Hunt Roberta
College of St. Catherine, St. Paul, Minnesota 55105, USA.
J Nurs Educ. 2007 Jun;46(6):277-81. doi: 10.3928/01484834-20070601-07.
Descriptive phenomenology was used to explore the lived experience of nursing students in service-learning clinical placement working with families who are homeless. Fourteen students from two different service-learning courses involving a family homeless shelter participated in the interviews. Six constituent descriptions were identified from thematic analysis: eye-opening to realize the effects of homelessness on families; feeling intense emotions that are sometimes hard to express; realizing families who are homeless are both different from and similar to families who have housing; challenging and transforming assumptions, perceptions, and stereotypes; the importance of reflection; and discovering new and different aspects of the nursing role. This research contributes to existing knowledge about the relationships between service-learning and emotional learning, cross-cultural learning, transformational learning, and developing caring as a way of being, as well as provides valuable information about improving service-learning activities.
描述性现象学被用于探索护理专业学生在与无家可归家庭合作的服务学习临床实习中的生活体验。来自涉及一家家庭无家可归者收容所的两门不同服务学习课程的14名学生参与了访谈。通过主题分析确定了六个构成性描述：意识到无家可归对家庭的影响令人大开眼界；感受到有时难以表达的强烈情感；意识到无家可归的家庭与有住房的家庭既不同又相似；挑战并改变假设、观念和刻板印象；反思的重要性；以及发现护理角色的新的和不同的方面。这项研究有助于丰富关于服务学习与情感学习、跨文化学习、转化学习以及将关爱培养成一种存在方式之间关系的现有知识，同时也为改进服务学习活动提供了有价值的信息。
