Diener Elizabeth, Hobbs Nelda
Oklahoma City University, Kramer School of Nursing, Oklahoma City, OK, USA.
Nurs Forum. 2012 Jan-Mar;47(1):34-8. doi: 10.1111/j.1744-6198.2011.00250.x.
The increased reliance on simulation classrooms has proven successful in learning skills. Questions persist concerning the ability of technology-driven robotic devices to form and cultivate caring behaviors, or sufficiently develop interactive nurse-client communication necessary in the context of nursing.
This article examines the disconnects created by use of simulation technology in nursing education, raising the question: "Can learning of caring-as-being, be facilitated in simulation classrooms?"
We propose that unless time is spent with human beings in the earliest stages of nursing education, transpersonal caring relationships do not have space to develop. Learning, crafting, and maturation of caring behaviors threatens to become a serendipitous event or is no longer perceived as an essential characteristic of nursing.
Technology does not negate caring-the isolation it fosters makes transpersonal caring all the more important. We are called to create a new paradigm for nursing education that merges Nightingale's vision with technology's promise.
事实证明，对模拟教室的日益依赖在技能学习方面是成功的。然而，关于技术驱动的机器人设备能否形成和培养关爱行为，或者能否充分发展护理环境中必要的护士与患者互动沟通能力的问题依然存在。
本文探讨了护理教育中使用模拟技术所造成的脱节现象，提出了这样一个问题：“在模拟教室中能否促进对‘存在即关爱’的学习？”
我们认为，除非在护理教育的最初阶段就与真人相处，否则超越个人的关爱关系就没有发展的空间。关爱行为的学习、塑造和成熟可能会成为偶然事件，或者不再被视为护理的基本特征。
技术并不会否定关爱——它所造成的孤立状态使得超越个人的关爱变得更加重要。我们必须创建一种新的护理教育范式，将南丁格尔的愿景与技术的前景相结合。
