Lundell Rudberg Susanne, Westerbotn Margareta, Sormunen Taina, Scheja Max, Lachmann Hanna
Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, 171 77, Stockholm, Sweden.
Department of Health Promoting Science, Sophiahemmet University, P. O. Box 5605, 114 86, Stockholm, Sweden.
BMC Nurs. 2022 Aug 6;21(1):219. doi: 10.1186/s12912-022-01002-0.
During education it is essential for nursing students to develop professionalism in nursing. Nurses are placed in situations based on trust, and it is crucial that their patients have confidence in them to provide professional and safe care. A key period in nursing students' development of a professionalism occurs during training when students gain knowledge and skills that separate nurses as professional healthcare workers from laypeople. The purpose of this study was to investigate nursing students' experiences of professional competence development during education.
A longitudinal study was carried out using qualitative content analysis with a manifest inductive approach. Thirty-four students enrolled in a Swedish three-year nursing program, from August 2015 to January 2017 were interviewed on four occasions.
The results revealed that students' professional role developed gradually. The students' started their education with dreams and a naive understanding of the profession, but their understanding of the complexity of the nursing profession gradually evolved. Students became theoretically equipped at the university and developed clinical skills through practice. Students' focus went from mastering medical technology to a more holistic approach. Before graduating, students felt ready but not fully trained.
Our findings indicate a discrepancy between the content of the theoretical education and the clinical settings since students identified a lack of evidence-based practice. A solid theoretical education before entering clinical training offered students possibilities for reflecting on evidence-based practice and the clinical settings. The realization that there is always potential for professional improvement can be interpreted as an emerging awareness, and development of professionalism. It is clear that students could benefit from increased collaborative work between clinical supervisors and faculty staff at the university.
在教育过程中，护理专业学生培养护理专业精神至关重要。护士因信任而被置于特定情境中，患者对他们提供专业且安全护理的能力充满信心至关重要。护理专业学生专业精神发展的一个关键时期是在培训期间，此时学生获得将护士作为专业医护人员与非专业人员区分开来的知识和技能。本研究的目的是调查护理专业学生在教育过程中专业能力发展的经历。
采用定性内容分析的纵向研究，采用显性归纳法。2015年8月至2017年1月，对34名参加瑞典三年制护理课程的学生进行了四次访谈。
结果显示，学生的专业角色逐渐发展。学生们带着对该职业的梦想和天真理解开始他们的学业，但他们对护理职业复杂性的理解逐渐演变。学生们在大学获得了理论知识，并通过实践培养了临床技能。学生们的关注点从掌握医疗技术转向更全面的方法。毕业前，学生们觉得自己已经做好准备，但尚未得到充分培训。
我们的研究结果表明，理论教育内容与临床环境之间存在差异，因为学生们发现缺乏循证实践。在进入临床培训之前接受扎实的理论教育，为学生提供了反思循证实践和临床环境的机会。认识到专业提升总是有潜力的，可以被解释为一种新出现的意识和专业精神的发展。显然，学生们可以从临床督导员与大学教职员工之间加强协作中受益。
