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从学习机会到有意识的多维变化:护理学生之间的跨文化学习经验的元合成
Juan M Leyva-Moral1, Betül Tosun2, Rebeca Gómez-Ibáñez3
1Nursing Department, Faculty of Medicine, Universitat Autònoma de Barcelona, Avda. Can Domènech s/n, 08193 Bellaterra, Barcelona, Spain.
跨文化护理教育通过自我意识和反思性思维促进多维变化. 这种复杂的学习过程需要特定的策略来提高护理学生的文化能力.
科学领域:
- 护理教育 护理教育
- 跨文化护理 跨文化护理
- 文化能力 文化能力
背景情况:
- 现有的教育活动旨在促进跨文化护理和文化能力.
- 这些举措的证据多样化,缺乏系统审查.
- 本研究探讨了在跨文化护理中理解学生学习的必要性.
研究的目的:
- 系统地审查和重新解释跨文化护理学习的定性证据.
- 了解护理学生如何获得跨文化护理技能.
- 为改进跨文化培训干预措施的设计提供信息.
主要方法:
- 进行了定性研究的元综合.
- 搜索包括来自Pubmed和Scopus的英语,西班牙语和葡萄牙语文章.
- 数据分析使用了Noblit和Hare元合成技术.
主要成果:
- 分析了29项定性研究,主要使用现象学方法.
- 国际实习是最常见的学习方法.
- 学习是一个复杂的过程,涉及自我意识,反思性思维,文化接触,技能,欲望和知识,导致有意识的多维变化.
结论:
- 跨文化护理学习是一个多方面的和不断发展的过程.
- 具体的学习机会对于发展这一过程至关重要.
- 教育策略应侧重于促进态度变化和反思性思维.
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