An Exploratory Qualitative Research On The Transformation Stages Of Professional Cognition In Undergraduate Nursing Students

Objective:The research aims to track and summarize the transformation stage of Professional cognition for undergraduate nursing students.In order to improve undergraduate nursing students' professional cognition,reserve talents and facilitate the development of nursing career.Method:A qualitative research of Giorgis' phenomenological approach was adopted.A purposive sampling strategy incorporated with snowball strategies was used to recruit from 11 nursing schools in Zhejiang province.A total of 22 undergraduate nursing students were interviewed by face-to-face semi structured design.All the in interviews were recorded on voice recording equipment and transcribed into word documents.Memos and reflective diaries were written after each interview finished.Nvivo11.0(English version)was used to help the data analysis in classification,coding,topic distillation.Finally,the descriptive explanation about the transformation stage of undergraduate nursing students' professional cognition was obtained.Result:In this study,six key stages were summarized in four periods(the first year?professional course learning?earlier in clinical practice?clinical practice).It includes"single cognition-rigid stereotype","knowledge sediment-motivation trigger","ignorant-mood swing","physical and mental fatigue-confusion and perplexity","shake&adjustment-empathy reflection" and "self-examination&cautiousness-clear&bright".These three stages("ignorant-mood swing","physical and mental fatigue-confusion and perplexity","shake&adjustment-empathy reflection")may cycle around or appeared repeatly.Conclusion:Six core stages were formed on the whole professional cognition journey in undergraduate nursing students.Specific coping strategies would be implemented according to the characteristics of different stages.Therefore,the command of professional cognition can be improved for undergraduate student and theoretical references can be provided to nursing educator for scientific teaching.