Spadoni Michelle, Doane Gweneth Hartrick, Sevean Patricia, Poole Karen
J Nurs Educ. 2015 May;54(5):270-5. doi: 10.3928/01484834-20150417-04.
In the current chaotic health care milieu, it is a challenge to create learning environments that support students to become respectful and community-engaged practitioners who are able to care for self and others. Aesthetic and transformative learning approaches foster students to develop caring attributes.
Using relational inquiry and the general principles of transformative learning theory, an aesthetic curriculum project for first-year nursing students exploring the interrelatedness of self, other, and caring was developed and evaluated by nursing faculty.
Students' in-the-moment experiences of transitioning into nursing school were enlisted to (a) open the space for deeper learning, (b) support the development of relational caring practice, and (c) foster personal and professional transformations.
Aesthetic learning opportunities create experiential moments, where novice students can begin to explore the interconnectedness of self, other, and caring as it relates to their being and becoming a nurse.
在当前混乱的医疗环境中，创建支持学生成为尊重他人且参与社区事务、能够关爱自己和他人的从业者的学习环境是一项挑战。审美和变革性学习方法有助于培养学生的关爱特质。
运用关系探究和变革性学习理论的一般原则，护理教师开发并评估了一个针对一年级护理学生的审美课程项目，该项目探讨自我、他人和关爱的相互关系。
学生们进入护理学院时的即时体验被用于（a）为深入学习开辟空间，（b）支持关系性关爱实践的发展，以及（c）促进个人和职业转变。
审美学习机会创造了体验时刻，新手学生可以在此开始探索自我、他人和关爱之间的相互联系，这与他们成为护士的过程相关。
