Integrating professional apprentices into an end-of-life course.
Integrating professional apprentices into an end-of-life course.
复制标题
将专业学徒纳入临终课程。
DOI：
10.3928/01484834-20140122-04
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发表时间：
2014
影响因子：
2
通讯作者：
B. Blake
中科院分区：
文献类型：
--
作者：
Judith L Hold;Elizabeth N Ward;B. Blake
护理教育在提供高质量和有意义的教育方面面临着一些挑战。在临终关怀教学中，提供这样的教育是最重要的，因为护士是帮助病人实现美好死亡的关键。善终通常是建立在身体舒适、为死亡做准备以及完成社会和情感任务的基础上的。许多障碍阻碍了病人对死亡的愿望，包括护士如何看待自己在临终关怀中的角色，以及如何代表病人进行干预。因此，护理教育需要创造有意义和相关的学习经验，使未来的护士能够有效地照顾临终病人。为此，本文中描述的姑息治疗和临终关怀课程通过使用三种专业学徒制来整合知识：(a)获取和使用知识和科学（认知），(b)使用临床推理和技术诀窍（实践），以及(c)道德举止和形成（道德推理）。
Nursing education faces several challenges in providing quality and meaningful education. Providing such an education is most important in teaching end-of-life care, as nurses are pivotal in helping patients to achieve a good death. A good death is often based on physical comfort, preparation for death, and completion of social and emotional tasks. Many obstacles hinder a patient's wishes about dying, including how nurses perceive their role in end-of-life care situations and knowing how to intervene on behalf of the patient. Therefore, nursing education needs to create meaningful and relevant learning experiences to enable future nurses to effectively care for the dying patient. To this endeavor, the Palliative and End-of-Life Care course described in this article integrated knowledge through the use of three professional apprenticeships: (a) acquiring and using knowledge and science (cognitive), (b) using clinical reasoning and skilled know-how (practice), and (c) ethical comportment and formation (moral reasoning).