Department of Nursing, Health and Culture, University West, Trollhättan, Sweden.
J Nurs Manag. 2012 Sep;20(6):771-81. doi: 10.1111/j.1365-2834.2012.01470.x. Epub 2012 Aug 28.
To explore and interpret how nursing students develop their understanding of the patient as a human being.
Understanding the patient is the main characteristic of good, caring performance. In addition, nurse leaders play an active role in creating a culture in which nursing students can flourish and improve.
This meta-synthesis was based on Noblit and Hare's meta-ethnography.
The overarching metaphor was interpreted as the nursing students' capacity for compassion. Two central metaphors were revealed, based on how nursing students developed their understanding of the patient as a human being. These central metaphors were labelled 'The open door', comprising seven key metaphors and 'The closed door' based on two key metaphors.
During practical training, the students observed both virtuous and unkind nurses. Virtue is a skill that can be taught, but not all students were able to learn it. Some students acquired the ability to reflect on ethical issues, while others did not. Therefore, good role models are of major importance.
The nurse leader should function as a facilitator in the students' efforts to gain the capacity to face the suffering patient and to develop an understanding of the patient's situation.
探索和解释护理学生如何逐步理解患者作为一个人。
理解患者是良好、关怀表现的主要特征。此外，护理领导者在营造一种文化方面发挥着积极作用，使护理学生能够茁壮成长并不断进步。
本元分析基于 Noblit 和 Hare 的元民族志。
总体隐喻被解释为护理学生的同情心能力。基于护理学生如何逐步理解患者作为一个人，揭示了两个中心隐喻。这些中心隐喻被标记为“敞开的门”，包括七个关键隐喻和“关闭的门”，基于两个关键隐喻。
在实践培训中，学生观察到了有道德和不友善的护士。美德是一种可以教授的技能，但并非所有学生都能学会。有些学生获得了反思伦理问题的能力，而有些学生则没有。因此，良好的榜样至关重要。
护士领导者应作为学生努力获得面对痛苦患者的能力和对患者情况的理解的促进者。
