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首页> 外文期刊>The Journal of nursing education >Nursing Students' Reactions to an Educational Experiential Immersion in Palliative Care
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Nursing Students' Reactions to an Educational Experiential Immersion in Palliative Care

机译：护理学生对姑息治疗中的教育体验浸没的反应

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Background:The nursing role includes providing compassionate care at the end of life, yet many nurses feel unprepared to provide such care. We describe nursing students' reactions during participation in an experiential immersion in palliative care in which they interacted with seriously ill patients through gifting handmade shawls. Method: After gifting, students wrote three words that best described the feeling in the room. Responses were content-analyzed to assess the frequency of specific concepts produced in the Three Words task. Gifting Reflection narratives were used to characterize the content-analysis categories. Results: Nursing students' most common responses were reflected in the categories Comfort and Kindness, and Thankfulness and Appreciation. Students also reported Sorrow and Need, but positive themes of Happiness and Delight, and Calm and Reflective were equally as prevalent. Conclusion: Experiential learning that focuses on psychosocial learning can result in nurses having positive, meaningful experiences in caring for seriously ill patients.
机译：背景：护理角色包括在生活结束时提供富有同情心的关怀，但许多护士觉得没有准备好提供这种护理。我们在参与姑息治疗中的经验浸泡时描述护理学生的反应，其中通过赠送手工披肩，他们与严重病患者互动。方法：赠送后，学生写了三个最能描述房间里的感觉的单词。内容分析的响应是评估三个单词任务中产生的特定概念的频率。 Gifting反射叙述用于表征内容分析类别。结果：护理学生最常见的反应反映在舒适和善良的类别中，并感谢和欣赏。学生还报告了悲伤和需要，但积极的幸福和喜悦，平静和反思的主题同样普遍。结论：专注于心理社会学习的体验学习可能导致护士在关注严重病患者的关注方面具有积极，有意义的经验。

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