Science-Based Occupations and the Science Curriculum: Concepts of Evidence
Science-Based Occupations and the Science Curriculum: Concepts of Evidence
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基于科学的职业和科学课程：证据的概念
DOI：
10.1002/sce.20046
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发表时间：
2005
影响因子：
4.3
通讯作者：
G. Aikenhead
中科院分区：
文献类型：
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作者：
G. Aikenhead
护士在照顾病人时，在日常的临床推理中实际使用了哪些科学相关的知识？本研究以某医院外科病房六位急诊科护士为研究对象，探讨急诊科护士知识运用之现况。结果发现，护士主要利用他们的专业知识的护理和他们的程序的理解，包括一个共同的核心“证据的概念”（概念隐含地应用于评估的数据和评估的证据，本研究的重点）。这个核心包括有效性三角测量，正常范围，准确性，以及对间接机器管理访问现象的直接感官访问的一般偏好。还发现了一组与情感相关的证据概念（例如文化敏感性）。这些结果增加了在文献中发表的证据的概念纲要。只有一小部分护士（研究中的六名护士之一）在临床推理中使用了规范科学内容，这一结果与其他研究一致。这项研究也证实了早期的研究，一般在科学丰富的工作场所的员工，并在专业发展计划的护士特别是：典型的科学课程（如高中物理）中发现的规范科学内容似乎并不相关的许多护士的知识在使用中。这些研究结果支持课程政策，强调学生学习如何学习科学内容所需的真实的日常或工作场所的情况下，和学生学习证据的概念。© 2004 Wiley Periodicals，Inc.科学艾德，89：242-275，2005
What science-related knowledge is actually used by nurses in their day-to-day clinical reasoning when attending patients? The study investigated the knowledge-in-use of six acute-care nurses in a hospital surgical unit. It was found that the nurses mainly drew upon their professional knowledge of nursing and upon their procedural understanding that included a common core of “concepts of evidence” (concepts implicitly applied to the evaluation of data and the evaluation of evidence—the focus of this research). This core included validity triangulation, normalcy range, accuracy, and a general predilection for direct sensual access to a phenomenon over indirect machine-managed access. A cluster of emotion-related concepts of evidence (e.g. cultural sensitivity) was also discovered. These results add to a compendium of concepts of evidence published in the literature. Only a small proportion of nurses (one of the six nurses in the study) used canonical science content in their clinical reasoning, a result consistent with other research. This study also confirms earlier research on employees in science-rich workplaces in general, and on professional development programs for nurses specifically: canonical science content found in a typical science curriculum (e.g. high school physics) does not appear relevant to many nurses' knowledge-in-use. These findings support a curriculum policy that gives emphasis to students learning how to learn science content as required by an authentic everyday or workplace context, and to students learning concepts of evidence. © 2004 Wiley Periodicals, Inc. Sci Ed, 89:242–275, 2005
平山，K.；夏下，S.；菊池，I.；Iuchi，M.；太田，N.；笹月，T.：自然。
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