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首页> 外文期刊>Journal of Nursing Education and Practice >May I wash you? - Learning through experiencing vulnerability and controlled trials
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May I wash you? - Learning through experiencing vulnerability and controlled trials

机译：我可以洗吗？ -通过体验脆弱性和受控试验来学习

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Background: Clinical skills training related to personal hygiene causes anxiety and stress among nursing students due to the fact that they use each other as “patients”. To justify this learning activity more knowledge about the students’ experiences and learning outcome is needed.Aim: To describe how nursing students experience clinical skills training using one another as “patient”.Method: Qualitative descriptive design. The sample was 187 nursing student in the first year of study, previous of their first clinical practice in nursing homes. Data collection was performed with questionnaires with open-ended questions. Inductive content analysis was performed.Results: The students’ experiences being “patient” was condensed into 12 subcategories, underlying the four categories: Tention related to the role play, physical and mental vulnerability, assessment of the care and learning through bodily experience. Descriptions about being “nurse” ended in 12 subcategories an the four categories: Awareness of being in a role, to gain experience of being a nurse, turning one’s attention to the other and feeling prepared to clinical practice.Conclusions: Performing and coping the challenging learning activity seems to increase the students’ self-confidence related to the coming clinical practice.
机译：背景：与个人卫生有关的临床技能培训会导致护理学生之间相互焦虑，因为他们将对方当作“患者”使用。为了证明这项学习活动的合理性，需要更多有关学生的经历和学习成果的知识。目的：描述护理学生如何以“患者”的身份彼此体验临床技能培训。方法：定性的描述性设计。该样本在研究的第一年是187名护理专业学生，这是他们在疗养院中首次临床实践的开始。数据收集采用带有开放式问题的问卷进行。结果：学生的“耐心”经历被归纳为12个子类别，分为以下四个类别：与角色扮演有关的紧张，身体和精神上的脆弱性，对护理的评估和通过身体经验学习。关于“护士”的描述以12个子类别结束，分为四个类别：意识到自己在扮演角色，获得成为护士的经验，将注意力转移到另一个身上并为临床实践做好准备。结论：执行和应对挑战学习活动似乎增加了学生对即将到来的临床实践的自信心。

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