护理学生的专业立场发展:通过自我对抗来分析患者与学生的互动
1University Hospital of Montpellier, 371 avenue du Doyen Gaston Giraud, Montpellier 34295, France.
Nurse education in practice
|December 6, 2025
概括
护理学生在患者互动期间通过复杂的身份谈判过程来发展专业立场. 这包括管理个人-专业身份,使用合法化策略,调整方法,利用资源.
科学领域:
- 护理教育 护理教育
- 专业身份发展 专业身份发展
- 医疗保健 专业主义 医疗保健 专业主义
背景情况:
- 专业立场是未来护理人员专业身份的行为表现.
- 患者与学生之间的互动对于专业发展至关重要,但内部机制尚未得到充分探索.
- 现有的研究往往忽视了学生在患者互动期间的内部过程.
研究的目的:
- 探索护理学生如何构建他们的专业立场.
- 确定护理学生职业认同发展的基础机制.
- 了解学生在患者互动期间的体验.
主要方法:
- 使用专业教学方法进行了为期7年的定性纵向研究.
- 在他们的3年计划中跟踪了14名护理学生.
- 利用视频录制的患者与学生的互动和自我对抗访谈,用NVivo®进行分析.
主要成果:
- 专业立场构建是非线性的,涉及在紧张状态下身份过渡.
- 学生使用合法化策略 (例如,模拟保证) 和情绪保护.
- 发展了多元立场的适应能力,并调动了物质/象征性资源.
结论:
- 专业立场是一种多方面的能力,来自于身份谈判,而不仅仅是角色坚持.
- 挑战传统教学,强调需要支持学生的身份工作.
- 强调临床实习对专业发展和患者护理质量的重要性.
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