在埃塞俄比亚,瑞典和坦桑尼亚共同设计了一门关于工作场所暴力的国际护理课程:一个集体的自我民族学
Martin Salzmann-Erikson1, Elisabet Eriksson1, Tilahun Saol Tura2
1Department of Caring Science, Faculty of Health and Occupational Studies, University of Gävle, Sweden.
Global qualitative nursing research
|November 17, 2025
概括
通过共同创建一门关于职场暴力的国际课程,护理教育工作者发生了变革. 协作自民族学揭示了身份和教学方面的转变,强调了伙伴关系动态在公平的知识共同生产中的重要性.
科学领域:
- 护理教育 护理教育
- 全球卫生教育全球卫生教育
- 预防工作场所暴力 预防工作场所暴力
背景情况:
- 高等教育的国际合作正在增加.
- 在全球范围内,职场暴力是医疗保健机构的一个重大问题.
- 教师的变革性学习体验对于课程开发至关重要.
研究的目的:
- 探索护理教育工作者之间的变革性学习,共同创建一个关于工作场所暴力的国际课程.
- 检查跨文化合作对教学假设和教育工作者身份的影响.
- 在国际教育伙伴关系中提出一个公平的知识共产模式.
主要方法:
- 六名护理系教师使用了协作式的自我民族学.
- 数据收集包括书面反思,会议记录和观察笔记.
- 分析的重点是教学假设,教育工作者身份和跨文化合作经验.
主要成果:
- 教育者的角色从内容提供者转变为反思性的共同学习者.
- 文化谈判,后勤挑战和权力动态影响了合作.
- 教学转型导致了参与机构的课程创新.
结论:
- 共同创建国际课程可以促进教育工作者的变革性学习.
- 公平的知识共产需要注意伙伴关系的关系和机构方面.
- 在护士教育中的跨文化合作可以加强工作场所暴力预防策略.
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