Smith Robyn L, Bailey Michelle, Hydo Sharon Kay, Lepp Margret, Mews Sylvia, Timm Susan, Zorn CeCelia
School of Nursing, University of Wisconsin-Eau Claire, USA.
Nurs Educ Perspect. 2004 Nov-Dec;25(6):278-83.
Participatory action research was used to link the humanities with a deeper level of teaching and learning. Planning, action, reflection, and evaluation steps were collaboratively implemented by two nurse faculty researchers and five graduate nursing education students in a midsized, comprehensive, public midwestern university. Planning involved a literature review of the use of humanities in nursing education. Action entailed an essay assignment and an artwork-exhibition workshop. Written appraisal of the workshop provided data that were analyzed phenomenographically in the reflection step. Two categories, with descriptive subcategories, emerged: "Feelings" and "Learning Evaluation." Implications for nursing education leading to the generation of practical knowledge are discussed.
参与式行动研究被用于将人文学科与更深层次的教学联系起来。在一所位于中西部的中型综合性公立大学中，两名护理教师研究人员和五名护理学研究生教育学生共同实施了规划、行动、反思和评估步骤。规划包括对人文学科在护理教育中的应用进行文献综述。行动包括一项论文作业和一个艺术展览工作坊。对工作坊的书面评估提供了数据，这些数据在反思步骤中进行了现象学分析。出现了两个类别以及描述性子类别：“感受”和“学习评估”。讨论了对护理教育产生实践知识的启示。
