在实习研究中学习和实现基本的心理健康能力,借助一个工具:对学生护士经验的定性研究
Siv Camilla Marriott1,2, Ellen Karine Grov3, Marianne Thorsen Gonzalez1
1Faculty of Health and Social Sciences, Institute of Nursing and Health Sciences, University of South-East Norway, Drammen, Norway.
International journal of nursing studies advances
|July 29, 2024
概括
学生护士经常发现学习心理健康护理能力具有挑战性,特别是在非常规的环境中. 提高对临床学习机会的认识可以在心理健康实习期间提高他们的信心和能力.
科学领域:
- 护理教育 护理教育
- 心理健康护理 心理健康护理
- 定性研究是指质量研究.
背景情况:
- 科学学士学位的学生护士在获得基本的心理健康护理能力方面经常遇到困难.
- 缺乏基础能力可能会阻碍心理健康护理的安全和自信实践.
- 心理健康评估技能是发展整体心理健康护理能力的重要组成部分.
研究的目的:
- 为了深入探索和描述学生护士的经验学习和实现基本的心理健康能力.
- 了解学习工具在心理健康实习期间对学生护士能力发展的影响.
主要方法:
- 采用了一个探索性和描述性的定性设计.
- 数据是通过与14名第三年护士学生进行的单独半结构化采访来收集的.
- 正如布劳恩和克拉克所描述的那样,主题分析被用来分析转录的采访.
主要成果:
- 学生护士报告说,在新的临床环境中导航时,他们感到不安全.
- 参与者认识到护理实践的广泛范围,并参与了新的学习情况.
- 非传统的实习为发展基本心理健康护理能力带来了独特的挑战.
结论:
- 该研究提供了对学生护士学习心理健康评估和在实习期间发展关系,沟通和道德技能的经验的见解.
- 学生护士强调不安全感和学习障碍在不熟悉的环境中.
- 在实习准备期间提高学生护士对临床学习机会的认识,可以培养对基本心理健康护理能力的更大信心.
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