Yıldız İçigen Ayşegül, Sönmez Sinem
Nursing Department, Cappadocia University School of Health Sciences, Nevşehir, Türkiye.
BMC Nurs. 2024 Dec 26;23(1):952. doi: 10.1186/s12912-024-02590-9.
Nursing education combines theoretical knowledge and clinical practice to prepare nursing students to meet the evolving demands of healthcare services. Understanding nursing students' metaphorical perceptions of the nursing profession and professional communication during their first clinical experiences can provide valuable insights into their professional identity and communication skills, as well as giving information about necessary improvements in nursing education. This study aimed to reveal the metaphorical perceptions of nursing students regarding the concepts of professional communication and nursing during their first clinical practices.
The study was conducted using a phenomenological design, a qualitative research method. A "student information form" and a "metaphor form," developed by the researchers, were used as data collection tools. Participants' sociodemographic data were analyzed on the Statistical Package for Social Sciences (SPSS). The analysis and evaluation of the metaphors used by nursing students for the concepts of nursing and professional communication were carried out in five stages by following the characteristics outlined in the qualitative data analysis approach called Metaphor Analysis. The Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist was followed in the study.
All 45 participants in the study were first-year nursing students, with 81.0% being female and the average age being 19.88 ± 0.96 years. Of the participants, 66.7% had chosen the nursing department willingly, and 57.1% had preferred it due to job opportunities. Participants generated 35 metaphors for the nursing profession, which were categorized into four groups, and 32 metaphors related to professional communication, which were classified into six groups.
The metaphorical perceptions of nursing students during their first clinical practices provided profound insights into how they experienced professional communication and the nursing profession. These metaphors are of great importance in understanding the challenges, the skills gained, and the emotional responses encountered during the students' professional development processes.
护理教育将理论知识与临床实践相结合，以使护理专业学生能够满足医疗服务不断变化的需求。了解护理专业学生在首次临床实习期间对护理职业和专业沟通的隐喻认知，可以为他们的职业身份和沟通技巧提供有价值的见解，同时也能为护理教育的必要改进提供信息。本研究旨在揭示护理专业学生在首次临床实习期间对专业沟通和护理概念的隐喻认知。
本研究采用现象学设计这一定性研究方法。研究人员编制的“学生信息表”和“隐喻表”用作数据收集工具。使用社会科学统计软件包（SPSS）对参与者的社会人口统计学数据进行分析。按照名为隐喻分析的定性数据分析方法中概述的特征，分五个阶段对护理专业学生用于护理和专业沟通概念的隐喻进行分析和评估。本研究遵循了定性研究报告统一标准（COREQ）清单。
本研究的所有45名参与者均为护理专业一年级学生，其中81.0%为女性，平均年龄为19.88 ± 0.96岁。在参与者中，66.7%是自愿选择护理专业的，57.1%是因为就业机会而选择该专业的。参与者为护理职业生成了35个隐喻，分为四组，为专业沟通生成了32个隐喻，分为六组。
护理专业学生在首次临床实习期间的隐喻认知为了解他们如何体验专业沟通和护理职业提供了深刻见解。这些隐喻对于理解学生职业发展过程中遇到的挑战、获得的技能和情感反应非常重要。
