首頁> 外文學(xué)位 >An Exploration of Applied Liberal Education Competencies and Empathic Decision-Making in BSN Nurses.

【24h】

An Exploration of Applied Liberal Education Competencies and Empathic Decision-Making in BSN Nurses.

機(jī)譯：BSN護(hù)士的應(yīng)用通識(shí)教育能力和共情決策能力的探索。

獲取原文

獲取原文并翻譯 | 示例

頁面導(dǎo)航

摘要
著錄項(xiàng)
引文網(wǎng)絡(luò)
相似文獻(xiàn)
相關(guān)主題

摘要

Empathy has been identified as a professional nursing characteristic that is essential to the nurse-patient relationship. Professional empathy is considered a learned skill and has been successfully taught and cultivated in nursing school through the use of arts and humanities integration into nursing curricula. However, this integration is not standard in most programs of nursing. Foundational liberal education is required for the bachelor of science degree in nursing which includes courses in the liberal arts and sciences. Pre-professional education is where the majority of nurses receive most of their arts and humanities education.;Nursing has long been recognized as an art and a science and the science of nursing is well represented and taught throughout nursing curricula. Nurses, as well as educators, have been able to draw direct links between foundational liberal science courses and nursing science. What is less well known is how the art of nursing is represented in nursing curricula and how liberal education content, specifically content rooted in the humanities plays a role in the development of professional nursing characteristics such as empathy and professional decision making.;The specific aims of this study were to examine the associations between applied liberal education competencies and empathy and to explore the perceptions of liberal education and the use of empathy in professional decision making among baccalaureate prepared registered nurses. A cross-sectional descriptive survey was taken from a sample of recently graduate baccalaureate prepared registered nurses. The Applied Liberal Education Competencies Scale (ALECS) and the Jefferson Scale of Empathy for Healthcare Providers (JSE-HP (c)) were used to gather self-report information from practicing nurses about the use of liberal education concepts in nursing practice and the use of empathy in patient care. Open ended questions were also included to acquire information about the types of decisions that are made in nursing practice that require the use of empathy.;The results of this study indicate that empathy is positively moderately correlated (p < .05) with critical thinking, as an applied liberal education competency in this group of practicing nurses. The results of this study also show that nurses use empathy to guide professional practice decisions. Empathy was specifically noted to be of use in situations where nurses were called upon to make patient care decisions where there was a moral or ethical situation that required more than the use of technical judgment. The results of this study add to the body of knowledge in nursing education that reflects the cultivation of empathy in nursing education, the growth of professional decision making skills, and the design of nursing curricula to support the development of professional nursing characteristics that reflect the real-world practice of nursing.

機(jī)譯：移情已被確定為專業(yè)的護(hù)理特征，對(duì)護(hù)士與病人的關(guān)系至關(guān)重要。職業(yè)同理心被認(rèn)為是一種學(xué)習(xí)技能，并且通過將藝術(shù)和人文學(xué)科融入護(hù)理課程中而在護(hù)理學(xué)校得到了成功的教學(xué)和培養(yǎng)。但是，這種集成在大多數(shù)護(hù)理計(jì)劃中不是標(biāo)準(zhǔn)的?；镜淖杂山逃亲o(hù)理學(xué)理學(xué)學(xué)士學(xué)位所必需的，其中包括自然科學(xué)和自然科學(xué)課程。在職前教育是大多數(shù)護(hù)士接受大部分藝術(shù)和人文教育的地方。長(zhǎng)期以來，護(hù)理被視為一門藝術(shù)和一門科學(xué)，并且在整個(gè)護(hù)理課程中都很好地體現(xiàn)和教授了護(hù)理科學(xué)。護(hù)士以及教育工作者已經(jīng)能夠在基礎(chǔ)自由科學(xué)課程和護(hù)理科學(xué)之間建立直接聯(lián)系。鮮為人知的是，護(hù)理課程中如何體現(xiàn)護(hù)理藝術(shù)，以及通識(shí)教育，尤其是植根于人文學(xué)科的教育內(nèi)容如何在發(fā)展同理心和專業(yè)決策等專業(yè)護(hù)理特征中發(fā)揮作用。這項(xiàng)研究的目的是檢驗(yàn)應(yīng)用的通識(shí)教育能力與同理心之間的聯(lián)系，并探索在準(zhǔn)備畢業(yè)的學(xué)士學(xué)位的注冊(cè)護(hù)士中，通識(shí)教育的理解和同理心在專業(yè)決策中的使用。橫斷面描述性調(diào)查是從最近畢業(yè)的文憑課程準(zhǔn)備的注冊(cè)護(hù)士樣本中進(jìn)行的。應(yīng)用的通識(shí)教育能力量表（ALECS）和醫(yī)療服務(wù)提供者的Jefferson移情量表（JSE-HP（c））用于從執(zhí)業(yè)護(hù)士那里收集有關(guān)在教育實(shí)踐中使用通識(shí)教育概念的使用情況的自我報(bào)告信息。病人護(hù)理中的同理心。還包括開放式問題，以獲取有關(guān)護(hù)理實(shí)踐中需要使用移情的決策類型的信息。這項(xiàng)研究的結(jié)果表明，移情與批判性思維呈正相關(guān)（p <.05），作為這組實(shí)踐護(hù)士的應(yīng)用型通識(shí)教育能力。這項(xiàng)研究的結(jié)果還表明，護(hù)士使用同理心來指導(dǎo)專業(yè)實(shí)踐決策。特別指出的是，在需要護(hù)士做出患者護(hù)理決定的情況下，同情在存在道德或道德情況時(shí)需要使用技術(shù)判斷之外的情況下有用。這項(xiàng)研究的結(jié)果增加了護(hù)理教育的知識(shí)體系，反映了對(duì)護(hù)理教育的同情心的培養(yǎng)，專業(yè)決策技能的增長(zhǎng)以及支持支持反映實(shí)際需求的專業(yè)護(hù)理特征發(fā)展的護(hù)理課程設(shè)計(jì)世界的護(hù)理實(shí)踐。

著錄項(xiàng)

作者
Adams, Sara.;
展開▼
作者單位

University of Illinois at Chicago.;

展開▼
授予單位 University of Illinois at Chicago.;
學(xué)科 Nursing.
學(xué)位 Ph.D.
年度 2016
頁碼 124 p.
總頁數(shù) 124
原文格式 PDF
正文語種 eng
中圖分類遙感技術(shù);
關(guān)鍵詞

相似文獻(xiàn)

外文文獻(xiàn)
中文文獻(xiàn)
專利

1. The effect of structured empathy education on empathy competency of undergraduate nursing interns: A quasi-experimental study [J] . Nurse education today . 2020,第期

機(jī)譯：結(jié)構(gòu)化同情心教育對(duì)本科護(hù)理實(shí)習(xí)生同理性能力的影響：擬實(shí)驗(yàn)研究
2. Competencies as the basis for reformed premedical education: The case for an unrestricted liberal arts collegiate education [J] . Columbus State University, Jennifer Pitts, John Finley, The Pharos of Alpha Omega Alpha-Honor Medical Society . 2012,第2012期

機(jī)譯：能力是改革醫(yī)學(xué)基礎(chǔ)教育的基礎(chǔ)：無限制的文理學(xué)院教育的案例
3. Strategies to Enhance General Education Competency Outcomes in an Online RN-to-BSN Program [J] . Sanders Ellarene Duis, Pullen Richard L. Jr., Hammond Lori, Nurse educator . 2020,第3期

機(jī)譯：在線RN到BSN計(jì)劃中加強(qiáng)一般教育能力結(jié)果的策略
4. Recommendations for Liberal Education in Engineering: A White Paper from the Liberal Education Division of the American Society for Engineering Education [C] . Nicholas H. Steneck, Barbara M. Olds, Kathryn A. Neeley American Society for Engineering Education Annual Conference and Exposition . 2002

機(jī)譯：工程中的自由教育建議：來自美國(guó)工程教育學(xué)會(huì)的自由教育部門的白皮書
5. Comparison of a residency -based education model with a traditional clinical education model on perceived clinical decision-making competencies in undergraduate nursing students [D] . Silverthorne, Dina 2008

機(jī)譯：基于住院醫(yī)師的教育模式與傳統(tǒng)臨床教育模式對(duì)護(hù)理學(xué)本科生臨床決策能力的比較
6. Toward an Anti-Racist Curriculum: Incorporating Art into MedicalEducation to Improve Empathy and Structural Competency [O] . Bria Adimora Godley, Diana Dayal, Elizabeth Manekin, 2020

機(jī)譯：走向反種生主義課程：將藝術(shù)納入醫(yī)療教育提高同理化和結(jié)構(gòu)能力
7. Decision-making is the process of analyzing information about a problem situation and comparing it to a specific conclusion in order to solve a specific problematic (Y?k?lmaz, 2001; Miller and Byrnes, 2001). Decision-making styles are a mechanism that is influenced by the internal and external conditions that determine the direction of the decisions of the individual, the content of the decision-making process, and the outcome of the decision-making process (Payne, Bettman and Johson, 1993; Bavol’ár and Orosová, 2015). ACT is a contemporary member of the Cognitive Behavioral Therapy family. ACT (Acceptance and commitment therapy) has both similar and different directions with Behavioral Therapies and Cognitive Therapies (Herbet and Forman, 2011; Hayes, 2004). KKT responds to classical behavioral treatments using both existential and cognitive approaches in the analysis of behavior. KKT is a science wing that tries to solve human problems with a wider perspective aimed at solving problematic human behaviors (Plumb, Stewart, Dahl and Lundgren, 2009). It is seen that there is very little research about the new approach of ACT approach when the aiming country of our country is screened and it is thought that our country will contribute to the field of psychological counseling with the work done. In the scope of the research, experimental and control groups and preliminary test, post-test and follow-up measurements of 2x3 experimental design were used. The study's study group consists of a total of 24 (12 experimental and 12 control groups) university students studying in different departments and levels, continuing their education in the academic year of 2015-2016 in A?r? province and ?brahim Chechen University in 2015-2016 academic year. The average age of participants in the experiment and control group is 20. There were 12 participants in the experimental group, 7 female and 5 male, and 12 participants, 7 female and 5 male in the control group. Personal Information Form and Decision Making Style Scale prepared by the researcher were used in the research. In order to decide on the tests to be used in the course of analyzing the data, the scores of the participant's Decision Styles Scale pre-test, which are placed primarily in the experimental and control groups, it was analyzed whether the basic expectations of parametric tests were answered. As a result of the analysis made, the scores, skewness and kurtosis coefficients obtained from the Decision Making Styles Scale were given to the experimental and control groups. It was determined that the distribution was normal in the result of Shapiro-Wilk test, in which the skewness and kurtosis coefficients of each sub-scale were ranked between -1 and +1. Participants in the experimental and control groups; homogeneity test results for decision-style pre-test measurements indicate that the data are homogeneous. According to the results of the Mauchly Globalness Test, it has been determined that working supports the hypothesis. It was determined that there was no significant difference between the pre-test scores obtained from dependent decision-making style of experiment and control groups, but the test group showed lower mean scores at the significant level within the scores of post-test and follow-up tests. Therefore, it can be said that the ACT-oriented psychoeducation program applied to the experimental group reduces the dependent decision-making style scores from the decision style sub-dimensions and the psychoeducation program has a lasting effect. It was determined that there was no significant difference between pre-test, post-test and follow-up scores obtained from the Spontaneous-Instant Decision Style of experiment and control groups. Thus, it can be said that this situation does not cause a significant difference in the Spontaneous-Decision-Making Style scores from the decision style sub-dimensions of the ACT-oriented psychoeducation program applied to the experimental group. The ACT -oriented psychoeducation program had a decline in the intuitive decision-making styles of the individuals, but this decrease did not create significant differences. Thus, it can be said that this situation does not make a meaningful difference in the intuitive decision style scores from the decision style sub-dimensions of the KKT oriented psychoeducation program applied to the experimental group. The pre-test scores obtained from the rational decision-making style of the experimental and control groups showed that there was a difference between the post-test and the follow-up scores, but this difference was not significant. As a result of the analysis, it was determined that the test group had higher levels of rational decision style than the pre - test scores in the post test and follow - up scores, whereas the post test and follow - up test scores in the control group rational decision style showed a decrease compared to the pre - test scores. the pre - test scores. Decision-making Styles Scale Avoidant Decision Making As a result of the analysis of the mean scores of the subscale scores of pre-test, post-test and follow-up measures, the group effect was found to be insignificant. It was determined that the experimental and control groups differed significantly from the pre-test scores obtained from the avoidant decision-making style but did not show any significant change within the scores of the post-test and follow-up tests. [O] . mustafa ercengiz, ali haydar ?ar 2018

機(jī)譯：決策是分析有關(guān)問題情況的信息并將其與特定結(jié)論進(jìn)行比較的過程，以解決特定的問題（Y?k?lmaz，2001; Miller和Byrnes，2001）。決策風(fēng)格是一種機(jī)制，受到內(nèi)部和外部條件的影響，確定個(gè)人決定的方向，決策過程的內(nèi)容以及決策過程的結(jié)果（PAYNE，BETTMAN和BEDNE） Johson，1993;Bavol'ár和奧薩洛瓦，2015）。法案是認(rèn)知行為治療家庭的當(dāng)代成員。行為（驗(yàn)收和承諾治療）具有與行為療法和認(rèn)知療法的類似和不同方向（Herbet和Forman，2011; Hayes，2004）。 KKT在分析行為中使用存在性和認(rèn)知方法來響應(yīng)古典行為治療方法。 KKT是一個(gè)科學(xué)翼，試圖解決人類問題，旨在解決有問題的人類行為（鉛垂，斯圖爾特，Dahl和Lundgren，2009）。有人認(rèn)為，當(dāng)我們國(guó)家的瞄準(zhǔn)國(guó)家進(jìn)行篩選時(shí)，有關(guān)行動(dòng)方法的新方法幾乎沒有研究，并且認(rèn)為我們的國(guó)家將為完成工作做出貢獻(xiàn)的心理咨詢領(lǐng)域。在研究的范圍內(nèi)，使用實(shí)驗(yàn)和對(duì)照組和初步測(cè)試，使用后測(cè)試和后續(xù)測(cè)量的2x3實(shí)驗(yàn)設(shè)計(jì)。該研究的研究小組包括共24名（12個(gè)實(shí)驗(yàn)和12個(gè)對(duì)照組）大學(xué)學(xué)生在不同的部門和水平上學(xué)習(xí)，在2015-2016學(xué)術(shù)上繼續(xù)進(jìn)行2015-2016的學(xué)術(shù)年度2015-2016學(xué)年年。實(shí)驗(yàn)和對(duì)照組參與者的平均年齡是20.實(shí)驗(yàn)組中有12名參與者，7名女性和5名男性，12名參與者，7名女性和5名男性。研究人員準(zhǔn)備的個(gè)人信息表格和決策制定風(fēng)格規(guī)模在研究中使用。為了決定在分析數(shù)據(jù)的過程中使用的測(cè)試，參與者的決策風(fēng)格刻度預(yù)測(cè)的分?jǐn)?shù)主要在實(shí)驗(yàn)和對(duì)照組中進(jìn)行，分析了參數(shù)的基本期望嗎？測(cè)試得到了回答。由于對(duì)實(shí)驗(yàn)和對(duì)照組給出了從決策??曲調(diào)標(biāo)度獲得的分?jǐn)?shù)，偏移和峰度分子系數(shù)。確定該分布是正常的在成熟的-WILK試驗(yàn)結(jié)果中，其中每亞級(jí)的偏差和剛度系數(shù)在-1到+1之間排名。實(shí)驗(yàn)和對(duì)照組的參與者;決策式預(yù)測(cè)測(cè)量的同質(zhì)性測(cè)試結(jié)果表明數(shù)據(jù)是均勻的。根據(jù)毛毛環(huán)保試驗(yàn)的結(jié)果，已確定工作支持假設(shè)。據(jù)確定，從依賴決策風(fēng)格的實(shí)驗(yàn)和對(duì)照組獲得的預(yù)測(cè)分?jǐn)?shù)之間沒有顯著差異，但測(cè)試組在測(cè)試后的分?jǐn)?shù)內(nèi)顯示出較低的平均分?jǐn)?shù)和后續(xù)的分?jǐn)?shù) - 測(cè)試。因此，可以說，應(yīng)用于實(shí)驗(yàn)組的面向活動(dòng)的心理教育程序減少了決策風(fēng)格子維度的依賴決策風(fēng)格分?jǐn)?shù)，并且心理教育程序具有持久的效果。據(jù)確定，從實(shí)驗(yàn)和對(duì)照組自發(fā)決策風(fēng)格獲得的預(yù)測(cè)試，測(cè)試后和后續(xù)評(píng)分之間沒有顯著差異。因此，可以說這種情況不會(huì)導(dǎo)致從應(yīng)用于實(shí)驗(yàn)組的活動(dòng)導(dǎo)向的心理教育程序的決策風(fēng)格分?jǐn)?shù)的自發(fā)決策風(fēng)格分?jǐn)?shù)顯著差異。行為的心理教育計(jì)劃在個(gè)人直觀的決策風(fēng)格下降，但這種減少并沒有產(chǎn)生顯著的差異。因此，可以說，這種情況不會(huì)在從應(yīng)用于實(shí)驗(yàn)組的KKT導(dǎo)向的心理教育程序的決策風(fēng)格分?jǐn)?shù)中產(chǎn)生有意義的決策風(fēng)格分?jǐn)?shù)。從實(shí)驗(yàn)和對(duì)照組的理性決策風(fēng)格獲得的預(yù)測(cè)分?jǐn)?shù)顯示后檢驗(yàn)后和隨訪評(píng)分之間存在差異，但這種差異并不重要。由于分析，確定測(cè)試組的理性決策風(fēng)格較高，而不是后測(cè)試和后續(xù)分?jǐn)?shù)的預(yù)測(cè)分?jǐn)?shù)，而對(duì)照組合理決策風(fēng)格的后測(cè)試和后續(xù)測(cè)試分?jǐn)?shù)顯示出與預(yù)測(cè)試分?jǐn)?shù)相比的減少。預(yù)測(cè)分?jǐn)?shù)。決策款式擴(kuò)展避免決策由于分析了預(yù)測(cè)試，測(cè)試后和后續(xù)措施的班次評(píng)分的平均分?jǐn)?shù)，發(fā)現(xiàn)群體效應(yīng)是微不足道的。確定實(shí)驗(yàn)和對(duì)照組從避免決策風(fēng)格獲得的預(yù)測(cè)評(píng)分中顯著不同，但在測(cè)試后和后續(xù)測(cè)試的分?jǐn)?shù)內(nèi)沒有顯示出任何重大變化。

国产bbaaaaa片,成年美女黄网站色视频免费,成年黄大片,а天堂中文最新一区二区三区,成人精品视频一区二区三区尤物

An Exploration of Applied Liberal Education Competencies and Empathic Decision-Making in BSN Nurses.

摘要

著錄項(xiàng)

引文網(wǎng)絡(luò)

相似文獻(xiàn)

相關(guān)主題

期刊訂閱