叙事性认知：一种理解故事在护理实践中作用的学习策略。
Narrative Knowing: A Learning Strategy for Understanding the Role of Stories in Nursing Practice.
作者信息
Sheilds Laurene E
出版信息
J Nurs Educ. 2016 Dec 1;55(12):711-714. doi: 10.3928/01484834-20161114-09.
BACKGROUND
Stories are vital to understanding and creating meaning related to illness experiences.
METHOD
An innovative learning strategy was designed and implemented to highlight the role of narrative and empirical ways of knowing when developing collaborative relationships with patients and their families. Students engaged in developing nursing assessments, as well as in the creative process of writing patient stories, to improve their understanding of human experiences of illness.
RESULTS
Through comparing empirical and narrative data, students increased their awareness of different ways of knowing and the importance of stories to the construction of the meaning of illness.
CONCLUSION
Students' reflective feedback indicated a shift in perception toward the inclusion of storied knowing within relational nursing practice. [J Nurs Educ. 2016;55(12):711-714.].
背景
故事对于理解和创造与疾病经历相关的意义至关重要。
方法
设计并实施了一种创新的学习策略，以突出叙事和实证认知方式在与患者及其家属建立合作关系时的作用。学生参与制定护理评估，以及撰写患者故事的创作过程，以增进他们对疾病人类经历的理解。
结果
通过比较实证和叙事数据，学生提高了对不同认知方式的认识，以及故事对构建疾病意义的重要性的认识。
结论
学生的反思性反馈表明，他们的观念发生了转变，倾向于在关系性护理实践中纳入故事性认知。[《护理教育杂志》。2016年；55(12):711 - 714。]
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