Barry Sinead, Ward Louise, Walter Ruby
J Nurs Educ. 2017 Oct 1;56(10):591-598. doi: 10.3928/01484834-20170918-03.
The purpose of this extensive international and national literature review was to explore how phenomenography identifies nursing students' experiences of learning within preregistration (or prelicensure) nursing education.
Data were collected utilizing a comprehensive search of electronic databases. Full text, peer-reviewed, and scholarly articles published in English using the search terms phenomengraph*, nurs*, student, education, and learning were reviewed.
Two discreet themes emerged exploring students' experiences of learning within preregistration nursing education: (a) Phenomenography was a beneficial method to expose variation in students' understandings of a challenging concept or topic and (b) phenomenography was beneficial to evaluate teaching methods in attempt to improve student learning of challenging and complex concepts.
On the basis of these findings, future research utilizing phenomenography within nursing education has potential to uncover variation in students' understandings of mental health, with future consideration of implications to nursing curriculum design and development. [J Nurs Educ. 2017;56(10):591-598.].
本次广泛的国际和国内文献综述旨在探讨现象学如何识别护理专业学生在注册前（或执照前）护理教育中的学习体验。
通过全面检索电子数据库收集数据。对使用搜索词phenomengraph*、nurs*、student、education和learning以英文发表的全文、同行评审和学术文章进行了综述。
出现了两个不同的主题，探讨了护理专业学生在注册前护理教育中的学习体验：（a）现象学是一种有益的方法，可揭示学生对具有挑战性的概念或主题理解的差异；（b）现象学有助于评估教学方法，以试图提高学生对具有挑战性和复杂概念的学习。
基于这些发现，未来在护理教育中使用现象学的研究有可能揭示学生对心理健康理解的差异，并在未来考虑其对护理课程设计和开发的影响。[《护理教育杂志》。2017年；56（10）：591 - 598。]
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