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关键护理专业的教师如何在大学医院学习:一种定性现象学研究
Hyeyoon Jeong1, Hyena Cho1, Kyoung-Woo Seo2
1Department of Education Policy, Organization & Leadership, University of Illinois at Urbana-Champaign, Champaign, Illinois, USA.
临床护理专业的医学教师通过工作场所的学习来发展专业身份,从功能性专业人员过渡到反思性从业者. 这个过程是个性化的,取决于背景,并受到情绪的影响.
科学领域:
- 医学教育 医学教育
- 职业身份的形成 职业身份的形成
- 工作场所学习 工作场所学习
背景情况:
- 关键护理教师在专业发展方面面临着独特的挑战.
- 了解他们的工作场所学习经验对于有效的培训和留守至关重要.
研究的目的:
- 探索重症监护专业医学院的职场学习经验.
- 了解这些教师如何发展专业身份,并从他们的工作中获得意义.
主要方法:
- 在韩国一所大学医院进行的定性,现象学研究.
- 参与了来自重症监护专业的五位经验丰富的教师.
- 在2022年11月至2023年10月期间收集的数据.
主要成果:
- 六个关键主题出现了,包括培养"医生精神",内在的成长动力,利用专业知识,成为"理想"教师的挑战,不断演变的专业角色,并将学习纳入实践.
- 教师的学习涉及从功能性专业人员过渡到反思性从业者.
结论:
- 对于重症监护教师来说,工作场所的学习是一个持续的,取决于背景的,个性化的过程.
- 情绪显著影响学习深度,意义和身份塑造.
- 调查结果表明,应采取干预措施,以支持教师的专业发展和医院组织内部的相互成长.
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