保持沉默还是采取行动? 在学生第一次临床轮换期间将伦理理论纳入老年学护理的挑战:讨论论文
1Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Alfred Nobels Allé 23, Huddinge S-141 52, Sweden.
Nurse education in practice
|August 3, 2024
概括
一年级护理学生经常观察到老年病学护理中的伦理违规行为,但很难干预. 教师需要通过在临床轮换中进行指导反思来培养道德勇气和实用智慧.
科学领域:
- 护理教育 护理教育
- 老年学护理学 护理学
- 生物伦理学生物伦理学
背景情况:
- 伦理教育是全球护理课程的组成部分.
- 一年级护理学生在老年学护理实习中面临着伦理复杂性.
- 学生有有限的机会与监督护士讨论具有挑战性的伦理情况.
研究的目的:
- 分析从老年学临床轮换的第一年护理学生的叙述.
- 探索护理教育工作者对观察到的伦理和教学挑战的反思.
- 在早期护理教育中增强对道德发展的理解.
主要方法:
- 使用了批判性讨论论文格式.
- 分析了来自老年人住院护理的临床轮换中的学生叙述.
- 一位教育工作者对这些叙述的反思为讨论提供了信息.
主要成果:
- 大多数学生在目睹道德违规行为或不符合标准的护理时采取了旁观者的角色.
- 一些学生作为倡导者,干预保护老年人.
- 一些学生成为启发者,展示了对道德困境的替代方法.
结论:
- 本科护理教育工作者需要专门的时间以学生为中心的指导来培养道德勇气.
- 在老年学护理中的临床轮换使学生面临道德挑战,但反思性实践的机会很少.
- 当面对不道德的护理时,学生往往会默认地扮演旁观者的角色,这凸显了需要在伦理和老年学方面熟练的教育工作者来培养实际智慧的需要.
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