Sim In Ok, Bae Ok Yeon, Kim Tae Hoon
Professor, Red Cross College of Nursing, Chung-Ang University, Seoul, Korea.
Professor, School of Nursing, Sahmyook Health University, Seoul, Korea.
Child Health Nurs Res. 2021 Jan;27(1):3-12. doi: 10.4094/chnr.2021.27.1.3. Epub 2021 Jan 31.
While clinical practice is crucial for nursing students to acquire the skills needed to provide professional, high-quality nursing care, further studies on improving undergraduate nursing programs are needed to provide a supportive clinical learning environment for student nurses. This study aimed to understand nursing students' clinical experiences in newborn nurseries and neonatal intensive care units and to provide basic data for the establishment of strategies to promote effective clinical education.
Interviews were held with 15 nursing students at J University who had clinical practice experience in the newborn nursery and neonatal intensive care unit. The collected data were analyzed using the phenomenological analysis method developed by Colaizzi (1978).
The nursing students' experiences were grouped into four categories: expectations for and anxiety about clinical practice, acquisition of a wide range of knowledge regarding neonatal nursing, challenges faced in clinical practice, and experiencing interpersonal changes.
The current neonatal practice nursing education system provides students with positive learning experiences. However, the lack of practice opportunities, insufficient instruction, and the theory-practice gap were identified as major issues hindering students' learning needs. These study results are expected to provide basic data for curriculum development to improve undergraduate nursing education.
虽然临床实践对于护理专业学生获得提供专业、高质量护理所需技能至关重要，但仍需要进一步研究改进本科护理课程，以便为学生护士提供支持性的临床学习环境。本研究旨在了解护理专业学生在新生儿病房和新生儿重症监护病房的临床经历，并为制定促进有效临床教育的策略提供基础数据。
对J大学15名在新生儿病房和新生儿重症监护病房有临床实践经验的护理专业学生进行了访谈。使用科莱齐（1978年）开发的现象学分析方法对收集到的数据进行分析。
护理专业学生的经历分为四类：对临床实践的期望和焦虑、获得广泛的新生儿护理知识、临床实践中面临的挑战以及经历人际关系的变化。
当前的新生儿实践护理教育系统为学生提供了积极的学习体验。然而，实践机会不足、指导不够以及理论与实践的差距被认为是阻碍学生学习需求的主要问题。这些研究结果有望为改进本科护理教育的课程开发提供基础数据。
