迈向护士教育工作者的多元视角。

Towards a plurality of perspectives for nurse educators.

作者信息

Pratt Daniel D, Boll Stephanie L, Collins John B

机构信息

Department of Educational Studies, University of British Columbia, Vancouver, British Columbia, Canada.

出版信息

Nurs Philos. 2007 Jan;8(1):49-59. doi: 10.1111/j.1466-769X.2007.00297.x.

DOI:10.1111/j.1466-769X.2007.00297.x

PMID:17239000

Abstract

Most of the literature on teaching within nursing education presents teaching and learning strategies as unproblematic and widely generalized across contexts, content, learners, and educators. We argue that to be truly effective, teaching strategies must be harmonious with instructor's beliefs, intentions, and actions. In this paper, we introduce the notion of a plurality of effective teaching based on five different 'perspectives on teaching'--each composed of different beliefs, intentions, actions, and strategies and illustrated by cases from nursing education. We propose that this foundational conceptualization provides a base from which nurse educators can (1) communicate across differences of philosophical perspective and intent; and (2) critically reflect on their educational practices.

摘要

护理教育领域的大多数文献都将教学和学习策略视为毫无问题的，并且可以在各种情境、内容、学习者和教育工作者中广泛通用。我们认为，要想真正有效，教学策略必须与教师的信念、意图和行为相协调。在本文中，我们基于五种不同的“教学视角”引入了多元有效教学的概念——每种视角都由不同的信念、意图、行为和策略组成，并通过护理教育中的案例进行说明。我们提出，这种基础概念化提供了一个基础，护士教育工作者可以借此：（1）跨越哲学视角和意图的差异进行交流；（2）批判性地反思他们的教育实践。