作为护理的产前准备:出生故事和工作中的集体学习
1Centre for the History of Science, Technology and Medicine (CHSTM), The University of Manchester, Manchester, United Kingdom.
由参与者领导的产前教育小组通过促进集体知识创造来赋予分娩个体权力. 这些会议通过共同的经验和不同的观点提供基本护理,增强出生准备.
科学领域:
- 健康和疾病的社会学
- 生殖健康 生殖健康
- 民族学研究 民族学研究
背景情况:
- 传统的产前教育往往无法充分为分娩做好准备,导致痛苦的经历.
- 现有的研究支持参与者主导的产前教育模式.
- 需要了解分娩的个体是如何集体产生知识的.
研究的目的:
- 调查分娩个体如何利用集体实践来产生出生知识.
- 探索小组主导的产前教育环境中的"护理"概念.
- 确定集体知识创造的实用应用,用于产前准备.
主要方法:
- 民族学研究涉及参与者在24次产前会议 (n=201) 的观察和5次与会议领导人的采访.
- 数据分析采用了模板分析的新应用.
- 理论框架整合了女权主义技术科学,民族学和社会叙事学.
主要成果:
- 团体主导的会议,讲故事和集体实践有效地"照顾"出生的人.
- 鉴定到的关键护理方面包括物质性,情感性,挑战主导叙述和创造"充满关怀"的空间.
- 现实生活中的例子说明了在实践中对知识工作和护理的各种方法.
结论:
- 参与者主导的产前教育通过集体知识生产来培养一种独特的护理形式.
- 这些方法为传统的产前准备提供了有价值的替代品或补充.
- 这些发现与分娩个人,助产士,教育工作者,机构和政策制定者有关.
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