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首页> 外文期刊>International Journal of Africa Nursing Sciences >Clinical learning environment: Lived experiences of post-basic critical care nursing students
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Clinical learning environment: Lived experiences of post-basic critical care nursing students

机译：临床学习环境：基于基本关键护理护理学生的生活经验

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BackgroundQuality clinical placement and rotation of post-basic critical care nursing students to different critical care clinical learning environments is aimed at enabling theory-practice integration. Students are expected to develop critical thinking and problem-solving skills through interaction with competent expert critical care qualified nurses. Post-basic critical care students enter the critical care clinical learning environments and expect to be supported in positive practice environments.AimTo explore and describe the lived experiences of post-basic critical care nursing students of their clinical learning environment.DesignA qualitative exploratory descriptive and contextual design.MethodsA descriptive phenomenological approach was followed. Five focus group interviews were conducted. 18 Purposively sampled post-basic critical care nursing students participated. Giorgi’s qualitative data analysis method was used.ResultsThree themes emerged: Post-basic critical care nursing students experienced 1) stress in terms of the rapid adjustments they had to make in ever-changing environments and attitudes; 2) Learning challenges that lead to concerns of whether they would be able to reach clinical objectives, and 3) Self-growth and mastery of the skill of assertiveness through perseverance.ConclusionsClinical learning and understanding of critical care nursing students are shaped by the way they are regarded, welcomed and supported in critical care clinical learning environments. A culture of care and value for learning and learning support and actions focussed on facilitating rapid adjustment to new environments are recommended to enhance the positive experiences and professional development of post-basic critical care nursing students in the critical care clinical learning environment.
机译：背景技术基本关键护理护理学生对不同关键护理临床学习环境的临床安排和旋转旨在实现理论实践整合。学生将通过与合格的专家关键护理合格的护士互动来发展批判性思维和解决问题的技能。基础后关键护理学生进入关键护理临床学习环境，并期望在积极的实践环境中得到支持.IMAIMTO探索并描述其临床学习环境后基本关键护理护理学生的生活经历.Designa定性探索性描述性和背景设计。遵循一定的描述性现象方法。进行了五个焦点小组访谈。 18有目的是基于基础后基本的重症护理护理学生参加。使用Giorgi的定性数据分析方法。出现了一些议题：后基本的重大护理护理学生在不断变化的环境和态度方面的快速调整方面经历了1）压力; 2）学习挑战，导致他们能够达到临床目的的担忧，以及通过坚持不懈的自我增长和掌握自我的技能.Conclionscrinical学习和对关键护理的理解是塑造的被认为，欢迎并支持关键护理临床学习环境。建议促进促进新环境促进新环境的学习和学习支持和行动的文化，以加强基本关键关键护理学生在关键护理临床学习环境中的积极经验和专业发展。

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