Scanlon A
MIAAAC, Ashmount, Beech Road, Portlaw, Co. Waterford, Ireland.
J Psychiatr Ment Health Nurs. 2006 Dec;13(6):758-64. doi: 10.1111/j.1365-2850.2006.01031.x.
This paper addresses the topic of humanistic educative principles and examines it in the context of Irish psychiatric nurse education. Humanistic or existential philosophy influences the nursing curriculum profoundly, and yet a dichotomy continues to exist in relation to the epistemological basis informing nurse education. The dichotomy is manifested broadly in relation to the notion of individual choice and statutory responsibility as regulated professional governing bodies. Humanism is based on the notion that people are born 'blank slates' only to become who they are later. McKenna would describe the humanistic theory of learning as emphasizing feelings and experiences, leading to self-awareness, personal growth and individual optimization. A review of the literature indicates there are very few empirical studies relating to the area of the humanistic principles as applied to psychiatric nurse education. Most of the literature that was initially located referred to humanistic existentialism in the field of psychology, which although provided interesting reading and relevant, to a point, did not apply specifically to psychiatric nursing education. The emphasis of this paper is psychiatric nursing education and these studies do not apply to the area under investigation.
本文探讨了人文教育原则这一主题，并在爱尔兰精神科护士教育的背景下对其进行了审视。人文主义或存在主义哲学对护理课程产生了深远影响，然而，在为护士教育提供信息的认识论基础方面，二分法仍然存在。这种二分法在很大程度上体现在个人选择的概念与作为受监管专业管理机构的法定责任之间的关系上。人文主义基于这样一种观念，即人出生时是“白板”，后来才成为他们自己。麦肯纳将人文主义学习理论描述为强调情感和体验，从而导致自我意识、个人成长和个人优化。对文献的回顾表明，与应用于精神科护士教育的人文主义原则领域相关的实证研究非常少。最初找到的大多数文献都提到了心理学领域的人文主义存在主义，虽然这些文献提供了有趣的阅读内容，并且在一定程度上相关，但并没有专门应用于精神科护理教育。本文的重点是精神科护理教育，而这些研究并不适用于所调查的领域。
