Département de Recherche, Enseignement et Formation, Maison Médicale Jeanne Garnier, Paris, France.
Faculty of Health Sciences, Arthur Labatt Family School of Nursing, Western University, London, ON, Canada.
Int J Nurs Educ Scholarsh. 2024 Jan 3;21(1). doi: 10.1515/ijnes-2023-0064. eCollection 2024 Jan 1.
To explore the values, practices, and behaviours that support nursing students' professional development in practice-based learning environments in Rwanda.
A focused ethnographic approach was used. Nursing students (n=12), nurses (n=11), clinical instructors (n=7) and nurse leaders (n=8) from three teaching hospitals and an educational program participated in the study. Data was collected trough individual interviews and participant observation.
Participants embraced a culture of preparing nursing students for their professional roles as a professional responsibility, and a means of securing the nursing profession. Modeling the appropriate behaviours to students and respecting them as learners and humans constituted the caring attributes that sustain a positive learning environment for their professional growth.
Nurturing and caring environments offer students opportunities to integrate caring attitudes into their interactions with patients and to develop professionally.
Findings underscore the need to enhance caring values within nursing curricula.
探索在卢旺达以实践为基础的学习环境中支持护理学生专业发展的价值观、实践和行为。
采用集中的民族志方法。来自三家教学医院和一个教育项目的护理学生（n=12）、护士（n=11）、临床讲师（n=7）和护士领导（n=8）参与了这项研究。数据通过个人访谈和参与观察收集。
参与者接受了为护理学生做好职业角色准备的文化，这是一种职业责任，也是确保护理行业的一种手段。为学生树立适当的行为榜样，并尊重他们作为学习者和人类，构成了维持积极学习环境以促进其专业成长的关爱属性。
培育和关爱的环境为学生提供了将关爱态度融入与患者的互动并专业发展的机会。
研究结果强调了在护理课程中增强关爱价值观的必要性。
