在西北省一所公立护理学院，发现“在场”是护士教育工作者角色示范的一部分。
Discovering presence as part of nurse educators' role modelling at a public nursing college in the North West province.
作者信息
Mofokeng Tiisetso A, du Plessis Emmerentia, Froneman Kathleen
机构信息
Department of Nursing, Faculty of Health Sciences, North West College of Nursing, Klerksdorp, South Africa.
NuMIQ Research Focus Area, Faculty of Health Sciences, North-West University, Potchefstroom, South Africa.
出版信息
Health SA. 2021 Oct 29;26:1639. doi: 10.4102/hsag.v26i0.1639. eCollection 2021.
BACKGROUND
Nursing students learn the science and art of nursing, including presence, from classroom content, using skills in practice, or by watching an experienced nurse interact with a patient. Nursing education must be designed so that nursing students can construct the art and science of nursing practice. Nursing students must be educated to be sound practitioners in the 'being' of nursing practice. Nurse educators modelling presence to nursing students will improve the quality of patient care during clinical training and throughout their professional role.
AIM
To explore and describe nurse educators' role modelling of presence to nursing students.
SETTING
This study was conducted at a public nursing college in the North West province.
METHODS
A qualitative, ethnographic study was conducted. Purposive sampling was used. Four nurse educators participated in the study and data saturation was reached. Data were collected through shadowing and informal reflective conversations over a period of 8 days.
RESULTS
The following relationships emerged: nurse educators model 'being professional', 'being facilitating, nurturing, caring and compassionate, encouraging, and motivating', and 'being purposeful in their nursing education approach'.
CONCLUSION
Participants role modelled presence to nursing students despite daily challenges in their work.
CONTRIBUTION
Creating awareness of how nurse educators can model presence despite daily challenges in their work will influence and motivate nursing students to develop presence skills. This will have a positive impact on managing patients in practice. Recommendations can guide nursing education, policy development and future research to strengthen nurse educators modelling presence.
背景
护理专业学生通过课堂内容、实践技能运用或观察经验丰富的护士与患者互动来学习护理科学与艺术，包括“在场”。护理教育的设计应使护理专业学生能够构建护理实践的艺术与科学。护理专业学生必须接受教育，成为护理实践中“在场”的优秀从业者。为护理专业学生树立“在场”榜样的护士教育工作者将提高临床培训期间及整个职业生涯中患者护理的质量。
目的
探索并描述护士教育工作者为护理专业学生树立“在场”榜样的角色。
背景
本研究在西北省的一所公立护理学院开展。
方法
进行了一项定性的人种志研究。采用了目的抽样法。四名护士教育工作者参与了研究并达到了数据饱和。通过为期8天的跟班观察和非正式反思性对话收集数据。
结果
出现了以下几种关系：护士教育工作者树立“专业”“促进、培养、关怀和富有同情心、鼓励和激励”以及“在护理教育方法上有目的”的榜样。
结论
尽管工作中每天都面临挑战，但参与者仍为护理专业学生树立了“在场”的榜样。
贡献
提高对护士教育工作者如何在日常工作挑战中树立“在场”榜样的认识，将影响并激励护理专业学生培养“在场”技能。这将对实际护理患者产生积极影响。建议可为护理教育、政策制定和未来研究提供指导，以加强护士教育工作者树立“在场”榜样的作用。
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