跨专业界限的导航:加拿大的助产士学生
Elena Neiterman1, Farimah HakemZadeh2, Isik U Zeytinoglu3
1School of Public Health Sciences, University of Waterloo, 200 University Avenue West, Waterloo, Ontario, N2L 3G1, Canada.
Social science & medicine (1982)
|December 31, 2023
概括
加拿大学生助产士通过教育他人并采用学习者身份来学习跨职业界限. 专业社会化重新塑造了边界,使学生成为孕产妇护理变革的推动者.
科学领域:
- 医疗保健 职业 教育 教育 专业
- 卫生社会学 卫生社会学
- 助产士研究 助产士研究
背景情况:
- 专业社会化文献往往忽视了专业培训中的边界工作.
- 助产士培训是在复杂,性别和层次化的产妇护理系统中进行的.
- 了解跨专业界限谈判对于有效的助产士实践至关重要.
研究的目的:
- 检查加拿大学生助产士如何导航和谈判跨职业界限.
- 探索学生助产士与医生和护士之间的紧张关系的理解.
- 确定学生助产士在管理跨专业界限时使用的策略.
主要方法:
- 基于符号互动主义和构造主义的基础理论.
- 利用31个半结构化的定性访谈从一个国家混合方法研究的助产士保留.
- 分析数据以了解学生如何感知和管理专业间互动.
主要成果:
- 学生助产士通过临床实习和互动了解了专业间的紧张关系.
- 关键策略包括教育其他专业人员关于助产和拥抱学习者身份.
- 参与者积极谈判边界,在他们的专业发展中表现出积极性.
结论:
- 专业社会化是一个动态的过程,可以重塑专业界限.
- 学生助产士不是被动的接收者,而是积极的代理人,影响跨专业的动态.
- 研究结果为加强卫生教育领域的专业间合作提供了实用见解.
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