Nahas V
Department of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Tsang Shui Building, Room 329, United College, Shatin, Hong Kong, People's Republic of China.
Int J Nurs Stud. 2000 Jun;37(3):257-66. doi: 10.1016/s0020-7489(00)00003-1.
Clinical education is an integral part of nursing education. Clinical teachers are the vital link in this teaching-learning process. The quality and quantity of student-teacher interactions in the clinical area can either facilitate or hinder students' learning. This paper presents a part of a larger study that discovered, described, explained and compared Australian and Jordanian nursing students' caring and non-caring encounters with their clinical teachers within the context of clinical education. The study was guided by Leininger's theory of culture care universality and diversity and Leininger's ethnonursing research method was utilised. The informants consisted of 12 key informants and 35 general informants. Three major themes emerged from the analysis of the data: (1) clinical teacher's caring behaviours; (2) student-teacher caring encounters; and (3) caring encounter consequences. Under these themes, care constructs emerged which gave light to the Jordanian nursing students' care meanings, expressions and values within their cultural environment, social structures and world view. The overall findings revealed that Jordanian nursing students found their clinical experiences as beneficial when their encounters with the clinical teacher were conducted through mothering, translating, sustaining, negotiating and transforming processes.
临床教育是护理教育不可或缺的一部分。临床教师是这一教学过程中的关键环节。临床环境中师生互动的质量和数量既可以促进也可以阻碍学生的学习。本文介绍了一项更大规模研究的一部分，该研究发现、描述、解释并比较了澳大利亚和约旦护理专业学生在临床教育背景下与临床教师的关怀与非关怀性接触。该研究以莱宁格的文化关怀普遍性与多样性理论为指导，并采用了莱宁格的民族护理研究方法。研究对象包括12名关键 informant 和35名普通 informant。数据分析得出了三个主要主题：（1）临床教师的关怀行为；（2）师生关怀性接触；（3）关怀性接触的后果。在这些主题下，出现了关怀结构，揭示了约旦护理专业学生在其文化环境、社会结构和世界观中的关怀意义、表达方式和价值观。总体研究结果表明，当约旦护理专业学生通过关爱、翻译、维持、协商和转变过程与临床教师进行接触时，他们会发现临床经历是有益的。
