Jenkins Karen, Kinsella Elizabeth Anne, DeLuca Sandra
Health & Rehabilitation Sciences, Western University, London, ON, Canada.
School of Nursing, Fanshawe College, London, ON, Canada.
Nurs Inq. 2021 Dec;28(4):e12420. doi: 10.1111/nin.12420. Epub 2021 May 5.
In this paper, we call for an ontological and reflexive turn in first-year nursing education. An ontological turn focuses on formation, the 'being' and 'becoming' of a nurse, and emphasizes the value of nursing knowledge. First-year nursing students often possess romanticized ideals about being a nurse that devalues the knowledge and expertise of nurses. We posit a thoughtful ontological orientation within nursing education that shifts the emphasis toward becoming skillful nurses, with expertise grounded in nursing perspectives. A focus on formation includes discussions regarding ideologies, dominant perspectives, and reflexive explorations of students' views of nursing juxtaposed with the realities of nursing practice. We propose ontologic reflexivity as an approach to consider what perspectives are prioritized (or not) within the nursing classroom. Within pedagogical dialogic spaces, ontologic reflexivity calls on educators to create opportunities for students to learn the value of nursing knowledge along with other forms of knowledge. We consider ways in which an ontological and reflexive turn within the first year of nursing education may contribute to the formation of nursing students who value nursing knowledge, are open-minded to various forms of knowledge, and possess an intentional reflexive way of being.
在本文中，我们呼吁在护理专业一年级教育中实现本体论转向和反思转向。本体论转向关注护士的形成、“存在”与“生成”，并强调护理知识的价值。护理专业一年级学生常常对成为护士抱有理想化的观念，这种观念贬低了护士的知识和专业技能。我们主张在护理教育中形成一种深思熟虑的本体论取向，将重点转向培养熟练的护士，其专业技能以护理视角为基础。对形成的关注包括关于意识形态、主流观点的讨论，以及对学生护理观念与护理实践现实并列的反思性探索。我们提出本体论反思作为一种方法，以思考在护理课堂中哪些观点被优先考虑（或未被优先考虑）。在教学对话空间中，本体论反思要求教育工作者为学生创造机会，让他们学习护理知识以及其他形式知识的价值。我们探讨了护理专业一年级教育中的本体论转向和反思转向可能以何种方式有助于培养重视护理知识、对各种形式的知识持开放态度且具有自觉反思存在方式的护理专业学生。
