Nord University, Faculty of Nursing and Health Science, Mo I Rana, Norway.
Nurse Educ Today. 2019 May;76:51-55. doi: 10.1016/j.nedt.2019.01.015. Epub 2019 Feb 6.
Knowledge development, and how student nurses learn to be nurses, is essential in nurse education and has implications for quality of care. There is a lack of research concerning how student nurses' knowledge development is expressed through narratives and how they deal with challenges in patient situations in professional learning.
To clarify the usefulness of narratives in student nurses' knowledge development and the narratives implications for learning in clinical training.
The study has a qualitative design with field methodology. Data consisted of observations, interviews, and fieldnotes. The data was analysed, and narratives were developed using Gadamer's hermeneutical circle.
Seven first- and second-year student nurses from a bachelor programme were closely followed in different patient situations during their eight weeks of clinical studies in nursing homes.
In a sample narrative, a student nurse explained how she reflected on her actions and decisions made when she shielded a patient who was in a difficult situation.
Narratives are useful for the development of student nurses' knowledge in clinical training. Student nurses' decisions and actions in the patient situation are made evident through narratives. Nursing educators and student nurses awareness of the relevance of this knowledge for understanding student nurses learning processes is of importance in professional education. Nursing educators should be more open minded to narratives as a starting point for reflection. Increased use of narratives in professional education will contribute to development of knowledge so that student nurses can manage to face patient situations as long as the situation themselves demands. Areas for further studies are other professional educations, for examples, doctor, physiotherapist, and occupational therapist.
知识的发展以及护生如何学习成为护士，在护理教育中至关重要，并且对护理质量有影响。关于护生的知识发展如何通过叙述来表达，以及他们在专业学习中如何应对患者情境中的挑战，相关研究还很缺乏。
阐明叙述在护生知识发展中的作用，以及叙述对临床培训中学习的意义。
本研究采用定性设计和实地研究方法。数据包括观察、访谈和实地记录。使用伽达默尔的解释学循环对数据进行分析和发展叙述。
来自学士项目的 7 名一年级和二年级护生，在护理院的 8 周临床学习中，在不同的患者情境中被密切跟踪。
在一个示例叙述中，一名护生解释了她如何反思自己在为一位处于困境中的患者提供保护时的行动和决策。
叙述对于临床培训中护生知识的发展是有用的。护生在患者情境中的决策和行动通过叙述得以体现。护理教育者和护生意识到这种知识对理解护生学习过程的重要性，这在专业教育中是很重要的。护理教育者应该更加开放地接受叙述作为反思的起点。在专业教育中增加对叙述的使用，将有助于知识的发展，使护生能够应对患者情境，只要情境本身需要。进一步研究的领域是其他专业教育，例如医生、物理治疗师和职业治疗师。
