Division of Nursing, University of Nottingham, Derby, United Kingdom.
Nurse Educ Today. 2012 Jul;32(5):534-9. doi: 10.1016/j.nedt.2012.01.013. Epub 2012 Feb 16.
This theoretical review discusses the complexities of understanding and applying the concept of recovery for pre-registration mental health nursing. It is suggested that reframing recovering as a threshold concept in mental health nurse education will illuminate the issues and challenges that students and educators appear to encounter. This is attributed to the transformative nature of learning in this area which requires the student to reassess beliefs and prejudices and enter into an uncertain territory where knowledge and values are questioned. Educational approaches are proposed which aim to facilitate the depth of learning required to engage with the concept of recovery at this level whilst responding sensitively to the students' potential reluctance, discomfort and in some cases resistance. Teaching recovery in mental health nursing therefore challenges educators to use any and every approach that stimulates emotional and transformational learning. As such, recovery in mental health is a threshold concept, that once learned, may transform not only the learner in the classroom but their practice in the future.
本文通过理论回顾的形式讨论了理解和应用精神健康护理预注册阶段的“康复”概念的复杂性。文中提出，将“康复”重新定义为精神健康护理教育中的一个阈限概念，可以阐明学生和教育者似乎遇到的问题和挑战。这归因于这一领域学习的变革性，要求学生重新评估信念和偏见，并进入一个知识和价值观受到质疑的不确定领域。文中还提出了一些教育方法，旨在促进学生在这一水平上深入学习“康复”的概念，同时对学生的潜在不情愿、不适和在某些情况下的抵触情绪作出敏感反应。因此，在精神健康护理中教授“康复”这一概念，对教育工作者提出了挑战，要求他们使用任何能够激发情感和变革性学习的方法。因此，精神健康中的“康复”是一个阈限概念，一旦被学习，不仅可能改变课堂上的学习者，而且可能改变他们未来的实践。
