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Dialogic Learning in the Training of Nurses

机译:护士培训中的对话学习

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This document, of a theoretical nature, presents a reflection on dialogic rationality in nursing instruction, based on the principles that define this postmodern approach to education. The principles governing the development of dialogic pedagogy fall within the very epistemology of care, defining the explicit and implicit relationships that exist between knowledge and the practice of care. The objective of the document is: To share a reflection on the rationality that permeates education in nursing and to present a theoretical framework for transforming and emancipating teaching practice in nursing. The conclusions of the document are: 1) The dialogic orientation of nursing instruction provides a view of the reality of care that is consistent with the meaning of nursing practice; 2) It favors the creation of intersubjectivities between teacher and student that generate development and personal and professional growth that transcend the educational act to embed themselves in care practice itself and the relationship with the person being cared for; and 3) It represents a framework for transforming care practice and the power relationships established through the legitimized discourses.
机译:该文件具有理论性质,基于定义后现代教育方法的原则,对护理指导中的对话合理性进行了反思。对话教学法发展的原则属于护理的认识论范畴,它定义了知识与护理实践之间存在的显式和隐式关系。该文件的目标是:共享对渗透到护理教育中的合理性的思考,并提出一种转变和解放护理教学实践的理论框架。该文件的结论是:1)护理指导的对话取向提供了与护理实践的含义相一致的护理现实的观点; 2)有利于在教师和学生之间创造主体间关系,从而产生发展,个人和职业发展,超越教育行为,将自身纳入护理实践本身以及与被照顾者的关系; (3)它代表了一种转变护理实践和通过合法话语建立的权力关系的框架。

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