Caring as a 'threshold concept': Transforming students in higher education into health (care) professionals
Caring as a 'threshold concept': Transforming students in higher education into health (care) professionals
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DOI：
10.1080/13562510500239141
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发表时间：
2005-10-01
影响因子：
2.6
通讯作者：
Clouder, L
中科院分区：
文献类型：
--
作者：
Clouder, L
本文探讨了学生健康专业人员在参与支持医疗保健的关怀话语时经历身份认同转变的方式。我认为，由于学生在实践中与病人会面时所面临的“麻烦知识”，护理是一个“门槛概念”。当与护理的常识性理解相叠加时，护理的医学内涵以及道德和伦理困境挑战学生发展自己的个人运作框架。我建议采用多种方法来帮助学生迈向或跨过门槛，对关爱有更令人信服的理解。随后在关怀话语方面的定位构成了学生作为医疗保健专业人员发展身份的一个方面，因此是专业社会化的一个基本方面。
This paper explores the ways in which student health professionals undergo a transformation in their sense of identity as they engage with caring discourses that underpin healthcare. I argue that caring is a 'threshold concept' by virtue of the 'troublesome knowledge' with which students are confronted on meeting patients in practice. When superimposed on commonsense understandings of caring, medical connotations of care and moral and ethical dilemmas challenge students to develop their own personal framework within which to operate. I suggest a number of ways in which students can be helped to move forward towards or through the threshold to a more cogent understanding of caring. Subsequent positioning in terms of caring discourses forms a facet of the students' developing identities as healthcare professionals and therefore is a fundamental aspect of professional socialization.