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首页> 外文期刊>Mental health and social inclusion >Making rhetoric a reality: inclusion in practice as 'transformative learning'
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Making rhetoric a reality: inclusion in practice as 'transformative learning'

机译：使修辞成为现实：作为“变革性学习”纳入实践

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Purpose - "Inclusivity" and "empowerment" are central concepts in the philosophy of nursing practice and education. Recent professional concern has focused on the need to embed compassion in healthcare cultures where practice contributes to learning. The purpose of this paper is to explore an innovative partnership approach to undergraduate placement provision for adult-general nursing students in the context of learning disability and mental health. Design/methodology/approach -- Critical discussion focuses on evaluation of a non-clinical placement centred on the health and social care of individuals with a learning disability or mental health needs. Two projects from practice around healthy living and hate crime illustrated the value of transformative learning as a pedagogic philosophy. Findings - Student feedback offered insight into social and cultural processes that impact on practice-based learning, and factors promoting inclusive engagement. Such included the context of identity formation, narrative as an evidence-base for caring, and personal/emotional growth through critical reflection. Practical implications - Evaluation provided a platform to re-think model(s) of clinical practice learning in healthcare education derived from a non-clinical placement. There are tangible benefits for sustaining value-led practice at a time of political change in the way health services are configured and delivered. Social implications - When engagement with the principles of inclusivity and empowerment become part of the lived-experience of the nursing student, longer-term recognition and retention of caring, and enabling values are more likely to endure. Originality/value - The emotional development and skills acquired by nursing students transfer to all branches of the profession by revitalising core conditions of compassion, respect, dignity, and humanity.
机译：目的-“包容性”和“授权”是护理实践和教育哲学的中心概念。最近的专业关注点集中在需要同情心的医疗文化中，实践有助于学习。本文的目的是在学习障碍和心理健康的背景下，探索一种创新的伙伴关系方法，为成年普通护理学生提供本科安置服务。设计/方法/方法-关键讨论的重点是对以学习障碍者或精神健康需要者的健康和社会护理为中心的非临床安置的评估。关于健康生活和仇恨犯罪的两个实践项目说明了变革性学习作为一种教学哲学的价值。调查结果-学生的反馈提供了对影响基于实践的学习的社会和文化过程的洞察力，以及促进包容性参与的因素。这些包括身份形成的背景，叙事作为关怀的证据基础以及通过批判性反思的个人/情感成长。实际意义-评估提供了一个平台，可以重新思考从非临床实习中获得的医疗保健教育中的临床实践学习模型。在政治变化时期，以配置和提供医疗服务的方式来维持以价值为导向的实践具有明显的好处。社会影响-当将包容性和授权性原则相结合成为护理学生生活经验的一部分时，长期认可和保留关怀以及使价值更容易持久。独创性/价值-通过恢复同情心，尊重，尊严和人道的核心条件，护理专业学生获得的情感发展和技能将转移到该行业的所有部门。

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