Astin Felicity, Newton Jennifer, McKenna Lisa, Moore-Coulson Leola
School of Nursing, Monash University, Victoria, Australia.
Contemp Nurse. 2005 Apr-Jun;18(3):279-91. doi: 10.5172/conu.18.3.279.
Clinical education is a fundamental component of nurse education. In theory, this aspect involves integrated input from registered nurses, clinical educators and university lecturers. Registered nurses are important contributors to this process and play a major role in influencing and shaping undergraduate nursing students' early clinical experiences. Despite this important function, their voice has been somewhat neglected. Little is known about registered nurses' expectations and experiences of first year aduate nursing students undertaking their first clinical placement.
The aim of this study was to explore registered nurses' expectations and experiences of first year undergraduate students' levels of knowledge and clinical skills.
Three consecutive focus groups were conducted with a purposive sample of 16 registered nurses. Interviews were audiotaped and transcribed and thematic analysis applied to the data to identfy themes imbedded in the data sets.
Three main themes emerged: (1) Clinical nursing skills (2) Knowledge requirements and (3) Experiences of reality shock. The findings highlight that registered nurses' expectations of first year students' clinical skills and knowledge were not consistently met. Registered nurses placed significant emphasis upon a range of basic skills, but acknowledged that some aspects of nursing knowledge can only be learned through experience. Furthermore, they demonstrated a considerable degree of empathy surrounding the reality shock that students might experience during early clinical placement.
Findings from this study suggest that registered nurses and academics differ in their perceptions surrounding the level of clinical skills first year students should have during their first clinical placement. There appears to be a two way theory practice gap between registered nurses in clinical practice and academics in tertiary institutions. Improved communication between registered nurses and providers of nurse education may assist in addressing some of the issues raised by this study and reduce the theory practice gap, which remains 'alive and well'.
临床教育是护士教育的基本组成部分。理论上，这方面涉及注册护士、临床教育工作者和大学讲师的综合投入。注册护士是这一过程的重要贡献者，在影响和塑造本科护理学生的早期临床体验方面发挥着主要作用。尽管有这一重要作用，但他们的声音在一定程度上被忽视了。对于注册护士对本科一年级护理学生首次临床实习的期望和经历知之甚少。
本研究的目的是探讨注册护士对本科一年级学生知识水平和临床技能的期望和经历。
对16名注册护士进行了有目的抽样的连续三次焦点小组访谈。访谈进行录音和转录，并对数据应用主题分析以识别数据集中隐含的主题。
出现了三个主要主题：（1）临床护理技能（2）知识要求（3）现实冲击的经历。研究结果表明，注册护士对一年级学生临床技能和知识的期望并未始终得到满足。注册护士非常重视一系列基本技能，但也承认护理知识的某些方面只能通过经验来学习。此外，他们对学生在早期临床实习期间可能经历的现实冲击表现出相当程度的同理心。
本研究结果表明，注册护士和学者对一年级学生在首次临床实习时应具备的临床技能水平的看法存在差异。临床实践中的注册护士与高等院校的学者之间似乎存在双向的理论与实践差距。改善注册护士与护理教育提供者之间的沟通可能有助于解决本研究提出的一些问题，并缩小仍然“存在且严重”的理论与实践差距。
