Abstract：
BACKGROUND: Emotional labour (EL) can take a significant toll on nurses\' mental health and well-being and has serious implications for the retention of nurses in the workforce. Nurse educators have struggled to prepare novices to manage EL or find serviceable resources with which to do so within the body of nursing literature, which is dominated by essentially unhelpful narratives and is absent of the practical, real-world wisdom of elder nurses.
OBJECTIVE: This exploratory research study illuminated elder nurses\' experiential knowledge and beliefs of what is important for novices to learn about EL.
METHODS: Conventional Content Analysis (CCA) of qualitative survey data from 688 nurses with 20+ years of experience.
RESULTS: CCA generated descriptive categories and sub-categories: What the elders themselves learned as student nurses, and their advice to novices in the individual realm, (\"It\'s a Thing,\" healthy disengagement, supporting mental and physical well-being, reframing self-reproach), team realm (peer support, mentors), and institutional realm (structural barriers to mentors\' support of novices, building novices\' capacities for self-advocacy, resources to support health and well-being).
CONCLUSIONS: The elders\' data confronted and reframed legacy individuated narratives in the literature by supporting and contextualizing nurses\' emotional work. Elders advised novices that EL is a reality requiring concrete strategies to manage it throughout their practices. Elders extended their focus for management of EL beyond the individual to include peer support, mentorship, and the structural conditions in which nurses perform their EL, highlighting the need to empower nurses by building their capacity for self-advocacy of their workers\' rights.
OBJECTIVE: This exploratory research study illuminated elder nurses\' experiential knowledge and beliefs of what is important for novices to learn about EL.
METHODS: Conventional Content Analysis (CCA) of qualitative survey data from 688 nurses with 20+ years of experience.
RESULTS: CCA generated descriptive categories and sub-categories: What the elders themselves learned as student nurses, and their advice to novices in the individual realm, (\"It\'s a Thing,\" healthy disengagement, supporting mental and physical well-being, reframing self-reproach), team realm (peer support, mentors), and institutional realm (structural barriers to mentors\' support of novices, building novices\' capacities for self-advocacy, resources to support health and well-being).
CONCLUSIONS: The elders\' data confronted and reframed legacy individuated narratives in the literature by supporting and contextualizing nurses\' emotional work. Elders advised novices that EL is a reality requiring concrete strategies to manage it throughout their practices. Elders extended their focus for management of EL beyond the individual to include peer support, mentorship, and the structural conditions in which nurses perform their EL, highlighting the need to empower nurses by building their capacity for self-advocacy of their workers\' rights.
摘要：
背景：情绪劳动（EL）会对护士的心理健康和幸福感产生重大影响，并对护士在劳动力中的保留产生严重影响。护士教育工作者一直在努力准备新手来管理EL或在护理文献中找到可服务的资源，这基本上是由无益的叙述主导的，缺乏实际的，老年护士的真实智慧。
目的：这项探索性研究揭示了老年护士的经验知识和信念，对新手了解EL是重要的。
方法：对688名具有20多年经验的护士的定性调查数据进行常规内容分析（CCA）。
结果：CCA产生了描述性类别和子类别：老年人自己作为学生护士学到了什么，以及他们对个人领域新手的建议，（\“这是一件事，“健康的脱离接触，支持身心健康，重构自责)，团队领域(同行支持，导师)，和制度领域(对导师支持新手的结构性障碍，建立新手自我宣传的能力，支持健康和福祉的资源)。
结论：老年人的数据通过支持和情境化护士的情感工作来面对和重组文献中的传统叙事。Elders建议新手，EL是一个现实，需要具体的策略来在整个实践中进行管理。老年人将他们对EL的管理重点扩展到个人之外，包括同伴支持，导师,以及护士进行EL的结构条件，强调需要通过建立护士自我倡导其工人权利的能力来赋予护士权力。
目的：这项探索性研究揭示了老年护士的经验知识和信念，对新手了解EL是重要的。
方法：对688名具有20多年经验的护士的定性调查数据进行常规内容分析（CCA）。
结果：CCA产生了描述性类别和子类别：老年人自己作为学生护士学到了什么，以及他们对个人领域新手的建议，（\“这是一件事，“健康的脱离接触，支持身心健康，重构自责)，团队领域(同行支持，导师)，和制度领域(对导师支持新手的结构性障碍，建立新手自我宣传的能力，支持健康和福祉的资源)。
结论：老年人的数据通过支持和情境化护士的情感工作来面对和重组文献中的传统叙事。Elders建议新手，EL是一个现实，需要具体的策略来在整个实践中进行管理。老年人将他们对EL的管理重点扩展到个人之外，包括同伴支持，导师,以及护士进行EL的结构条件，强调需要通过建立护士自我倡导其工人权利的能力来赋予护士权力。
