连接或分离:医学生在终身护理中的变革性经验
Diego Lima Ribeiro1,2, Daniele Sacardo3, Grazyna Drzazga4
1Faculty of Medical Sciences, University of Campinas, Campinas, Brazil.
Medical education
|September 24, 2024
概括
医学学生面临终身护理的道德困境,发现与患者建立联系,尽管有文化压力脱离,但促进了变革性的个人和专业成长.
科学领域:
- 医学教育 医学教育
- 生物伦理学生物伦理学
- 定性研究是指质量研究.
背景情况:
- 医学学生在终身护理 (EoL) 期间遇到重大道德困境,影响他们的发展.
- 教育工作者对学生如何处理这些充满情感的经历缺乏洞察力.
研究的目的:
- 探索医学学生如何理解和应对EOL护理中的道德困境.
- 了解这些困境对学生个人和职业旅程的影响.
主要方法:
- 质量,横截面研究涉及11名巴西最后一年医学学生.
- 采访的专题分析,以丰富的图像方法为指导.
- 报告遵守了报告定性研究标准 (SRQR).
主要成果:
- 出现了四个关键主题:经历死亡,EOL决策,连接与脱离,以及转变.
- 学生在EOL决策过程中经历了情绪的压倒和不确定性.
- 核心困境涉及与患者联系或脱离患者,受隐藏的课程影响,促进情感距离.
- 尽管如此,选择连接导致了变革性的学习,并加强了对以患者为中心的护理的承诺.
结论:
- 在EOL护理中与患者建立联系挑战了文化规范,并可能导致变革性学习,尽管存在潜在的身份矛盾.
- 医学教育工作者应该验证学生的联系,教情绪调节,并使用个人经验来建立信任.
- 培养富有同情心的护理需要通过这些复杂的道德和情感经历来支持学生.
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