关于同情性脑震荡护理的教育视角:一个广泛的审查.
Alice Sau Han Kam1,2,3,4,5,6,7, Farida Roy4, David Wiljer7,8,9,10
1Division of Physical Medicine and Rehabilitation, Department of Medicine, University of Toronto, Toronto, Ontario, Canada.
The clinical teacher
|December 12, 2025
概括
这次审查发现,建设主义是教导慈悲性脑震荡护理的最有前途的教育范式. 采用建设主义方法可以更好地准备医生满足患者和护理人员的需求.
科学领域:
- 医学教育 医学教育
- 神经科学教育 神经科学教育
- 医疗保健专业培训 医疗保健专业培训
背景情况:
- 慈悲的脑震荡护理教育正在发展,需要不同的教学方法.
- 当前的实践往往缺乏理论基础,阻碍医生为患者需求做好准备.
- 在研究生脑震荡护理培训中理解教育范式是有限的.
研究的目的:
- 在研究生脑震荡护理中探索教育范式和学习理论.
- 为了对比指导对脑震荡护理中的评估和学习的范式.
主要方法:
- 按照阿克西和奥马利的框架进行范围审查.
- 在 MEDLINE,Embase,ERIC,Cochrane 和 CINAHL 搜索相关文章.
- 提取了关于干预设计,教育范式,学习理论和结果的数据.
主要成果:
- 在1574篇选的文章中,有9篇文章符合纳入标准.
- 识别的范式包括行为主义,积极主义,认知主义和建设主义.
- 大多数研究都没有明确说明他们的范式或将评估与同情的结果对齐.
结论:
- 脑震荡护理教育中的隐含范式限制了同情心的培养.
- 建设主义表明,通过合作和反思来增强同情的实践是有前途的.
- 建设主义的方法可以更好地为医生提供脑震荡护理的要求.
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