护理专业学生的自尊与学习动力：一种存在-现象学研究。
Self-esteem and learning dynamics in nursing students: An existential-phenomenological study.
机构信息
Public Health Sciences Department, University of Liege, Liège, Belgium.
Interfaculty Research Unit in Didactics and Teacher Training, University of Liege, Liège, Belgium.
出版信息
Nurs Open. 2023 Feb;10(2):939-952. doi: 10.1002/nop2.1361. Epub 2022 Sep 7.
AIM
To describe nursing student self-esteem changes over time and its impacts on learning strategies.
DESIGN
Existential phenomenology.
METHODS
Interviews were conducted in Spring 2018 in a purposive sample of 39 nursing students, exploring events critical to self-esteem and their impacts. Transcriptions were analysed descriptively and interpretatively to decipher the process that links self-esteem, events and learning behaviour.
RESULTS
What led to self-esteem changes were "relationships with nurses during internships" and "receiving evaluations." The students interpreted events and drew conclusions about their aptitude for nursing, which in turn prompted proactive or defensive learning behaviours. Their interpretations both depended on their self-esteem and impacted it, in a vicious or virtuous circle. Exploring self-esteem allows a better understanding of the importance of students' relationships with nursing teams, and of some of their defensive behaviours. Understanding the role of nursing student self-esteem in the learning process could help improve student well-being and competence.
目的
描述护理专业学生的自尊随时间变化的情况及其对学习策略的影响。
设计
存在现象学。
方法
2018 年春季，采用目的抽样法选取了 39 名护理专业学生进行访谈，探讨对自尊有重要影响的事件及其影响。对转录文本进行描述性和解释性分析，以揭示自尊、事件和学习行为之间的联系过程。
结果
导致自尊变化的因素是“实习期间与护士的关系”和“接受评估”。学生对事件进行解释并得出自己是否适合护理的结论，这反过来又促使他们采取主动或防御性的学习行为。他们的解释既取决于他们的自尊，又反过来影响他们的自尊，形成恶性循环或良性循环。探讨自尊可以更好地理解学生与护理团队关系的重要性，以及他们一些防御性行为的原因。了解护理专业学生自尊在学习过程中的作用，有助于提高学生的幸福感和能力。
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