一个独特的职业? 构建智力障碍护理教育的专业身份和知识
Liz Hartnett1, Martin McNamara2
1School of Nursing Psychotherapy and Community Health, Dublin City University, Ireland.
Journal of intellectual disabilities : JOID
|August 24, 2024
概括
智力障碍护理学生在职业身份形成方面面临挑战. 合法化代码理论 (LCT) 和批判性话语分析 (CDA) 揭示了这个专业如何与普通护理联系,影响学生的学习和专业发展.
科学领域:
- 护理教育 护理教育
- 专业身份发展 专业身份发展
- 专业护理 专业护理 专业护理
背景情况:
- 智障护理学生经常与专业身份和课程整合作斗争.
- 了解智力障碍护理的独特原则和界限对于有效的教育和实践至关重要.
- 智力障碍护理与普通护理之间的关系需要进一步研究.
研究的目的:
- 通过合法化代码理论 (LCT) 和批判性话语分析 (CDA) 检查智力障碍护理的组织原则.
- 探索智力障碍护理与普通护理之间的关系和界限.
- 调查如何理论上的访问不同智力障碍护理学生与一般护理同龄人相比.
主要方法:
- 应用合法化代码理论 (LCT) 来分析智障护理中的知识结构.
- 利用批判性话语分析 (CDA) 来检查护理领域的语言和关系.
- 对智力障碍护理学生与普通护理学生理论准入的比较分析.
主要成果:
- 确定了区分智力障碍护理与普通护理的关键组织原则.
- 澄清了智障护理与普通护理之间建立的联系和界限.
- 突出了每个护理部门的学生如何访问和促进理论的差异.
结论:
- 这些发现有助于加强智力障碍护士的专业身份.
- 提供了关于建立智力障碍护理强大的知识基础的见解.
- 加强智力障碍护理学生课程和支持的建议.
关键词:
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