Vallant Sharon, Neville Stephen
School of Nursing, AUT University, Auckland.
Nurs Prax N Z. 2006 Nov;22(3):23-33.
Student nurse learning within a clinical environment is an essential component of Bachelor of Nursing curricula in New Zealand. During clinical experiences, student nurses rely on nurse clinicians for day-to-day facilitation of their learning. The purpose of this descriptive interpretive study was to explore relationships between student nurses and nurse clinicians. Eleven student nurses at the end of a three year Bachelor of Nursing programme in one institution participated in focus group interviews. Data gathered from the three focus groups were analysed using an inductive approach. Five categories, namely 'being invisible in the relationship', 'not stepping on toes', 'lost opportunities for learning', 'nurturance' and 'reciprocity' emerged from data analysis. These are presented with appropriate quotes to demonstrate the essence of participant experiences. Findings indicated that when students experienced relationships with clinicians as not being positive, this inhibited learning. Conversely, when students saw the clinician as participating actively and positively in the student/clinician relationship then student learning was enhanced. This evidence forms the basis for recommending further complementary research into the clinician's attitudes and perceptions related to their teaching role.
在临床环境中学习的实习护士是新西兰护理学学士学位课程的重要组成部分。在临床实习期间，实习护士依靠临床护士来日常促进他们的学习。这项描述性解释性研究的目的是探讨实习护士与临床护士之间的关系。一所机构中，11名完成三年护理学学士学位课程的实习护士参加了焦点小组访谈。从三个焦点小组收集的数据采用归纳法进行分析。数据分析得出了五个类别，即“在关系中被忽视”、“不越界”、“失去学习机会”、“培养”和“互惠”。文中呈现了恰当的引语以展示参与者经历的本质。研究结果表明，当学生与临床护士的关系不积极时，这会抑制学习。相反，当学生认为临床护士积极主动地参与学生/临床护士关系时，学生的学习就会得到加强。这一证据为建议进一步开展关于临床护士对其教学角色的态度和看法的补充研究奠定了基础。
