McMaster University, Faculty of Health Sciences 2J31, 1280 Main Street West, Hamilton, Ontario L8S 4K1, Canada.
BScN Program Conestoga College, Canada.
Nurse Educ Pract. 2014 Mar;14(2):208-13. doi: 10.1016/j.nepr.2013.08.012. Epub 2013 Sep 6.
Clinical learning is an essential component of becoming a nurse. However at times, students report experiencing challenging clinical learning environments (CCLE), raising questions regarding the nature of a challenging clinical learning environment, its impact on students' learning and how students might respond within a CCLE. Using an Interpretive Descriptive study design, researchers held focus groups with 54 students from two Canadian sites, who self-identified as having experienced a CCLE. Students defined a CCLE as affected by relationships in the clinical area and by the context of their learning experiences. CCLE decreased students' learning opportunities and impacted on them as persons. As students determined which relationships were challenging, they tapped other resources and they used strategies to rebuilt, reframe, redirect and/or retreat relative to the specific challenge. Relationships also acted as buffers to unsupportive practice cultures. Implications for practice and research are addressed.
临床学习是成为护士的重要组成部分。然而，有时学生报告说他们在临床学习环境中遇到了挑战（CCLE），这引发了关于挑战性临床学习环境的性质、它对学生学习的影响以及学生在 CCLE 中可能如何应对的问题。研究人员采用解释性描述性研究设计，在加拿大的两个地点与 54 名自认为经历过 CCLE 的学生举行了焦点小组会议。学生将 CCLE 定义为受临床领域关系和学习经历背景的影响。CCLE 减少了学生的学习机会，并对他们作为个人产生了影响。当学生确定哪些关系具有挑战性时，他们会利用其他资源，并使用策略来重建、重新构建、重新引导和/或针对特定挑战撤退。关系也可以作为缓冲，减轻不支持实践文化的影响。本文讨论了对实践和研究的影响。
