Department of Nursing Science, University of Turku, Turku, Finland.
Department of Nursing Science, University of Turku, FI-20014, Turku, Finland.
Adv Health Sci Educ Theory Pract. 2021 Mar;26(1):79-115. doi: 10.1007/s10459-020-09972-z. Epub 2020 May 20.
The growing emphasis on learning with and from patients has shifted the focus from education and healthcare professionals to the student-patient relationship. The relationship between student and patient, with a supportive preceptor as a resource, can influence the progression and development of an authentic person-centred approach to care among students. The purpose of this study was to analyse the congruence between nursing students' and patients' views of their relationship during students' clinical placement. The study compared data from cross-sectional matched cohort pairs of nursing students (n = 187) and patients (n = 187) in Finland. The data were collected between March 2015 and May 2016 using corresponding questionnaires and procedures in both cases. Both students' and patients' views were moderately or weakly congruent in terms of facilitative relationship, characterised as a mutually enriching relationship for both students and patients through dialogue. Patients, however, tended to see the relationship significantly more often as mechanistic, focusing on students learning practical skills, compared to students who saw the relationship more often as facilitative. Patients' age and the reasons for care were the only background variables that predicted the congruence between students' and patients' views of their relationships. These findings suggest ways in which student-patient relationships can be made more meaningful in supporting learning in clinical education.
越来越强调从患者处学习的重要性，已将关注点从教育和医疗保健专业人员转移到学生与患者的关系上。学生与患者之间的关系，以及作为资源的支持性导师，可以影响学生对以患者为中心的护理方法的发展和进展。本研究的目的是分析护理学生和患者在学生临床实习期间对其关系的看法之间的一致性。该研究比较了 2015 年 3 月至 2016 年 5 月期间在芬兰的护理学生（n=187）和患者（n=187）的横断面匹配队列对数据。数据是通过在两种情况下使用相应的问卷和程序收集的。在促进性关系方面，学生和患者的观点在中等或弱程度上一致，这种关系通过对话使学生和患者双方都受益。然而，与学生将关系视为促进性关系相比，患者更倾向于将关系视为机械性关系，更关注学生学习实际技能。患者的年龄和护理原因是唯一可以预测学生和患者对其关系看法一致性的背景变量。这些发现为支持临床教育中的学习，提出了使学生与患者关系更有意义的方法。
