Eklund-Myrskog E D
Faculty of Education, Abo Akademi University, PB 311 65101 Vasa, Finland.
Nurse Educ Today. 2000 Feb;20(2):164-70. doi: 10.1054/nedt.1997.0445.
The aim of this study is to investigate student nurses' understanding of caring science theory and Eriksson's caring process model. The study is 'qualitative' by its nature, and grounded theory is taken as the main point of departure. Data for the cross-section study are collected through individual interviews with 60 student nurses. Groups of students are interviewed both at the beginning (n = 27) and at the end (n = 33) of nursing training. As a result of the analysis, qualitative similarities and differences in students' ways of understanding caring science are found, and a very distinctive trend of development could be identified. Superficial understanding of caring science was prevalent among students at the beginning, while most students at the end of the nursing training had developed deeper understanding of the theory. The results also show that many students at the end of their education have difficulties in seeing and understanding the relation between the caring science theory and the practical caring reality. In order to increase students' understanding of the relation between theory and practice, it is important to pay more attention to what theoretical tools students are given in nursing training.
本研究的目的是调查实习护士对关怀科学理论和埃里克森关怀过程模型的理解。该研究本质上是“定性的”，以扎根理论为主要出发点。横断面研究的数据通过对60名实习护士进行个人访谈收集。在护理培训开始时（n = 27）和结束时（n = 33）对学生群体进行访谈。分析结果发现，学生理解关怀科学的方式存在定性的异同，并且可以识别出一种非常明显的发展趋势。起初，学生中对关怀科学的肤浅理解很普遍，而在护理培训结束时，大多数学生对该理论有了更深入的理解。结果还表明，许多学生在学业结束时难以看清和理解关怀科学理论与实际关怀现实之间的关系。为了提高学生对理论与实践关系的理解，重要的是要更加关注在护理培训中给予学生哪些理论工具。
