The lived experiences of general student nurses on their first clinical placement: A phenomenological study.
The lived experiences of general student nurses on their first clinical placement: A phenomenological study.
复制标题
DOI：
10.1016/j.nepr.2005.04.001
复制
发表时间：
2005-11-01
影响因子：
3.2
通讯作者：
Chesser-Smyth, Patricia A
中科院分区：
文献类型：
--
作者：
Chesser-Smyth, Patricia A
这项现象学研究探索和描述了一般学生护士在爱尔兰护理学院的第一次临床实习的“生活”经验。研究的问题是：“普通学生护士第一次临床实习的经历是什么？”为研究提供了重点。对9名女护生和1名男护生进行深度访谈。从访谈中收集数据，记录和分析使用框架（Coliazzi， P., 1978）。现象学家眼中的心理学研究。见：Valle， r.s., King， M.（编），《心理学的存在现象学选择》，牛津大学出版社，纽约)。五个核心主题出现了：自我意识、自信、焦虑、促进和专业问题。调查结果显示，尽管在未来课程规划中，准备工作的某些方面需要在思维上做出重大转变，以满足学生的需求，但对实习的准备工作标准的评价是积极的。研究结果表明，相互尊重和尊重他人的存在对学生的自尊有积极的影响。知识的获取导致自信水平的提高，从而减少焦虑。这增强了临床学习环境中依赖于协作支持和促进的学习过程。这些发现为进一步的研究铺平了道路，这些研究可以继续发展并最大限度地提高本科护理学生的教育价值和临床经验。
This phenomenological study explores and describes the 'lived' experiences of general student nurses on their first clinical placement in an Irish School of Nursing. The research question: 'What are the experiences of general student nurses on their first clinical placement?' provided the focus for the study. In-depth interviews were conducted with nine female student nurses and one male student nurse. Data from the interviews were collected, recorded and analysed using framework (Coliazzi, P., 1978 . Psychological research as the phenomenologist views it. In: Valle, R.S., King, M. (Eds.), Existential Phenomenological Alternatives for Psychology, Oxford University Press, New York). Five core themes emerged: self-awareness, confidence, anxiety, facilitation and professional issues. The findings revealed that the standard of preparation for the placement was viewed positively though some aspects of preparation require a critical shift in thinking towards meeting the students' needs in future curriculum planning. The conclusions of the study indicate that the presence of mutual respect and regard for others had a positive impact on the students' self-esteem. The acquisition of knowledge led to an increase in confidence levels that subsequently reduced anxiety. This enhanced the learning process that was dependant upon the collaborative support and facilitation in the clinical learning environment. The findings prepare the way for further research that could continue to develop and maximise the educational value and clinical experience for undergraduate nursing students.