Dailey M A
Cedar Crest College, Allentown, PA.
J Prof Nurs. 1994 Jul-Aug;10(4):244-54. doi: 10.1016/8755-7223(94)90026-4.
This qualitative research study was undertaken to investigate the experience of being a registered nurse (RN) student enrolled in a specific nontraditional nursing program, ie, Regents College Nursing Program (RCNP), from the perspective of the RCNP baccalaureate graduate. Fifteen RN bachelor's of science in nursing (BSN) graduates of RCNP participated in this descriptive phenomenological investigation in which participant interviews were tape-recorded, transcribed verbatim, and analyzed phenomenologically using Colaizzi's methodology. An exploration of the language of human experience and human expression yielded 101 themes within 20 theme clusters, yet the meaning of the experience was characterized by 8 major clusters that included recounting reasons for choosing RCNP, describing learning approaches for testing, describing the challenges of testing conditions, experiencing stress and describing its effects, describing feelings of uneasiness, describing responses to failure, providing support, and finding ways of mastering Regents. It also was discovered that an underlying theme of stress suggested a pervasive pattern throughout the thematic clusters: stress wove its way throughout the fabric of the experience and caused a disruption of the entire design. The interpreted description of the lived experience of these RN students uncovered reasons for RN baccalaureate program selection by nurses that supported previous research assumptions, isolated specific stressors affecting nurses involved in performance testing, and clarified specific needs of nurses, especially with regard to support networks and learning resources. The results of this study may provide future RN students with information to make a more informed decision about choosing RCNP for a baccalaureate program. In addition, a better understanding of adult learners may assist nurse educators in developing curricula that facilitate professional growth for RN students and relieve some of the possible stress associated with the education process.
本定性研究旨在从摄政学院护理项目（RCNP）护理学学士学位毕业生的角度，调查参加特定非传统护理项目（即摄政学院护理项目）的注册护士（RN）学生的经历。15名RCNP护理学理学学士（BSN）毕业生参与了这项描述性现象学调查，对参与者的访谈进行了录音、逐字转录，并使用科莱齐的方法进行了现象学分析。对人类经验和人类表达语言的探索在20个主题集群中产生了101个主题，但该经历的意义由8个主要集群表征，包括讲述选择RCNP的原因、描述测试的学习方法、描述测试条件的挑战、体验压力并描述其影响、描述不安情绪、描述对失败的反应、提供支持以及找到掌握摄政学院课程的方法。研究还发现，压力这一潜在主题在整个主题集群中呈现出一种普遍模式：压力贯穿于整个经历结构中，导致整个设计受到干扰。对这些RN学生生活经历的解释性描述揭示了护士选择RN学士学位项目的原因，这支持了先前的研究假设，找出了影响参与绩效测试的护士的特定压力源，并阐明了护士的特定需求，尤其是在支持网络和学习资源方面。本研究结果可能会为未来的RN学生提供信息，以便他们在选择RCNP攻读学士学位项目时做出更明智的决定。此外，对成年学习者的更好理解可能有助于护理教育工作者开发促进RN学生职业成长并减轻与教育过程相关的一些可能压力的课程。
