支持护理学生对生命终点护理的伦理理解的反思性写作:现象学研究
Diego Lopane1, Stefano Mancin2, Simone Cosmai3
1Diego Lopane, is Department of Biomedical Sciences, Humanitas University, Pieve Emanuele, Italy; and Department of Biomedical Sciences, IRCCS Humanitas Research Hospital, Rozzano, Milan, Italy.
概括
反映性写作有助于护理学生处理终身护理情绪和道德困境. 这种方法提高了他们的道德意识和情绪性,
科学领域:
- 护士教育
- 医学伦理
- 叙述医学
背景情况:
- 护士们需要有道德上的敏感性,情感上的存在和有效的沟通.
- 反思性写作是叙事医学的一个核心元素,为护理学生提供了一种结构化的方法来处理复杂的情绪和道德挑战.
研究的目的:
- 研究护理学三年级学生如何思考生命终端护理的伦理问题和情感反应.
- 在以电影为基础的教育课程之后, 探索结构化的反思性写作对学生的道德理解和情感处理的影响.
主要方法:
- 分析了55个意大利护士学生的书面反思.
- 在观看一部关于绝症和生命终结决策的电影后收集了这些反思.
- 使用Braun和Clarke方法进行主题分析以确定关键主题.
主要成果:
- 四个新兴的主题:对死亡的情感反应,关系/道德动态,沟通/联系,以及时间-精神意义.
- 学生表现出对患者自主权,脆弱性和非语言沟通意识的提高.
- 参与者表达了他们的情绪 (恐惧,愤怒,内) 并参与了关于自决和同情护理的个人意义.
结论:
- 反思性写作可以培养护理学生的道德意识和情感性,
- 在护士教育中整合结构性反思可以提高对同情,以人为中心的终身护理的准备.
- 这种方法支持发展临终关怀和息护理实践的基本技能.
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