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Narrative and aesthetic analysis of non-nurse college graduates journals on their entry into nursing.

机译：非护理类大学毕业生进入护理学的叙事和美学分析。

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摘要

This project analyzed 132 journals written by non-nurse college graduates during their nascent journey into the nursing profession. The process of journaling about their experiences entering nursing and reflecting on them has been encouraged as a creative outlet for expression and a means to generate meaning from these experiences (Pellico & Bailey, 2003). Student journaling provided an opportunity for what has been described as an aesthetic experience (Chinn, Maeve & Bostick, 1997). As such, the data were analyzed by merging two methods, that of narrative analysis based upon the work of Riessman (1993) and aesthetic criticism based upon the work of Chinn, Maeve, & Bostick (1997). Results revealed four archetypes: student nurse as hero, sentry, ministering angel, and overwhelmed novice. Six themes noted included: forgive and remember, intimacy and intensity, silence and voice, routines and rituals, bravery and bearing witness, and masquerading and identifying. The stories revealed ten critical elements when learning to become a nurse. The ten included learning: to understand the language of medicine, to provide physical care; technical knowledge; communication skills; to become a keen observer; that nursing is hard work in general and specifically difficult in an accelerated program; to become vulnerable in the educational process; to deal with sadness, suffering, and inequities; to deal with power disparities; and to advocate for themselves and patients. Critical challenges for students in learning to be a nurse were to become vulnerable and learning how to learn in an accelerated program. Specific learning involved three domains, scientific knowledge, technical knowledge, and affective knowledge. Personal strengths, pivotal moments, and roles others played were identified. Interpretations of findings, implications for education, research, and practice as well as limitations of the study were addressed. Specific implications addressed included: the nearly universal experience of identifying patients as loved ones, deeply felt effects of student suffering and vulnerability, and the power of narrative to help define and identify as nurses. Concerns over recent dramatic increases of these programs without discussion of add-on costs needed to create positive learning environments is included, as well as issues related to grading of these personal reflections.
机译：该项目分析了非护理类大学毕业生在进入护理行业的初期旅程中撰写的132种期刊。鼓励将有关他们的经历进入护理并对其进行反思的日志记录过程作为一种创新的表达渠道，以及一种从这些经历中产生意义的手段（Pellico＆Bailey，2003）。学生日记为人们提供了一种被称为审美体验的机会（Chinn，Maeve和Bostick，1997）。因此，数据是通过两种方法结合起来进行分析的：基于Riessman（1993）的叙事分析和基于Chinn，Maeve＆Bostick（1997）的美学批评。结果揭示了四种原型：学生护士担任英雄，哨兵，侍奉天使和不知所措的新手。提到的六个主题包括：宽恕和记忆，亲密和强烈，沉默和声音，例行和礼节，勇敢而有力的见证人以及伪装和认同。这些故事揭示了学习成为护士时的十个关键要素。十项内容包括学习：了解医学语言，提供身体护理；技术知识;沟通技巧;成为敏锐的观察者；一般而言，护理是一项艰苦的工作，在加速计划中尤其困难；在教育过程中变得脆弱；处理悲伤，痛苦和不平等；处理权力差距；并为自己和患者提倡。在学习成为护士方面，学生面临的严峻挑战是变得脆弱并学习如何通过加速课程学习。专门学习涉及三个领域，即科学知识，技术知识和情感知识。确定个人的力量，关键时刻和其他人扮演的角色。研究结果的解释，对教育，研究和实践的意义以及研究的局限性得到了解决。所涉及的具体含义包括：将患者识别为亲人的近乎普遍的经历，对学生苦难和脆弱性的深刻影响，以及通过叙述来帮助定义和识别护士的能力。其中包括对这些程序最近急剧增加的担忧，没有讨论创建积极的学习环境所需的附加成本，以及与这些个人思考的等级相关的问题。

著录项

  • 作者

    Pellico, Linda Honan.;

  • 作者单位

    University of Connecticut.;

  • 授予单位 University of Connecticut.;
  • 学科 Health Sciences Education.;Health Sciences Nursing.
  • 学位 Ph.D.
  • 年度 2004
  • 页码 229 p.
  • 总页数 229
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 预防医学、卫生学;
  • 关键词

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