Assistant Dean and Associate Professor, School of Nursing, Trinity Western University, Langley, BC.
Dean and Professor, School of Nursing, Trinity Western University, Langley, BC.
Nurs Leadersh (Tor Ont). 2020 Mar;33(1):35-51. doi: 10.12927/cjnl.2020.26193.
Clinical placements in correctional settings offer nursing students unique opportunities for learning mental health and community health concepts, including social justice, restorative justice and the impact of poverty and marginalization on health and life choices. Although there is some evidence to suggest that a small number of nursing programs use clinical placements in correctional settings, relatively little scholarly literature addresses nursing education in such settings, or the implications for nursing leadership when students do have an opportunity to learn in correctional settings. In this paper, we examine the literature that is available on this topic and present the findings of a secondary analysis of interviews with undergraduate nursing students at our nursing program in relation to their clinical placements in correctional settings. Drawing on the students' perspectives, we have found that these placements, in particular, have fostered learning about caring for marginalized populations; themes of hope and restorative justice featured prominently in their descriptions of their learning. Students also emphasized that they learned a great deal about the expanded role of nurses and about caring for marginalized populations. With strong administrative and faculty support, these settings offer students exposure to expert registered nurse mentors who work with clients in an expanded role to facilitate their achievement and stabilization of a broad range of health challenges. They are also role models for students, by showing students that nurses can be agents of hope when working with a diverse client population and their families. We offer recommendations on how to maximize student learning in correctional settings, including a reflection on how to support students' integration of their learning experiences in their nursing practice, with the long-term view that these transformative student experiences have the potential to shape our future nurse leaders.
临床安置在惩教环境中为护理学生提供了学习心理健康和社区健康概念的独特机会，包括社会正义、恢复性司法以及贫困和边缘化对健康和生活选择的影响。尽管有一些证据表明，少数护理课程在惩教环境中使用临床安置，但相对较少的学术文献涉及此类环境中的护理教育，也没有涉及学生有机会在惩教环境中学习时对护理领导的影响。在本文中，我们检查了关于这个主题的文献，并介绍了对我们护理课程本科护理学生在惩教环境中的临床安置的访谈进行二次分析的结果。借鉴学生的观点，我们发现这些安置特别促进了对照顾边缘化人群的学习；希望和恢复性司法的主题在他们对学习的描述中占据突出地位。学生还强调，他们了解了护士的扩展角色以及照顾边缘化人群的重要性。在强有力的行政和教师支持下，这些环境为学生提供了接触以扩展角色工作的注册护士导师的机会，以促进他们在广泛的健康挑战方面取得成就和稳定。他们也是学生的榜样，向学生展示了当护士与多样化的客户群体及其家庭一起工作时，他们可以成为希望的使者。我们提出了如何在惩教环境中最大限度地提高学生学习的建议，包括反思如何支持学生将学习经验融入他们的护理实践中，从长远来看，这些改变学生的经验有可能塑造我们未来的护士领导者。
