感知护理教育中的权力动态在加纳学生的学习经验
Collins Atta Poku1, Veronica Adwoa Agyare2, Samuel Baafi3
1Department of Nursing, School of Nursing and Midwifery, KNUST, PMB UPO, KNUST, Kumasi, Ghana.
PloS one
|August 1, 2025
概括
护理学生经常因为教育者-学生权力动态而感到无能为力,这影响了他们发展批判性思维和患者倡导技能的能力. 解决这些不平衡对于促进专业成长和确保患者安全至关重要.
科学领域:
- 护理教育 护理教育
- 定性研究是指质量研究.
- 医疗保健教育中的社会动力学
背景情况:
- 教师和学生之间的联系对于学生在护理教育中的成功和自尊至关重要.
- 教师与学生关系中的权力动态可能会造成距离和学生不满.
- 了解这些感知权力动态对于改善护理教学至关重要.
研究的目的:
- 在护理教育中探索教育者与学生关系中的感知权力动态.
- 了解这些动态如何影响学生的体验和专业发展.
- 识别学生在权力不平衡的背景下与教育工作者面临的挑战.
主要方法:
- 采用了一种探索性,描述性的定性方法.
- 24名最后一年的学生护士参加了这次考试,他们使用信息力量进行了选择.
- 专题分析用于分析数据并确定关键主题和子主题.
主要成果:
- 两个主要主题出现了:学生的困难和权力动态的影响.
- 副主题包括教学方法的问题,压抑的感觉,以及教育工作者不鼓励的态度.
- 学生们报告说,他们假装理解,缺乏自主权,并对福祉和职业发展产生负面影响.
结论:
- 压抑学生的声音阻碍了批判性思维和患者倡导技能的发展.
- 权力失衡可能会对学生质疑临床决策和确保患者安全的能力产生长期影响.
- 教育机构必须通过专业发展促进包容性课堂动态,以减轻权力不平衡的不利影响.
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