Wissmann J L, Tankel K
Central Missouri State University, North Kansas City, MO, USA.
J Prof Nurs. 2001 Mar-Apr;17(2):101-6. doi: 10.1053/jpnu.2001.22274.
Theoretical support is evaluated for nursing students' use of an innovative educational intervention, the Psychopharmacology R.A.C.E. (Wissman and Tankel, Kansas City, MO) game, as an empowerment tool with mental health clients. Based on mutual trust and respect, the interpersonal process occurs between an individual or group (e.g., client, student) with a desire for competency growth (e.g., knowledge, proactive health behaviors, negotiation), and development of a sense of control and self-determination and another individual or group (e.g., nurse) who serves as an enabler, supporter, and resource mobilizer. A review of empowerment literature identifies: (1) support of education as an empowerment tool; (2) identification of specific teaching methods and behaviors that promote empowerment; (3) empowerment as an outcome of involvement; and (4) support of the empowerment value of group participation. Preliminary clinical observations reveal strong support for nursing students' use of the Psychopharmacology R.A.C.E. game as a method to empower mental health clients.
对护理专业学生使用一种创新教育干预措施——精神药理学竞赛（R.A.C.E.，由密苏里州堪萨斯城的威斯曼和坦克尔设计）游戏作为增强心理健康服务对象能力的工具进行了理论支持评估。基于相互信任和尊重，人际过程发生在渴望能力成长（如知识、积极的健康行为、协商能力）、培养控制感和自主感的个人或群体（如服务对象、学生）与作为促进者、支持者和资源调动者的另一个人或群体（如护士）之间。对增强权能文献的综述发现：（1）支持将教育作为增强权能的工具；（2）确定促进增强权能的具体教学方法和行为；（3）增强权能是参与的结果；（4）支持群体参与的增强权能价值。初步临床观察结果有力支持护理专业学生使用精神药理学竞赛游戏作为增强心理健康服务对象能力的一种方法。
