Adrianna Watson, Matthew Anderson, Carly Peterson, Samuel Watson, Daphne Thomas, Chelsey Young, Angie Whitham, Sara Prescott, Tali Gardner, Gabby Sutton-Clark
{"title":"发现护士模式：护理学生角色微观转变的现象学研究","authors":"Adrianna Watson, Matthew Anderson, Carly Peterson, Samuel Watson, Daphne Thomas, Chelsey Young, Angie Whitham, Sara Prescott, Tali Gardner, Gabby Sutton-Clark","doi":"10.1016/j.nepr.2024.104101","DOIUrl":null,"url":null,"abstract":"<div><h3>Aim</h3><p>To explore the experiences of undergraduate nursing students in navigating daily micro-transitions between nursing and non-nursing roles.</p></div><div><h3>Background</h3><p>Nursing students develop professional role identity through socialization, experience, and practice while simultaneously managing pre-existing personal roles. This dynamic creates a training ground for future sustainable practice.</p></div><div><h3>Design</h3><p>Qualitative, cross-sectional, interpretive phenomenological design with hermeneutics.</p></div><div><h3>Methods</h3><p>Seventeen undergraduate nursing students participated online in semi-structured, audiovisual-recorded interviews until data saturation was reached.</p></div><div><h3>Results</h3><p>Three main themes emerged: 1) <em>Strategies for Getting In and Out of Nurse Mode</em>, 2) <em>Cultivating Mindful Nursing Practice,</em> and 3) <em>Nursing Student Socialization and Immersion</em>. Findings indicated that nursing students noticed benefits in their personal and professional lives as they developed this skill. Findings also suggested that students need support from their educators to ensure they are not <em>trapped in nurse mode</em> while learning to navigate nurse role identity.</p></div><div><h3>Conclusions</h3><p>Understanding and supporting nursing students in managing role micro-transitions are crucial. Findings indicated a functional need for nursing students to understand and apply knowledge and skills regarding a) when to initiate a role micro-transition and b) how to complete a micro-transition effectively between a nursing and non-nursing role. Educational strategies and support systems addressing this need may improve future nursing professionals' quality of life and clinical practice.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104101"},"PeriodicalIF":3.3000,"publicationDate":"2024-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Discovering nurse mode: A phenomenological study of nursing student role micro-transitions\",\"authors\":\"Adrianna Watson, Matthew Anderson, Carly Peterson, Samuel Watson, Daphne Thomas, Chelsey Young, Angie Whitham, Sara Prescott, Tali Gardner, Gabby Sutton-Clark\",\"doi\":\"10.1016/j.nepr.2024.104101\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Aim</h3><p>To explore the experiences of undergraduate nursing students in navigating daily micro-transitions between nursing and non-nursing roles.</p></div><div><h3>Background</h3><p>Nursing students develop professional role identity through socialization, experience, and practice while simultaneously managing pre-existing personal roles. This dynamic creates a training ground for future sustainable practice.</p></div><div><h3>Design</h3><p>Qualitative, cross-sectional, interpretive phenomenological design with hermeneutics.</p></div><div><h3>Methods</h3><p>Seventeen undergraduate nursing students participated online in semi-structured, audiovisual-recorded interviews until data saturation was reached.</p></div><div><h3>Results</h3><p>Three main themes emerged: 1) <em>Strategies for Getting In and Out of Nurse Mode</em>, 2) <em>Cultivating Mindful Nursing Practice,</em> and 3) <em>Nursing Student Socialization and Immersion</em>. Findings indicated that nursing students noticed benefits in their personal and professional lives as they developed this skill. Findings also suggested that students need support from their educators to ensure they are not <em>trapped in nurse mode</em> while learning to navigate nurse role identity.</p></div><div><h3>Conclusions</h3><p>Understanding and supporting nursing students in managing role micro-transitions are crucial. Findings indicated a functional need for nursing students to understand and apply knowledge and skills regarding a) when to initiate a role micro-transition and b) how to complete a micro-transition effectively between a nursing and non-nursing role. Educational strategies and support systems addressing this need may improve future nursing professionals' quality of life and clinical practice.</p></div>\",\"PeriodicalId\":48715,\"journal\":{\"name\":\"Nurse Education in Practice\",\"volume\":\"80 \",\"pages\":\"Article 104101\"},\"PeriodicalIF\":3.3000,\"publicationDate\":\"2024-08-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Nurse Education in Practice\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1471595324002300\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education in Practice","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1471595324002300","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
Discovering nurse mode: A phenomenological study of nursing student role micro-transitions
Aim
To explore the experiences of undergraduate nursing students in navigating daily micro-transitions between nursing and non-nursing roles.
Background
Nursing students develop professional role identity through socialization, experience, and practice while simultaneously managing pre-existing personal roles. This dynamic creates a training ground for future sustainable practice.
Design
Qualitative, cross-sectional, interpretive phenomenological design with hermeneutics.
Methods
Seventeen undergraduate nursing students participated online in semi-structured, audiovisual-recorded interviews until data saturation was reached.
Results
Three main themes emerged: 1) Strategies for Getting In and Out of Nurse Mode, 2) Cultivating Mindful Nursing Practice, and 3) Nursing Student Socialization and Immersion. Findings indicated that nursing students noticed benefits in their personal and professional lives as they developed this skill. Findings also suggested that students need support from their educators to ensure they are not trapped in nurse mode while learning to navigate nurse role identity.
Conclusions
Understanding and supporting nursing students in managing role micro-transitions are crucial. Findings indicated a functional need for nursing students to understand and apply knowledge and skills regarding a) when to initiate a role micro-transition and b) how to complete a micro-transition effectively between a nursing and non-nursing role. Educational strategies and support systems addressing this need may improve future nursing professionals' quality of life and clinical practice.
期刊介绍：
Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.
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