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首页> 外文期刊>Journal of advanced nursing >Relationships with undergraduate nursing exchange students--a tutor perspective.
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Relationships with undergraduate nursing exchange students--a tutor perspective.

机译：与本科护理交换生的关系-导师的观点

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BACKGROUND: Student exchange has been used increasingly in nursing education throughout Europe as a method of learning intercultural sensitivity. In the host country, each foreign student is assigned a personal tutor to enhance learning. AIM: The aim of this study was to describe tutor-student relationships between Finnish nurse teachers and British exchange students from the tutors' perspective. ETHICAL ISSUES: The researcher's close relationship with the study context and participants caused some ethical concerns, which will be discussed. METHODS: The data consisted of tutorial session observations, research diary notes, group interviews and background questionnaires. They were analysed using Spradley's developmental research sequence method for ethnographic data. FINDINGS: The tutoring relationship was pastoral and clinical rather than academic. The pastoral aspect of the relationship was essential in assisting the students to adjust to the stress of studying in a foreign country. On the other hand,tutors were unable to support all the students to overcome their culture shock. Tutors were uncertain about their role and did not integrate Finnish culture or practice into theory, but found their role pleasant. CONCLUSIONS: A dialogic tutor-student relationship is important for learning intercultural sensitivity. Tutoring strategies should be developed to assist students' adjustment to the differences in the host culture and to encourage their reflection on personal, experiential and scientific cultural knowledge during their study abroad.
机译：背景：在整个欧洲，护理交流中越来越多地将学生交流作为一种学习跨文化敏感性的方法。在东道国，每个外国学生都被指派了一名私人导师来加强学习。目的：本研究的目的是从家庭教师的角度描述芬兰护士教师与英国交换生之间的家庭教师关系。伦理问题：研究人员与研究背景和参与者的密切关系引起了一些伦理问题，我们将对此进行讨论。方法：数据包括辅导期观察，研究日记笔记，小组访谈和背景调查表。使用Spradley的发展研究序列方法对人种学数据进行了分析。结果：辅导关系是牧养和临床的，而不是学术的。关系的牧养方面对于帮助学生适应在国外学习的压力至关重要。另一方面，导师无法支持所有学生克服他们的文化冲击。导师不确定他们的角色，没有将芬兰的文化或实践融入理论之中，但发现他们的角色令人愉快。结论：对话式的师生关系对于学习跨文化的敏感性很重要。应制定辅导策略，以帮助学生适应所在国文化的差异，并鼓励他们在出国留学期间对个人，体验和科学文化知识的反思。

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