促进护理学生在耐心教学和对无家可归者的同情心方面的成长
1Jacqueline Kayler DeBrew, PhD, RN, CNE , is an associate professor in the department of nursing at Elon University, NC, with a practice background in community health nursing. Her master's degree is in gerontological nursing; her PhD focuses on curriculum and instruction in higher education.
概括
通过社区心理健康临床经验,护理学生在照顾贫困人口方面获得了同情心和信心. 这种实践方法提高了他们对患者需求的理解,提高了教学技能.
科学领域:
- 护理教育 护理教育
- 社区健康 社区健康
- 健康的社会决定因素
背景情况:
- 了解个人对贫困的看法对于有效的护理护理至关重要.
- 护士需要特定的技能来满足贫困和无家可归人口的需求.
- 经验式学习可以培养同理心,改善患者的互动.
研究的目的:
- 评估基于社区的心理健康临床场所对护理学生对贫困的看法的影响.
- 为了评估同情和信心在加速学士学位护理学生的发展.
- 探索实践经验在为各种患者群体准备护士方面的有效性.
主要方法:
- 加速学士学位护理学生参加了一个临床轮换在一个过渡性住房综合体.
- 学生为低收入居民提供基本的健康检查.
- 与前居民进行虚拟健康教育问答会;使用反思日记.
主要成果:
- 学生们报告说,他们的同情心增加了,他们更深入地了解了贫困或无家可归者所面临的挑战.
- 护理学生对自己提供患者教学的能力有了更大的信心.
- 临床经验为健康的社会决定因素提供了宝贵的见解.
结论:
- 基于社区的临床经验是有效的塑造护理学生对弱势群体的态度.
- 在无家可归的过渡性住房网站的体验式学习增强了护理学生对各种患者护理的准备.
- 培养同情心和信心是改善贫困个体医疗保健结果的关键.
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