在职务期间发展对患者护理的所有权
Andréanne Leblanc1, Linda Snell1,2, Ning-Zi Sun1,2
1Department of Medicine, McGill University, Quebec, Canada.
Canadian medical education journal
|June 12, 2023
概括
医学生的患者护理所有权通过专业社会化发展,受到榜样和学习环境的影响. 这促进了问责制和患者参与,这对于有效的临床培训至关重要.
科学领域:
- 医学教育 医学教育
- 医学中的专业精神
- 定性研究方法 定性研究方法
背景情况:
- 对患者护理的拥有是关键的专业性属性,涉及到承诺和责任.
- 在早期临床培训中,患者护理所有权的发展过程尚未得到充分理解.
- 本研究探讨了医疗职员期间患者护理所有权的发展.
研究的目的:
- 调查医学学生在职工期间如何发展对患者护理的所有权.
- 确定有助于发展患者护理所有权的促成因素.
主要方法:
- 使用了定性描述方法.
- 进行了12次深入的半结构化采访,与医学最后一年的学生进行了采访.
- 数据分析使用了归纳方法,以专业身份形成作为理论框架.
主要成果:
- 患者护理所有权通过专业社会化发展.
- 关键的促进因素包括角色建模,自我评估,学习环境和不断增长的竞争力.
- 表现包括了解患者的需求,患者的参与和对结果的问责制.
结论:
- 了解患者护理所有权的发展,为教育策略提供了信息.
- 优化这一过程涉及纵向患者接触,支持性的学习环境,并给予自主权.
- 促进积极的角色建模和明确的责任增强了学生的问责制.
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