从护理学生的角度出发，探讨不充分的强制远程教育对其专业身份发展过程的影响：一项现象学定性研究。
The effect of inadequately conducted compulsory distance education on the professional identity development process from nursing students' perspective: A phenomenological qualitative study.
机构信息
Surgical Nursing Department, Kumluca Faculty of Health Sciences, Akdeniz University, Kumluca, Antalya, Turkey.
出版信息
Perspect Psychiatr Care. 2022 Oct;58(4):2764-2773. doi: 10.1111/ppc.13118. Epub 2022 May 23.
PURPOSE
This study was conducted to explore the effect of inadequately conducted compulsory distance education on the professional identity (PI) development process from nursing students' perspective.
DESIGN AND METHODS
The study used a qualitative design based on Heidegger's hermeneutic phenomenological approach. The data were analyzed by using Van Manen's thematic analysis.
RESULTS
The themes of the study were: (1) an inadequate, compulsory, uncertain, and difficult experience, (2) negative impact on PI development.
PRACTICE IMPLICATIONS
It is important for educators to realize that the PI development of nursing students is affected during the distance education process. In this context, students can be included in clinical practice in small groups before graduation in addition to online learning in terms of PI development.
目的
本研究旨在从护理学生的角度探讨不充分的强制远程教育对其专业认同（PI）发展过程的影响。
设计与方法
本研究采用基于海德格尔解释学现象学方法的定性设计。使用范马南的主题分析对数据进行分析。
结果
研究的主题是：（1）不充分、强制、不确定和困难的体验，（2）对 PI 发展的负面影响。
实践意义
教育工作者必须认识到，远程教育过程会影响护理学生的 PI 发展。在这种情况下，除了在线学习外，还可以在学生毕业前以小组形式将其纳入临床实践，以促进 PI 发展。
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