護理在職進修學士學生生活經驗與調適過程之探討

After working for a period of time, nurses often feel that their professional knowledge is insufficient, or experience professional burnout. In order to overcome this problem, many registered nurses have chosen to return to school. Qualitative methods were applied in this study to understand the lived experiences and coping processes of 11 registered nurses who were sophomore university students. The methods of data collection included focus group interviews and students' written assessments of their learning experiences, thoughts, and feelings about being students. Some grounded theory techniques were used for data analysis. Three major themes emerge to represent these students' learning and adjustment process. They are: (1) motivation for going back to school; (2) conflicts and dilemma of assuming multiple roles; and (3) self-adaptation and social support. This suggests that the nursing administration and educational system should take notice and create a more supportive and understanding environment for registered nurses where they can work and grow in their profession.