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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
有意义地改变护士教育:课程开发中的跨文化合作和文化安全
Deborah H Wilson1, Brigit Hemmer, Alicia Werk
1About the Authors Deborah H. Wilson, PhD, MPH, RN, CNE, is senior lecturer, Auckland University of Technology, Auckland, New Zealand; research scientist, Johns Hopkins University School of Nursing, Baltimore, Maryland; and nursing lecturer, Aaniiih Nakoda College, Harlem, Montana. Brigit Hemmer, MSN, RN, is nursing director, Aaniiih Nakoda College. Alicia Werk, BSN, RN, an enrolled member of the Aaniiih tribe, is a master's student at Johns Hopkins University School of Nursing and nursing lecturer at Aaniiih Nakoda College. Hae-Ra Han, PhD, RN, FAAN, is an associate professor, Johns Hopkins School of Nursing. This work was supported by the Maryland Higher Education Commission (NSP II-17-107), Administration for Native American Social and Economic Development Strategic Grant. For more information, contact Dr. Wilson at debbie.wilson@aut.ac.nz or DebWilson@jhu.edu.
护士教育工作者可以通过实施包容性课程来促进多样性,例如土著世界观,以提高学生的成功率并促进公平的医疗保健. 这种方法支持多样化的学习,保留和毕业率.
科学领域:
- 护理教育 护理教育
- 健康 公平 卫生 公平
- 土著健康土著健康
背景情况:
- 护士教育工作者面临的任务是加强劳动力的多样性,并创造包容性的学习环境.
- 课程必须解决反偏见的患者护理,并纳入多样化的观点.
- 解决健康的社会决定因素对于公平的医疗保健服务至关重要.
研究的目的:
- 描述一个创新的课程,将原住民的世界观整合到部落大学护理课程中.
- 突出课程的潜力,以支持多元化的学生学习,留守和毕业.
- 展示文化包容性课程如何促进多元化的护理劳动力和公平的护理.
主要方法:
- 在一个部落学院实施了新的课程设计.
- 课程整合侧重于土著世界观和文化安全.
- 强调反思性实践,以增强学生的学习.
主要成果:
- 实施的课程是多元化的学生成功的典范.
- 观察到对学生学习,留学和毕业率的积极影响.
- 课程设计培养了文化安全和反思性实践.
结论:
- 纳入土著世界观的课程可以显著支持多元化的护理学生.
- 文化包容性的教育经验有助于更多样化和公平的护理劳动力.
- 该模型支持通过教育和实践解决健康的社会决定因素.
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