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ガーナの病院で看護学生の間で疎外された経験:記述的な質的研究
Ba-Etilayoo Atinga1, Christiana Asospae Ayamga2, David Baba3
1Department of Nursing, School of Sciences, University of Energy and Natural Resources, Sunyani, Ghana. ba-etilayoo.atinga@uenr.edu.gh.
BMC nursing
|February 19, 2026
まとめ
ガーナの看護学生は,臨床研修中に疎外され,自信と学習に影響を及ぼします. 排他的な行動に対処することは,支援的な教育環境と職業的発展を促進するために不可欠です.
科学分野:
- 介護教育に関する教育
- 社会心理学 社会心理学とは
- 医療のプロフェッショナル・ディベロップメント
背景:
- 学生看護師の発達には,臨床研修が不可欠です.
- 敵対的な臨床環境は,学習と職業的アイデンティティ形成に悪影響を及ぼします.
研究 の 目的:
- ガーナの病院での臨床研修中に看護学生の疎外された経験を探求する.
主な方法:
- 18人の看護学生との半構造化された深入インタビュー.
- ウィリアムズの時間的需要-脅威の孤立モデルとブラウンとクラークのテーマ分析によるデータ分析.
- 排斥の段階と心理的ニーズに対する脅威に焦点を当てた演的枠組み.
主要な成果:
- プロの看護師による4つの主要な排他的行動が特定されました:感情的孤立,プロのゲートキーピング,認知された貶值,対処戦略.
- これらの行動は,看護学生の自信,学習,動機付けに大きく影響した.
結論:
- 協力的な教育文化は,臨床環境において不可欠である.
- 推奨事項には,構造化されたメンターシップ,スタッフの指向,そして包摂的な学習環境を構築するためのフィードバックメカニズムが含まれています.
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