Mokel Melissa J
J Nurs Educ. 2017 Aug 1;56(8):501-504. doi: 10.3928/01484834-20170712-10.
Nurses spend more time with health care consumers than any other health care professional and are the largest, most trusted group of health care providers in the U.S. health care system. At the same time, an increasingly diverse and complex society requires that nurses possess a unique capacity to care for consumers using culturally congruent and ethical approaches to care. This challenges nurse educators to provide learning experiences that teach emotional and affective forms of learning that complement the clinical skills acquired through the student's educational experience.
This article describes an educational innovation using art pedagogy in a course on ethical issues in advanced practice nursing.
Learners were able to use art to articulate their ideas about feminism, women's health, and race relations in a nonthreatening and creative venue.
The findings demonstrate the relevance of this educational innovation in achieving learning outcomes for an underreported group-the graduate-level nurse. [J Nurs Educ. 2017;56(8):501-504.].
护士与医疗保健消费者相处的时间比其他任何医疗保健专业人员都要长，并且是美国医疗保健系统中规模最大、最受信任的医疗保健提供者群体。与此同时，日益多样化和复杂的社会要求护士具备独特的能力，运用文化契合且符合伦理的护理方法来照顾消费者。这对护理教育工作者提出了挑战，即要提供学习体验，教授情感和情感层面的学习方式，以补充学生在教育经历中获得的临床技能。
本文描述了在高级实践护理伦理问题课程中运用艺术教学法的一项教育创新。
学习者能够在一个无威胁且富有创造性的环境中，利用艺术来阐明他们对女权主义、女性健康和种族关系的看法。
研究结果表明了这一教育创新对于未被充分报道的群体——研究生水平的护士——实现学习成果的相关性。[《护理教育杂志》。2017年；56(8):501 - 504。]
