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A European perspective: common developments, differences and challenges in patient education.欧洲视角：患者教育的共同发展、差异与挑战
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护理与助产专业学生对隐性课程在患者教育中作用的看法：一项定性研究。

Perspectives of nursing and midwifery students regarding the role of the hidden curriculum in patient education: A qualitative study.

作者信息

Azadi Zohreh, Ravanipour Maryam, Yazdankhahfard Mohammadreza, Motamed Niloofar, Pouladi Shahnaz

机构信息

Department of Nursing, Faculty of Nursing and Midwifery, Bushehr University of Medical Sciences, Bushehr, Iran.

Department of Nursing, Faculty of Nursing and Midwifery, The Persian Gulf Tropical Medicine Research Center, Bushehr University of Medical Sciences, Bushehr, Iran.

出版信息

J Educ Health Promot. 2017 Dec 4;6:108. doi: 10.4103/jehp.jehp_37_17. eCollection 2017.

DOI:10.4103/jehp.jehp_37_17
PMID:29296609
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC5747219/
Abstract

BACKGROUND

Although education is one of the most substantial needs of patients that should be taught by nurses and midwives, it is not clearly defined through the hidden curriculum in students' teaching programs. The aim of this study was to explore the patient education through the hidden curriculum in the perspectives of nursing and midwifery students.

MATERIALS AND METHODS

A qualitative, content analysis study was performed and twenty nursing and midwifery students were interviewed. Data were collected using face-to-face semi-structured interviews and analyzed using conventional content analysis approach.

RESULTS

Students' perception of the hidden curriculum in patient education emerged in three main themes concerning: (1) interactions, (2) teaching and learning opportunities, and (3) reflective evaluation.

CONCLUSIONS

The hidden curriculum in patient education can be transferred as interactions between professors, students, nurses, doctors, and also patients who are rooted from paying attention to the human dimension of the patient, avoiding the materialistic treatment of the patient and treating the patient with dignity. Educational policies and students' assignments should be designed based on the patient's educational goals and the goal of evaluation has to be presented to the students clearly.

摘要

背景

尽管教育是患者的一项重大需求，应由护士和助产士进行传授，但在学生教学计划的隐性课程中，教育并未得到明确界定。本研究旨在从护理和助产专业学生的角度，通过隐性课程探索患者教育。

材料与方法

进行了一项定性的内容分析研究，对20名护理和助产专业学生进行了访谈。通过面对面半结构化访谈收集数据，并使用常规内容分析方法进行分析。

结果

学生对患者教育中隐性课程的认知主要体现在三个主题上：（1）互动；（2）教学与学习机会；（3）反思性评估。

结论

患者教育中的隐性课程可以通过教授、学生、护士、医生以及患者之间的互动来传递，这种互动源于对患者人文维度的关注，避免对患者进行物质化治疗，并以尊严对待患者。教育政策和学生作业应根据患者的教育目标来设计，并且评估目标必须清晰地呈现给学生。