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首页> 外文期刊>Nursing philosophy: an international journal for healthcare professionals >Tracing detached and attached care practices in nursing education
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Tracing detached and attached care practices in nursing education

机译：在护理教育中追踪独立和依恋护理实践

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The implementation of skills labs in Danish nursing education can, in itself, be viewed as a complexity. The students are expected to eventually carry out their work in a situated hospital practice, but they learn their professional skills in a different space altogether, detached and removed from the hospitals and practising on plastic dummies. Despite the apparent artificiality of the skills lab, this article will show that it is possible to analyse some of the fundamental aspects of care in nursing by ethnographically following this phenomenon of simulation-based training. These particular aspects of care are not explicated in the curriculum or textbooks; however, they surfaced once this crooked approach to studying care in a simulated practice was applied. The article start from the assertion that detached engagements are not recognized within the field of nursing education as an equal component to attachments. Yet empirical cases from the skills lab and hospitals illustrate how students sometimes felt emotionally attached to plastic dummies and how experienced nurses sometimes practised a degree of detachment in relation to human patients. Detached engagements will therefore be presented as part of care practices of nurses - rendering the ability to detach in engagement with patients a professional skill that students also need to learn. In the analysis to follow, attached and detached engagements are located on an equal plane by integrating both into the same conceptual framework, rather than imposing a priori notions about their dialectic relation. The analysis shows that it is the particular intertwinement of attachment and detachment that gives care its fundamental meaning. In conclusion, the need for a conceptual shift from a strong emphasis on attached engagement to a more balanced analytical approach to care work, as involving both attached and detached engagement within Danish nursing education, is advocated.
机译：丹麦护理教育中技能实验室的实施本身可以被视为复杂。预计学生最终将在一个有条件的医院实践中开展工作，但他们会在不同的空间中学习他们的专业技能，将其从医院中分离出来并移走，并在塑料假人上进行练习。尽管技能实验室显然是人为的，但本文将表明，可以通过民族志方法遵循这种基于模拟的培训现象，来分析护理方面的一些基本方面。在课程或教科书中未详细说明护理的这些特定方面;然而，一旦采用了这种在模拟实践中研究护理的歪曲方法，他们便浮出水面。本文从断言，即分离的参与在护理教育领域中没有被视为依恋的等同组成部分这一主张开始。然而，来自技能实验室和医院的经验表明，学生有时会在情感上对塑料假人感到依恋，并且经验丰富的护士有时会与人类患者发生某种程度的超脱。因此，分离的参与将作为护士护理实践的一部分呈现-使与患者脱离接触的能力成为学生也需要学习的专业技能。在随后的分析中，通过将两者结合到同一个概念框架中，而不是对它们的辩证关系强加先验概念，它们之间的连接和分离都位于同一平面上。分析表明，正是依附和分离的特殊交织赋予了其基本含义。总而言之，提倡从丹麦式护理教育中同时涉及独立和非独立参与的观念转变，即从强调对依恋的参与转向对护理工作更平衡的分析方法。

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