通过"设计过程"方法论建立护理学生的专业身份:定性研究
Lorena L Tejero-Vidal1, Sara Pedregosa-Fauste2, Anna Majó-Rossell3
1Department of Nursing and Physiotherapy, University of Lleida, Spain; Grupo de Innovación Docente INTERMASTER, Universitat de Barcelona, Spain; Grupo de Innovación Docente IDhEA-Fundación Index, Spain; Grupo de Investigación de Cuidados de Salud (GRECS), Spain.
Nurse education in practice
|January 11, 2025
概括
护理学生使用设计过程方法识别了核心能力,并挑战了刻板印象. 这种方法增强了专业身份的发展和公众对护理的看法.
科学领域:
- 护理教育 护理教育
- 专业身份发展 专业身份发展
- 医疗保健中的设计思维
背景情况:
- 护理专业身份的形成是复杂的,受到身份认同,群体归属和社会观念的影响.
- 护士身份高度刻板印象,影响在教育期间的专业发展.
- 设计思维提供了一种方法,以积极塑造护理身份,并将教育与专业角色联系起来.
研究的目的:
- 探索护理学生对护理身份元素的看法.
- 调查使用"设计过程"方法论开发的模型.
主要方法:
- 定性解读-解释性的现象学研究.
- 135名一年级护理学生创建了内容,设计学生将其翻译成22个模型.
- 护士学生分析模型并填写开放式问卷.
主要成果:
- 确定了"护士"和"护理"作为关键类别.
- 学生认识到核心护理能力超出了模型中的刻板印象.
- 认为"设计过程"对于提高公众对护理角色的认识是有效的.
结论:
- 护士培训对于职业认同和改善社会认知至关重要.
- 增加可见性和课程支持对于身份发展是必要的.
- 与设计学科的合作增强了身份构建,并传播了护理的准确形象.
- "设计过程"促进了护理教育中的创造力,问题解决和创新.
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