White Isabelle, Davidhizar Ruth
Bethel College, Mishawaka, Indiana, USA.
Caring. 2006 May;25(5):40-2, 44, 46-7.
The older adult interview assignment becomes a discovery process in which the students realize that the older adult is a person to be cared about. This experience is then transferred to other older adults as worthy of care. In the author's first experience with this assignment, students selected unknown interview candidates from extended care facilities. The students found the experience interesting, but did not necessarily discover that person as a person worthy of care. In this class assignment, the outcome seemed more meaningful to students because of the selection criteria of a known candidate, often a grandparent or relative, or neighbor. Because the elderly candidate already had a relationship with the student, the interview content became a gift and a legacy to the student. Now able to identify with older adults as persons like themselves, the experience of caring was transferred to older adults in clinical settings. Students found that their elderly clients with acute and chronic conditions, as well as those with neurological diseases such as Parkinson's and Alzheimer's were also worthy of care. It can then be said that the interview process as a teaching-learning strategy for nursing students not only promotes caring for older adults, but also facilitates the transfer of caring to all older adults in need of nursing care.
老年成人访谈任务成为一个发现过程，在此过程中，学生们意识到老年成人是值得关爱的人。然后，这种体验会传递给其他同样值得关爱的老年成人。在作者首次进行这项任务时，学生们从长期护理机构中挑选不认识的访谈对象。学生们觉得这个经历有趣，但不一定会发现这个人是值得关爱的。在这次课堂任务中，由于选择的是已知对象，通常是祖父母、亲戚或邻居，所以结果对学生来说似乎更有意义。因为这位老年受访者已经与学生建立了关系，访谈内容就成了给学生的一份礼物和遗产。现在学生能够将老年成人视为和自己一样的人，关爱体验就传递到了临床环境中的老年成人身上。学生们发现，他们那些患有急慢性疾病的老年客户，以及患有帕金森氏症和老年痴呆症等神经疾病的客户也值得关爱。因此可以说，作为护理专业学生教学策略的访谈过程，不仅促进了对老年成人的关爱，还推动了将关爱传递给所有需要护理的老年成人。
