护理素质研究中的反射性:认识论流性的问题
1Rutgers University School of Nursing, Newark, NJ 07102, USA.
概括
知识流,或灵活的思维,对于学者来说至关重要,但在护理方面却没有得到充分的研究. 这篇文章将其与反射性联系起来,并建议将其纳入博士护理教育.
科学领域:
- 学习理论学习理论
- 高等教育教学的教学.
背景情况:
- 认知流,定义为发展灵活的思想家,在STEM和医学领域得到了很好的研究.
- 这一概念在护理教育中得到了有限的关注.
- 灵活性,在护理中的一个熟悉的概念,与认识系统流性有相似之处.
研究的目的:
- 突出认识系统流性和护理中的反射性之间的联系.
- 倡导在护理博士课程中更多地关注认识学流性.
- 提出一种教学活动,以培养护理科学中的认识学流性.
主要方法:
- 概念分析将认识论流性和反射性联系在一起.
- 关于在博士护理教育中整合课程的建议.
- 一个示例教学活动的描述.
主要成果:
- 认识学流性是一个有价值的,但未被充分探索的,护理学术的构造.
- 提出的教学活动有效地向学生介绍学术推理和知识构建.
- 将认识学流性与反射性联系起来,为护理学生提供了一个熟悉的入口点.
结论:
- 认识学流性应明确纳入博士护理教育.
- 专注于默认假设和推理模式的教学活动增强了学术发展.
- 需要进一步的研究来探索认识论流对护理实践和教育的影响.
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