Glen S
School of Nursing and Midwifery, University of Dundee, Ninewells, UK.
Nurs Ethics. 1999 May;6(3):202-13. doi: 10.1177/096973309900600303.
Effective interprofessional collaboration depends upon establishing understanding that respects differences in values and beliefs, and thus differences in response to the multiplicity of patient/client/user needs. To facilitate the latter, this article suggests that health and social care students need a formal knowledge of the meaning of values and the varieties of systems within which values are expressed. Students need especially to understand the genesis of their own professional value system and to recognize the gap that inevitably develops between the values of the professional and those of the society within which a professional may function. The conceptual framework that underpins the approach to teaching values to health and social care professionals advocated here is derived from key concepts identified from the literature relating to education for, and participation in, a democratic, multicultural, multifaith society. These are: tolerance, compromise and education for dialogue. Finally, it is suggested that professional educators must take seriously the tasks of educating for professional pluralism.
有效的跨专业协作依赖于建立一种理解，这种理解尊重价值观和信仰的差异，进而尊重应对患者/服务对象/用户多种需求时的差异。为推动后者的实现，本文提出，健康与社会照护专业的学生需要正式了解价值观的含义以及价值观得以体现的各类体系。学生尤其需要理解自身专业价值体系的起源，并认识到专业人员的价值观与他们可能从业的社会的价值观之间不可避免会出现的差距。本文倡导的向健康与社会照护专业人员传授价值观的教学方法所依据的概念框架，源自与民主、多元文化、多信仰社会中的教育及参与相关文献中确定的关键概念。这些概念是：宽容、妥协以及对话教育。最后，建议专业教育工作者必须认真对待培养专业多元性的教育任务。
