基于能力的教育作为包容的催化剂:支持护理学生的实际途径.
Megan Arbour1, Maria Milazzo, Beth Marks
1Author Affiliations: Department of Nursing, Frontier Nursing University, Versailles, KY (Dr. Arbour); School of Nursing, Stony Brook University, Stony Brook, NY (Dr. Milazzo); Department of Disability and Human Development, University of Illinois at Chicago, Chicago, IL (Dr. Marks, Dr. Sisirak).
护士教育工作者可以使用一个整合学习和教学透明度 (TiLT),学习通用设计 (UDL) 和基于能力的教育 (CBE) 的框架创建包容性课程. 这种方法增强了所有学生的学习,并为多元化的护理工作人员做好了准备.
科学领域:
- 护理教育 护理教育
- 教育心理学教育心理学
- 课程开发 课程开发
背景情况:
- 护士教育工作者必须制定包容性和基于能力的课程.
- 包容性教育有利于所有学习者,减少住宿需求.
- 许多护士教育工作者需要接受包容性教学方法的培训.
研究的目的:
- 为包容性护理教育提供一个实用的框架.
- 整合学习和教学中的透明度 (TiLT),学习的通用设计 (UDL) 和基于能力的教育 (CBE).
- 为了符合美国护士协会的道德准则.
主要方法:
- 框架整合了TiLT,UDL和CBE原则.
- 专注于预测不同的学习者需求和促进获取.
- 包括修改评估和作业的策略与学生的投入.
- 强调与教学设计师和残疾专业人员的合作.
主要成果:
- 预测不同的学习者需求,促进平等的获取.
- 加强学生的成功和劳动力准备.
- 创造灵活,透明和能力一致的学习环境.
结论:
- 在护理教育中嵌入包容性实践可以促进公平.
- 在职业中拆除系统性能力主义.
- 建立一个护理劳动力,重视多样化的人类能力.
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