临床实践中的批判性声音:护理学生,教师和监督员的经验 - - 一项定性研究
Ingrid Rachel Strand1, Unni Knutstad1, Anton Havnes1
1Faculty of Health, OsloMet-Oslo Metropolitan University, 0130 Oslo, Norway.
Nursing reports (Pavia, Italy)
|April 23, 2024
概括
护理教育中的权力动态为学生创造了冲突,学生必须平衡谦卑与表达关切,阻碍他们的批判性反思能力. 这会影响学生的发展和监督质量.
科学领域:
- 护理教育 护理教育
- 医疗保健专业发展
- 定性研究是指质量研究.
背景情况:
- 权力不对称性在医疗保健教育中的学生-教师-监督者关系中很普遍.
- 了解这种动态对于有效的学生学习和批判性反思发展至关重要.
研究的目的:
- 探索在护理教育关系中的权力不对称的表现.
- 调查权力动态如何影响学生的批判性反思能力.
主要方法:
- 探索性的定性设计. 探索性的定性设计.
- 与护理学生,教师和主管进行了30次深入采访.
- 中期临床评估的十六个观察.
- 使用布劳恩和克拉克的方法论进行主题分析.
主要成果:
- 学生认为他们的角色是尊重和宣称自己的观点之间的微妙平衡.
- 教师和监督者强调独立行动是护士培训的关键.
- 层次结构导致学生在提出批评时犹不决,尽管他们的反思能力被评估.
结论:
- 护理教育中的权力不平衡可能会阻碍学生参与批判性反思的能力.
- 解决层次结构对于培养护理学生更开放,更具反思性的学习环境至关重要.
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