摘要
人文关怀被认为是护理的本质和核心,但目前高校对护生的人文关怀教育仍然存在一些盲区。最突出的一点就是很多教师只把人文关怀停留在同情层面。以健康赋权为理论框架,将护生同理心的培养分为四个阶段,即同理心通识化体验阶段、同理心专业化培养阶段、临床实践阶段、经验分享阶段,可帮助师生更好地理解同情与同理的区别,以便在我国医疗体制、社会医疗保障体系等"顶层设计"尚未完善的情况下,发挥微观护理人文关怀教育的作用,促进护患关系的良性发展。
Humanistic care is regarded as the essence and core of nursing, but there are still some blind areas of humanistic care to nursing students in colleges and universities at present. The most prominent point is that many teachers and students only consider humanity on sympathy level. Taking the health empowerment as the theoretical frame and dividing the cultivation of nursing students＇ empathy into four stages, including general experience in empathy stage, empathy professional training stage, clinical practice stage and experience-sharing stage, are helpful for teachers and students to better understand the different identifications of empathy, so as to make the most of micro-role on humanistic caring in nursing education and promote the benign development of nurse-patient relationship under the imperfect condition of top design on health care system and medical insurance system in China.
出处
《医学与哲学（A）》
北大核心
2016年第12期73-75,共3页
Medicine & Philosophy:Humanistic & Social Medicine Edition
基金
2015年湖北省教育科学"十二五"规划一般课题
项目编号:2015GB064
关键词
人文关怀教育
护生
同理心
健康赋权
humanistic care education, nursing student, empathy, health empowerment
