Dalton Lisa
University Department of Rural Health, Tasmania, Locked Bag 1372, Launceston, Tasmania 7250, Australia.
Nurse Educ Today. 2005 Feb;25(2):126-31. doi: 10.1016/j.nedt.2004.10.007. Epub 2005 Jan 25.
A current challenge in educating nurses of the future is to support them during periods of immersion into the realities of today's health care settings during clinical practice rotations. The professional development of nursing students is dependent on their ability to integrate what they learn in the classroom with the realities that confront them during their clinical experiences. The success of clinical practice as a learning experience is dependent upon comprehensive learning support that is a collaborative responsibility between the triad of educator, clinical practitioner and student. Educators and clinical practitioners who work with students during clinical practice rotations must have an ability to recognise, and understand, the organisational behaviour of student nurses, to act as a mentor and support agent. Undergraduate student nurses undertaking their first clinical practice experience participated in an ethnographic hermeneutic study that explored the ways clinical practice in a small rural community influenced the way they shaped their professional identity. A key concern of ethnography is the way participants use space thus the theme described in this paper presents the ways students traversed space within the clinical environment and discusses how this use of space is indicative of students' professional development.
当前，培养未来护士面临的一项挑战是，在临床实习轮岗期间，当他们融入当今医疗环境的现实情况时，要给予他们支持。护理专业学生的职业发展取决于他们将课堂所学与临床实践中所面临的现实情况相结合的能力。临床实践作为一种学习经历的成功，依赖于全面的学习支持，这是教育者、临床从业者和学生三方共同的责任。在临床实习轮岗期间与学生共事的教育者和临床从业者必须有能力识别并理解实习护士的组织行为，充当导师和支持人员。参与首次临床实践的本科实习护士参加了一项民族志诠释学研究，该研究探讨了一个小乡村社区的临床实践如何影响他们塑造职业身份的方式。民族志的一个关键关注点是参与者使用空间的方式，因此本文所描述的主题展示了学生在临床环境中穿越空间的方式，并讨论了这种空间利用方式如何体现学生的职业发展。
