Moquin Heather, Seneviratne Cydnee, Venturato Lorraine
Faculty of Nursing, University of Calgary, 2500 University Dr NW, Calgary, AB T2N 1N4 Canada.
BMC Nurs. 2018 Mar 1;17:8. doi: 10.1186/s12912-018-0277-z. eCollection 2018.
Undergraduate nursing placement in aged care is forecast to grow in importance with the increasing aging population, and to help to reverse trends in student lack of interest in gerontology careers. However, there is a need to better understand undergraduate nursing students' experiences on placement with older adults, as well as key features of quality learning within residential aged care. The aim of this study was to explore how nursing students understand learning within residential aged care.
This qualitative study used a participatory action research approach, and this paper reports on the thematic analysis of data from one cycle of undergraduate nursing placement in a Canadian residential aged care setting, with two groups of 7-8 students and two university instructors. Staff and residents at the research site were also included. Researchers interviewed both groups of students prior to and after placement. Instructors, staff and residents were interviewed post placement.
Students commenced placement full of apprehension, and progressed in their learning by taking initiative and through self-directed learning pathways. Engagement with residents was key to student learning on person-centred care and increased understanding of older adults. Students faced challenges to their learning through limited exposure to professional nursing roles and healthcare aide/student relationship issues. By placement end, students had gained unique insights on resident care and began to step into advocacy roles.
In learning on placement within residential aged care, students moved from feelings of apprehension to taking on advocacy roles for residents. Better formalizing routes for students to feedback their unique understandings on resident care could ensure their contributions are better integrated and not lost when placements end.
随着人口老龄化加剧，本科护理专业在老年护理领域的实习预计将变得越发重要，有助于扭转学生对老年护理职业缺乏兴趣的趋势。然而，有必要更好地了解本科护理专业学生在与老年人实习时的经历，以及老年护理机构内优质学习的关键特征。本研究的目的是探讨护理专业学生如何理解老年护理机构内的学习。
本定性研究采用参与式行动研究方法，本文报告了对加拿大一家老年护理机构本科护理实习一个周期的数据进行的主题分析，涉及两组7至8名学生和两名大学教师。研究地点的工作人员和居民也参与其中。研究人员在实习前后对两组学生进行了访谈。实习结束后，对教师、工作人员和居民进行了访谈。
学生开始实习时充满担忧，通过主动学习和自我导向的学习路径在学习上取得了进步。与居民互动是学生学习以人为主的护理和增进对老年人理解的关键。由于接触专业护理角色的机会有限以及医护助理/学生关系问题，学生在学习上面临挑战。到实习结束时，学生对居民护理有了独特的见解，并开始承担起倡导者的角色。
在老年护理机构实习学习过程中，学生从充满担忧转变为为居民承担倡导者角色。更好地规范学生反馈其对居民护理独特理解的途径，可以确保他们的贡献在实习结束时得到更好的整合而不会被忽视。
