Kim Ji-Soo
College of Nursing, Gachon University, 191 Hambakmoero, Yeonsu-gu, Incheon 21936, Republic of Korea.
Nurse Educ Today. 2020 Feb 19;88:104369. doi: 10.1016/j.nedt.2020.104369.
Nursing students establish their professional role through clinical practice. However, during the first clinical practice, they might experience reality shock given the gap between theory and practice, which could negatively influence their professional self-concept. Furthermore, nursing educators in clinical practice play an important role in improving nursing students' clinical experience.
To examine the relationship between nursing students' reality shock and professional self-concept, and to examine the associations of perceived trust from nursing educators with nursing students' reality shock and professional self-concept.
A cross-sectional, descriptive correlational study.
Nursing schools in one metropolitan area and three cities in South Korea.
Data were collected from 184 nursing students who experienced their first clinical practice in preceding four weeks of data collection.
Surveys assessing participants' characteristics, reality shock, professional self-concept, and perceived trust from nursing educators were conducted. A hierarchical regression analysis was performed to examine the relationship between reality shock and professional self-concept, and the relationships between perceived trust from nursing educators and nursing students' reality shock and professional self-concept.
Nursing students' reality shock was negatively related to their professional self-concept. Perceived interpersonal relationship with nursing educators was positively related to professional self-concept and negatively related to the experienced reality shock. Furthermore, this negative relationship decreased when reality shock was combined with perceived interpersonal relationship with nursing educators.
Nursing students' reality shock during their first clinical practice may be negatively associated with the establishment of their professional self-concept. However, students' reality shock could be reduced by enhancing their interpersonal relationship with the nursing educator, which might reduce the negative association of reality shock with professional self-concept. Therefore, nursing educators should develop skills to establish interpersonal relationships with students to positively influence students' clinical adaptation.
护理专业学生通过临床实践确立其专业角色。然而，在首次临床实践期间，鉴于理论与实践之间的差距，他们可能会经历现实冲击，这可能会对其专业自我概念产生负面影响。此外，临床实践中的护理教育工作者在改善护理专业学生的临床体验方面发挥着重要作用。
探讨护理专业学生的现实冲击与专业自我概念之间的关系，并检验护理教育工作者的感知信任与护理专业学生的现实冲击和专业自我概念之间的关联。
一项横断面描述性相关性研究。
韩国一个大都市地区和三个城市的护理学院。
数据收集于184名在数据收集前四周经历过首次临床实践的护理专业学生。
进行了评估参与者特征、现实冲击、专业自我概念以及护理教育工作者的感知信任的调查。进行了分层回归分析，以检验现实冲击与专业自我概念之间的关系，以及护理教育工作者的感知信任与护理专业学生的现实冲击和专业自我概念之间的关系。
护理专业学生的现实冲击与他们的专业自我概念呈负相关。与护理教育工作者的感知人际关系与专业自我概念呈正相关，与经历的现实冲击呈负相关。此外，当现实冲击与与护理教育工作者的感知人际关系相结合时，这种负相关关系减弱。
护理专业学生在首次临床实践期间的现实冲击可能与他们专业自我概念的建立呈负相关。然而，通过加强学生与护理教育工作者的人际关系可以减少学生的现实冲击，这可能会减少现实冲击与专业自我概念之间的负相关。因此，护理教育工作者应培养与学生建立人际关系的技能，以积极影响学生的临床适应。
