目的:本研究探讨护生在COVID-19患者实习期间在学习过程和专业发展方面的经验,建立新的理论模型。
背景:COVID-19的爆发对全球学习系统产生了深远的影响,并中断了护理专业学生的实习经验。在第二波COVID-19之后,为了平衡学术活动和COVID-19遏制,一些意大利大学允许护理专业学生在COVID-19单位实习。这种新的经验可能影响了护生的学习过程和专业发展,但这还有待调查。
方法:使用建构主义扎根理论(CGT)方法的定性研究。
方法:2021年1月至4月从意大利北部的两家医院招募护理专业学生。从访谈中收集数据,并同时进行比较分析以确定类别和代码,根据Charmaz(2006)的理论。
结果:样本由28名学生组成。结果表明,核心类别,这就是“学生对护理专业的归属感”和四个主要类别:(1)从知识到诀窍,(2)一种新的关系模式,(3)分享和社会化,(4)责任化。最后,前提和推论,分别是(5)过程的动机和(6)过程的循环性,已确定。
结论:我们的研究提出了一种新的理论,即护理专业学生在COVID-19患者实习期间在临床环境中的学习过程。尽管有很大的困难,护理专业学生形成了一种以动机为特征的独特学习过程。因此,我们的研究深入了解了大流行期间的学习过程,并调查了护理专业学生继续实习所需的支持.
OBJECTIVE: This study explored the experiences of nursing students with respect to learning processes and professional development during internships with COVID-19 patients to build a novel theoretical model.
BACKGROUND: The COVID-19 outbreak had a profound impact on the worldwide learning system and it interrupted the internship experiences of nursing students. After the second wave of COVID-19, to balance academic activities with COVID-19 containment, some Italian universities allowed nursing students\' internships in COVID-19 units. This new experience may have influenced nursing students\' learning processes and professional development, but this is yet to be investigated.
METHODS: A qualitative study using a constructivist grounded theory (CGT) approach.
METHODS: Nursing students were recruited from two hospitals in northern Italy between January and April 2021. Data are gathered from interviews and a simultaneous comparative analysis were conducted to identify categories and codes, according to Charmaz\'s (2006) theory.
RESULTS: The sample consisted of 28 students. The results suggested the core category, that is the \'Students\' sense of belonging to the nursing profession\' and four main categories: (1) From knowledge to know-how, (2) A new relationship modality, (3) Sharing and socialisation and (4) Responsibilization. Finally, a premise and a corollary, respectively (5) Motivation and the (6) Circularity of the process, were identified.
CONCLUSIONS: Our study proposed a new theory of nursing students\' learning processes in clinical contexts during internships with COVID-19 patients. Despite significant difficulties, the nursing students developed a unique learning process characterised by motivation. Therefore, our study provided insight into the learning process during a pandemic and investigated the support needed for nursing students to continue their internships.