Brammer Jillian
School of Nursing and Midwifery, Griffith University, Logan Campus, University Drive, Meadowbrook, Queensland, Australia.
Int J Nurs Stud. 2006 Nov;43(8):963-73. doi: 10.1016/j.ijnurstu.2005.11.004. Epub 2005 Dec 19.
Students may be 'buddied' with registered nurses during their clinical experience since the designated clinical facilitator cannot be available for each student at all times. Little is known about the way registered nurses understand this informal role.
The rationale for this study was to gain an insight of the variation of understanding registered nurses have of their role with students, and explored the qualitatively different ways registered nurses perceive their role with students on clinical experience and the implications of this understanding for student learning.
A phenomenographic approach was used to identify the variation of understanding and meaning of the role of the registered nurse with students on clinical practice from the perspective of the registered nurse. Phenomenography is a field of descriptive research concerned with the variation in ways people experience and understand similar phenomena.
A purposive sample of 30 registered nurses from 15 public and private hospitals in central and south eastern Queensland, Australia.
Individual semi-structured interviews from a final sample of 28 interviews were analysed to identify Categories of Description.
Eight variations of understanding registered nurses have of their informal role with students were identified. The registered nurses' understanding varies from a focus that is 'student-centred', to 'completion of workload-centred', to 'registered nurse control', to a preference for no contact with students. As a consequence some students may have positive learning experiences while others will have limited learning opportunities.
The research highlights the varied ways registered nurses understand their role with students that may promote or impede the quality of student learning and development to meet professional competency standards. Formal recognition of the complexity of the registered nurse role by health care agencies and tertiary education providers is essential to ensure registered nurses have adequate preparation for their role with students.
由于指定的临床指导教师无法随时陪伴每一位学生，学生在临床实习期间可能会与注册护士结成“对子”。对于注册护士如何理解这一非正式角色，我们知之甚少。
本研究的目的是深入了解注册护士对其与学生相处角色理解的差异，并探讨注册护士在临床实习中对其与学生相处角色的不同质性认知方式，以及这种认知对学生学习的影响。
采用现象学方法，从注册护士的角度识别注册护士在临床实践中对其与学生相处角色理解和意义的差异。现象学是描述性研究的一个领域，关注人们体验和理解相似现象的方式差异。
从澳大利亚昆士兰州中南部15家公立和私立医院中选取30名注册护士作为目的抽样样本。
对最终样本中的28次个人半结构化访谈进行分析，以确定描述类别。
识别出注册护士对其与学生相处的非正式角色的八种理解差异。注册护士的理解从以“学生为中心”，到以“完成工作量为中心”，再到“注册护士主导”，直至倾向于不与学生接触。因此，一些学生可能有积极的学习体验，而另一些学生的学习机会则有限。
该研究突出了注册护士理解其与学生相处角色的多种方式，这些方式可能促进或阻碍学生学习和发展的质量，以达到专业能力标准。医疗保健机构和高等教育机构正式认识到注册护士角色的复杂性，对于确保注册护士为其与学生相处的角色做好充分准备至关重要。
