Cooper John, Courtney-Pratt Helen, Fitzgerald Mary
School of Nursing and Midwifery, University of Tasmania, Private Bag 135, Hobart, Tas 7001, Australia.
School of Nursing & Midwifery, University of Newcastle, Richardson Wing, University Drive, Callaghan, NSW, 2308, Australia.
Nurse Educ Today. 2015 Sep;35(9):1004-8. doi: 10.1016/j.nedt.2015.03.009. Epub 2015 Mar 26.
Despite the fact that high quality clinical placement is an integral component of pre-registration nursing education for the development of the future nursing workforce, the literature identifies an ongoing struggle to 'get it right'.
To examine qualitative data gathered through the Quality Clinical Placements Evaluation project to identify what pre-registration nursing students deemed helpful and not helpful influences on their first year Professional Experience Placement.
A total of 553 first year undergraduate nursing students from 2010 to 2012 were enrolled in the programme and all were invited to complete a validated survey to measure the quality of their first clinical placement. A total of 361 completed surveys were returned. This paper examines the data provided through open-ended questions within the survey related to most helpful and least helpful aspects of their clinical experience.
An inductive analysis approach using NVIVO allowed inherent areas to emerge from the raw data forming three key themes that influenced the experience of students.
Feeling welcomed, individual versus team attitudes, and student expectations of supervising ward nurses were the themes identified that were perceived by the student as important to the success of learning and the quality of the experience overall.
The findings echo previous research into the student experience of clinical placement; however the focus regarding the need for students to have a quality relationship with the supervising nurse is an area that warrants further exploration. Furthermore, we argue that students should be purposely engaged in the tertiary sector and provided guidance and strategies related to forming and maintaining relationships with those that supervise their clinical placement, in order to ensure consistent positive experiences. The outcomes from this study suggest that a missing component is teaching undergraduates how to manage relationships in clinical settings.
尽管高质量的临床实习是注册前护理教育的一个不可或缺的组成部分，对培养未来的护理人才至关重要，但文献表明，在如何“做好临床实习”方面仍存在持续的难题。
通过质量临床实习评估项目收集的定性数据，确定注册前护理专业学生认为对其第一年专业实习有帮助和无帮助的因素。
2010年至2012年共有553名本科一年级护理专业学生参加了该项目，所有学生都被邀请完成一项经过验证的调查，以衡量其第一次临床实习的质量。共收到361份完成的调查问卷。本文研究了调查问卷中与临床实习最有帮助和最无帮助方面相关的开放式问题所提供的数据。
采用NVIVO进行归纳分析，从原始数据中得出影响学生实习经历的三个关键主题。
受到欢迎的感觉、个人与团队态度以及学生对带教病房护士的期望，是学生认为对学习成功和整体实习质量至关重要的主题。
研究结果与之前关于学生临床实习经历的研究一致；然而，学生与带教护士建立优质关系的必要性这一重点领域值得进一步探索。此外，我们认为应让学生有目的地参与第三部门的实习，并提供与带教人员建立和维持关系相关的指导和策略，以确保始终获得积极的实习体验。本研究结果表明，一个缺失的环节是教导本科生如何在临床环境中管理人际关系。
