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Updated: May 13, 2025

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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
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在博士护理教育中运用反压迫
Katerina Melino1, Samantha Louie-Poon2
1School of Nursing, University of California San Francisco, San Francisco, California, USA.
Journal of advanced nursing
|May 11, 2025
概括
本研究提出了博士护理教育的进步教学方法,从个人主义转向协作方法,以促进解放性知识和解决健康不平等问题.
科学领域:
- 护理教育 护理教育
- 教学理论教学理论
- 健康中的社会正义.
背景情况:
- 传统的博士护理课程往往依赖于个人主义的学习,可能限制了批判性观点的发展.
- 需要教育框架,积极解决社会问题,如压迫和健康不平等.
研究的目的:
- 概述博士护理教育的进步教学方法.
- 倡导合作和集体世界建设作为发展解放知识的战略.
- 提出一个基于钟和保罗·弗雷雷理论的框架.
主要方法:
- 概念探索和愿景陈述. 概念探索和愿景陈述.
- 解放教学方法的理论分析.
- 关于博士课程合作和反思性账户的文献评论.
主要成果:
- 鉴定了传统的,个人主义的博士护理教育的局限性.
- 提出了重新设想的教学框架,强调社区和集体调查.
- 强调了该框架在促进反压迫和非殖民化方面的潜力.
结论:
- 一种进步的,协作式的教学方法可以增强博士护理教育.
- 这种方法旨在使知识生产中的反压迫和非殖民化变得可操作.
- 毕业生将更好地应对复杂的社会和健康不平等问题.
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