Robinson Betty Ann, McCormack Brendan, Dickson Caroline
Queen Margaret University, Queen Margaret University Drive, Musselburgh, Scotland EH21 6UU, UK; IWK Health, 5850/5980 University Avenue, Halifax, Nova Scotia B3K 6R8, Canada.
Queen Margaret University, Queen Margaret University Drive, Musselburgh, Scotland EH21 6UU, UK.
Nurse Educ Pract. 2025 Jan;82:104222. doi: 10.1016/j.nepr.2024.104222. Epub 2024 Dec 3.
Investigate the experience of hospital-based educators becoming person-centred facilitators of learning.
Hospital-based educators working with staff are not well-prepared for their role. No person-centred pedagogical approaches exist specifically for use in hospital settings. Educators are positioned to advance person-centredness in clinical practice. To do so they need knowledge and skills in person-centred approaches. Little is known about how educators transform from teacher-centred approaches to person-centred facilitation. This study investigated how educators learn about and use person-centred principles to acquire educational theory and become person-centred facilitators.
Participatory, action-oriented research METHODS: Guided by four person-centred principles blending relational inquiry and practice development, 10 educators participated in group and individual sessions over 18 months. Data were analyzed using relational inquiry and critical creative hermeneutics.
Becoming person-centred facilitators was enabled through three principles: starting with self, developing community and belonging and bumping against culture and inviting transformation. Participants became person-centred facilitators through intrapersonal, interpersonal and contextual transformations during moments of discovery, reconciliation and action. Competence developed by experiencing and using four methodological principles of taking a relational stance; using active learning to learn in and from practice; being collaborative, inclusive and participatory; and linking creativity with cognition. This model resulted in improved trust, strengthened relationships and more meaningful and robust learning outcomes.
Hospital-based educators can be enabled to become person-centred facilitators by providing them with person-centred learning opportunities. The four methodological principles, as a model for person-centred education, provided an effective preparation and orientation to educational and person-centred theory.
探究医院教育工作者成为以患者为中心的学习促进者的经历。
与工作人员合作的医院教育工作者对其角色准备不足。目前尚无专门用于医院环境的以患者为中心的教学方法。教育工作者有能力在临床实践中推进以患者为中心的理念。为此，他们需要掌握以患者为中心方法的知识和技能。对于教育工作者如何从以教师为中心的方法转变为以患者为中心的促进者，人们知之甚少。本研究调查了教育工作者如何学习并运用以患者为中心的原则来获取教育理论并成为以患者为中心的促进者。
参与式、行动导向型研究
在四项以患者为中心的原则指导下，将关系性探究与实践发展相结合，10名教育工作者在18个月内参加了小组和个人会议。使用关系性探究和批判性创造性诠释学对数据进行分析。
通过三项原则得以成为以患者为中心的促进者：从自我开始、发展社区与归属感、挑战文化并引发变革。参与者在发现、和解与行动的时刻，通过个人内、人际和情境转变成为以患者为中心的促进者。能力的发展源于体验和运用四项方法原则：采取关系性立场；利用主动学习在实践中学习并从实践中学习；具有协作性、包容性和参与性；将创造力与认知相联系。该模式带来了信任的提升、关系的加强以及更有意义和更稳固的学习成果。
通过为医院教育工作者提供以患者为中心的学习机会，能够使他们成为以患者为中心的促进者。这四项方法原则作为以患者为中心教育的模式，为教育理论和以患者为中心的理论提供了有效的准备和指导。
