Sword Wendy, Reutter Linda, Meagher-Stewart Donna, Rideout Elizabeth
School of Nursing, HSc 3N25, Faculty Sciences, McMaster University, 1200 Main Street West, Hamilton, Ontario, Canada L8N 3Z5.
J Nurs Educ. 2004 Jan;43(1):13-9. doi: 10.3928/01484834-20040101-05.
Given the link between poverty and health, nurses, in their work in hospitals and in the community, often come into contact with people who are poor. To be effective care providers, nurses must have an adequate understanding of poverty and a positive attitude toward people who are poor. This study examined attitudes toward poverty among baccalaureate nursing students (N = 740) at three Canadian universities. Students' attitudes were neutral to slightly positive. Personal experiences appeared to have an important influence on the development of favorable attitudes. The findings point to several considerations for nursing curricula. Students should not only be provided with classroom opportunities for critical exploration of poverty and its negative effects on individuals and society, but also have clinical learning experiences that bring them face-to-face with people who are poor, their health concerns, and the realities of their circumstances. Thoughtful critique of poverty-related issues and interpersonal contact may be effective strategies to foster attitude change.
鉴于贫困与健康之间的联系，护士在医院和社区工作时，经常会接触到贫困人口。要成为有效的护理提供者，护士必须对贫困有充分的了解，并对贫困人口持有积极的态度。本研究调查了加拿大三所大学的护理学本科学生（N = 740）对贫困的态度。学生们的态度呈中性至略积极。个人经历似乎对积极态度的形成有重要影响。研究结果为护理课程提出了几点需要考虑的因素。不仅应给学生提供课堂机会，让他们批判性地探究贫困及其对个人和社会的负面影响，还应让他们有临床学习经历，使他们直面贫困人口、他们的健康问题以及实际生活状况。对与贫困相关问题进行深入批判和人际接触可能是促进态度转变的有效策略。
