- 期刊
以學習共同體實踐實證護理於臨床實習教學－哈伯馬斯批判理論的應用
Learning Community to Implement Evidence-Based Nursing Practice in Clinical Practicum: The Application of Habermas' Critical Theory
摘要
為了促使以學習者為中心的教學，臨床實習是淬鍊護理學生精熟學理知識技能於實務工作中的重要教學場域。然而，教師與學生之間非對等關係存在著階級差距，臨床教師要訓練學生具備批判性思考，卻常常在言詞上否定學生的想法與意見，又常常無意間限制了學生發言的權利，排除其他人的思辨與想法。理性的溝通行動是導向社會主體相互理解的行動，而且是以達到意見一致為目標。師生間理性討論必須建構於相互尊重與平等發言機會的基礎上。因此，筆者建立臨床實習教學之學習共同體模式，並運用哈伯馬斯（Habermas）溝通行動理論，在臨床實習教學時運用師生共同體的概念與實踐，若能立基於理性溝通理念上，有望提升學生獨立自主的思辨能力。使師生於臨床實習場域及過程中能共同探究、合作、表達、運用與反饋，真正落實以病人為中心的實證護理教學，達到護理教育師生教學相長、互惠學習的目標。
並列摘要
To promote learner-centered teaching, clinical practicum is an important learning ground for nursing students to integrate knowledge and skills in substantive work. However, there are hierarchal gaps between teachers and students' non-reciprocal relationship. Clinical teachers often use negative words and opinions to discipline students with the hope to convey critical thinking. The exclusion of other's ideas often unintentionally limits students' right of expression. Communicative rationality is a subject-oriented social action to reach mutual understanding and consensus of goals. Communicative rationality discussion between teachers and students should be based on mutual respect and equal opportunity. The authors propose the clinical practicum teaching model, constructed on the Habermas' Theory of Communicative Action, to enhance students' independent critical thinking competency. Both teachers and students learn equally from each other by the process of discovery, cooperation, expression, practice and feedback. Implement patient-centered and evidence-based nursing in clinical practicum to achieve the goals of reflective teaching and learning for mutual cultivation.