照護行動的立場－護理倫理課堂之對話

The Positionality of Caring Action: Small Group Dialogue in a Course on Nursing Ethics

蔣欣欣(Hsien-Hsien Chiang)

《護理雜誌》 63卷6期 (2016/12) Pp. 69-76

https://doi.org/10.6224/JN.63.6.69

摘要

背景　護理倫理教育通常著重外在行為規範，較未提及個體的內在體驗與倫理態度的關係。目的　本文目的是由小組教學的對話情境，探究照護行動的內在體驗，找出照護立場的內容，以充實護理倫理教育的內涵。方法　研究者以參與觀察的方式，擔任某次護理倫理課程的主要負責設計與任課教師。以反思分析方法處理的文本資料，包括小組對話紀錄、教師反思團體紀錄、及10位學生的30份心得作業。結果　照護行動立場包含三類項目，分別為：（一）相信的態度，包括選擇相信與深層理解；（二）價值的釐清，包括情感的覺知與立場的覺察；（ 三）自我的陶養，源自自我對話與人我對話。結論／實務應用　「相信的態度」可促進人際間的信任關係；「價值的釐清」使照護經驗獲得整體的意義；「自我的陶養」鍛鍊出倫理的自我。

關鍵字

照護的立場 ； 護理倫理 ； 小組教學 ； 對話 ； 反思

並列摘要

Background: The content of nursing-ethics education has typically focused on the external standards of caring behavior and neglected the relationship between the ethical attitudes and internal experiences of caregivers. Purpose: To explore the embodied experience in order to define the positionality of caring action, which is necessary to enrich the content of nursing ethics through small-group-learning-based dialogue. Methods: The researcher, as a participant observer, teaches a course on nursing ethics. Reflective analysis was used to analyze the data from the process of small group learning, a reflective group of faculty members, and 30 reflective journals submitted by 10 students. Results: The results identified three items that were related to the positionality of caring action: the attitudes of belief, including the choice to belief and deep understanding; articulating the value system, including exploring affectivity and positionality; and cultivating the self through self-dialogues and dialogues with others. Conclusion: The attitudes of belief promote trust in interpersonal relationships. Articulating the value system deepens the meaning of caring. Cultivating the self may facilitate the ethical self.

並列關鍵字

positionality of caring ； nursing ethics ； small group learning ； dialogue ； reflection

參考文獻

余安邦（2014）．倫理性護理照顧意味著什麼？人文臨床學觀點．護理雜誌，61（5），19–25。[Yu, A. B. (2014). Exactly what is ethical nursing care? The perspective of the clinical humanities. The Journal of Nursing, 61(5), 19–25.] doi:10.6224/JN.61.5.19

沈清松（2005）．大腦、情感與情意發展．哲學與文化，32（10），119–135。[Shen, V. (2005). Brain, emotions and the development of intentional feelings. Universitas: Monthly Review of Philosophy and Culture, 32(10), 119–135.]

黃文宏（2010）．西田幾多郎的「直觀」論．臺大文史哲學報，73，173–196。[Huang, W. H. (2010). The theory of “intuition” in Nishida Kitarô's philosophy. Humanitas Taiwanica, 73, 173–196.] doi:10.6258/bcla.2010.73.06

黃冠閔（2011）．唐君毅的境界感通論：一個場所論的線索．清華學報，41（2），335–373。[Huang, K. M. (2011). Tang Chun-I on affective communion and spiritual realm: A guiding clue for topology. Tsing Hua Journal of Chinese Studies, 41(2), 335–373.] doi:10.6503/THJCS.2011.41(2).04

蔣欣欣（2015）．團體對話中的自我反思―精神衛生護理人員的經驗．護理雜誌，62（4），73–81。[Chiang, H. H. (2015). Self-reflection from group dialogue: The lived experience of psychiatric/mental health nurses. The Journal of Nursing, 62(4), 73–81.] doi:10.6224/JN.62.4.73