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首页> 外文期刊>Nurse education today >RN as gatekeeper: Student understanding of the RN buddy role in clinical practice experience.
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RN as gatekeeper: Student understanding of the RN buddy role in clinical practice experience.

机译：RN作为管理员：学生了解RN伙伴在临床实践经验中的作用。

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摘要

Students may be informally buddied with registered nurses (RNs), during their clinical experience. This paper describes one component of a larger phenomenographic study that explored the qualitatively different ways students understand the RN buddy role during clinical experience and the implications of this understanding for student learning. The perception of the RN as gatekeeper was an unexpected finding and is the focus of this report. Phenomenography is a field of descriptive research concerned with the variation in ways people experience and understand similar phenomena. This approach was used to identify the variation in experience and understanding of students with buddy RNs. Individual semi-structured interviews were conducted with a purposive sample of 24 students from one university in Queensland, Australia. The two variations in understanding of the role discussed in this paper are: understanding as an expectation, and RN as gatekeeper: gatekeeping as access. The research highlights that the various ways RNs promote or block access for students influence the quality of the learning experience. Formal recognition of the complexity of the RN role is essential to ensure RNs have adequate preparation for their role with students.
机译：在他们的临床经验中，学生可能会与注册护士（RN）非正式地结识。本文介绍了一项较大的现象学研究的一个组成部分，该研究探索了质的不同方式，这些方式使学生理解临床经验期间RN伙伴角色以及这种理解对学生学习的影响。将RN视为网守是一个意外的发现，并且是本报告的重点。现象学是一个描述性研究领域，涉及人们体验和理解相似现象的方式的变化。该方法用于识别具有伙伴RN的学生的体验和理解的差异。针对来自澳大利亚昆士兰州一所大学的24名学生的目标样本进行了半结构化访谈。对本文讨论的角色的理解有两种变体：作为期望的理解，以及作为网守的RN：作为访问权的网守。研究强调，RN促进或阻止学生进入的各种方式会影响学习体验的质量。正式认识RN角色的复杂性对于确保RN为与学生的角色做好充分准备至关重要。

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