Orland-Barak Lily, Wilhelem Dalit
Faculty of Education, The University of Haifa, Mt. Carmel, 31905, Haifa, Israel.
Nurse Educ Today. 2005 Aug;25(6):455-64. doi: 10.1016/j.nedt.2005.04.006.
Drawing on 24 stories of clinical practice in an apprenticeship context of training in Israel, this qualitative study examined student nurses' perspectives towards learning to become a nurse, as revealed through the language and content of their written stories of clinical practice. As our findings suggest, student nurses' stories of learning to become a nurse in practice settings, are characterized by procedural language, by medical rather than nursing terminology, and by a focus on actions rather than on interactions. We have learned that, despite the rich content that characterizes clinical practice settings, the apprenticeship orientation of the training program, combined with student nurses' state of being a novice, yielded representations of the experience of learning to nurse which were characterized by an instrumental perspective towards the practice. We interpret these findings through four interrelated insights that emerge from the study: (1) an 'instrumental practice' orientation in the setting of caring, (2) knowledge of clinical facts-not knowledge of clinical principles, (3) the fragmented character of novices' learning to nurse in practice, and (4) rich content of practice alone does not yield rich content of learning.
这项定性研究借鉴了以色列学徒制培训环境下的24个临床实践故事，通过学生护士临床实践书面故事的语言和内容，审视了他们对学习成为一名护士的看法。正如我们的研究结果所示，学生护士在实践环境中学习成为护士的故事，具有程序性语言、医学而非护理术语的特点，并且侧重于行动而非互动。我们了解到，尽管临床实践环境具有丰富的内容，但培训项目的学徒制导向，再加上学生护士作为新手的状态，产生了对学习护理经历的描述，其特点是对实践持工具性观点。我们通过该研究得出的四个相互关联的见解来解读这些发现：（1）护理环境中的“工具性实践”导向，（2）临床事实知识而非临床原则知识，（3）新手在实践中学习护理的碎片化特征，以及（4）仅实践内容丰富并不意味着学习内容丰富。
