to enhance the training’s effectiveness and quality. These include carefully selecting and screening trainers, optimizing the training content, addressing stress during the training period, and integrating future career planning into the training program. These measures will contribute to a more comprehensive and supportive training experiences for new nurse anaesthetists.
Clinical trial number
XZHMU-2024Y001(20240103).
Supplementary Information
The online version contains supplementary material available at 10.1186/s12912-025-03344-x.
Keywords: New nurse anaesthetists, Training, Qualitative study
Introduction
In 2021, the International Council of Nurses (ICN) recognised nurse anaesthetists as advanced practice nurses [1]. With the expansion of anaesthesiology services, nurse anaesthetists have moved from anaesthesia recovery rooms and operating theatres to assume roles in other specialised settings such as pain clinics and gastroenteroscopy. Consequently, clinical demand for nurse anaesthetists in terms of quality and quantity continues to increase [2, 3]. In mainland China, anaesthesia nursing started late and developed slowly, and most anaesthesia nurses originated from general nursing or other departments, and began their careers with insufficient grounding in anaesthesia theory and hands-on procedural competencies [4–6].
As outlined in the Circular on the Training Outline for New Nurses (Trial) issued by the Chinese government in January 2016, standardized training is required for new nurses to strengthen nursing service capacity [7]. New nurses are registered nurses who have graduated from an institution and have less than 2 years of work experiences [8], and are the foundation of nursing workforce development. A review of the literature found that relatively limited research has been conducted on training curriculums for new nurse anaesthetists in mainland China, with existing studies focusing mostly on single skills and teaching methods [9] and the transition of new nurses from the role of student nurses to that of practising nurses. This transition is recognized as stressful and challenging and often associated with a particularly high rate of career and job turnover [10, 11]. Exploring participants’ perspectives on teaching and training requirements will contribute to the improvement of training frameworks for new nurse anaesthetists, thereby fostering their career progression.
Therefore, this study aims to understand the perceptions, experiences, and systemic challenges in training, to explore the suggestions of training implementers on the conduct of training, and to analyse the problems in the process of training, with a view to providing reference for the further construction and optimisation of the training curriculum system for new nurse anaesthetists.
Methods
Study design
Adopting a qualitative descriptive methodology [12], this study gathered data through one-to-one semi-structured interviews to examine participants’ experiences and suggestions related to the training of new nurse anaesthetists. A qualitative research approach is particularly suitable for investigating how individuals perceive and interpret phenomena, as it allows for an in-depth exploration of participants’ subjective experiences shaped by their unique backgrounds, personal interests, and individual perspectives. The semi-structured interview outline is in supplementary file S1.
Participants
The study employed a purposive sampling strategy with maximum variation sampling [13] to recruit participants from two tertiary general hospitals in Beijing and Xiamen, China. The sampling method is designed to make the respondents’ perspectives representative of the group and to understand their perceptions, experiences, and systemic challenges in training from both the teaching and learning perspectives of training. In addition, maximum variation sampling is suitable for exploratory qualitative research [14]. The sample comprised nurse anaesthetists and anaesthesiologists with diverse professional backgrounds and clinical experiences. Prior to data collection, written informed consent was obtained from all participants via email, accompanied by detailed information about the study objectives and procedures.The inclusion criteria were established to capture a comprehensive perspective on anaesthesia training needs: (1) junior nurse anaesthetist with 3 months to 2 years of clinical experiences; (2) anaesthesiologists educators, administrators, and anaesthesia nursing educators, administrators with more than 10 years of professional experiences. This selection strategy ensured the representation of diverse viewpoints across different professional roles and experiences levels in the anaesthesia field. The final sample consisted of 14 participants, including five junior nurse anaesthetists (numbered A1-A5), five anaesthesia nursing educators, administrators (numbered A6-A10), and four anaesthesiologists educators, administrators (numbered B1-B4). Detailed demographic and professional characteristics of the study participants are presented in Table 1.
Table 1.
The characteristics of the study participants (N = 14)
| Characteristics | Number (%) |
|---|---|
| Gender | |
| Female | 12 (85) |
| Male | 2 (15) |
| Age | |
| 21–30 years | 5 (36) |
| 31–40 years | 8 (57) |
| 41–50 years | 1 (7) |
| Degree | |
| Bachelor Degree | 8 (57) |
| Master’s Degree | 2 (14) |
| Doctoral Degree | 4 (29) |
| Working experiences | |
| Working experiences of Junior nurse anaesthetist | |
| ≤ 1 year | 2 (14) |
| 1–2 years | 3 (21) |
| Working experiences of Anaesthesia nursing educators, administrators and Anaesthesiologists educators, administrators | |
| 10–15 years | 9 (65) |
| Professional Field | |
| Anaesthesia nursing educators, administrators | 5 (35) |
| Anaesthesiologists educators, administrators | 4 (30) |
| Junior nurse anaesthetist | 5 (35) |
Data collection
The study employed an exploratory qualitative research approach [12], utilizing semi-structured interviews with open-ended questions. Prior to formal data collection, a pilot interview was conducted to refine the interview guide and test the recording equipment. The initial interview protocol was developed through collaborative discussions within the research team, informed by an extensive literature review. Following the pilot interview, the research team critically evaluated and revised the interview questions to enhance their relevance and clarity. Data collection was conducted through in-depth individual interviews, administered either via Tencent Meetings or through face-to-face sessions, based on participant preference and availability. The first author, who possesses advanced training in qualitative interview techniques, conducted all interviews between March and May 2024. Prior to each interview, participants were contacted to confirm their understanding of the study objectives and to schedule mutually convenient times. During the interviews, the researcher maintained methodological rigor by adopting a neutral stance and employing established qualitative techniques, including active listening, probing questions, and reflective responses [15]. Both verbal and non-verbal cues were systematically observed and documented. With participants’ consent, all interviews were audio-recorded to ensure data accuracy. Each session lasted approximately 30–60 min, allowing for comprehensive exploration of the research topics. Following each interview, the researcher promptly transcribed and coded the content in Chinese. These transcripts were then returned to participants for member checking [16] to ensure data credibility. For international dissemination, the findings were translated into English under the supervision of a bilingual co-author with extensive overseas experiences and native-level proficiency in both languages. The study used the concept of information power to determine sample size which considers the breadth of a study’s aim, purposive sample parameters, the applied theoretical framework, the quality of the interview data, and the analytic approach [17]. Study recruitment ended after 14 interviews, when ongoing analysis revealed rich, descriptive information that could provide the field with sufficiently novel and meaningful information to address research questions. The final interview protocol is presented in Table 2.
Table 2.
Protocol for semi-structured interviews
| Questions |
|---|
| 1. What is your definition of a new nurse anaesthetist (role)? |
| 2. What specific domains of theoretical knowledge should be incorporated into the training curriculum for new nurse anaesthetists, and what instructional methodologies would you recommend for effective knowledge transfer? |
| 3. What essential technical skill sets should be prioritized in the competency-based training program for new nurse anaesthetists, and through what pedagogical approaches would you recommend these skills to be effectively developed and assessed? |
| 4. Which core non-technical skills (NTS) should be emphasized in the professional development of new nurse anaesthetists, and what evidence-based training strategies would you recommend for cultivating these essential cognitive and behavioral skills in clinical practice? |
| 5. Could you elaborate on the current training paradigm implemented in your institution for new nurse anaesthetists, specifically addressing the curricular framework, instructional modalities, and competency assessment mechanisms employed throughout the training process? |
| 6. What additional elements or innovative components would you recommend incorporating into the systematic development of a competency-based training curriculum for new nurse anaesthetists to optimize their clinical preparedness and professional development? |
Data analysis and quality control
The data analysis followed Colaizzi’s seven-step phenomenological analysis method [16], employing a systematic thematic inductive approach. The analytical procedure was conducted as follows: First, the primary researchers (first two authors) meticulously transcribed and thoroughly reviewed the interview transcripts immediately following each session to acquire comprehensive familiarity with the dataset and identify initial impressions. Subsequently, in the second phase, the researchers manually identified and extracted significant statements relevant to the research objectives, employing inductive coding techniques. The third stage involved iterative coding of recurrent patterns, with coding consistency verified by the senior researcher (last author) to ensure analytical rigor. During the fourth phase, the research team systematically organized and synthesized the coded data, identifying meaningful patterns and conceptual similarities to develop preliminary thematic frameworks. The fifth step entailed detailed thematic development, wherein each emerging theme was substantiated with representative verbatim participant quotations. In the sixth stage, the research team engaged in iterative discussions to refine the thematic structure, reaching consensus on the final themes and sub-themes through critical examination of the data. The seventh step involved member checking, where preliminary findings were returned to participants for validation and feedback. To ensure analytical reliability, any discrepancies in data interpretation were resolved through research team deliberations until consensus was achieved. In this study, during the transcription of the audio recordings into text, the respondent recordings were numbered in the order in which they were interviewed, ensuring that participant’ confidentiality was strictly maintained through the use of anonymized identification codes. The comprehensive data analysis process is delineated in Table 3.
Table 3.
Example of data analysis
| Meaning unit | Code | Subcategory | Category |
|---|---|---|---|
| A1, A2: ‘I was unaware of the extensive responsibilities involved in the operating theatre setting, and the adaptation process proved to be more prolonged than anticipated.’ A7, A8: ‘The intensive nature of role transition in anaesthesia primarily stems from limited clinical exposure during training. Many practitioners either had minimal departmental exposure or lacked any placement experiences, necessitating a comprehensive learning process from the foundational level.’ | Prolonged role transition and challenges in professional adaptation | Challenges in professional role adaptation | Characteristics of new nurse anaesthetists |
| B2: ‘Nurse anaesthetists are expected to acquire comprehensive anaesthesia knowledge while maintaining clinical proficiency, inevitably leading to heightened professional anxiety due to the substantial workload and performance expectations.’ A2, A4: ‘ I am experiencing significant career uncertainty, primarily due to the specialized nature of this field, which makes it challenging to envision clear professional development path-ways.’ | Excessive workload and confusion over career plans lead to high levels of stress | Anxiety | |
|
A4: ‘During the initial phase of my practice, the most challenging aspect involved the administration of intravenous indwelling needles. The inability to successfully establish intravenous access constitutes a critical emergency, particularly when dealing with conscious patients. You must immediately reassure the patient and promptly communicate with the supervising anaesthetist.’ B2, B4: ‘ A notable trend among new nurse anaesthetists appears to be suboptimal communication proficiency.’ |
Untimely and poor communication at work | Lack of communication ability |
Ethical considerations and participation consent
The research protocol received formal approval from the Institutional Review Board (IRB) of Xuzhou Medical University prior to study initiation. In accordance with ethical research protocols, potential participants were provided with comprehensive written information detailing the study objectives, procedures, and ethical considerations. This documentation explicitly outlined the principles of data confidentiality, voluntary participation, and the unconditional right to withdraw from the study at any point in the interview process without justification or penalty.
Results
Guided by the research objectives and structured interview protocol, this study systematically analyzed and synthesized key components essential for developing a comprehensive training curriculum for new nurse anaesthetists. The analysis encompassed three core dimensions: theoretical knowledge, clinical skills, and non-technical skills. Additionally, the study examined critical perspectives regarding role definition, curriculum design, instructional methodologies, and evaluation mechanisms. Through rigorous thematic analysis, four main themes and ten corresponding sub-themes were extracted and analysed, which are systematically presented as follows.
Theme 1: characteristics of new nurse anaesthetists
Challenges in professional role adaptation
New nurse anaesthetists face several professional challenges, including limited practical experiences in anaesthesia care, inadequate understanding of the scope of practice within anaesthesia nursing roles, and deficiencies in essential anaesthesia-related knowledge and technical skills. These factors collectively contribute to a prolonged adaptation period during their professional role transition.
A1, A2: ‘I was unaware of the extensive responsibilities involved in the operating theatre setting, and the adaptation process proved to be more prolonged than anticipated.’
A7, A8: ‘The intensive nature of role transition in anaesthesia primarily stems from limited clinical exposure during training. Many practitioners either had minimal departmental exposure or lacked any placement experiences, necessitating a comprehensive learning process from the foundational level.’
Anxiety
During the orientation period, participants reported experiencing concurrent learning and clinical responsibilities, which frequently resulted in excessive psychological stress. Many expressed concerns regarding the perceived lack of professional fulfillment and unclear career progression pathways within the specialty.
B2: ‘Nurse anaesthetists are expected to acquire comprehensive anaesthesia knowledge while maintaining clinical proficiency, inevitably leading to heightened professional anxiety due to the substantial workload and performance expectations.’
A2, A4: ‘I am experiencing significant career uncertainty, primarily due to the specialized nature of this field, which makes it challenging to envision clear professional development pathways.’
Lack of communication ability
The complex and high-stakes environment of the operating theatre necessitates that nurse anaesthetists possess advanced communication competencies to effectively navigate interdisciplinary collaboration and ensure patient safety.
A4: ‘During the initial phase of my practice, the most challenging aspect involved the administration of intravenous indwelling needles. The inability to successfully establish intravenous access constitutes a critical emergency, particularly when dealing with conscious patients. You must immediately reassure the patient and promptly communicate with the supervising anaesthetist.’
B2, B4: ‘A notable trend among new nurse anaesthetists appears to be suboptimal communication proficiency.’
Theme 2: define the role of the new nurse anaesthetist and establish the training content in accordance with the job requirements
New nurse anaesthetists need to be trained in nursing-related knowledge, anaesthesia expertise and other knowledge
Anaesthesia nursing represents an interdisciplinary specialty that integrates core competencies from both anaesthesiology and nursing sciences. Professionals in this field require comprehensive knowledge spanning three critical domains: advanced anaesthesia principles, fundamental nursing practices, and specialized clinical expertise across various medical specialties to ensure clinical competency and professional proficiency.
A1, A3: ‘The nurse anaesthetist’s primary professional identity remains rooted in fundamental nursing practice, requiring mastery of essential nursing competencies.’
A4, A6, B2: ‘The comprehensive curriculum encompasses essential disciplines including anaesthetic physiology, pharmacologic principles of anaesthesia, pathophysiological considerations, and advanced anatomical knowledge. Additionally, proficiency in anaesthesia equipment operation and maintenance constitutes a critical component of clinical training.’
A10, B4: ‘Progressive familiarization with surgical specialty-specific characteristics is essential, including thorough understanding of surgical procedures, identification of contraindications, preparation of necessary pharmacological agents, and comprehensive knowledge of surgical phases.’
New nurse anaesthetists need to be trained in technical skills
Anaesthesia nursing represents a highly procedural specialty that demands technical proficiency in various clinical interventions to support comprehensive patient care. As essential members of the anaesthesia care team, new nurse anaesthetists require systematic training in both fundamental nursing competencies and specialized procedural skills to ensure safe and effective clinical practice.
A2, A5, A6: ‘Nurse anaesthetists are required to demonstrate proficiency in a comprehensive range of technical skills, including arterial cannulation techniques, anesthetic preparation and induction protocols, and the use of equipment, with a particular focus on tracheal intubation stabilization techniques.’
A7, A8: ‘This encompasses comprehensive competencies in patient-controlled analgesia (PCA) management.’
A9, B3: ‘Proficiency in advanced emergency resuscitation techniques is essential.’
New nurse anaesthetists need non-technical skills training
The specialized role of nurse anaesthetists necessitates the development of multifaceted professional competencies, including effective interdisciplinary communication with patients, nursing colleagues, surgical teams, and anaesthesiologists. This role demands proficiency in perioperative safety management, risk assessment, and care coordination. Furthermore, nurse anaesthetists must demonstrate crisis resource management skills during emergency situations, coupled with capabilities in self-regulation and engagement in evidence-based practice and clinical research activities.
A1, A3: ‘During a gynecological surgical procedure, I encountered a critical incident where the patient’s oxygen saturation precipitously dropped to approximately 60%. This situation warranted activation of the emergency response system (code 999), but I didn’t react!’
A5: ‘Given the critical responsibility of managing operating theatre operations, an anaesthesia nurse must demonstrate exceptional prioritization skills and effective time management capabilities.’
A7, B4: ‘The demanding environment of the operating theatre necessitates strong self-regulation capabilities. Furthermore, contemporary anaesthesia nursing practice requires continuous professional development, including the ability to conduct evidence-based nursing research.’
Theme 3: forming a diversified curriculum teaching method and designing an evaluation system based on the teaching content
Innovative theoretical and clinical teaching methods that allow students to take the lead in the learning process
The strategic implementation of diverse instructional methodologies can significantly enhance classroom engagement, foster active student participation, and optimize learning outcomes through dynamic and interactive educational experiences.
A2: ‘The training program must establish robust connections between theoretical concepts and clinical applications. Otherwise it can lead to a substantial theory-practice gap.’
A5: ‘The implementation of biweekly literature review sessions significantly enhanced my learning experiences. Including faculty-guided topic selection, independent literature analysis, and the development of comprehensive PowerPoint presentations.’
A6: ‘During intraoperative practice, the supervising instructor employs a Socratic questioning approach to assess clinical knowledge application, which allows for real-time evaluation of the learner’s comprehension and mastery of critical concepts.’
Multi-stage and multi-dimensional design of the evaluation system to assess the effectiveness of training
Given the dynamic nature of the learning process, a comprehensive evaluation framework will be implemented across three critical phases: pre-training, mid-training, and post-training assessments. This longitudinal evaluation strategy enables continuous monitoring of training efficacy, provides formative feedback for new nurse anaesthetists, and informs iterative improvements to the training curriculum to optimize learning outcomes.
A1: ‘The training program incorporates a multi-tiered assessment system, including weekly and monthly evaluations of both theoretical knowledge and practical skills.’
A7: ‘Monthly group reflection sessions are conducted to analyze learning progress and provide constructive feedback regarding instructional methods.’
A9, B1: ‘For the final assessment, the program employs Objective Structured Clinical Examinations (OSCEs) to evaluate clinical competencies.’
Theme 4: increased attention to the individual new nurse anaesthetists themselves and their future development
Enhancing psychological care and communication among new anaesthesia nurses
Empirical evidence indicates that 80–90% of new nurses encounter significant challenges in clinical practice adaptation. Furthermore, research demonstrates that approximately 50% of new nurses voluntarily terminate their employment within the first year of practice. Among various contributing factors, anxiety disorders and difficulties in professional role transition have been identified as significant predictors of early career attrition in the nursing workforce [18, 19]. The specialty of anaesthesia nursing is characterized by three distinctive features: rapid staff turnover rates, operation within a highly controlled environment, and exposure to elevated occupational stress levels. These unique workplace characteristics necessitate heightened focus on psychological well-being and mental health support systems for new nurse anaesthetists during their transitional period.
A6: ‘New nurse anaesthetists frequently experiences heightened psychological tension and anxiety, yet these significant emotional disturbances often remain unaddressed within the clinical environment.’
A8: ‘provide verbal reassurance to alleviate anxiety, employing appropriate therapeutic touch when suitable, and maintaining reassuring eye contact to establish trust and promote emotional comfort during patient interactions.’
Inclusion of career planning for new nurse anaesthetists in the training curriculum
Comprehensive career development planning plays a pivotal role in facilitating the professional advancement and clinical competency acquisition of new nurse anaesthetists, ultimately contributing to their successful integration and long-term retention within the specialty.
A3: ‘The establishment of a well-defined career pathway during the initial phase of professional development serves as a critical determinant of future career trajectory and specialization within the field.’
B5: ‘When asked about the area of anesthetic nursing he would like to pursue in the future, he expressed confusion. I would share my own experiences with him and offer some career advice.’
Disscusion
The evolving landscape of anaesthesia medical services in China, characterized by expanded service scope and increasing demand for comfortable healthcare, has extended anaesthesia nursing responsibilities to encompass the entire perioperative continum. This paradigm shift presents significant challenges for both new nurse anaesthetists and their educators. Through examining participants perspectives within the Chinese cultural context, this study elucidates critical experiences, recommendations, and identified challenges in nurse anaesthesia training [20]. The findings offer valuable insights and evidence-based guidance for developing comprehensive training programs tailored to new nurse anaesthetists in China’s healthcare system.
In contrast to international nurse anaesthesia training programs [21, 22], Chinese nurse anaesthetists typically transition from general nursing backgrounds without foundational knowledge in anaesthesia principles or specialized practices at the onset of their careers [6]. Study participants consistently identified limited understanding of anaesthesia nursing responsibilities, professional scope of practice, and essential anaesthesia competencies as defining characteristics of novice practitioners. These findings underscore the imperative for developing a structured, comprehensive training curriculum to enhance clinical competency and professional preparedness among new anaesthesia nurses [23, 24].
The specialty of anaesthesia nursing is characterized by high professional demands, substantial workload intensity, and rapid staff turnover rates. Given that most new anaesthesia nurses lack foundational anaesthesia knowledge, traditional training programs have predominantly emphasized theoretical knowledge acquisition and technical skill development [25]. However, this approach often neglects critical aspects of trainees’ subjective experiences and psychological stress management. Empirical evidence indicates that entry-level nurses experiences elevated occupational stress levels and compromised emotional well-being [26]. Implementation of psychological support interventions and optimization of work environments have been demonstrated to effectively mitigate these challenges.
Studies have shown that avoidable anaesthesia-related deaths reported in developing countries are 100–1000 times higher than those reported in developed countries [27]. Analyses by national and international scholars have found that the main cause of anaesthesia crisis events is a lack of non-technical skills and that most are preventable [28]. Non-technical skills, encompassing teamwork, situational judgment, task coordination, and clinical decision-making, constitute essential competencies for safe anaesthesia practice. The present study identified significant gaps in new nurse anaesthetists’ abilities in interprofessional communication, comprehensive case management, and crisis anticipation. These findings underscore the critical need for enhanced training in non-technical skills to improve overall clinical competency and minimize human factors-related errors in anaesthesia practice.
Career planning for new nurse anaesthetists can help nurses set clear career goals, motivate nurses to improve their professional knowledge, skills and abilities, and is a vital initiative to retain nurses and improve the quality of nursing services [29, 30]. Participants indicated that due to the lack of clear understanding of anaesthesia nursing positions and future career planning, new nurse anaesthetists were usually unclear about what were the duties of anaesthesiologists and what were the duties of nurse anaesthetists, resulting in ambiguous role positioning and confusing career prospects. Therefore, there is a need to strengthen the reinforcement of career planning for new nurse anaesthetists.
Limitations
While this study provides valuable insights from the Chinese context, its generalizability may be limited by the homogeneous cultural background of participants. Future research should incorporate more diverse cultural perspectives through multinational collaborations or cross-cultural comparative studies, which would significantly enhance the robustness and applicability of the findings across different healthcare systems and cultural contexts.
Conclusion
This study was conducted to understand the perceptions, experiences, and systemic challenges for conducting training for new nurse anaesthetists in anaesthesia from the perspectives of both junior nurse anaesthetists who had received a full induction and the training implementers. Interviews mentioned the need for training in basic nursing knowledge, basic anaesthesia knowledge, anaesthesia specialist knowledge, clinical nursing skills, specialist anaesthesia skills and non-technical skills. In addition, participants suggested that well-being concerns for new nurse anaesthetists and discussion of future career planning should be included in the curriculum system components. New nurse anaesthetists are the key new force in the anaesthesia nursing team and play an important role in the nursing team. Strengthening their psychological counselling and guidance on future career planning is conducive to finding out their role position in the post, adapting to the work rhythm quickly and becoming a qualified nurse anaesthesia specialist.
Electronic supplementary material
Below is the link to the electronic supplementary material.
Acknowledgements
Thanks to all authors for their contributions during the study.
Author contributions
Conception, TY, XX and ST; Methodology, TY and JH; Software, TY, and JK; Preparation of the original draft of the writing-up, TY, ST, XX and YS; Interview, TY and XX; Data analysis, TY, XX, and YS. All authors read and approved the final manuscript.
Funding
This research received no external funding.
Data availability
The data is provided within the manuscript.
Declarations
Ethics approval and consent to participate
This study was registered with the Xuzhou Medical University, Xuzhou, Jiangsu province, China on the January 3, 2024 with registration number XZHMU-2024Y001. The study followed the Declaration of Helsinki and obtained informed consent from all participants.
Consent for publication
Informed consent was obtained from all subjects involved in the study.
Competing interests
The authors declare no competing interests.
Footnotes
Publisher’s note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Tingting Yang and Xueyan Xing are co-first authors and contributed equally to this work.
Shumin Tu and Jiamin Kang are co-corresponding authors and contributed equally to this work.
Contributor Information
Jiamin Kang, Email: jmKang128@163.com.
Shumin Tu, Email: 1182070334@qq.com.
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