发现护士模式:护理学生角色微型转换的现象学研究
Adrianna Watson1, Matthew Anderson1, Carly Peterson1
1College of Nursing, Brigham Young University, 500 KMBL, Provo, UT 84602, United States.
Nurse education in practice
|August 27, 2024
概括
护理学生培养技能,在他们的专业护理和个人角色之间进行过渡,提高福祉. 教师应该支持这种角色导航,以防止倦怠和改善实践.
科学领域:
- 护理教育 护理教育
- 专业身份发展 专业身份发展
- 角色理论 角色理论
背景情况:
- 护理学生平衡发展专业身份与事先存在的个人角色.
- 这种双重角色管理对于社会化和未来的可持续实践至关重要.
研究的目的:
- 探索本科护理学生管理护理和非护理角色之间的日常微型过渡的经验.
- 了解护理学生角色微型转换所涉及的策略和挑战.
主要方法:
- 定性,横截面,解释性的现象学设计,利用解释学.
- 17名本科护理学生参加了半结构化,视听录制的在线访谈,直到数据和.
主要成果:
- 出现了三个主题:"进入和退出护士模式的策略"",培养正念护理实践"和"护理学生的社会化和沉浸".
- 学生们报告说,从发展角色过渡技能中获得了个人和专业的好处.
- 确定需要教育工作者支持,以帮助学生有效地导航角色转换,避免"护士模式"的陷.
结论:
- 支持护理学生管理角色微型转换对于他们的生活质量和临床实践至关重要.
- 学生需要在启动和有效完成护理和非护理角色之间的微型转换方面接受教育.
- 教育策略和支持系统可以增强学生的福祉和专业发展.
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