Northington Ladonna, Wilkerson Robin, Fisher Wanda, Schenk Laura
University of Mississippi School of Nursing, Jackson, MS 39216, USA.
J Prof Nurs. 2005 Jan-Feb;21(1):66-71. doi: 10.1016/j.profnurs.2004.11.007.
Traditional nursing education is based strongly in empiric knowledge. However, just as important as empiric knowledge is aesthetic knowledge. Nursing involves multiple ways of knowing, and as such, educational institutions have a responsibility to assist students in gaining knowledge in nontraditonal ways. This article describes an assignment implemented in a pediatric course in a baccalaureate nursing program. Books and movies were used in a an undergraduate nursing course to help students gain insight into illness and disability from the client and family perspective. The students in the course were required to reflect on the meaning of the movie/book and the influence the book/movie had on the student. Based on student responses, this assignment was successful in meeting the objectives originally proposed. The books and movies provided a beginning introduction to, and an appreciation for, client and family experiences. Students were helped to understand illness, abuse, disability, and/or death from the client and/or family perspective.
传统的护理教育严重依赖经验知识。然而，审美知识与经验知识同样重要。护理涉及多种认知方式，因此，教育机构有责任帮助学生以非传统方式获取知识。本文描述了在一个护理学学士学位项目的儿科课程中实施的一项作业。书籍和电影被用于本科护理课程，以帮助学生从患者及其家庭的角度深入了解疾病和残疾。该课程的学生被要求思考电影/书籍的意义以及其对学生的影响。根据学生的反馈，这项作业成功实现了最初设定的目标。书籍和电影为了解患者及其家庭的经历提供了初步介绍和认知。帮助学生从患者和/或家庭的角度理解疾病、虐待、残疾和/或死亡。
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