Simulated human patients and patient-centredness: The uncanny hybridity of nursing education, technology, and learning to care.

Aileen Ireland
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引用次数: 5

Abstract

Positioned within a hybrid of the human and technology, professional nursing practice has always occupied a space that is more than human. In nursing education, technology is central in providing tools with which practice knowledge is mobilized so that students can safely engage with simulated human patients without causing harm to real people. However, while there is an increased emphasis on deploying these simulated humans as emissaries from person-centred care to demonstrate what it is like to care for real humans, the nature of what is really going on in simulation-what is real and what is simulated-is very rarely discussed and poorly understood. This paper explores how elements of postcolonial critical thought can aid in understanding the challenges of educating nurses to provide person-centred care within a healthcare culture that is increasingly reliant on technology. Because nursing education is itself a hybrid of real and simulated practice, it provides an appropriate case study to explore the philosophical question of technology in healthcare discourse, particularly as it relates to the relationship between the human patient and its uncanny simulated double. Drawing on postcolonial elements such as the uncanny, diaspora, hybridity, and créolité, the hybrid conditions of nursing education are examined in order to open up new possibilities of thinking about how learning to care is entangled with this technological space to assist in shaping professional knowledge of person-centred care. Considering these issues through a postcolonial lens opens up questions about the nature of the difficulty in using simulated human technologies in clinical education, particularly with the paradoxical aim of providing person-centred care within a climate that increasingly characterized as posthuman.
模拟人类病人和以病人为中心:护理教育、技术和学习护理的不可思议的混合。
在人与技术的融合中,专业护理实践一直占据着一个超越人类的空间。在护理教育中,技术在提供动员实践知识的工具方面发挥着核心作用,这样学生就可以安全地与模拟病人接触,而不会对真人造成伤害。然而,尽管越来越多的人强调将这些模拟的人作为以人为本的护理的使者来展示照顾真实的人是什么样的,但在模拟中真正发生的事情的本质——什么是真实的,什么是模拟的——很少被讨论,也很少被理解。本文探讨了后殖民批判性思维的要素如何有助于理解教育护士在日益依赖技术的医疗文化中提供以人为本的护理的挑战。由于护理教育本身就是真实和模拟实践的混合体,因此它提供了一个适当的案例研究来探索医疗保健话语中的技术哲学问题,特别是当它涉及到人类患者与其不可思议的模拟替身之间的关系时。借鉴后殖民主义的元素,如神秘、散居、杂糅和杂糅,研究护理教育的混合条件,以开辟新的可能性,思考如何学习护理与这一技术空间纠缠在一起,以帮助塑造以人为本的护理专业知识。从后殖民的角度来考虑这些问题,就会提出在临床教育中使用模拟人类技术的困难性质的问题,特别是在一个日益以后人类为特征的气候中提供以人为本的护理的矛盾目标。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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