Details

Autor(en) / Beteiligte

• Callwood, Alison
• Groothuizen, Johanna E.
• Allan, Helen Therese

Titel

The “values journey” of nursing and midwifery students selected using multiple mini interviews; year two findings

Ist Teil von

• Journal of advanced nursing, 2019-05, Vol.75 (5), p.1074-1084

Ort / Verlag

England: Wiley Subscription Services, Inc

Erscheinungsjahr

2019

Link zum Volltext

Quelle

Applied Social Sciences Index & Abstracts (ASSIA)

Beschreibungen/Notizen

• Aim To explore how adult, child, mental health nursing and midwifery students describe their “values journey” after completing their second year following exposure to the clinical practice environment. Background Where student nurses and midwives are selected using multiple mini interviews, in a values‐based recruitment process, the conservancy and or development of their personal values remains unclear. Design A hermeneutic, cross‐professional longitudinal study was commenced at one university in England in 2016 with data collection points at the end of years one (DC1), two (DC2) and three (DC3). From the 42 participants recruited in year one, 28 went on to participate in data collection at DC2 (3 adult, 6 child, 3 mental health nurses and 16 midwifery students). Methods Four semi‐structured focus groups were conducted. Data analysis incorporated inductive and deductive approaches in a hybrid synthesis. Findings Participants did not feel their values had changed fundamentally since year one. However, the prioritization of their values and how they were “put into practice” had changed. Key themes identified were: “changed sense of self as a healthcare practitioner”; “influences on values in practice” and “reflection on values.” Conclusion Reframing of personal values is an integral part of learning across clinical and academic settings. Critical reflective practice should be integrated into pre‐registration health education programmes to support student nurses and midwives sustain their learning around values; to maintain “good” values in the face of observed “bad” values. 目的'; 探讨成人、儿童、精神健康护理及助产士学生在完成二年级临床实习后,如何描述他们的“价值观之旅”。 背景 在以价值观为基础的挑选过程中,学生护士和助产士是通过多种小型面试选出的,他们的个人价值观的保护和发展仍然不清楚。 设计 2016年,英国一所大学开展了一项解释学交叉专业纵向研究,数据收集点分别位于第1年(DC1)、第2年(DC2)和第3年(DC3)。在第一年招募的42名参与者中,有28名(3名成人,6名儿童,3名心理健康护士和16名助产士学生)继续参与DC2的数据收集。 方法 对四个半结构化的焦点小组进行了研究。在混合合成中,数据分析采用了归纳和演绎的方法。 研究结果 参与者并没有感到他们的价值观自第一年以来发生了根本性的改变。然而,他们的价值观的优先次序和如何“付诸实施”已经改变。确定的主要主题是:“作为一名医疗从业者,自我意识的改变”;“实践中的价值影响”和“价值反思”。 结论; 重塑个人价值观是跨临床和学术环境学习的重要组成部分。批判性反思实践应纳入预注册健康教育计划,以支持学生护士和助产士保持他们对价值观的学习;面对观察到的“坏”值,保持“好”值。