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首页> 外文期刊>The Journal of nursing education >Epistemological Development in First-Year Nursing Students Undertaking Cultural Safety Education
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Epistemological Development in First-Year Nursing Students Undertaking Cultural Safety Education

机译：创业教学中第一年护理学生的认识论发展

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Background: The process of teaching cultural safety is emancipatory, focused on wider social relations and the context in which they arise. As teachers of cultural safety, we are interested in the way that ideas are formed, held, and changed. The aim of this research was to examine whether epistemological shifts were demonstrated by nursing students over one semester of cultural safety teaching-learning. Method: NVivo software was used to analyze 34 nursing students' reflective journals, applying a cognitive-developmental framework. The framework comprised three epistemological positions-dualism, relativism, and propositional-and two in-between locations, referred to as stretching. Results: The results showed student movement between early epistemological positions and students' efforts to stretch to new, yet untried, ways of thinking. Conclusion: In the classroom, these shifts may be subtle; thus, paying careful attention to evidence that students are trying out new ways of thinking is essential. Appreciating that these small but significant shifts are perhaps more important than 'aha' moments is crucial.
机译：背景：宣传文化安全的过程，专注于更广泛的社会关系和所产生的背景。作为文化安全的教师，我们对形成和改变的想法的方式感兴趣。本研究的目的是检查护理学生是否在文化安全教学学习中的一个学期证明了认识论。方法：NVIVO软件用于分析34名护理学生的反思期刊，应用认知发展框架。该框架包括三个认识论位置 - 二元化，相对主义和主题 - 以及两个在地点之间，称为拉伸。结果：结果表明，早期认识性地位与学生努力延伸到新的，未经证实，思维方式之间的学生运动。结论：在课堂上，这些班次可能是微妙的;因此，仔细注意学生正在尝试新的思维方式至关重要。欣赏这些小但重要的转变可能比“AHA”时刻更重要。

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