Bournemouth University, School of Health and Social Care, Bournemouth House, Bournemouth, Dorset, UK.
Nurse Educ Pract. 2013 Jan;13(1):48-52. doi: 10.1016/j.nepr.2012.07.003. Epub 2012 Jul 31.
Drawing on the findings of a phenomenological study which sought to understand something more about the lived experience of final year nursing students of learning through reflective processes; this paper seeks to consider how engagement with reflective practices enabled the participants to manage the distressing emotional challenges and labour of nursing work. Choosing to pay attention to the affective domain appeared to enable the participants to better understand the complex nature of the emotional challenges of nursing work and what it meant to them personally to be a nurse. Some of the participants were proud to describe how reflective activity had enabled them to develop and justify a 'traditional' emotional detachment from their care, whilst others used the 'own knowing' developed through reflective activity to reject the notion of professional detachment and come to value a more embodied sense of care which inevitably led them to become entangled in the distress and suffering of their patients. This type of personal reflective learning may emphasise and value more humanising characteristics of care.
借鉴一项旨在更深入了解护理专业最后一年学生通过反思过程学习的生活体验的现象学研究的结果；本文试图探讨参与反思实践如何使参与者能够应对护理工作中令人痛苦的情感挑战和劳动。关注情感领域似乎使参与者能够更好地理解护理工作中情感挑战的复杂性质，以及作为护士对他们个人意味着什么。一些参与者自豪地描述了反思活动如何使他们能够发展和证明与护理的“传统”情感分离，而另一些参与者则利用通过反思活动发展起来的“自我认知”来拒绝专业分离的概念，并开始重视更具身体感的护理，这不可避免地使他们陷入患者的痛苦之中。这种个人反思学习可能强调和重视护理更人性化的特征。
