Poku Collins Atta, Agyare Veronica Adwoa, Baafi Samuel, Attafuah Priscilla Yeye Adumoah, Berchie Eunice
Department of Nursing, School of Nursing and Midwifery, KNUST, PMB UPO, KNUST, Kumasi, Ghana.
Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Kumasi, Ghana.
PLoS One. 2025 Aug 1;20(8):e0328359. doi: 10.1371/journal.pone.0328359. eCollection 2025.
Educator-student connectedness is where students can thrive, even amid failure, preserving their worth and self-dignity. Every relationship may have challenges, which is no different in nursing education. Students are sometimes unhappy with the educator-student relationship, as power creates a certain distance that must be appropriately exhibited. The study explored the perceived power dynamics of the educator-student relationship in nursing education.
The study utilised an exploratory, descriptive qualitative approach to understand student nurses' educator-student interaction. Twenty-four final-year students were involved in the study based on information power. Thematic analysis was used to generate codes, sub-themes, and themes.
Two main themes emerged: 1) difficulties faced by students and 2) the perceived impact of power dynamics. The identified subthemes include issues with teaching methods, feelings of suppression, and discouraging attitudes of educators. The findings further showed that students often pretend to understand when an educator becomes angry, reflecting the power dynamics in the classroom, where students may feel powerless to challenge authority even when their academic needs are unmet. Additionally, there is a lack of student autonomy, which affects their mental well-being and development as competent professionals.
Students are expected to develop critical thinking skills and become advocates for their patients; however, when their voices are suppressed, it is unlikely that they will confidently advocate for others in clinical settings. Suppressing their concerns can lead to long-term consequences, affecting their ability to question clinical decisions and their willingness to speak up for patient safety. Educational institutions should provide professional development on creating inclusive and supportive classroom dynamics to mitigate the adverse effects of power imbalances.
师生联系紧密能让学生蓬勃发展，即便遭遇失败也能保持自身价值与尊严。每段关系都会面临挑战，护理教育领域也不例外。学生有时会对师生关系感到不满，因为权力会造成一定距离，而这种距离必须得到恰当展现。本研究探讨了护理教育中师生关系中感知到的权力动态。
本研究采用探索性、描述性定性方法来理解实习护士的师生互动情况。基于信息权力，24名即将毕业的学生参与了该研究。采用主题分析法生成代码、子主题和主题。
出现了两个主要主题：1）学生面临的困难，2）权力动态的感知影响。确定的子主题包括教学方法问题、被压抑的感觉以及教育工作者令人沮丧的态度。研究结果还表明，当教育工作者生气时，学生常常假装理解，这反映了课堂上的权力动态，即即便学术需求未得到满足，学生可能也会觉得无力挑战权威。此外，学生缺乏自主性，这会影响他们作为专业胜任人员的心理健康和发展。
期望学生培养批判性思维技能并成为患者的倡导者；然而，当他们的声音被压制时，他们不太可能在临床环境中自信地为他人代言。压制他们的担忧可能会导致长期后果，影响他们质疑临床决策的能力以及为患者安全发声的意愿。教育机构应提供关于营造包容和支持性课堂动态的专业发展培训，以减轻权力不平衡的不利影响。
