Susan Wakil School of Nursing and Midwifery, Faculty of Medicine and Health, The University of Sydney, Camperdown, NSW, Australia.
Centre for Medical Psychology and Evidence-based Decision Making, Faculty of Science, The University of Sydney, Camperdown, NSW, Australia.
J Clin Nurs. 2020 Jul;29(13-14):2508-2520. doi: 10.1111/jocn.15270. Epub 2020 Apr 13.
To explore nursing students' subjective experience of emotions during first-year clinical placements, strategies used to manage their emotions and socialisation to emotion management.
Emotion regulation is a key source of stress for early career and student nurses. Clinical placement experiences can elicit strong emotions in nursing students; however, they may be unprepared for the challenge of regulating their emotions in real-world practice. How nursing students learn to manage their emotions in the clinical setting, whether they receive support for this, and how they are socialised to manage their emotions during placements are not well known.
An exploratory qualitative study.
Semi-structured interviews (n = 19) were conducted with first-year nursing students, exploring their experiences of emotion management during clinical placement. Interview transcripts were analysed using conventional qualitative content analysis. Reporting adheres to the COREQ Checklist.
Interactions with patients and staff often elicited negative feelings. Structured guidance for emotion management by supervising staff was scarce. Students used informal self-reflection and interpretation to guide emotion management.
In the absence of strategic socialisation and formal support for effective emotion management, students used emotional labour strategies that can negatively impact on well-being. A focus on adequately preparing nursing students for emotion work is a necessary component of classroom and clinical learning environments. Structured debriefing during clinical placements may provide a relevant context to discuss emotions arising during clinical work and to learn emotion management strategies.
Emotional competence, a fundamental ability for registered nurses and students, supports personal health maintenance and strengthens professional practice. Students are exposed to clinical environments and interpersonal encounters that evoke strong emotions. They need situated learning strategies and formal support to develop knowledge and strengthen capability for emotion management, as this is essential for promoting professional development and patient care.
探讨护理专业学生在第一年临床实习期间情绪的主观体验、管理情绪的策略以及对情绪管理的社会化。
情绪调节是护理专业学生早期职业生涯和学生时期压力的主要来源。临床实习经历可能会引发护理学生强烈的情绪；然而，他们可能对在现实世界实践中调节情绪的挑战毫无准备。护理学生在临床环境中学习管理情绪的方式、他们是否为此获得支持以及他们在实习期间如何被社会化以管理情绪等方面，我们知之甚少。
探索性定性研究。
对一年级护理学生进行半结构式访谈（n=19），探讨他们在临床实习期间管理情绪的经验。使用常规定性内容分析对访谈记录进行分析。报告符合 COREQ 清单。
与患者和工作人员的互动常常引发负面情绪。监督工作人员对情绪管理的结构化指导很少。学生使用非正式的自我反思和解释来指导情绪管理。
在缺乏战略社会化和对有效情绪管理的正式支持的情况下，学生使用了可能对幸福感产生负面影响的情绪劳动策略。充分准备护理学生进行情绪工作是课堂和临床学习环境的必要组成部分。在临床实习期间进行结构化的讨论可能提供一个相关的背景，讨论在临床工作中产生的情绪，并学习情绪管理策略。
情感能力是注册护士和学生的一项基本能力，它支持个人健康维护和增强专业实践。学生接触到可能引发强烈情绪的临床环境和人际互动。他们需要情境学习策略和正式支持来发展知识和增强情绪管理能力，因为这对于促进专业发展和患者护理至关重要。
