کد مقاله کد نشریه سال انتشار مقاله انگلیسی ترجمه فارسی نسخه تمام متن
2646146 1138833 2015 7 صفحه PDF ندارد دانلود رایگان
عنوان انگلیسی مقاله
History as reflective practice: A model for integrating historical studies into nurse education
ترجمه فارسی عنوان
تاریخ به عنوان عمل بازتابنده: یک مدل برای ادغام مطالعات تاریخی در آموزش پرستار
کلمات کلیدی
تاریخ پرستاری؛ تحصیلات؛ تمرین بازتابنده؛ رهبری؛ تفکر انتقادی
Nursing history; Education; Reflective practice; Leadership; Critical thinking
موضوعات مرتبط
علوم پزشکی و سلامت پزشکی و دندانپزشکی سیاست های بهداشت و سلامت عمومی
چکیده انگلیسی

SummaryThe role of history in developing professional identity in nursing is well known, and the discipline of nursing history research continues to flourish. Yet this work often struggles to find its way into undergraduate university nurse education courses.We put forward a model for “history as reflective practice” in which we suggest that historical studies can be used as a form of evidence to develop critical thinking and clinical reasoning, as well as situate nursing practice within its social and political context.In this model, we draw on historical scholarship related to the profession, practice and person, focusing on work which demonstrates nursing's contribution to broader systems of health care.Drawing on Lewenson and Lynaugh's ‘history by stealth’ approach, curriculum mapping and constructive alignment techniques are used to identify the moments in an existing programme where historical scholarship is relevant to an intended learning outcome. We then use an interdisciplinary team to develop learning activities and assessment tasks drawing on both primary and secondary sources that are then embedded within existing subjects.This model encourages students to consider history as a way of knowing and as a form of evidence within their reflective practice. Furthermore, it creates knowledge that continues to foster and acknowledge nurses’, and nursing's, contribution to the development of human health.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Collegian - Volume 22, Issue 3, September 2015, Pages 341–347
نویسندگان
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