Ostrogorsky Tanya L, Raber Anjanette M, McKinley Yoder Claire, Nielsen Ann E, Lutz Kristin F, Wros Peggy L
Author Affiliations: Assistant Vice Provost for Assessment and Evaluation (Dr Ostrogorsky), Research Associate (Dr Raber), Assistant Professor (Ms McKinley Yoder), Assistant Professor and Director of Undergraduate Program-Portland (Dr Nielsen), Assistant Professor (Dr Lutz), and Senior Associate Dean for Student Affairs and Diversity (Dr Wros), Oregon Health & Science University, Portland, Oregon.
Nurse Educ. 2015 Jan-Feb;40(1):26-30. doi: 10.1097/NNE.0000000000000090.
To understand nursing role formation for students enrolled in an accelerated baccalaureate nursing program, end-of-term narrative reflections from 34 students were analyzed over the course of the 15-month program. Using thematic analysis, 4 major themes were identified: evolving role perception, extending nursing student-patient interaction, engaging with health care team and systems of care, and expanding clinical thinking.
为了解参加护理学学士学位加速课程的学生的护理角色形成情况，在为期15个月的课程中，对34名学生的期末叙事反思进行了分析。采用主题分析法，确定了4个主要主题：角色认知的演变、护生与患者互动的扩展、与医疗团队及护理系统的协作以及临床思维的拓展。
