多样性,矛盾和区别 - 对护理学荣誉课程的范围审查
Cecilie Betzer1, Niels Sandholm Larsen2, Kristian Larsen3
1The University Hospitals Centre for Health Research, Copenhagen University Hospital - Rigshospitalet, Ryesgade 27, 2200 Copenhagen N, Denmark; Department of Nursing, University College Copenhagen, Tagensvej 86, 2200 Copenhagen N, Denmark; Department of Medicine, Culture and Society, University of Copenhagen, Nørregade 10, Copenhagen, K, Denmark.
概括
护理方面的荣誉教育虽然在全球范围内不断增长,但缺乏强有力的理论支持和标准化的实践. 需要进一步的研究,以确保其教育价值和有效的资源配置.
科学领域:
- 护理教育 护理教育
- 高等教育研究 高等教育研究
背景情况:
- 护理方面的荣誉教育起源于20世纪60年代的美国.
- 在欧洲,特别是斯堪的纳维亚的背景下,采用是最近的.
- 这与斯堪的纳维亚普遍存在的平等主义教育哲学形成鲜明对比.
研究的目的:
- 在全球范围内对全球护理学荣誉教育进行范围审查.
- 分析这些程序的全球利用和分布.
- 为了确定护理荣誉教育的趋势和模式.
主要方法:
- 系统地检查现有文献.
- 进行广泛的审查,以评估全球实施情况.
- 识别荣誉教育中的关键趋势和共同点.
主要成果:
- 确定了三种主要模式:区分,加年和嵌入式程序,主要在格鲁-撒克逊地区.
- 持续缺乏强大的理论基础和记录的教育影响.
- 荣誉教育往往是象征性的,而不是纯粹的教学目的.
结论:
- 欧洲大陆越来越多的采用需要进一步研究资源分配.
- 解决教育价值和理论中的证据差距至关重要.
- 需要采取战略方法来提高护理荣誉计划的有效性.
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