{"title":"定义和描述临床实践中的护理师生关系：概念分析。","authors":"Mep Coretta Chipeta, Hei-Fen Hwang","doi":"10.2147/AMEP.S494380","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>This paper aimed to define and characterize the nursing student-faculty (NS-F) relationship in clinical practice.</p><p><strong>Methods: </strong>An integrated literature review was conducted in PubMed, Scopus, and CINAHL from December 6th to 25th, 2023. The final review included 15 articles. The analysis employed the concept analysis method by Walker and Avant to identify antecedents, attributes, and outcomes of the NS-F relationship.</p><p><strong>Results: </strong>The common attributes were caring, interpersonal connectedness, motivation, and constructive communication. A clinical learning environment and contact between nursing students and faculty are the antecedents whilst positive consequences are but not limited to a positive learning environment, motivation, well-being, and empowerment.</p><p><strong>Conclusion: </strong>The findings from this analysis can be applied in practice to improve clinical education by guiding nurse faculty and students to implement effective interactions that promote the professional and academic development of nursing students. The findings offer practical implications for enhancing student-faculty relationships, leading to better learning outcomes in clinical settings.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"1113-1125"},"PeriodicalIF":1.8000,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11590631/pdf/","citationCount":"0","resultStr":"{\"title\":\"Defining and Characterizing the Nursing Student-Faculty Relationship in Clinical Practice: A Concept Analysis.\",\"authors\":\"Mep Coretta Chipeta, Hei-Fen Hwang\",\"doi\":\"10.2147/AMEP.S494380\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>This paper aimed to define and characterize the nursing student-faculty (NS-F) relationship in clinical practice.</p><p><strong>Methods: </strong>An integrated literature review was conducted in PubMed, Scopus, and CINAHL from December 6th to 25th, 2023. The final review included 15 articles. The analysis employed the concept analysis method by Walker and Avant to identify antecedents, attributes, and outcomes of the NS-F relationship.</p><p><strong>Results: </strong>The common attributes were caring, interpersonal connectedness, motivation, and constructive communication. A clinical learning environment and contact between nursing students and faculty are the antecedents whilst positive consequences are but not limited to a positive learning environment, motivation, well-being, and empowerment.</p><p><strong>Conclusion: </strong>The findings from this analysis can be applied in practice to improve clinical education by guiding nurse faculty and students to implement effective interactions that promote the professional and academic development of nursing students. The findings offer practical implications for enhancing student-faculty relationships, leading to better learning outcomes in clinical settings.</p>\",\"PeriodicalId\":47404,\"journal\":{\"name\":\"Advances in Medical Education and Practice\",\"volume\":\"15 \",\"pages\":\"1113-1125\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-11-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11590631/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Advances in Medical Education and Practice\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2147/AMEP.S494380\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advances in Medical Education and Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2147/AMEP.S494380","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Defining and Characterizing the Nursing Student-Faculty Relationship in Clinical Practice: A Concept Analysis.
Purpose: This paper aimed to define and characterize the nursing student-faculty (NS-F) relationship in clinical practice.
Methods: An integrated literature review was conducted in PubMed, Scopus, and CINAHL from December 6th to 25th, 2023. The final review included 15 articles. The analysis employed the concept analysis method by Walker and Avant to identify antecedents, attributes, and outcomes of the NS-F relationship.
Results: The common attributes were caring, interpersonal connectedness, motivation, and constructive communication. A clinical learning environment and contact between nursing students and faculty are the antecedents whilst positive consequences are but not limited to a positive learning environment, motivation, well-being, and empowerment.
Conclusion: The findings from this analysis can be applied in practice to improve clinical education by guiding nurse faculty and students to implement effective interactions that promote the professional and academic development of nursing students. The findings offer practical implications for enhancing student-faculty relationships, leading to better learning outcomes in clinical settings.
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