基于原则的概念分析：护理教育中的关怀
Principle-based concept analysis: Caring in nursing education.
作者信息
Salehian Maryam, Heydari Abbas, Aghebati Nahid, Karimi Moonaghi Hossein, Mazloom Seyed Reza
机构信息
Ph.D. Student in Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.
Professor, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.
出版信息
Electron Physician. 2016 Mar 25;8(3):2160-7. doi: 10.19082/2160. eCollection 2016 Mar.
INTRODUCTION
The aim of this principle-based concept analysis was to analyze caring in nursing education and to explain the current state of the science based on epistemologic, pragmatic, linguistic, and logical philosophical principles.
METHODS
A principle-based concept analysis method was used to analyze the nursing literature. The dataset included 46 English language studies, published from 2005 to 2014, and they were retrieved through PROQUEST, MEDLINE, CINAHL, ERIC, SCOPUS, and SID scientific databases. The key dimensions of the data were collected using a validated data-extraction sheet. The four principles of assessing pragmatic utility were used to analyze the data. The data were managed by using MAXQDA 10 software.
RESULTS
The scientific literature that deals with caring in nursing education relies on implied meaning. Caring in nursing education refers to student-teacher interactions that are formed on the basis of human values and focused on the unique needs of the students (epistemological principle). The result of student-teacher interactions is the development of both the students and the teachers. Numerous applications of the concept of caring in nursing education are available in the literature (pragmatic principle). There is consistency in the meaning of the concept, as a central value of the faculty-student interaction (linguistic principle). Compared with other related concepts, such as "caring pedagogy," "value-based education," and "teaching excellence," caring in nursing education does not have exact and clear conceptual boundaries (logic principle).
CONCLUSION
Caring in nursing education was identified as an approach to teaching and learning, and it is formed based on teacher-student interactions and sustainable human values. A greater understanding of the conceptual basis of caring in nursing education will improve the caring behaviors of teachers, create teaching-learning environments, and help experts in curriculum development.
引言
本基于原则的概念分析旨在剖析护理教育中的关怀，并依据认识论、实用主义、语言及逻辑哲学原则阐释该学科的当前状况。
方法
采用基于原则的概念分析方法对护理文献进行分析。数据集包括2005年至2014年发表的46项英文研究，通过PROQUEST、MEDLINE、CINAHL、ERIC、SCOPUS和SID科学数据库检索获得。使用经过验证的数据提取表收集数据的关键维度。运用评估实用效用的四项原则对数据进行分析。使用MAXQDA 10软件管理数据。
结果
涉及护理教育中关怀的科学文献依赖隐含意义。护理教育中的关怀指基于人类价值观形成的师生互动，且聚焦于学生的独特需求（认识论原则）。师生互动的结果是学生和教师的共同发展。护理教育中关怀概念的众多应用在文献中可见（实用主义原则）。该概念的含义具有一致性，是师生互动的核心价值（语言原则）。与其他相关概念，如“关怀教学法”“基于价值观的教育”和“卓越教学”相比，护理教育中的关怀没有确切和清晰的概念界限（逻辑原则）。
结论
护理教育中的关怀被确定为一种教学方法，它基于师生互动和可持续的人类价值观形成。对护理教育中关怀的概念基础有更深入的理解将改善教师的关怀行为，营造教学环境，并有助于课程开发专家。
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