O'Brien Brid, Graham Margaret M, O'Sullivan Deirdre
Department of Nursing and Midwifery, Health Sciences Building, University of Limerick, Limerick, Ireland.
Department of Nursing and Midwifery, Health Sciences Building, University of Limerick, Limerick, Ireland.
Nurse Educ Today. 2017 Jul;54:1-5. doi: 10.1016/j.nedt.2017.04.010. Epub 2017 Apr 18.
This paper describes the experiences of underrepresented BSc nursing students in realising the dream of becoming a nurse in one university. In the past ten years, pre-registration nurse education has become established within higher education in Ireland. This development includes promoting access and inclusion of students from traditionally underrepresented groups in higher education. A third of nursing students currently access places on programmes through routes specifically designed for underrepresented groups.
A qualitative descriptive study design provided an opportunity for student voices to be heard. Ethical approval was sought and granted. Eleven students were interviewed nearing completion of a four year BSc Nursing programme. Data analysis followed a thematic approach, in generating themes.
Three themes emerged from the data: taking the first steps; finding a way and getting through. Findings highlight participants' challenges in balancing study, clinical practice and family life in achieving and realising their dream of becoming a nurse.
This study illustrates the nature and complexities of participants' experiences throughout the BSc Nursing programmes towards becoming university graduates, eligible for registration as a nurse. Students from underrepresented groups bring rich and diverse life experiences in preparation for and becoming caring practitioners. It highlights the individuality within participants' experiences and draws attention to the value of personalised support for students. An opportunity to encourage the development of emotional intelligence needs to be fostered within nurse education programmes. Creating positive learning environments is critical to supporting student understanding of compassionate patient centred care. Findings have relevance for global curriculum design and structures to support individual student centred engagement. Further research is required to consider how best to support students from underrepresented groups.
本文描述了在一所大学中，代表性不足的护理学学士学生实现成为护士梦想的经历。在过去十年中，爱尔兰高等教育中已确立了预注册护士教育。这一发展包括促进传统上代表性不足群体的学生进入并融入高等教育。目前，三分之一的护理专业学生通过专门为代表性不足群体设计的途径获得课程名额。
定性描述性研究设计为倾听学生的声音提供了机会。已寻求并获得伦理批准。对11名即将完成四年制护理学学士课程的学生进行了访谈。数据分析采用主题分析法来生成主题。
数据中出现了三个主题：迈出第一步；找到方法并坚持到底。结果突出了参与者在平衡学习、临床实践和家庭生活以实现成为护士的梦想过程中所面临的挑战。
本研究阐明了参与者在整个护理学学士课程中成为大学毕业生并符合护士注册资格的经历的性质和复杂性。代表性不足群体的学生在为成为护理从业者做准备及成为护理从业者的过程中带来了丰富多样的生活经历。它突出了参与者经历中的个性，并提请注意为学生提供个性化支持的价值。需要在护士教育课程中营造鼓励发展情商的机会。创造积极的学习环境对于支持学生理解以患者为中心的关爱护理至关重要。研究结果与全球课程设计和结构相关，以支持以学生为中心的个性化参与。需要进一步研究以考虑如何最好地支持代表性不足群体的学生。
