包容性在护理教育:混合方法调查的知识和教师的态度关于神经多样性的学生
Megan Arbour1, Kathryn Hansen, Maria Milazzo
1Author Affiliations: Department of Nursing, Frontier Nursing University, Versailles, Kentucky (Dr Arbour); School of Academic Studies, St. Clair College, Ontario, Canada (Dr Hansen); Department of Graduate Studies/Advanced Practice Nursing, School of Nursing, SUNY Stony Brook, Stony Brook, New York (Dr Milazzo); College of Medicine, University of Central Florida, Orlando, Florida (Dr Houston); and Rory Meyers College of Nursing, New York University, New York, New York (Dr Walker).
护理学院对神经多样性表现出积极的态度,但需要更多的培训. 加强包容性教学实践需要专业发展,以减少能力主义并有效地支持神经多样性的学生.
科学领域:
- 护理教育 护理教育
- 神经多样性研究 神经多样性研究
- 包容性的教学方法
背景情况:
- 神经多样性和残疾人在护理教育中代表性不足.
- 这些学生经常面临边缘化,缺乏支持和隐含的偏见.
- 解决这些差异对于公平获得护理课程至关重要.
研究的目的:
- 评估护理学院为教导神经多样性学生做好准备.
- 检查有关神经多样性的教师知识和态度.
- 确定专业发展领域,以支持神经多样性学习者.
主要方法:
- 融合平行混合方法设计.
- 这项调查分发给了北美3个机构的469名护理教师.
- 使用了教师准备问卷-神经多样性和开放式问题.
主要成果:
- 教师表现出对神经多样性的适度知识,但表达了对进一步培训的强烈愿望.
- 对于神经多样性的态度通常是积极的,但发现了一些隐含偏见的情况.
- 质量主题包括对自然变化的接受,需要加强支持,以及有针对性的培训的重要性.
结论:
- 护理学院愿意支持神经多样性的学生.
- 专业发展对于减少护理教育中的能力主义至关重要.
- 加强包容性教学实践是必要的,以为所有学生创造支持性的学习环境.
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