Ethnic inequalities during clinical placement: A qualitative study of student nurses' experiences within the London National Health Service.
Ethnic inequalities during clinical placement: A qualitative study of student nurses' experiences within the London National Health Service.
复制标题
临床实习期间的种族不平等：对伦敦国家卫生服务中心实习护士经历的定性研究。
DOI：
10.1111/jan.15891
复制
发表时间：
2024
影响因子：
3.8
通讯作者：
Walker CR
中科院分区：
文献类型：
--
作者：
Walker CR
AimTo了解如何学生护士的经验，临床安置，在国民保健服务（NHS）医院，不同的少数民族和白色英国groups.DesignA定性专题分析与归纳approach.MethodsData从半结构化访谈与21伦敦（英国）医院为基础的学生护士进行了研究，使用专题分析。参与者接受采访的一部分，解决不平等和歧视的经验，在卫生服务（TIDES）的研究，并询问他们的经验，在临床placement.ResultsFive主要主题确定：（1）导师的作用，（2）歧视和不公平待遇，（3）说起来/出来，（4）职业发展，（5）不良经历的后果。所有的主题都联系在一起，社会动态和工作环境（称为“病房文化”）提供了一个环境，正常化的虐待经历的护理学生。来自少数民族背景的学生报告了种族主义以及文化和/或宗教微侵略。虽然他们的种族和民族的价值，白色英国学生也经历了歧视和不平等，由于他们的年龄，性别，性别和性取向。来自白色英国和少数民族群体的学生都承认，受到不好的对待是职业发展的障碍。少数民族学生还指出，缺乏多样的代表性，高级护理职位劝阻职业发展在英国NHS.ConclusionThese初步的经验，不平等和歧视，容易塑造学生的角度来看，他们的职业和能力，护理内的进步。NHS负责确保学生护士的发展机会是平等的，无论种族.ImpactWard文化是由其他人谁正常化虐待和同时劣势少数民族学生，使他们感到不受重视的延续.这反过来又影响到NHS内部的工作人员保留和职业发展。培训评估员应了解临床实习中存在的歧视文化，并努力消除歧视。
AimTo understand how student nurse experiences on clinical placement, within National Health Service (NHS) hospitals, differ for ethnic minority and White British groups.DesignA qualitative thematic analysis with an inductive approach.MethodsData from semi‐structured interviews with 21 London (United Kingdom) hospital‐based student nurses were examined using thematic analysis. Participants were interviewed as part of the Tackling Inequalities and Discrimination Experiences in Health Services (TIDES) study and asked about their experiences during clinical placement.ResultsFive main themes were identified: (1) Role of mentors, (2) Discrimination and unfair treatment, (3) Speaking up/out, (4) Career progression, and (5) Consequences of adverse experiences. All themes were linked, with the social dynamics and workplace environment (referred to as “ward culture”) providing a context that normalizes mistreatment experienced by nursing students. Students from ethnic minority backgrounds reported racism as well as cultural and/or religious microaggressions. While being valued for their race and ethnicity, White British students also experienced discrimination and inequity due to their age, sex, gender, and sexual orientation. Students from both White British and ethnic minority groups acknowledged that being treated badly was a barrier to career progression. Ethnic minority students also noted the lack of diverse representation within senior nursing positions discouraged career progression within the UK NHS.ConclusionThese initial experiences of inequality and discrimination are liable to shape a student's perspective of their profession and ability to progress within nursing. The NHS is responsible for ensuring that student nurses' developmental opportunities are equal, irrespective of ethnicity.ImpactWard culture is perpetuated by others who normalize mistreatment and concurrently disadvantage ethnic minority students, making them feel unvalued. This in turn impacts both staff retention and career progression within the NHS. Training assessors should be aware of the existing culture of discrimination within clinical placements and work to eradicate it.