Carlson S, Kotzé W J, van Rooyen D
Department of Nursing Science, University of Port Elizabeth.
Curationis. 2003 Aug;26(2):30-9. doi: 10.4102/curationis.v26i2.778.
The clinical learning environment creates many opportunitics for student learning and the development of critical competencies in the nursing profession. The learning that takes place in this environment, however, confronts the first year nursing student with challenges that are absent from the classroom situation and causes the student to experience a significant amount of uncertainty and anxiety. The study revealed that the students experience uncertainty due to the lack of opportunities to develop competence in providing nursing care. The contributing factors towards this experience are: unavailability and inaccessibility of staff due to time constraints; shortage and/or absence of equipment to fulfil nursing duties and meet the needs of patients; conflict in the expectations of nursing school personnel and clinical nursing personnel in hospitals, as well as a lack of awareness among senior professionals of the needs and problems of first year nursing students in the clinical health care environment. Furthermore the students experienced the nature of the clinical learning programme as disrupting the continuity in patient care learning experiences, and the guidance and support by nursing personnel in the clinical learning environment as inadequate. The aim of this study was to reflect the importance of effective accompaniment by tutors/mentors, personnel in the clinical environment and any other person involved in the education of the first year nursing student, to prepare and enable him/her to become a knowledgeable, safe, competent nursing practitioner.
临床学习环境为学生学习和护理专业关键能力的发展创造了许多机会。然而，在这种环境中发生的学习，使一年级护理学生面临课堂环境中不存在的挑战，并导致学生经历大量的不确定性和焦虑。研究表明，由于缺乏提供护理服务的能力培养机会，学生们会感到不确定。导致这种体验的因素包括：由于时间限制，工作人员无法提供帮助且难以接触到；履行护理职责和满足患者需求的设备短缺和/或缺乏；护理学校人员和医院临床护理人员期望上的冲突，以及资深专业人员对临床医疗环境中一年级护理学生的需求和问题缺乏认识。此外，学生们认为临床学习计划的性质破坏了患者护理学习经历的连续性，并且临床学习环境中护理人员的指导和支持不足。本研究的目的是反映导师/指导教师、临床环境中的人员以及参与一年级护理学生教育的任何其他人进行有效陪伴的重要性，以便让学生做好准备并使其能够成为一名知识渊博、安全、称职的执业护士。
