Sumner Jane F
LSUHSC School of Nursing, USA.
Int J Nurs Educ Scholarsh. 2004;1:Article7. doi: 10.2202/1548-923x.1008. Epub 2004 Apr 26.
Teaching caring in nursing is expected of nursing faculty, but the practical application is rarely explained. It has been regarded as the moral responsibility of faculty to teach in a caring way. This case study relates how one faculty applied the concepts to quadrangular dialogue a caring model of nursing education to the experience of baccalaureate student nurses in their first clinical rotation. The components of quadrangular dialogue will be described, and applied to a specific patient who was cared for by students in one semester. This model is developed from Habermas' (1995) Theory of Communicative Action and Moral Consciousness, Bishop and Scudder's (1990) Triadic Dialogue and a caring in nursing paradigm developed by this author. It explains how the patient, nursing student and nursing faculty are all first person in the interaction, while the illness is object. By acknowledging the humanness of participants, validation and fulfillment for each follow.
护理教师有责任教授护理中的关怀，但实际应用却很少被解释。以关怀的方式教学一直被视为教师的道德责任。本案例研究讲述了一位教师如何将这些概念应用于四角对话——一种护理教育的关怀模式，应用于本科护生的首次临床轮转经历。将描述四角对话的组成部分，并应用于一个学期内学生护理的一位特定患者。该模式是在哈贝马斯（1995年）的交往行为理论和道德意识、毕晓普和斯卡德（1990年）的三元对话以及作者提出的护理关怀范式的基础上发展而来的。它解释了患者、护生和护理教师在互动中如何都是第一人称，而疾病是客体。通过承认参与者的人性，随之而来的是对每个人的认可和满足。
