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提出的建构主义定义也提出了如何将文化能力融入护理教育的问题。由于能力的发展是对知识、态度和技能的不断修正,教育必须提供累积学习的机会,而不仅仅是一门课程或一种国际浸入式体验。重要的是,教育工作者要规划课程,使学生能够从理论的角度学习,并与不同的卫生保健机构的客户接触,以便将概念应用于临床实践。由于文化能力的发展是根据拟议的定义进行反思和采取行动的过程,卫生保健组织可以促进和便利护士和学生参与跨学科小组讨论,讨论在文化多样化的背景下遇到的具体情况。多元视角将受到挑战,由此产生的学习将嵌入到相关的社会语境中。通过护士和学生在实际工作和以往生活经历中的反思和讨论,在他们现有的知识和新信息之间架起桥梁。它有可能帮助他们超越与病人的关系,并在他们的实践中考虑到护理的社会和政治方面。因此,正如Calvillo et al.(2009)所述,文化能力的发展将在一个激发学习者理解和解决复杂问题的承诺和道德行为的教育环境中被触发(Calvillo et al., 2009)。教育不是给护士和学生开药方,而是努力培养他们对自己的实践和整个卫生保健系统的批判意识。


The proposed constructivist definition also raises the question of how to integrate cultural competence in nursing education. Since the development of a competence is the constant revision of knowledge, attitudes, and skills, education must provide occasions for cumulative learning, not just one course or one international immersion experience. It is important for educators to plan the curriculum so that students can learn a theoretical perspective and be in contact with diverse clienteles in health care settings to apply concepts in clinical practice. Since the development of cultural competence is a process of reflection and action according to the proposed definition, health care organizations could promote and facilitate the participation of nurses and students in interdisciplinary group discussions about concrete situations encountered in a culturally diverse context. Multiple perspectives would then be challenged and the resulting learning embedded in the relevant social context. Grounding the nurses’ and students’ reflections and discussions in their actual practice and previous life experiences allows building bridges between their existing knowledge and new information. It has the potential to help them go beyond the relationship with the patient and take into account the social and political dimensions of care in their practice. Thus, as mentioned by Calvillo et al. (2009), the development of cultural competence will be triggered in an educational environment that stimulates the learner’s commitment and ethical behavior in understanding and solving complex problems (Calvillo et al., 2009). Education is not about giving a recipe to nurses and students but trying to develop a critical sense of their practice and of the health care system in general.


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