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Promoting Negotiative and Relational Caring: An Action Research Study of Hospital-Based Nurse Educators' Reports of the Instructional Strategies Used in Professional Development Curricula

机译：促进谈判和关系关怀：以医院为基础的护士教育者关于专业发展课程中教学策略报告的一项行动研究

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摘要

The shift from a technically rational focus (Leininger, 1981) to a more emotional and humanistic aspect of hospital care (Morrison, 1992) has sparked an interest in how nurses are trained in professional development "to care." Literature on nurses' pre-service training has suggested that nurse educators who use instructional strategies such as case scenarios, role play, and self-reflection (Nehls, 1995; Schoenly, 1994) can help nurses develop their affective domain and behaviors of expressive caring. This action research study was conducted to investigate how hospital-based nurse educators reported they used instructional strategies in professional development curricula to promote negotiative and relational caring. The conceptual framework that guided the study was drawn from Clarke's (2007) aspects of caring in nursing practice. Interview data revealed 16 best practice strategies that were categorized into four types of instruction: content-based, autobiographical-based, enacted, and relationship-based instruction. These categories of reported best practice instruction embraced a Caring Curriculum and could be used by hospital-based nurse educators in professional development curricula. The end result of integrating these best practices into the professional development of nurses includes not only the development of a learning environment that benefits nurses, but the provision of negotiative and relational caring to aid in supporting the well-being of the patient and family.
机译：从技术上合理的关注点（Leininger，1981年）转向更加情感化和人文主义的医院护理（Morrison，1992年），引起了人们对如何对“护理”专业发展进行培训的兴趣。有关护士职前培训的文献表明，使用案例策略，角色扮演和自我反思等指导策略的护士教育者（Nehls，1995； Schoenly，1994）可以帮助护士发展情感领域和表现性关怀的行为。 。这项行动研究旨在调查以医院为基础的护士教育工作者如何报告说他们在职业发展课程中使用教学策略来促进谈判和关系关怀。指导该研究的概念框架来自于Clarke（2007）护理实践中的关怀方面。访谈数据揭示了16种最佳实践策略，这些策略分为四种类型的指令：基于内容的指令，基于自传的指令，已制定的指令和基于关系的指令。这些报告的最佳实践指导包括专业课程，可由医院的护士教育工作者在专业发展课程中使用。将这些最佳实践整合到护士专业发展中的最终结果不仅包括开发有益于护士的学习环境，还包括提供谈判和关系关怀以帮助支持患者和家人的福祉。

著录项

  • 作者

    Guisti, Robin L.;

  • 作者单位

    University of Hartford.;

  • 授予单位 University of Hartford.;
  • 学科 Nursing.;Continuing education.;Curriculum development.
  • 学位 Ed.D.
  • 年度 2011
  • 页码 252 p.
  • 总页数 252
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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