Shahsavari Hooman, Parsa-Yekta Zohreh, Houser Marian L, Ghiyasvandian Shahrzad
1PhD, RN, Assistant Professor, Medical-Surgical Nursing Group, Faculty of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran 2PhD, RN, Professor, Medical-Surgical Nursing Group, Faculty of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran 3PhD, Professor, College of Fine Arts and Communication, Department of Communication Studies, Texas State University, San Marcos, Texas, USA 4PhD, RN, Assistant Professor, Medical-Surgical Nursing Group, Faculty of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
J Nurs Res. 2015 Jun;23(2):109-17. doi: 10.1097/JNR.0000000000000073.
The first encounter between an instructor and his/her student influences the development of their mutual relationship. This phenomenon has received little attention in the literature within the context of nursing education.
This study explores and describes qualitatively the subjective experience and perceptions of nursing students related to their first encounter with instructors in both classroom and clinical settings.
A purposeful sampling method was utilized to select 15 nursing students from a nursing school in Iran to participate in semistructured interviews. Data were analyzed using a qualitative content analysis approach.
Data analysis identified three main themes: (a) preexisting expectations, with the four subthemes of socially shared expectations, personal expectations, profession-related expectations, and reputation-directed expectations; (b) student's judgment, with the three subthemes of assessing the instructor, assessing criteria, and good or bad beginning; and (c) future interactions, with the two subthemes of constructive decisions and destructive decisions.
CONCLUSIONS/IMPLICATIONS FOR PRACTICE: The results show that the initial student-instructor encounter is a process in which students rely heavily on preexisting expectations to assess and judge the initial interaction with their instructor. The findings of this study may help nursing instructors in various national and cultural settings increase their awareness of the factors that influence their first encounters with students. Greater awareness may help positively shape student perspectives of the instructor's role and encourage students to collaborate with the instructor in the teaching and learning process in order to create a better outcome for both.
教师与学生的首次相遇会影响他们师生关系的发展。在护理教育背景下，这一现象在文献中很少受到关注。
本研究对护理专业学生在课堂和临床环境中与教师首次相遇的主观体验和认知进行定性探索和描述。
采用目的抽样法，从伊朗一所护理学校选取15名护理专业学生参与半结构化访谈。采用定性内容分析法对数据进行分析。
数据分析确定了三个主要主题：（a）既有期望，包括社会共同期望、个人期望、职业相关期望和声誉导向期望四个子主题；（b）学生的判断，包括评估教师、评估标准以及良好或糟糕开端三个子主题；（c）未来互动，包括建设性决策和破坏性决策两个子主题。
结论/对实践的启示：结果表明，学生与教师的初次相遇是一个过程，在此过程中，学生严重依赖既有期望来评估和判断与教师的初次互动。本研究结果可能有助于不同国家和文化背景下的护理教师提高对影响他们与学生初次相遇因素的认识。更高的认识可能有助于积极塑造学生对教师角色的看法，并鼓励学生在教学过程中与教师合作，从而为双方创造更好的结果。
