在护理教育中促进道德想象力:想象与表演。

IF 2.6 3区 医学 Q1 NURSING
Nursing Philosophy Pub Date : 2024-01-01 Epub Date: 2023-02-27 DOI:10.1111/nup.12427
Darlaine Jantzen, Lorelei Newton, Kerry-Ann Dompierre, Sean Sturgill
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引用次数: 0

摘要

道德想象力是道德代理和以人为本的护理的核心组成部分。要成为能够在病人及其家人生病和受苦期间持续关注他们的道德主体,就需要想象他人,想象有哪些道德可能性,做出什么样的选择,以及自己希望成为什么样的人。在当代医疗保健面临多方面挑战的情况下,如果只关注任务驱动的技术理性,就会抹杀道德能动性、道德想象力和人格之间的这种关系。同样,促进学生的道德能动性也可能被教学中任务驱动的技术理性所掩盖。培养学生的道德能动性需要在护理教育的整个过程中给予有意的关注。为了让护理专业学生做好应对工作场所暴力这一实践挑战的准备,我们开发了一种多模式教育干预措施,其中包括模拟学习体验(SLE)。为了增强教育体验的真实性和一致性,11 名护理专业学生接受了模拟参与者 (SP) 的培训。作为研究完成 SLE 的学习者的知识获取和实践信心的大型研究的一部分,我们通过与 SP 学生的访谈和焦点小组探讨了作为 SP 的体验。SP 描述了他们的多重表演如何有助于想象 "双方 "的情况,从而引发共鸣,重新考虑他们的道德力量,以及在技术理性技巧(如口头降级脚本)之外防止工作场所暴力的潜力。SP 的实证研究结果引发了对道德想象力的哲学探索。我们总结了多模式教育干预和相关发现,然后利用约翰逊的道德想象力概念和相关护理文献,讨论了特殊教育课程的体现性体验及其专业形成的意义。我们认为,系统学习提供了一个独特的途径,可以创造促进道德想象力的教学空间,从而进行道德代理和以人为本的护理教学。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Promoting moral imagination in nursing education: Imagining and performing.

Moral imagination is a central component of moral agency and person-centred care. Becoming moral agents who can sustain attention on patients and their families through their illness and suffering involves imagining the other, what moral possibilities are available, what choices to make, and how one wants to be. This relationship between moral agency, moral imagination, and personhood can be effaced by a focus on task-driven technical rationality within the multifaceted challenges of contemporary healthcare. Similarly, facilitating students' moral agency can also be obscured by the task-driven technical rationality of teaching. The development of moral agency requires deliberate attention across the trajectory of nursing education. To prepare nursing students for one practice challenge, workplace violence, we developed a multimodal education intervention which included a simulated learning experience (SLE). To enhance the realism and consistency of the educational experience, 11 nursing students were trained as simulated participants (SP). As part of a larger study to examine knowledge acquisition and practice confidence of learners who completed the SLE, we explored the experience of being the SP through interviews and a focus group with the SP students. The SP described how their multiple performances contributed to imagining the situation 'on both sides' prompting empathy, a reconsideration of their moral agency, and the potential to prevent violence in the workplace beyond technical rational techniques, such as verbal de-escalation scripts. The empirical findings from the SP prompted a philosophical exploration into moral imagination. We summarise the multimodal educational intervention and relevant findings, and then, using Johnson's conception of moral imagination and relevant nursing literature, we discuss the significance of the SP embodied experiences and their professional formation. We suggest that SLEs offer a unique avenue to create pedagogical spaces which promote moral imagination, thereby teaching for moral agency and person-centred care.

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来源期刊
CiteScore
4.80
自引率
9.10%
发文量
39
审稿时长
>12 weeks
期刊介绍: Nursing Philosophy provides a forum for discussion of philosophical issues in nursing. These focus on questions relating to the nature of nursing and to the phenomena of key relevance to it. For example, any understanding of what nursing is presupposes some conception of just what nurses are trying to do when they nurse. But what are the ends of nursing? Are they to promote health, prevent disease, promote well-being, enhance autonomy, relieve suffering, or some combination of these? How are these ends are to be met? What kind of knowledge is needed in order to nurse? Practical, theoretical, aesthetic, moral, political, ''intuitive'' or some other? Papers that explore other aspects of philosophical enquiry and analysis of relevance to nursing (and any other healthcare or social care activity) are also welcome and might include, but not be limited to, critical discussions of the work of nurse theorists who have advanced philosophical claims (e.g., Benner, Benner and Wrubel, Carper, Schrok, Watson, Parse and so on) as well as critical engagement with philosophers (e.g., Heidegger, Husserl, Kuhn, Polanyi, Taylor, MacIntyre and so on) whose work informs health care in general and nursing in particular.
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