Levett-Jones Tracy, Lathlean Judith
School of Nursing and Midwifery, The University of Newcastle, Callaghan, NSW 2308, Australia.
Nurse Educ Pract. 2008 Mar;8(2):103-11. doi: 10.1016/j.nepr.2007.04.003. Epub 2007 May 31.
The concept of belongingness has intuitive appeal. Human beings are social creatures; the need to belong and be accepted is fundamental, and social exclusion can be devastating. This paper reports on the selected findings from the qualitative phase of mixed-methods study that explored nursing students' experience of belongingness while on clinical placements. The 18 interview participants in this study were from Australia and the United Kingdom. They provided a range of perspectives on belongingness and how it influenced their placement experience. Central to this discussion was their strong belief that belonging is a prerequisite for clinical learning. This theme dominated all of the interviews. Given that the primary purpose of clinical placements is for students to learn to nurse, there needs to be a clear understanding of the relationship between belongingness and learning. With reference to the published literature and excerpts from interview transcripts, this paper proposes that reconceptualising nursing students' clinical learning experiences through a 'lens of belongingness' provides a new perspective and reveals yet unexplored insights.
归属感的概念具有直观的吸引力。人类是社会性动物；归属和被接纳的需求是根本性的，而社会排斥可能是毁灭性的。本文报告了一项混合方法研究定性阶段的部分选定结果，该研究探讨了护理专业学生在临床实习期间的归属感体验。本研究中的18名访谈参与者来自澳大利亚和英国。他们就归属感及其如何影响实习经历提供了一系列观点。本次讨论的核心是他们坚信归属感是临床学习的先决条件。这一主题主导了所有访谈。鉴于临床实习的主要目的是让学生学习护理，需要清楚地理解归属感与学习之间的关系。参考已发表的文献和访谈记录节选，本文提出，通过“归属感视角”重新审视护理专业学生的临床学习经历，能提供一个新的视角，并揭示尚未被探索的见解。
