学习在跨文化护理教育中壮成长:一种建构主义基于理论的方法
Lijie Xu1, Shuqin Xiao1, Jane Haines2
1Capital Medical University, School of Nursing, 10 Xitoutiao, Youanmen, Fengtai District, Beijing, 100069, China.
Nurse education today
|January 10, 2026
概括
中国护理学生经历了通过中美交流计划的跨文化能力和专业发展的长期显著增长,导致了新的4S螺旋增长模型 (4S-SGM). 该模型强调了国际护理教育中个人和专业发展的关键阶段.
科学领域:
- 护理教育 护理教育
- 国际交流项目 国际交流项目
- 跨文化能力 跨文化能力
背景情况:
- 全球护理教育越来越多地纳入国际交流,以培养跨文化能力.
- 这些课程的短期好处包括提高语言能力,临床技能和文化意识.
- 长期的专业和个人成长影响仍然不太了解.
研究的目的:
- 探索参与中美交流计划的中国护理学生的长期增长轨迹.
- 了解他们在国际交流期间和之后的经历和过渡.
- 识别跨文化护理教育中的发展模式.
主要方法:
- 使用了一个构造主义的基于理论的方法.
- 招募了15名中国护理学生,他们完成了为期一年的中美交流项目.
- 进行了半结构面试,并使用持续比较分析数据,以开发4S螺旋增长模型 (4S-SGM).
主要成果:
- 采访数据分析揭示了四个理论代码:自我觉醒,自我责任,自我赋权和自我扩张.
- 这些代码形成了4S螺旋增长模型 (4S-SGM),说明了一个发展途径.
- 该模型将跨文化护理教育中经历的增长置于背景中.
结论:
- 国际交流项目对护理学生的个人和专业发展做出了重大贡献.
- 该研究引入了新的4S-SGM来解释这种增长轨迹.
- 调查结果为加强交流计划和培养具有全球能力的护理专业人员提供了实际见解.
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