临床监督人员和教育工作者对形成护理学生专业身份的条件的观点:定性焦点组研究
Jette Soerensen1,2,3, Mari Holen4, Ida Skytte Jakobsen5
1UCL University College, Odense, Denmark.
Nursing inquiry
|September 25, 2025
概括
临床监督员和教育工作者在护理教育中面临着挑战,影响学生的专业身份. 了解这些系统性问题是改善教育实践和支持所有相关人员的关键.
科学领域:
- 护理教育 护理教育
- 职业身份的形成 职业身份的形成
- 定性研究是指质量研究.
背景情况:
- 在护理教育中,职业身份的形成至关重要.
- 教育结构,临床监督员和教育工作者对这个过程有很大的影响.
- 利益相关者对其角色的看法对于理解学生发展至关重要.
研究的目的:
- 检查临床主管和教育工作者如何看待他们在支持护理学生专业身份发展中的角色.
- 确定影响护理学生职业身份形成的条件.
- 从利益相关者的角度探索塑造护理学生专业身份的复杂动态.
主要方法:
- 使用六个重点小组进行定性研究.
- 包括来自体质,精神和家庭护理机构的临床监督员.
- 包括来自大学学院不同团队的教育工作者.
主要成果:
- 三个新兴的主题:双重角色的挑战,感知到影响学习的学生脆弱性,以及专业性和个性之间的区别.
- 这些发现突出了影响护理学生职业身份的复杂动态.
- 挑战是嵌入在日常教育实践中,而不仅仅是个人的缺点.
结论:
- 强调需要超越个人缺陷,了解护理教育的系统性挑战.
- 强调结构变革对于协作和反思性实践的重要性.
- 强调需要为学生,临床监督员和教育工作者在应对教育复杂性方面提供更好的支持.
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