能力主义和风险和安全的话语在面向患者的工作综合学习中
Iris Epstein1, Lindsay Stephens2, Melanie Baljko3
1School of Nursing, Faculty of Health, York University, North York, Ontario, Canada.
Nursing inquiry
|September 20, 2024
概括
由于对风险和安全的能力主义担忧,残疾护理学生在工作综合学习 (WIL) 中面临障碍. 解决这些有害话语对于包容性教育和专业实践至关重要.
科学领域:
- 护理教育 护理教育
- 关于残疾人的研究.
- 卫生专业法规 卫生专业法规
背景情况:
- 从像护士这样的受监管职业中毕业需要监督的工作集成学习 (WIL).
- 由于安全问题,残疾护理学生 (DNS) 在获得WIL所需的住宿方面遇到了挑战.
- 现有的框架往往将感知到的风险优先于DNS的包容性实践.
研究的目的:
- 批判性地分析风险和安全如何在关于在WIL中容纳DNS的讨论中被框架.
- 识别在高等教育机构 (HEI) 和WIL环境中为DNS创造障碍的能力主义话语.
- 提出促进护理和其他受监管的卫生专业中包容性WIL环境的策略.
主要方法:
- 用批判性话语分析来检查风险和安全的框架.
- 通过涉及临床医生和DNS的密集代码设计会议收集数据.
- 一个代的主题方法,以福考尔的框架为指导,被用于分析.
主要成果:
- 卫生专业人员以三种主要方式对风险和安全进行了框架: (a) DNS 缺乏披露影响患者安全, (b) 适应 DNS 风险 WIL 机构和伙伴关系,以及 (c) 对安全和风险的广泛看法促进了包容性.
- 确定了前两个框架是有能力的,为WIL中的DNS创建访问障碍.
- 第三个框架积极支持包容,并挑战占主导地位的能力主义叙述.
结论:
- 在WIL中围绕风险和安全的Ableist话语为残疾护理学生创造了重大障碍.
- 对于包容性教育来说,挑战这些主导框架并采用更广泛的安全观点是必不可少的.
- 提供了建议,以拆除加拿大护理部门内的能力主义话语,并可能适用于其他受监管的卫生专业.
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