拥抱不确定性:约翰·基茨在精神病心理健康护士从业人员教育中的负面能力
1School of Nursing, Massachusetts College of Pharmacy & Health Sciences, Worcester, MA, USA.
Nurse education today
|November 21, 2025
概括
精神-精神卫生护士从业人员 (PMHNP) 教育应该接受不确定性. 负面能力和价值多元主义帮助学员应对复杂的临床情况,培养智慧和道德实践.
科学领域:
- 护理教育 护理教育
- 临床心理学 临床心理学
- 科学哲学的科学哲学
背景情况:
- 精神-精神卫生护士从业人员 (PMHNP) 教育通常优先考虑确定性,与临床实践固有的模糊性形成鲜明对比.
- 传统的教学方法可能不足以为临床医生准备复杂,不确定的情况.
- 需要将哲学概念整合到护理教育中,以增强临床智慧和道德推理.
研究的目的:
- 提出负能力和价值多元主义作为PMHNP教育的教学框架.
- 探索培训临床医生有效管理和从不确定性中学习的策略.
- 将这些框架与已建立的护理理论和情绪智能和弹性等概念联系起来.
主要方法:
- 概念分析整合了约翰·基茨的负能力和以赛亚·柏林的价值多元主义.
- 建议实用的教学策略:正念练习,反思性日记,不确定性映射,文化敏感的案例研究 (DSM-5-TR CFI),含糊性加权的欧安组织,和价值权衡会议.
- 与护理理论 (海德格尔,卡珀/奇恩,沃森,莱宁纳) 和概念 (情绪智力,弹性,认识正义) 的综合.
主要成果:
- 负面能力提供了一个镜头来培养明智的,通过拥抱模两可的道德实践.
- 价值多元主义有助于框架竞争商品之间的紧张关系 (例如,自主性与安全性) 和区分类型的不确定性.
- 可以实施实用策略,在未解决的情况中建立学习架构,培养更深入的倾听,多元思维和负责任的行动.
- 将不确定性重新定义为临床智慧的核心组成部分,而不是缺陷,符合当代护理优先事项.
结论:
- 在价值多元主义和实践策略的支持下,负面能力为PMHNP准备复杂的临床现实.
- 这种方法在临床实践中增强了情绪智能,弹性和认识系统正义.
- 教师可以将不确定性重新定义为临床智慧的重要元素,改善PMHNP培训和伦理实践.
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