To belong or not to belong: nursing students' interactions with clinical learning environments - an observational study
To belong or not to belong: nursing students' interactions with clinical learning environments - an observational study
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DOI：
10.1186/s12909-016-0721-2
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发表时间：
2016-08-05
影响因子：
3.6
通讯作者：
Laksov, Klara Bolander
中科院分区：
文献类型：
--
作者：
Liljedahl, Matilda;Bjorck, Erik;Laksov, Klara Bolander
背景资料：归属感一直被认为是学生在临床环境中学习的先决条件，但让学生觉得他们属于工作场所是一个挑战。从社会文化的角度来看，工作场所的参与性做法是一个框架，认为临床学习环境中创建的学生和工作场所之间的互动，因此，依赖于他们两个。本研究的目的是探讨在临床学习环境中的启示和参与之间的相互依存关系。研究问题是：如何影响护理学生在他们的互动与临床学习环境？方法：采用现场观察和随访访谈的观察性研究。研究环境包括三所学术教学医院。实地观察包括在整个轮班期间跟踪本科护理学生。五十五个小时的实地观察和十个后续采访的学生，主管和临床管理人员形成了研究数据。一个主题的分析方法，并进行迭代与datacollection.Results：结果显示，学生努力填写他们提供的角色，在一个有抱负的方式，但他们变得不知所措时，给予照顾的责任。当学生的基本价值观与工作场所制定的价值观不一致时，他们不愿意妥协自己的价值观。工作场所成功地邀请学生进入护士社区和护理实践。学生表现出犹豫，他们的愿望属于工作场所community.Conclusion：结果意味着，临床教育的挑战是不是增加的经验，但要保持学生的批判性和反思性的方法，以医疗实践。此外，研究结果表明，学生被列为一个重要的利益相关者在创建临床学习环境，而不是被视为消费者的临床教育。
Background: Belongingness has been argued to be a prerequisite for students' learning in the clinical setting but making students feel like they belong to the workplace is a challenge. From a sociocultural perspective, workplace participatory practices is a framework that views clinical learning environments to be created in interaction between students and the workplace and hence, are dependent on them both. The aim of this study was to explore the interdependence between affordances and engagement in clinical learning environments. The research question was: How are nursing students influenced in their interactions with clinical learning environments?Methods: An observational study with field observations and follow-up interviews was performed. The study setting comprised three academic teaching hospitals. Field observations included shadowing undergraduate nursing students during entire shifts. Fifty-five hours of field observations and ten follow-up interviews with students, supervisors and clinical managers formed the study data. A thematic approach to the analysis was taken and performed iteratively with the data collection.Results: The results revealed that students strived to fill out the role they were offered in an aspirational way but that they became overwhelmed when given the responsibility of care. When students' basic values did not align with those enacted by the workplace, they were not willing to compromise their own values. Workplaces succeeded in inviting students into the community of nurses and the practice of care. Students demonstrated hesitance regarding their desire to belong to the workplace community.Conclusion: The results imply that the challenge for clinical education is not to increase the experience of belongingness but to maintain students' critical and reflective approach to health care practice. Additionally, results suggest students to be included as an important stakeholder in creating clinical learning environments rather than being viewed as consumer of clinical education.