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心理护士和教育工作者对护理教育职业界限的看法:一个解释性描述研究
Andrea E Thomson1, Jane Karpa1, Nadine Smith1
1Brandon University, Canada.
概括
精神病学护理学生受益于关系式学习策略,如临床故事和角色扮演,以了解超越教科书定义的专业界限. 这种方法增强了他们在精神病护理实践中的教育.
科学领域:
- 护理教育 护理教育
- 精神病学护理 精神病学护理
- 专业界限 专业界限 专业界限
背景情况:
- 专业界限对于精神病护士来说至关重要,但学生经常认为其不清楚.
- 教育教学中的基础结构不足使精神病护理学生面临边界侵犯的风险.
研究的目的:
- 描述精神病护理实践中的专业界限.
- 识别专业界限的有效教学策略.
- 为心理护理教育的课程开发提供信息.
主要方法:
- 使用了解释性描述方法.
- 与20名精神病护士教育者和护士进行了半结构化采访.
- 与8名接受采访的参与者举行了焦点小组.
主要成果:
- "教科书"对边界的定义被认为不足以理解它们的复杂性.
- 关系式学习策略,包括教育工作者分享临床故事,角色扮演,临床监督和汇报,被认为是有效的.
- 参与者强调了体验式学习在掌握职业界限细微差别方面的重要性.
结论:
- 正式的精神病学护理课程包括对专业界限的基础知识.
- 通过非正式和隐藏的课程组件,对专业界限的学习得到了显著的增强.
- 整合关系式和体验式学习方法可以加强精神病学护理教育的专业界限.
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