Abstract：
BACKGROUND: Undergraduate nursing students may access support from peers after having experienced critical incidents during experiential learning opportunities. While researchers have addressed peer support relative to academic or day-to-day stress in undergraduate nursing students, there is a paucity of data on the context of clinical related critical incidents.
OBJECTIVE: To better understand undergraduate nursing students\' experiences of using peer support after clinical related critical incidents.
METHODS: Experiential learning places undergraduate nursing students at risk of encountering critical incidents. Gadamer\'s philosophical hermeneutics was the research approach used to explore the meaning of peer support accessed by undergraduate nursing students who had experienced clinical related critical incidents.
METHODS: Participants were recruited from a Canadian university.
METHODS: A purposive sample was used to recruit nine students who were enrolled in a baccalaureate nursing program. Data collection involved conducting semi-structured interviews over 12 months in 2021-2022.
METHODS: The interviews with participants were recorded and transcribed and the data was analyzed using the interpretive method of hermeneutics.
RESULTS: Findings from this research revealed that peer support was an effective informal method of providing immediate assistance to undergraduate nursing students. Inherent in this support was a safe space where students experienced a sense of belonging which normalized the incident and minimized isolation. Support was perceived by some participants as reciprocal as both the traumatized individual and the peer supporter benefited from the organic connection.
CONCLUSIONS: This study highlighted the importance of nurturing a psychologically safe clinical learning environment where students who experience critical incidents may seek timely support from peers and clinical instructors.
OBJECTIVE: To better understand undergraduate nursing students\' experiences of using peer support after clinical related critical incidents.
METHODS: Experiential learning places undergraduate nursing students at risk of encountering critical incidents. Gadamer\'s philosophical hermeneutics was the research approach used to explore the meaning of peer support accessed by undergraduate nursing students who had experienced clinical related critical incidents.
METHODS: Participants were recruited from a Canadian university.
METHODS: A purposive sample was used to recruit nine students who were enrolled in a baccalaureate nursing program. Data collection involved conducting semi-structured interviews over 12 months in 2021-2022.
METHODS: The interviews with participants were recorded and transcribed and the data was analyzed using the interpretive method of hermeneutics.
RESULTS: Findings from this research revealed that peer support was an effective informal method of providing immediate assistance to undergraduate nursing students. Inherent in this support was a safe space where students experienced a sense of belonging which normalized the incident and minimized isolation. Support was perceived by some participants as reciprocal as both the traumatized individual and the peer supporter benefited from the organic connection.
CONCLUSIONS: This study highlighted the importance of nurturing a psychologically safe clinical learning environment where students who experience critical incidents may seek timely support from peers and clinical instructors.
摘要：
背景：本科护理专业学生在体验式学习机会中经历过重大事件后，可能会获得同龄人的支持。虽然研究人员已经解决了与本科护理专业学生的学术或日常压力有关的同伴支持，关于临床相关危重事件的背景数据很少.
目的：为了更好地了解护理本科生在临床相关的危重事件后使用同伴支持的经验。
方法：体验式学习使本科护生面临严重事件的风险。伽达默尔的哲学解释学是一种研究方法，用于探索经历过临床相关重大事件的护理本科生获得同伴支持的含义。
方法：参与者从加拿大一所大学招募。
方法：使用有目的的样本来招募9名参加学士学位护理课程的学生。数据收集涉及在2021-2022年进行为期12个月的半结构化访谈。
方法：对参与者的访谈进行记录和转录，并使用解释学的解释性方法对数据进行分析。
结果：这项研究的结果表明，同伴支持是一种有效的非正式方法，可以为护理本科生提供即时帮助。这种支持所固有的是一个安全的空间，让学生体验到一种归属感，使事件正常化并最大程度地减少了孤立。一些参与者认为支持是互惠的，因为受创伤的个人和同伴支持者都从有机联系中受益。
结论：这项研究强调了培养心理安全的临床学习环境的重要性，在这种环境中，经历过严重事件的学生可以及时寻求同龄人和临床教师的支持。
目的：为了更好地了解护理本科生在临床相关的危重事件后使用同伴支持的经验。
方法：体验式学习使本科护生面临严重事件的风险。伽达默尔的哲学解释学是一种研究方法，用于探索经历过临床相关重大事件的护理本科生获得同伴支持的含义。
方法：参与者从加拿大一所大学招募。
方法：使用有目的的样本来招募9名参加学士学位护理课程的学生。数据收集涉及在2021-2022年进行为期12个月的半结构化访谈。
方法：对参与者的访谈进行记录和转录，并使用解释学的解释性方法对数据进行分析。
结果：这项研究的结果表明，同伴支持是一种有效的非正式方法，可以为护理本科生提供即时帮助。这种支持所固有的是一个安全的空间，让学生体验到一种归属感，使事件正常化并最大程度地减少了孤立。一些参与者认为支持是互惠的，因为受创伤的个人和同伴支持者都从有机联系中受益。
结论：这项研究强调了培养心理安全的临床学习环境的重要性，在这种环境中，经历过严重事件的学生可以及时寻求同龄人和临床教师的支持。
