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在博士生护理和助产士教育中重新想象同行领导的支持:一个合作的自动民族学案例研究
Gideon U Johnson1, Sachini Thennakoon2, Mayumi Kumarage2
1School of Nursing and Midwifery, Edith Cowan University, Joondalup, Australia; Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London, London, United Kingdom.
Nurse education in practice
|February 25, 2026
概括
同行主导的倡议增强了护理和助产士研究生 (HDR) 获得更高学位的联系和归属感. 结构化,包容性和共同领导的方法促进博士教育的社区和可持续性.
科学领域:
- 护理教育 护理教育
- 助产科研究 助产科研究
- 博士研究 博士研究
背景情况:
- 通过研究 (HDR) 的高等学位研究往往是孤立的,支持分散的.
- 在HDR程序中存在有限的结构化的同行学习机会.
- 学生主导的方法来培养学术社区是未被充分探索的.
研究的目的:
- 探索同行主导的倡议如何在HDR护理和助产计划中增强联系,归属和可持续性.
- 确定促进包容性学术社区的有效策略.
- 调查学生主导方法在研究生研究教育中的作用.
主要方法:
- 合作的自动民族学案例研究.
- 由HDR学生代表和学术人员对同行主导的倡议 (每月会议,指导,数字网络,研讨会) 的反思.
- 共同分析反射叙事,以确定洞察力和挑战.
主要成果:
- 有意的结构和规划对于维持同行支持和连续性至关重要.
- 混合和非正式空间在各种环境中促进包容性参与.
- 学生和工作人员的共同领导力有效地推动了HDR社区的教育和文化变革.
结论:
- 同行主导的倡议补充了HDR护理和助产教育的机构支持.
- 这些举措包括同行学习,关系护理和社区建设.
- 该研究提供了促进研究生研究中的归属性,同学性和可持续性的实际策略.
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