Abstract: Objective: To explore the realistic dilemmas of implementing humanistic caring among nursing students in higher vocational colleges during the clinical clerkship phase, and to provide a reference for the development of a humanistic caring capability cultivation system. Methods: Using the phenomenological research method in qualitative research, purposive sampling was used and 14 nursing students with over 5 months of clinical clerkship experience were included for semi-structured interviews. Colaizzi′s seven-step analysis method was utilized to organize and analyze the data. Results: Barriers to the implementation of humanistic caring were categorized into three main themes involving educational system factors (including insufficient humanistic caring training, inappropriate teaching methods, and educators′ deficiency in humanistic care), occupational environment factors (including heavy workload, lack of caring atmosphere, negative patient feedback, and incomplete evaluation system), and personal quality factors (including insufficient individual abilities and differences in personality characteristics). Conclusion: Nursing education should undergo a reform geared towards caring and nursing focusing on humanistic caring ability training. Hospitals and schools should collaborate to establish a feasible training system which could integrate humanistic quality education with professional content. Additionally, improvements in the occupational environment should be explored, and targeted educational strategies should be developed basing on the characteristics of nursing students to enhance their humanistic caring abilities.

Key words: Humanistic caring, Nursing students, Nursing education, Qualitative research

摘要： 目的：了解高职护生临床实习阶段实施人文关怀的现实困境，为提升护生人文关怀能力提供参考。方法：采用质性研究中的现象学研究方法，采用目的抽样法选取 14 名临床实习时间≥5 个月的高职护生进行半结构式访谈。采用 Colaizzi 七步分析法对资料进行、分析。结果：高职护生人文关怀实施的阻碍性因素可归纳为教育因素（人文关怀培训少、教学方法不当、教育者人文关怀能力不足）、职业环境因素（工作负担重、缺乏关怀氛围、患者负向的反馈、评价体系不健全）、个人素质因素（个人能力不足、个性特征差异）3 个主题。结论：护理教育应以关怀护理为导向、人文关怀能力培养为本位进行改革。医院与学校应联合建立可行的人文素质教育与专业内容相融合的培养体系，同时改善职业环境，并根据护生特点采取针对性的教育策略，培养护生的人文关怀能力。

关键词: 人文关怀, 护生, 护理教育, 质性研究