Patient exit interviews for assessing fidelity to the VA VISN 2 Integrated Primary Care Model: Results from a pilot feasibility study

This paper explores conceptual and pragmatic aspects of interprofessional education, with the aim of adding to its epistemology. It includes an examination of the issues involved in the translation of interprofessional educational theory into practice. The work for the paper was aimed at creating a framework for interprofessional education that could inform practice in relation to a cancer care course. It draws upon Bernstein's contribution to the sociology of education, in particular his concepts of classification and framing as theoretical tools, to understand knowledge production and reproduction. The concept of terrains of knowledge created by interprofessional education is suggested and the issues associated with these new ways of knowing are elaborated. Differences for pre-and post-registration students are identified and utilised to highlight issues associated with creating effective interprofessional learning environments. Finally, personal and generic applications of the theory are discussed.     

Teaching spiritual care – a grounded theory study among undergraduate nursing educators

Aims and objectives. To explore teachers’ understanding of spirituality and how they prepare undergraduate nursing students to recognise spiritual cues and learn to assess and provide spiritual care. Background. Nursing education addresses patient care in all domains of the person. Systematic teaching and supervision of students to prepare them to assist patients spiritually is an important part of holistic care. However, few role models for spiritual care are seen in clinical practice, and limited research addresses necessary student competencies or how teachers can best facilitate this process. Design. Grounded theory was used to identify teachers’ main concern and develop a substantive grounded theory. Methods. Data collected during semi‐structured interviews at three Norwegian University Colleges in five focus groups with 19 undergraduate nursing teachers were conducted from 2008 to 2009. Data were analysed through constant comparison of transcribed interviews until categories emerged and were saturated. Results. The participants’ main concern was ‘How to help students recognize cues and ways of providing spiritual care’. Participants resolved this by ‘Journeying with Students through their Maturation’. This basic social process has three iterative phases that develop throughout the nursing programme: ‘Raising Student awareness to Recognize the Essence of Spirituality’, ‘Assisting Students to Overcome Personal Barriers’, and ‘Mentoring Students’ Competency in Spiritual Care’. Conclusion. Nursing education should prepare students to recognise and act on spiritual cues. Making spiritual assessment and interventions more visible and explicit throughout nursing programmes, in both classroom and clinical settings, will facilitate student maturation as they learn to integrate theoretical thinking into clinical practice. Relevance to clinical practice. Nursing students need role models who demonstrate spiritual care in the fast‐paced hospital environment as well as in other clinical practice settings. To model spirituality as part of nursing care can assist students to overcome their vulnerability and to safeguard ethical issues and promote patient integrity.     

从隐喻认知角度探究中医之“火”的概念内涵

从隐喻认知的角度探究中医学生理之"火"和病理之"火"的概念内涵。古代中医学家在说明人体火的生理、病理以及治疗方法时,大量地借鉴了身边可感知的自然之火的性状特征,因而,对"人体之火"的感悟是以"自然之火"的体验为认知本源的。本文从现代科学的角度,对中医之"火"的概念和内涵进行阐述和分析。