RESUMO
The learning experience of nursing students in their first clinical laboratory in a hospital was examined in a qualitative investigation. Graduate students in a nursing research seminar course participated as co-investigators in the study of clinical learning among sophomore nursing students. Findings revealed that sophomore students in nursing reflected on their role in the clinical setting and in nursing; pursued ways to learn in clinical settings; actively sought mentors; made connections to staff, patients, and peers; and searched for ways to validate the competence of their beginning skills. Parallels of the students' behaviors to the novice-to-expert paradigm were found. The study was valuable for both undergraduate and graduate students involved in the investigation.
Assuntos
Competência Clínica , Bacharelado em Enfermagem/métodos , Aprendizagem , Estudantes de Enfermagem/psicologia , Adaptação Psicológica , Adolescente , Adulto , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Relações Interprofissionais , Descrição de Cargo , Masculino , Mentores/psicologia , Relações Enfermeiro-Paciente , Pesquisa Metodológica em Enfermagem , Recursos Humanos de Enfermagem Hospitalar/psicologia , Papel (figurativo) , SocializaçãoRESUMO
Self-scheduling is a staffing method that delegates the control and the responsibility for generating a schedule to the staff nurses. This article focuses on what motivated the staff of a combined Cardiovascular Surgical Intensive Care and Stepdown Unit to implement self-scheduling and the improved job satisfaction that resulted.
