University of Dundee, School of Nursing & Midwifery, 11 Airlie Place, Dundee, DD1 4HJ, United Kingdom.
Nurse Educ Today. 2011 May;31(4):368-72. doi: 10.1016/j.nedt.2010.07.008. Epub 2010 Aug 8.
The aim of the study was to explore the empowerment of nursing students in clinical practice. This paper focuses on 'being valued' as an important element of empowerment.
Empowerment of nursing students is necessary in order for them to foster a sense of control and self-efficacy for those in their care. However, there is very little research on how to empower nursing students. Moreover, there is limited literature that specifically addresses the importance of students being valued in clinical practice.
Thirteen, first-year nursing students were recruited using purposive sampling. Data were generated through the means of in-depth, semi-structured interviews. Hermeneutic phenomenology was chosen as the underpinning philosophical approach because of its emphasis on actual experiences.
Being valued as a learner, being valued as a team member and being valued as a person are important factors in the empowerment of nursing students in clinical practice. These invariant themes are evident either implicitly or explicitly in the experiences of most students.
When nursing students are valued as learners, team members and people, they feel empowered. Too often however, they experience disempowerment as a result of feeling devalued. This has a detrimental impact on their learning and intention to continue on the programme. According to the accounts of many nursing students effective mentorship and a supportive environment are factors that influence empowerment significantly.
Strategies to promote the empowerment of nursing students in clinical practice need to address their sense of value.
本研究旨在探讨临床实践中护理学生的赋权问题。本文重点关注“被重视”作为赋权的一个重要因素。
为了培养护理学生对其照顾对象的控制感和自我效能感，对护理学生进行赋权是必要的。然而，关于如何赋权护理学生的研究很少。此外，专门讨论学生在临床实践中被重视的重要性的文献也很有限。
采用目的抽样法招募了 13 名一年级护理学生。通过深入、半结构化访谈收集数据。由于其对实际经验的重视，解释现象学被选为基础的哲学方法。
作为学习者被重视、作为团队成员被重视和作为人被重视是临床实践中护理学生赋权的重要因素。这些不变的主题在大多数学生的经验中要么隐含要么明显。
当护理学生作为学习者、团队成员和人被重视时，他们会感到被赋权。然而，他们经常因为感到被轻视而感到被剥夺权力。这对他们的学习和继续参与该项目的意愿产生了不利影响。根据许多护理学生的说法，有效的指导和支持性环境是显著影响赋权的因素。
促进临床实践中护理学生赋权的策略需要解决他们的价值感。
