Brammer Jillian D
School of Nursing and Midwifery, Griffith University, Logan Campus, University Drive, Meadowbrook, Queensland 4152, Australia.
Nurse Educ Today. 2006 Dec;26(8):697-704. doi: 10.1016/j.nedt.2006.07.018. Epub 2006 Oct 2.
Students may be informally buddied with registered nurses (RNs), during their clinical experience. This paper describes one component of a larger phenomenographic study that explored the qualitatively different ways students understand the RN buddy role during clinical experience and the implications of this understanding for student learning. The perception of the RN as gatekeeper was an unexpected finding and is the focus of this report. Phenomenography is a field of descriptive research concerned with the variation in ways people experience and understand similar phenomena. This approach was used to identify the variation in experience and understanding of students with buddy RNs. Individual semi-structured interviews were conducted with a purposive sample of 24 students from one university in Queensland, Australia. The two variations in understanding of the role discussed in this paper are: understanding as an expectation, and RN as gatekeeper: gatekeeping as access. The research highlights that the various ways RNs promote or block access for students influence the quality of the learning experience. Formal recognition of the complexity of the RN role is essential to ensure RNs have adequate preparation for their role with students.
在临床实习期间，学生可能会与注册护士（RN）结成非正式的伙伴关系。本文描述了一项更大规模现象学研究的一个组成部分，该研究探讨了学生在临床实习期间理解RN伙伴角色的质的不同方式，以及这种理解对学生学习的影响。将RN视为把关人的认知是一个意外发现，也是本报告的重点。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的差异。这种方法被用于识别与RN伙伴的学生在体验和理解上的差异。对来自澳大利亚昆士兰州一所大学的24名学生进行了有目的抽样的个人半结构化访谈。本文讨论的对该角色理解的两种差异是：理解为一种期望，以及将RN视为把关人：把关即准入。该研究强调，RN促进或阻碍学生准入的各种方式会影响学习体验的质量。正式认识到RN角色的复杂性对于确保RN为其与学生相处的角色做好充分准备至关重要。
