Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, University of Gävle, SE-801 76 Gävle, Sweden.
Nurse Educ Today. 2012 Jan;32(1):105-10. doi: 10.1016/j.nedt.2011.02.005. Epub 2011 Mar 8.
The present study aimed at describing how nursing students engaged in their clinical practice experienced two models of supervision: supervision on student wards and traditional supervision.
Supervision for nursing students in clinical practice can be organized in different ways. In the present study, parts of nursing students' clinical practice were carried out on student wards in existing hospital departments. The purpose was to give students the opportunity to assume greater responsibility for their clinical education and to apply the nursing process more independently through peer learning.
A descriptive design with a qualitative approach was used. Interviews were carried out with eight nursing students in their final semester of a 3-year degree program in nursing. The data were analyzed using content analysis.
Two themes were revealed in the data analysis: When supervised on the student wards, nursing students experienced assuming responsibility and finding one's professional role, while during traditional supervision, they experienced being an onlooker and having difficulties assuming responsibility.
Supervision on a student ward was found to give nursing students a feeling of acknowledgment and more opportunities to develop independence, continuity, cooperation and confidence.
本研究旨在描述护理专业学生在临床实习中经历两种监督模式的情况：学生病房监督和传统监督。
护理专业学生的临床实习可以通过不同的方式进行组织。在本研究中，部分护理专业学生的临床实习是在现有医院科室的学生病房中进行的。目的是让学生有机会通过同伴学习更独立地承担临床教育的责任并更独立地应用护理程序。
采用描述性设计和定性方法。对 8 名护理专业三年级学生进行了访谈。数据分析采用内容分析法。
数据分析揭示了两个主题：在学生病房接受监督时，护理专业学生体验到了承担责任和寻找职业角色的过程，而在传统监督时，他们体验到了作为旁观者和承担责任的困难。
学生病房监督被认为给护理专业学生一种被认可的感觉，并为他们提供了更多发展独立性、连续性、合作和信心的机会。
