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在不同的背景下概念化和重新想象专业主义:从护士到护理讲师
1Mental Health Nursing Education, Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care, King's College London, London, England.
概括
这项研究重新想象了护理专业主义,将旧的性别规范与新的协作模式对比起来. 它为护士和教育工作者提供了战略,以在研究和实践中应对不断变化的专业身份和挑战.
科学领域:
- 护理 护理 护理
- 职业社会学的社会学
- 高等教育 高等教育
背景情况:
- 护理专业主义往往是通过历史,性别的镜头 ("旧的专业主义") 看待.
- 这种传统的观点可以使护士等职业疏远,并对非传统的职业道路进行污名化.
- 当代护理需要更多的民主,协作和脱性别方法 ("新专业主义"",连接专业主义").
研究的目的:
- 在不同背景下对护理专业性的概念化和重新想象.
- 分析性别规范和新自由主义管理主义对护理专业性的影响.
- 为护理教育工作者提出战略,以提高他们的专业身份和研究可信度.
主要方法:
- 批判性反思式方法. 批判性反思式方法.
- 个人职业旅程的分析 (精神卫生护士到护理讲师).
- 借鉴专业主义的理论,概念和研究.
主要成果:
- "旧的专业主义"可能会因为性别规范而疏远和污名化.
- 新的专业主义促进了民主,相互依赖和协作护理工作.
- 专注于教育的护理讲师在研究方面面临着碎片化和信誉问题.
结论:
- 将专业主义重新想象成一个"连接性专业人士"有助于导航多个身份.
- 专注于教育的讲师应该参与知识创造和网络建设.
- 解决二进制划分和男性文化代码对于包容性护理专业主义至关重要.
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