Abstract：
For undergraduate nursing students, an integral mode of learning is their clinical placements. Learning within the clinical setting is influenced by factors such as the facilitators, peers, unit, or department the student is placed on. What is not known is the role of a social context that is grounded in Self-Determination Theory and how this influences the development of therapeutic relationship skills among undergraduate nursing students. The aim of this study was to examine the role of autonomy support in the professional learning of undergraduate nursing students. This study employed a two-group pre-test and post-test design, with undergraduate nursing students placed in either an autonomy-supportive group or a comparison group in an Australian context. Therapeutic relationship skills were assessed at the beginning and end of their compulsory mental health clinical placement. Participants were 210 (n = 210) Australian undergraduate nursing students. Using a tertile split, 140 students were placed into one of two groups based on their perception of autonomy support at the post-test time point. Pre- and post-test therapeutic relationship data were collected for both groups. A repeated measures analysis of variance was used to examine whether engagement in different clinical placements would illicit significant differences in therapeutic relationship skills. Undergraduate nursing students who were engaged in the autonomy-supportive setting had significantly higher scores associated with the therapeutic relationship subscales: Positive Collaboration and Positive Clinical Input. The importance of the social context is underscored, which is strongly influenced by the educational leader, typically referred to as a nurse facilitator.
摘要：
对于护理本科生，一种完整的学习模式是他们的临床实习。临床环境中的学习受到诸如促进者，同行,unit,或学生所在的部门。未知的是以自我决定理论为基础的社会背景的作用，以及这如何影响本科护理专业学生的治疗关系技能的发展。这项研究的目的是研究自主性支持在本科护生专业学习中的作用。这项研究采用了两组测试前和测试后的设计，在澳大利亚的背景下，本科护理学生被安置在自治支持小组或比较小组中。在强制性心理健康临床安置的开始和结束时评估了治疗关系技能。参与者为210名（n=210）澳大利亚护理本科生。使用三元分裂，根据他们在测试后时间点对自主性支持的看法，将140名学生分为两组之一。收集两组的测试前和测试后治疗关系数据。使用重复测量的方差分析来检查参与不同的临床实习是否会损害治疗关系技能的显着差异。从事自主支持环境的本科护理专业学生与治疗关系分量表相关的得分明显更高：积极的合作和积极的临床输入。强调了社会背景的重要性，受到教育领导者的强烈影响，通常被称为护士辅导员。
