Hutchinson Lisa, Mitchell Creina, St John Winsome
School of Nursing and Midwifery, Griffith University, Gold Coast, QLD, Australia.
Contemp Nurse. 2011 Apr-Jun;38(1-2):191-200. doi: 10.5172/conu.2011.38.1-2.191.
Endorsed Enrolled Nurses (EENs) articulating from diploma level to Bachelor of Nursing (BN) studies at university experience many transitional barriers. Flexible credit arrangements can create further difficulties because students may enter directly into the second year of a degree program, thus foregoing supportive interventions targeting first year students. This qualitative study explored the transitional barriers faced by EENs articulating to the second year of a BN program and the processes employed to adapt to the university learning environment. Lizzio's (2006) Five Senses of Success Model provided a framework for data analysis. Lizzio's model highlights how students' success at university depends on their sense of purpose, capability, resourcefulness, connectedness and academic culture. This study revealed EENs grapple with their dual identity, have difficulty reconciling their academic and clinical competence, and struggle to assimilate to the academic learning environment. Findings illuminate the importance of tailoring orientation and engagement activities to the specific transitional needs of articulating students.
从大专学历衔接至大学护理学学士（BN）课程学习的注册护士（EENs）面临着许多过渡障碍。灵活的学分安排可能会带来更多困难，因为学生可能会直接进入学位课程的第二年，从而错过针对一年级学生的支持性干预措施。这项定性研究探讨了EENs在衔接至BN课程第二年时所面临的过渡障碍，以及他们为适应大学学习环境所采用的过程。利齐奥（2006）的“成功五感模型”为数据分析提供了一个框架。利齐奥的模型强调了学生在大学的成功如何取决于他们的目标感、能力、机智、联系感和学术文化。这项研究表明，EENs在应对其双重身份方面存在困难，难以协调其学术能力和临床能力，并且难以融入学术学习环境。研究结果揭示了根据衔接学生的特定过渡需求定制迎新和参与活动的重要性。
