Chiarello Michael A
Department of Community and Mental Health Nursing, Stony Brook University School of Nursing, Stony Brook, NY 11794-8240, USA.
J Psychosoc Nurs Ment Health Serv. 2010 Aug;48(8):34-41. doi: 10.3928/02793695-20100701-02. Epub 2010 Jul 22.
The research and anecdotal literature has suggested therapeutic humor is beneficial in the treatment relationship between nurse and patient; however, the potential effects of therapeutic humor between students and faculty have largely been overlooked. The literature has substantiated that a positive rapport between teacher and student facilitates improved student performance during the clinical experience. The author posits that a teacher's skillful use of humor can be an effective means of establishing and maintaining rapport with a student during potentially stressful clinical experiences. This article discusses the use of appropriate humor and how humor can be leveraged for effective academic and clinical instructional purposes, particularly in high-stress, high-demand settings. The article reflects on the potential for misinterpretation of humor, urging careful consideration of the context for its use.
研究及轶事文献表明，治疗性幽默在护士与患者的治疗关系中有益；然而，学生与教师之间治疗性幽默的潜在影响在很大程度上被忽视了。文献证实，师生之间积极的融洽关系有助于提高学生在临床实习期间的表现。作者认为，在潜在压力较大的临床实习期间，教师巧妙运用幽默可以成为与学生建立并维持融洽关系的有效方式。本文讨论了恰当幽默的运用，以及如何利用幽默实现有效的学术和临床教学目的，尤其是在压力大、要求高的环境中。本文还反思了幽默可能被误解的情况，敦促在使用幽默时仔细考虑其背景。
