护士在临床学习环境中调节情感动态方面的作用:对医学学生经验的影响
Shalini Gupta1, Stella Howden2, Mandy Moffat1
1School of Medicine, University of Dundee, Dundee, Scotland.
护士为医学学生和初级医生提供情感支持,在临床学习环境中培养积极的专业间动态. 然而,工作场所的压力可能会对团队的互动和幸福感产生负面影响.
科学领域:
- 医疗保健教育 医疗保健教育
- 护理学研究 护理学研究
- 卫生社会学 卫生社会学
背景情况:
- 对于卫生专业人员来说,工作场所的社会化包括管理情绪.
- 在跨专业临床学习环境 (CLE) 中,对情绪的理解有限.
- 护士在CLE内部调节情绪动态方面的作用需要进一步探索.
研究的目的:
- 在CLE的专业间接触中探索情感.
- 检查护士在调节情绪动态中的作用.
- 利用霍希尔德的情感工作理论来理解这些过程.
主要方法:
- 在医院病房进行了120小时的观测.
- 与工作人员和学生进行了36次个人采访.
- 使用情感劳动,情感礼物和感觉规则的概念进行分析.
主要成果:
- 护士为医学学生和初级医生提供'情感礼物'.
- 专业间的互动有时会违反"感受规则",暂停层次结构,促进善意.
- 护士积极管理CLE的情绪气候,影响专业社交和福祉.
- 工作场所的压力因素,如时间压力和员工短缺,造成了职业间的紧张关系.
- 专业的谦卑和模糊的界限积极影响了团队动态和学生的经验.
结论:
- 情绪是CLE中专业间动态的组成部分.
- 护士通过提供情感支持来参与'情感清洁'.
- 工作量和人员配置问题会对专业间的互动产生不利影响.
- 培养专业的谦卑可以改善合作,超越孤立的结构.
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