Weurlander Maria, Lönn Annalena, Seeberger Astrid, Broberger Eva, Hult Håkan, Wernerson Annika
Department of Learning, School of Education and Communication in Engineering Science (ECE), KTH Royal Institute of Technology, Stockholm, Sweden.
Department of Clinical Science, Intervention and Technology (CLINTEC), Division of Renal Medicine, Karolinska Institutet, Stockholm, Sweden.
Int J Med Educ. 2018 Mar 27;9:74-82. doi: 10.5116/ijme.5a88.1f80.
To investigate which kinds of situations medical and nursing students found emotionally challenging during their undergraduate education, and how they managed their experiences.
This study used an exploratory research design. We gathered qualitative data using an open-ended questionnaire distributed to students in the middle and at the end of their education. In total, 49 nursing and 65 medical students participated. Also, five students were interviewed individually to acquire richer data. Data were analysed using narrative thematic analysis.
Medical and nursing students experienced a range of situations during their undergraduate education that they found emotionally challenging, mainly during clinical placements. The students' narratives concerned confronting patients' illness and death, unprofessional behaviour among healthcare professionals, dilemmas regarding patient treatment, students relating to patients as individuals and not diagnoses, and using patients for their own learning. The narratives concerned both the formal and the hidden curriculum, i.e., what is included in the profession (confronting illness and death), and what is not (unprofessional behaviour among healthcare professionals). Students managed their experiences by talking to trusted peers or supervisors, and by getting used to these situations.
Despite the different knowledge, experiences, and conditions for medical and nursing students, our findings suggest that their experiences of emotional challenges are similar. Support and opportunities to talk about these experiences are important. Teachers, supervisors, and students need to be aware that students might experience emotionally difficult situations, and that the students need time for reflection and support.
调查医学和护理专业学生在本科教育期间认为在情感上面临挑战的情况类型，以及他们如何应对这些经历。
本研究采用探索性研究设计。我们通过在教育中期和末期向学生发放开放式问卷来收集定性数据。共有49名护理专业学生和65名医学专业学生参与。此外，对五名学生进行了单独访谈以获取更丰富的数据。使用叙事主题分析法对数据进行分析。
医学和护理专业学生在本科教育期间经历了一系列他们认为在情感上面临挑战的情况，主要是在临床实习期间。学生们的叙述涉及面对患者的疾病和死亡、医护人员的不专业行为、患者治疗方面的困境、将患者视为个体而非诊断对象以及为自身学习利用患者等情况。这些叙述既涉及显性课程也涉及隐性课程，即专业所包含的内容（面对疾病和死亡）以及未包含的内容（医护人员的不专业行为）。学生们通过与信任的同伴或导师交谈以及习惯这些情况来应对他们的经历。
尽管医学和护理专业学生的知识、经历和条件不同，但我们的研究结果表明他们在情感挑战方面的经历是相似的。谈论这些经历的支持和机会很重要。教师、导师和学生需要意识到学生可能会经历情感上困难的情况，并且学生需要时间进行反思和获得支持。
