School of Nursing, Midwifery & Paramedicine, Faculty of Health Sciences, Australian Catholic University (ACU), St Patricks Campus, Level 4 The Daniel Mannix Building, 17 Young Street, Fitzroy, VIC 3065, Australia.
Mental Health Nursing Research Unit, Australian Catholic University & North Western Mental Health, Level 1 North, City Campus, The Royal, Melbourne Hospital, Grattan Street, Parkville, VIC 3050, Australia.
Nurse Educ Pract. 2021 Nov;57:103253. doi: 10.1016/j.nepr.2021.103253. Epub 2021 Nov 7.
AIM/OBJECTIVE: The aim of this qualitative study was to explore the lived experiences (nature and extent) of the interpersonal relationship between RNs and students during clinical placement.
In Australia, as elsewhere, nursing students' clinical placements are facilitated and supervised by registered nurses (RNs). There is evidence of positive teaching and learning interactions between RNs and students influencing student placement outcomes. Comparatively, little is known about the value of interpersonal relationships between RNs and students in the contribution to positive placement experiences.
A descriptive phenomenological approach was used to investigate the interpersonal relationship between RNs and students from the perspective of the lived experience of the RN.
In depth, semi-structured interviews were conducted with ten RNs and analysed using Colaizzi's seven-step analytical approach.
Study findings revealed that RNs are committed to building positive interpersonal relationships with students to enhance learning and achieve successful clinical learning outcomes. Positive relationships are enabled through factors encompassing three overarching themes; Getting to know the student is essential; Effective communication is a reciprocal process, and Mutuality of engagement and commitment is critical. Vital to the relationship was the capacity to know the student, communicate with them openly and effectively, and have a mutually engaging, committed relationship with them.
The establishment of positive interpersonal relationships is important to the RNs who facilitate and supervise the clinical learning of nursing students for meaningful learning and successful student outcomes. Key findings included that getting to know the student is essential, effective communication is a reciprocal process, and mutuality of engagement and commitment is critical to building a positive relationship. Findings can be utilised to advise professional development for RNs who work with students on clinical placement with regard to the importance of developing positive interpersonal relationships with students and the characteristics that enable that to occur. The primacy of the relationship, brought about through RNs requirement to facilitate student clinical learning needs acknowledgement. Also, the importance of the interpersonal relationship for RNs and students needs recognition by both, to help them achieve success in clinical placements through effective interpersonal and professional relationships which promote good learning opportunities.
目的/目标：本定性研究旨在探索注册护士（RN）与临床实习学生之间人际关系的实际体验（性质和程度）。
在澳大利亚，与其他地方一样，护理学生的临床实习由注册护士（RN）协助和监督。有证据表明，RN 与学生之间积极的教学和学习互动会影响学生的实习结果。相比之下，对于 RN 与学生之间的人际关系在促进积极实习体验方面的价值，人们知之甚少。
采用描述性现象学方法，从 RN 的实际体验角度调查 RN 与学生之间的人际关系。
对 10 名 RN 进行了深入的半结构化访谈，并使用科拉齐的七步分析方法进行了分析。
研究结果表明，RN 致力于与学生建立积极的人际关系，以促进学习并取得成功的临床学习成果。通过三个涵盖三个总体主题的因素实现了积极的关系：了解学生是必不可少的；有效的沟通是一个相互的过程，并且相互参与和承诺是至关重要的。与关系至关重要的是了解学生的能力，与他们进行开放和有效的沟通，并与他们建立相互参与和承诺的关系。
建立积极的人际关系对协助和监督护理学生临床学习的 RN 很重要，对于有意义的学习和成功的学生成果至关重要。主要发现包括了解学生是必不可少的，有效的沟通是一个相互的过程，相互参与和承诺对于建立积极的关系至关重要。研究结果可用于为在临床实习中与学生一起工作的 RN 提供专业发展建议，重点是与学生建立积极的人际关系以及实现这一目标的特征。关系的首要地位，是由 RN 促进学生临床学习需求所带来的，这一点需要得到认可。此外，RN 和学生都需要认识到人际关系的重要性，通过有效的人际和专业关系促进良好的学习机会，帮助他们在临床实习中取得成功。
