Lamont Emma
University of Abertay, Bell St., Dundee, United Kingdom.
Nurse Educ Today. 2014 May;34(5):679-82. doi: 10.1016/j.nedt.2013.08.011. Epub 2013 Aug 26.
The purpose of this study is to explore feminist pedagogy integrated with facilitation skills. A pedagogy project was undertaken with students participating in the BSc (Hons) Nursing programme, whereby a module, "Interpersonal Skills for Nurses" was developed for 72 year 1 students. A feminist pedagogy involves employing the powers of diversity to create an environment where all students' voices are heard. It values the power of sharing to create a community of learners in which teachers and students share their talents, skills and abilities to enhance the learning of all (Chinn, 2001). An end of semester evaluation provided feedback which indicated this was a valuable module to teach year 1 student nurses. It highlighted that student nurses found the topic both interesting and relevant and felt it was taught in a way that promoted their personal development and identity as a nurse.
本研究的目的是探索融合促进技能的女性主义教学法。针对参与护理学理学学士（荣誉）课程的学生开展了一个教学法项目，为72名一年级学生开发了一个名为“护士人际技能”的模块。女性主义教学法包括利用多样性的力量营造一个能让所有学生的声音都被听到的环境。它重视分享的力量，以创建一个学习者社区，在这个社区中，教师和学生分享他们的才华、技能和能力，以促进所有人的学习（钦，2001）。学期末评估提供的反馈表明，这是一个对一年级护理专业学生很有价值的教学模块。反馈突出表明，护理专业学生觉得这个主题既有趣又相关，并且认为该主题的教学方式促进了他们作为护士的个人发展和身份认同。
