Clinical practices are key environments for skill acquisition during the education of nursing students, where it is important to encourage reflective learning. This study sought to explore the experience of final year nursing students during their clinical placement in emergency and intensive care units and to identify whether differences exist between female and male students. Using qualitative methodology, a documentary analysis of 28 reflective learning journals was carried out at a public university in Northern Spain. Four themes were identified: “an intense emotional experience”, “the importance of attitudes over and above techniques”, “identifying with nurses who dominate their environment and are close to the patient in complex and dehumanized units” and “how to improve care in critically ill patients and how to support their families”. The female students displayed a more emotional and reflective experience, with a strong focus on patient care, whereas male students identified more with individual aspects of learning and the organization and quality of the units. Both male and female students experienced intense emotions, improved their learning in complex environments and acquired attitudes linked to the humanization of care. However, the experience of these clinical rotations was different between female and male students.

中文翻译：

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护理学生在急诊和重症监护室的临床实践经验。

临床实践是护理学生教育期间获得技能的关键环境，在该环境中，鼓励反思性学习很重要。这项研究旨在探索在护理和重症监护室就读最后一年护理学生的经历，并确定男女学生之间是否存在差异。使用定性方法，在西班牙北部的一所公立大学对28种反思性学习期刊进行了文献分析。确定了四个主题：“强烈的情感体验”，“态度对技术的重要性”，“与支配环境并在复杂且人性化的病房中靠近患者的护士一起识别”和“如何改善护理质量”。重症患者以及如何养家糊口”。女学生表现出更多的情感和反思性体验，重点放在患者护理上，而男学生则更多地从学习的各个方面以及单位的组织和质量方面进行识别。男女学生都经历了强烈的情绪，在复杂的环境中改善了学习，并获得了与护理人性化相关的态度。但是，这些临床轮换的经验在男女学生之间是不同的。在复杂的环境中改善了他们的学习，并获得了与护理人性化相关的态度。但是，这些临床轮换的经验在男女学生之间是不同的。在复杂的环境中改善了他们的学习，并获得了与护理人性化相关的态度。但是，这些临床轮换的经验在男女学生之间是不同的。