Sandvik Ann-Helén, Eriksson Katie, Hilli Yvonne
Department of social sciences, Åbo Akademy University, Vaasa, Finland; Department of Social and Health Care, Novia University of Applied Sciences, Vaasa, Finland.
Scand J Caring Sci. 2015 Mar;29(1):62-72. doi: 10.1111/scs.12128. Epub 2014 Mar 28.
The aim of this study was to deepen the understanding of student nurses' processes of understanding and becoming nurses. The study is phenomenological-hermeneutic in design, comprising data from three focus group interviews in two Scandinavian countries. The process of student nurses' understanding and becoming a nurse emerged as a hermeneutical movement. A caring student-preceptor relationship and a growth-promoting preception in a supportive and inclusive environment provide the frame within which the movement happens. The movement towards understanding and becoming is initiated as students, based on their level of knowledge, are given responsibility. In order to fulfil the responsibility imposed on them, students take their entire repertoire of knowledge into consideration. By tying these threads together, they found the basis for conscious action, and care is provided according to what the current situation requires. The experiences obtained are reflected on and integrated with earlier knowledge, which leads to enhanced understanding. Students form a new base to stand on. They show increased readiness for still more responsibility and action. This movement towards deeper understanding and becoming affects the students also ethically and deepens their ethical awareness. When one loop of understanding and becoming is closed the process continues by passing into a new loop. This movement could be described as a hermeneutical spiral consisting of interconnected loops taking the students further and deeper in their process of understanding and becoming a nurse. The student-preceptor relationship and the ethos permeating it are decisive for students' learning both epistemologically and ontologically. Responsibility is the catalyst in students' understanding and becoming both intellectually and ethically. Understanding and becoming are ongoing processes of appropriation, thus altering students both professionally and personally. Understanding and becoming can be perceived as the hearth of the matter in nurse education.
本研究的目的是深化对学生护士理解并成为护士过程的认识。该研究采用现象学诠释学设计，包含来自两个斯堪的纳维亚国家三次焦点小组访谈的数据。学生护士理解并成为护士的过程呈现为一种诠释学运动。在支持性和包容性环境中，关怀备至的学生与带教老师关系以及促进成长的认知提供了该运动发生的框架。当学生基于自身知识水平被赋予责任时，迈向理解与成为护士的运动便启动了。为了履行赋予他们的责任，学生将自己所有的知识储备都考虑在内。通过将这些线索串联起来，他们找到了有意识行动的基础，并根据当前情况提供护理。所获得的经验会得到反思，并与先前的知识相结合，从而增进理解。学生形成了一个新的立足基础。他们表现出更愿意承担更多责任并采取行动。这种迈向更深层次理解与成为护士的运动在伦理上也影响着学生，并加深了他们的伦理意识。当一个理解与成为的循环结束时，这个过程会通过进入一个新的循环而继续下去。这种运动可被描述为一个诠释学螺旋，由相互关联的循环组成，引领学生在理解并成为护士的过程中走得更远、更深。学生与带教老师的关系及其所渗透的精神气质在认识论和本体论上对学生的学习都起着决定性作用。责任是学生在智力和伦理方面理解并成为护士的催化剂。理解与成为是持续的内化过程，从而在职业和个人层面上改变着学生。理解与成为可被视为护理教育的核心问题。
