Child J, Langford E
University of the West of England, Faculty of Health and Life Sciences, Bristol.
Nurs Stand. 2011;25(40):39-46. doi: 10.7748/ns2011.06.25.40.39.c8565.
To examine the learning experiences of nursing students with dyslexia during clinical placements to establish ways of improving support in practice,
A phenomenological lifeworld approach was adopted using semi-structured interviews. Students reflected on their experiences during clinical placements, allowing the researcher to gain an in-depth knowledge of the students' lived experience of dyslexia. Twelve student nurses, six with dyslexia and six without, were interviewed using a standard set of questions, and the data were collated and analysed. Using a comparison group of students without dyslexia was felt to be important to contextualise and compare the students' experiences.
Three main themes emerged: the value of work-based learning days, the importance of the clinical placement mentor role and the need for advocacy. Both groups of nursing students contributed to recommendations relating to support in practice and those with dyslexia also shared their individual coping strategies,
Nursing students with dyslexia may benefit from sharing placement experiences with colleagues outside the clinical environment. They may also benefit from receiving support from their placement mentor and a representative from the university who knows about dyslexia.
研究患有诵读困难症的护理专业学生在临床实习期间的学习经历，以确定改善实践支持的方法。
采用现象学的生活世界方法，进行半结构化访谈。学生们反思了他们在临床实习期间的经历，使研究人员能够深入了解学生们诵读困难症的生活体验。使用一组标准问题对12名学生护士进行了访谈，其中6名患有诵读困难症，6名没有，对数据进行了整理和分析。认为使用一组没有诵读困难症的学生作为对照组对于将学生的经历进行背景化和比较很重要。
出现了三个主要主题：基于工作的学习日的价值、临床实习导师角色的重要性以及倡导的必要性。两组护理专业学生都对实践支持方面的建议做出了贡献，患有诵读困难症的学生还分享了他们各自的应对策略。
患有诵读困难症的护理专业学生可能会受益于在临床环境之外与同事分享实习经历。他们也可能会受益于从实习导师和了解诵读困难症的大学代表那里获得支持。
