Mount Royal University, 4825 Mount Royal Gate, Calgary, Alberta T3E 6K6, Canada.
Nurse Educ Today. 2024 Jan;132:106018. doi: 10.1016/j.nedt.2023.106018. Epub 2023 Nov 6.
Undergraduate nursing students may access support from peers after having experienced critical incidents during experiential learning opportunities. While researchers have addressed peer support relative to academic or day-to-day stress in undergraduate nursing students, there is a paucity of data on the context of clinical related critical incidents.
To better understand undergraduate nursing students' experiences of using peer support after clinical related critical incidents.
Experiential learning places undergraduate nursing students at risk of encountering critical incidents. Gadamer's philosophical hermeneutics was the research approach used to explore the meaning of peer support accessed by undergraduate nursing students who had experienced clinical related critical incidents.
Participants were recruited from a Canadian university.
A purposive sample was used to recruit nine students who were enrolled in a baccalaureate nursing program. Data collection involved conducting semi-structured interviews over 12 months in 2021-2022.
The interviews with participants were recorded and transcribed and the data was analyzed using the interpretive method of hermeneutics.
Findings from this research revealed that peer support was an effective informal method of providing immediate assistance to undergraduate nursing students. Inherent in this support was a safe space where students experienced a sense of belonging which normalized the incident and minimized isolation. Support was perceived by some participants as reciprocal as both the traumatized individual and the peer supporter benefited from the organic connection.
This study highlighted the importance of nurturing a psychologically safe clinical learning environment where students who experience critical incidents may seek timely support from peers and clinical instructors.
在体验式学习机会中经历过关键事件后，本科护理学生可能会获得同伴的支持。虽然研究人员已经针对本科护理学生的学术或日常压力方面的同伴支持进行了研究，但关于临床相关关键事件背景下的同伴支持数据却很少。
更好地了解本科护理学生在经历临床相关关键事件后使用同伴支持的体验。
体验式学习使本科护理学生面临遭遇关键事件的风险。伽达默尔的哲学解释学被用作研究方法，以探索经历过临床相关关键事件的本科护理学生所获得的同伴支持的意义。
参与者是从加拿大一所大学招募的。
采用目的抽样法招募了 9 名参加护理学士课程的学生。数据收集包括在 2021-2022 年的 12 个月内进行半结构化访谈。
对参与者的访谈进行了录音和转录，并使用解释学的解释方法对数据进行了分析。
这项研究的结果表明，同伴支持是为本科护理学生提供即时援助的有效非正式方法。这种支持中存在一个安全的空间，学生在这里感受到归属感，使事件正常化，并最大限度地减少孤立感。一些参与者认为这种支持是相互的，因为受到创伤的个体和同伴支持者都从这种有机联系中受益。
这项研究强调了培养一个心理安全的临床学习环境的重要性，在这种环境中，经历关键事件的学生可以及时从同伴和临床教师那里获得支持。
