Exploring commitment, professional identity, and support for student nurses
Exploring commitment, professional identity, and support for student nurses
复制标题
DOI：
10.1016/j.nepr.2015.06.001
复制
发表时间：
2016-01-01
影响因子：
3.2
通讯作者：
Guppy, Andrew
中科院分区：
文献类型：
--
作者：
Clements, Andrew James;Kinman, Gail;Guppy, Andrew
全球护士招聘和留用问题意味着，深入了解可能增加合格员工和学生留用的因素至关重要。尽管工作承诺和保留之间有明确的联系，但很少有研究探讨学生护士和助产士的承诺。本文报告了一项定性研究的结果，该研究旨在通过对9名预注册学生进行的半结构化访谈和对171名预注册学生完成的定性调查来深入了解承诺。数据的专题分析强调了通过人际关系的安置经历对承诺的影响。学生们通常强调他们的职业身份是承诺的基础，尽管许多参与者也强调缺乏合格从业者的认可，这降低了承诺。有证据表明，医生的工作量可能会影响学生的体验，因为很难有足够的时间提供支持。讨论了保留策略的含义。(C) 2015 Elsevier Ltd.版权所有。
Problems with the recruitment and retention of nurses globally mean that insight into the factors that might increase retention in qualified staff and students is crucial. Despite clear links between work commitment and retention, there is little research exploring commitment in student nurses and midwives. This paper reports the findings of a qualitative study designed to provide insight into commitment using semi-structured interviews conducted with nine pre-registration students and a qualitative survey completed by 171 pre-registration students. Thematic analysis of the data emphasised the impact of placement experiences on commitment via interpersonal relationships. Students typically emphasised their professional identity as the basis for commitment, although many participants also highlighted a lack of acceptance by qualified practitioners, which reduced it. There was evidence that suggested that practitioner workload may impact the student experience due to challenges in making sufficient time to provide support. Implications for retention strategies are discussed. (C) 2015 Elsevier Ltd. All rights reserved.