Becoming a Nurse: Student Experience of Transformation and Professional Identity
Notice bibliographique
Résumé
Nursing education programs are designed to respond to the evolving requirements of nursing practice while supporting student transformation in becoming a nurse. Students in these programs often refer to them as academically challenging and stressful. The aim of this study was to understand the experience of nursing students compared to the general university student population and specifically, to explore if nursing students are perceiving more stress than students in other university programs. This study arises from an earlier study conducted annually for 4 years at a western Canadian university following the method referred to as the Harvard Assessment Seminar (Light, 2001). In the primary study, that is the study conducted annually for 4 years, random samples of university students were interviewed about their university experience; these samples included bachelor of nursing students. The study reported in this paper is a secondary analysis of the primary study’s data and explores the unique experience of nursing students within the context of the broader university community. A total of 358 semi-structured interviews comprised the data for the primary study. Of these interviews, 64 respondents (18%) were registered in the bachelor of nursing program. A directed content analysis technique was used to extend the existing research by using pre-existing coding categories and allowing other themes to emerge that appeared unique to nursing students. The overarching theme that emerged from the secondary data was “becoming a registered nurse (RN) through the experience of being a student.” Three thematic clusters characterized the undergraduate nursing student’s journey of transformation to becoming a registered nurse: learning through experience; recognizing the link between theory and practice; and transition and transformation. A key finding of the study is that the nursing student experience is fundamental to becoming a registered nurse. Through learning and practice experiences a transformation in personal identity takes place. Nursing faculty can support learning through experiences that foster transition and transformation. Nursing students experience stress. The difference between nursing students and undergraduate students in general is the focus of their stress: volume of work, readiness for practice, and their capacity, capability, and worthiness to fulfill the nursing role, along with their perceptions of balancing their study–work–personal life. The direct measurement of the amount of stress in nursing students and undergraduate students in general was not possible. This research study will add to the literature by describing the student nursing experience in undergraduate education as compared to the general university population. In addition, the authors provide recommendations for nurse educators that support successful student transition to becoming a nurse.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,006 | 0,009 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,008 | 0,007 |
| Communication savante | 0,007 | 0,004 |
| Science ouverte | 0,001 | 0,010 |
| Intégrité de la recherche | 0,002 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».