School of Nursing and Midwifery, Griffith University, Logan Campus, University Drive, Meadowbrook, Queensland 4152, Australia.
Nurse Educ Pract. 2006 Dec;6(6):389-96. doi: 10.1016/j.nepr.2006.07.013. Epub 2006 Nov 13.
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.
学生在临床实习期间可能会与注册护士（RN）非正式结伴。本文描述了一项更大的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对 RN 伙伴角色的理解的质的不同方式，以及这种理解对学生学习的影响。对 RN 作为把关人的看法是一个意外的发现，也是本报告的重点。现象学是描述性研究领域，关注人们体验和理解类似现象的方式的变化。这种方法用于确定有伙伴 RN 的学生的经验和理解的变化。来自澳大利亚昆士兰州一所大学的 24 名学生作为一个有目的的样本，进行了个人半结构化访谈。本文讨论的两种角色理解的变化是：作为期望的理解，以及 RN 作为把关人：把关即准入。研究强调，RN 促进或阻止学生进入的各种方式会影响学习体验的质量。正式承认 RN 角色的复杂性对于确保 RN 为与学生一起工作做好充分准备是必不可少的。
