目的:探讨一年级护生在疗养院临床实习中学习的生活体验。
背景:疗养院传统上代表学生在护士教育期间的第一个临床安置地点,和疗养院居民的护理需求可以为学生护士提供获得基本和专业护理技能的机会。在临床实习中,学生有机会应用和整合理论知识,临床环境中的实践技能和道德能力。
方法:采用诠释学现象学方法进行定性设计,并按照COREQ指南进行报告。
方法:这项研究是在一家挪威大学附属的三家疗养院进行的。对一年级学生护士进行了密切观察(173小时)和深入的个人访谈(n=7),以探索他们的学习经历。数据分析以范·曼宁的解释学现象学方法为指导。
结果:在疗养院环境中临床实习中学习现象的基本含义是四个主题:(1)导航新的和复杂的学习环境,(2)在面对疾病和虚弱时受到情绪影响,(3)迫切需要支持和指导,(4)从事学习。
结论:在教育学习理论的背景下讨论了这些发现。在疗养院的临床实习中学习是一个多方面和复杂的现象,与学生的生活经验有关,关系和个人层面。总的来说,我们的研究结果表明,在临床实习中学习是职业认同发展过程的一部分.
结论:临床实践应强调对实习护士的情感支持,加强自我导向的反思,明确关注养老院护理的本质。
OBJECTIVE: To explore first-year student nurses\' lived experience of learning in clinical placement in nursing homes.
BACKGROUND: Nursing homes traditionally represent students\' first clinical placement sites during nurse education, and nursing home residents\' care needs can provide opportunities for student nurses to acquire both fundamental and specialised nursing skills. In clinical placements, students have opportunities to apply and integrate theoretical knowledge, practical skills and ethical competence in a clinical setting.
METHODS: A qualitative design with a hermeneutic phenomenological approach was employed and reported in accordance with the COREQ guidelines.
METHODS: The study was undertaken at three nursing homes affiliated with one Norwegian university. Close observation (173 h) and in-depth individual interviews (n = 7) with first-year student nurses were conducted to explore their lived experience of learning. Data analysis was guided by van Manen\'s hermeneutic phenomenological approach.
RESULTS: The essential meaning of the phenomenon of learning in clinical placements in a nursing home setting is characterised by four themes: (1) navigating a new and complex learning context, (2) being emotionally affected when facing sickness and frailty, (3) having a vital need for support and guidance and (4) being engaged in learning.
CONCLUSIONS: The findings are discussed against the backdrop of educational learning theory. Learning in clinical placements in nursing homes is a multi-faceted and complex phenomenon related to the students\' lived experience on the contextual, relational and individual levels. Overall, our findings demonstrate that learning in clinical placements is part of the process of professional identity development.
CONCLUSIONS: The clinical practice arena should emphasise emotional support for student nurses, enhance their self-directed reflection and explicitly focus on the essence of nursing in nursing homes.