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基于大学教育对护理专业身份的影响:对学生经验的定性检查
Nada Ammari1, Abdellah Gantare1
1Hassan First University of Settat, Higher Institute of Health Sciences, Laboratory of Health Sciences and Technologies, Settat, Morocco.
摩洛哥的研究生报告说,由于大学护理教育,提高了专业身份和赋权. 然而,外部障碍,如负面的社会看法和角色模两可,可能会阻碍临床整合.
科学领域:
- 护理教育 护理教育
- 专业身份发展 专业身份发展
- 定性研究是指质量研究.
背景情况:
- 基于大学的护理教育在全球范围内不断发展.
- 了解研究生对专业身份的看法对于护理教育质量至关重要.
- 摩洛哥的护士教育体系正在向大学整合转变.
研究的目的:
- 探索研究生护理学生对其专业身份的看法.
- 调查大学护理教育对专业身份形成的影响.
- 确定影响摩洛哥护理学生专业身份发展的因素.
主要方法:
- 定性现象学方法. 定性现象学方法.
- 与士学位护理学生进行深入采访.
- 聚焦小组收集学生的不同观点.
主要成果:
- 基于大学的护理教育培养了积极的自我形象和赋权.
- 学生报告说,他们对职业价值观的依恋增加,角色扩展.
- 参与研究活动是一个值得注意的结果.
结论:
- 教育转变积极影响护理学生的专业身份.
- 包括负面社会形象和角色模糊性在内的外部障碍构成了挑战.
- 这些障碍可能会阻碍新获得资格的护士融入临床实践.
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