童年不良经历：护理学理学学士课程中的概念映射
Adverse Childhood Experiences: Concept Mapping in the Bachelor of Science in Nursing Curriculum.
作者信息
Gill Marie E, Zhan Lin, Rosenberg Judith, Breckenridge Leigh Ann
出版信息
J Nurs Educ. 2019 Apr 1;58(4):193-200. doi: 10.3928/01484834-20190321-02.
BACKGROUND
Adverse childhood experiences (ACEs) have deleterious effects on health across the lifespan. Educating health professionals for ACEs awareness and prevention facilitates quality care. Literature documents concept mapping as an effective teaching strategy used in health professions to stimulate learning and foster students' critical thinking. However, ACEs curricular concept mapping remains unexplored.
METHOD
Content analysis with manifest coding was used to identify key concepts based on faculty narratives and discussion notes about ACEs content.
RESULTS
Major and minor themes emerged to support the ACEs Curricular Concept Map development with direct and indirect paths to culture of health and health equity.
CONCLUSIONS
The ACEs Curricular Concept Map was developed to guide teaching ACEs knowledge in a Bachelor of Science in Nursing program. Future studies are needed to evaluate the impact of ACEs curricular concepts on nursing students' learning and graduates' ability to translate knowledge to practice ACEs awareness and prevention toward health equity for all. [J Nurs Educ. 2019;58(4):193-200.].
背景
儿童期不良经历（ACEs）对一生的健康都有有害影响。对卫生专业人员进行ACEs意识和预防方面的教育有助于提供优质护理。文献记载概念图是卫生专业中用于促进学习和培养学生批判性思维的一种有效教学策略。然而，ACEs课程概念图仍未得到探索。
方法
采用显性编码的内容分析法，根据教师关于ACEs内容的叙述和讨论笔记确定关键概念。
结果
出现了主要和次要主题，以支持ACEs课程概念图的开发，该图具有通往健康文化和健康公平的直接和间接路径。
结论
ACEs课程概念图的开发旨在指导护理学理学学士学位课程中ACEs知识的教学。未来需要开展研究，以评估ACEs课程概念对护理专业学生学习的影响，以及毕业生将知识转化为实践的能力，即对所有人的健康公平问题提高ACEs意识并进行预防。[《护理教育杂志》。2019年；58(4):193 - 200。]
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