University of Salford, School of Nursing, Mary Seacole Building, Frederick Road Campus, Salford M6 6PU, United Kingdom.
Nurse Educ Pract. 2009 Nov;9(6):367-71. doi: 10.1016/j.nepr.2008.10.016. Epub 2008 Dec 11.
This paper reports on one of the key findings from a recent ethnographic study (Roberts, D., 2007. Friendships and the community of students: peer learning amongst a group of pre-registration student nurses. Unpublished PhD Thesis, University of Salford, UK) and aims to highlight the importance of friendships for student nurses in clinical practice. An interpretive ethnographic approach was taken in order to reveal the student experience during their pre registration programme. Data was collected using ethnographic interviewing (Sorrell, J.M., Redmond, G.M., 1995. Interviews in qualitative nursing research: differing approaches for ethnographic and phenomenological studies. Journal of Advanced Nursing 21, 1117-1122.) and participant observation. Within this paper I argue that student nurses exist on the edge of the community of practice (of the qualified staff) and therefore form their own parallel community where students are all seen as being in the same boat. In particular students use the friendships they develop in clinical practice to enable them to learn; developing an 'ask anything' culture where all students are perceived as valuable sources of knowledge. Furthermore, it appears that knowledge is contextually bound and not therefore linked to seniority, or length of time served on the course.
本文报告了最近一项民族志研究（罗伯茨，D.，2007. 友谊与学生共同体：一组注册前护士学生的同伴学习。未发表的博士论文，英国索尔福德大学）的关键发现之一，旨在强调友谊对临床实践中护生的重要性。为了揭示学生在注册前课程中的体验，采用了解释性民族志方法。使用民族志访谈（Sorrell，J.M.，Redmond，G.M.，1995. 定性护理研究中的访谈：民族志和现象学研究的不同方法。高级护理杂志 21，1117-1122.）和参与观察收集数据。在本文中，我认为注册前护士处于实践共同体（合格员工）的边缘，因此形成了自己的平行共同体，在这个共同体中，所有学生都被视为处于相同的境地。特别是，学生利用他们在临床实践中发展的友谊来帮助他们学习；形成一种“问任何问题”的文化，所有学生都被视为有价值的知识来源。此外，知识似乎是上下文相关的，因此与资历或在课程中的服务时间无关。
