Gilkison Andrea, Giddings Lynne, Smythe Liz
Midwifery Department, AUT University, PB 92006, Auckland, 1142, New Zealand.
Adv Health Sci Educ Theory Pract. 2016 Mar;21(1):19-32. doi: 10.1007/s10459-015-9607-z. Epub 2015 Apr 25.
Health professional educators have long grappled with how to teach the more elusive art of practice alongside the science (a term that encompasses the sort of professional knowledge that can be directly passed on). A competent practitioner is one who knows when, how and for whom to apply knowledge and skills, thereby making the links between theory and practice. They combine art and science in such a way that integrates knowledge with insight. This participatory hermeneutic study explored the experience of teachers and students of implementing a narrative-centred curriculum in undergraduate midwifery education. It revealed that when real life narratives were central to the learning environment, students' learning about the art of midwifery practice was enhanced as they learned about midwifery decisions, reflected on their own values and beliefs and felt an emotional connection with the narrator. Further, art and science became melded together in the context specific wisdom of practice (phronesis).
长期以来，健康专业教育工作者一直在努力解决如何在教授科学知识（这一术语涵盖了可以直接传授的专业知识类型）的同时，传授更难以捉摸的实践艺术。一名合格的从业者是这样的人，他知道何时、如何以及为谁应用知识和技能，从而建立起理论与实践之间的联系。他们以将知识与洞察力相结合的方式将艺术与科学融合在一起。这项参与式诠释学研究探讨了本科助产教育中教师和学生实施以叙事为中心的课程的经历。研究表明，当现实生活叙事成为学习环境的核心时，学生对助产实践艺术的学习得到了加强，因为他们学习了助产决策、反思了自己的价值观和信仰，并与讲述者产生了情感联系。此外，艺术和科学在特定情境的实践智慧（实践智慧）中融合在了一起。
