目的 探讨护理专业学生适应驻点教学模式的过程及感受。 方法 采用现象学研究方法,通过目的抽样法于2021年5月—9月选取4所医科大学15名接受驻点教学模式的护理专业本科学生进行深度访谈,采用类属和情境分析法分析资料。 结果 共访谈23次,总时长487 min,转录文字约7.1万字。学生主要经历了获知驻点教学信息时的“喜忧参半”、驻点教学初期的“不适应”、驻点教学中后期的“获益感”3个阶段的心理变化。学生在获知驻点教学信息时和接受驻点教学初期会启用个体的认知者亚系统和群体的稳定者亚系统应对机制,通过自我调整、外部支持等方式适应驻点教学模式“刺激”,最终达到适应状态。 结论 学生适应驻点教学需要一段过程,积极的自我调适和有效的外部支持可以使学生能够更好、更快地适应新的教学模式。学校和医院应做好充分准备,保障学生生活与学习需求,促进学生尽早适应驻点教学。

Objective To explore the adaptation process and experience of nursing students to the education model of cooperative training union between hospital and university. Methods The phenomenological research method was applied. From May to September 2021,fifteen undergraduate nursing students were interviewed in depth through purposive sampling. These students accepted the education model of cooperative training union between hospital and university from 4 medical universities. The data were analyzed by categorization and situational analysis. Results A total of 23 interviews were conducted,with a total duration of 487 minutes and a transcription of about 71,000 words. Students experienced three main stages in adapting to the new education model：the mixed happiness and sorrow stage,the maladjustment stage,and the acceptance and perceived benefit stage. Nursing students used cognitive subsystem and stabilizer subsystem coping mechanism to adapt to the "stimulus" through self-adjustment and external support,and finally adapt to the new education model. Conclusion Nursing students need a process to adapt to new education model. Positive self-adjustment and effective external support could promote students to adapt better and faster. Universities and hospitals should make full preparations to ensure students' living and meet their learning needs.