Raziskovanje in usmerjanje prikritega kurikuluma v zdravstvenovzgojnem delu
Ključne besede:
prikriti kurikulum, zdravstvenovzgojno delo, raziskovanjePovzetek
prispevku predstavljamo konceptualne in metodološke značilnosti raziskovanja in usmerjanja prikritega kurikuluma na področju zdravstvenovzgojnega dela. Raziskovanje in usmerjanje prikritega kurikuluma je proces, v katerem ugotavljamo njegove dobre in slabe strani. Na podlagi vedno novih spoznanj ga nenehno izboljšujemo in usmerjamo. V empiričnem delu, ki je zasnovan kot študija primera, predstavljamo rezultate pregleda raziskav, ki so analizirani po načelih metasinteze. Na podlagi raziskovalnih ugotovitev razvijemo smernice za raziskovanje in usmerjanje prikritega kurikuluma, ki slonijo na postavkah akcijskega in evalvacijskega raziskovanja ter raziskovanja po metodi dekonstrukcije in redefinicije lastnega mišljenja in prepričanj, ki usmerjajo posameznikovo poklicno delovanje. Zanje predpostavljamo, da lahko pripomorejo k dvigu kakovosti zdravstvenovzgojnega dela zaposlenih v zdravstvenih institucijah.
Literatura
Apple, W. M. (1992). Šola, učitelj in oblast. Ljubljana: Znanstveno in publicistično središče.
Arons, M. A. and Krabbe, F. P. (2013). Probabilistic choice models in health-state valuation research: background, theories, assumptions and applications. Expert Rev Pharmacoecon Outcomes Res, 13, št. 1, str. 93–108.
Breidenstein, A. (2002). Researching teaching, researching self: qualitative research and beginning teacher development. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 75, št. 6, str. 314–318.
Chretien, C. K. (2013). Teaching and learning moments: the other hidden curriculum. Acad Med, 288, št. 2, str. 289.
Dewey, J. (1916). Democracy and education: an introduction to the philosophy of education. New York: Macmillan.
Dweck, S. C., Chiu, C. and Hong, Y. (1995). Implicit theories: elaboration and extension of the model. Psyichological Inquiry, 6, št. 4, str. 322–333.
Eccles, M. and Mason, J. (2001). How to developed cost-conscious guidelines. Health Technol Assess 5, št. 16, str. 14–26.
Elfer, P. and Wedge, D. (1996). Defining, measuring and supporting quality. V: Gillian, P. (ur.). Working Collaboratively for Children. London: Children's Bureau.
Gerbner, G. (1974). Teacher image and the hidden curriculum. The American Scholar, 42, št. 1972–1973, str. 66–91.
Ginsburg, B. M. (1986). Reproduction, contradictions, and conceptions of curriculum in preservice teacher education. Curriculum Inquiry, 16, št. 3, str. 283–309.
Higashi, T. R., Tillack, A., Steinman, A. M., Johnston, C. B. and Harper, G. M. (2013). The 'worthy' patient: rethinking the 'hidden curriculum' in medical education. Anthropol Med, 20, št. 1, str. 13–23.
Howells, C. (1999). Deconstruction from phenomenology to ethics. Cambridge: Polity Press.
Jackson, P. (1968). Life in classrooms. New York: Holt, Rinehart & Winston.
Janssen, J., Hale, L., Mirfin-Veitch, B. and Harland, T. (2013). Building the research capacity of clinical physical therapists using a participatory action research approach. Phys Ther, 93, št. 7, str. 923–934.
Jug Došler, A., Mivšek, A. P., Petročnik, P. in Škodič Zakšek, T. (2015a). Subjektivne teorije in stališča kot kazalnika procesne ravni kakovosti v zdravstvu in socialnem delu. Socialno delo, 54, št. 6, str. 329–340.
Jug Došler, A., Skubic, M. in Petročnik, P. (2015b). Raziskovanje lastne prakse kot dejavnika profesionalnega razvoja babic in medicinskih sester. Andragoška spoznanja, 21, št. 1, str. 81–92.
Katz, S., Sutherland, S. and Earl, L. (2005). Towards an evaluation habit of mind: Mapping the journey. Teachers College Record, 107, št. 10, str. 2326–2350.
Kecmanović, D. (2004). Racionalno i iracionalno u nacionalizmu. Beograd: Krug.
Kecmanović, D. (2011). Conceptual discord in psychiatry: Origin, implications and failed attempts to resolve it. Psychiatria Danubina, 23, št. 3, str. 210–222.
King, N. (1986). Recontextualizing the Curriculum. Theory into Practice, 25, št. 1, 36–40.
Kroflič, R. (2002). Izbrani pedagoški spisi. Ljubljana: Zavod RS za šolstvo.
Mac Naughton, G. (2005). Doing Foucault in Early Childhood Studies. Applying poststructural ideas. London, NY: Routledge, Taylor & Francis Group.
Marjanovič Umek, L. in Zupančič, M. (2004). Razvojna psihologija. Razprave Filozofske fakultete. Ljubljana: Rokus.
Moore, J., Crozier, K. and Kite, K. (2012). An action research approach for developing research and innovation in nursing and midwifery practice: building research capacity in one NHS foundation trust. Nurse Educ Today, 32, št. 1, str. 39–45.
Moss, P. (1994). The early childhood league in Europe. Problems and possibilities in cross-national comparisons of levels of provision. European Early Childhood Educational Research Journal, 2, št. 2, str. 5–19.
Moss, P. (1996). Defining objectives in early childhood services. European Early Childhood Educational Research Journal, 4, št. 1, str. 17–31.
Moss, P., Dillon, J. and Statham, J. (2000). The “child in need” and “rich child”: discourses, constructions and practice. Critical Social Policy, 20, št. 2, str. 233–254.
Mossop, L., Dennick, R., Hammond, R. and Robbé, I. (2013). Analysing the hidden curriculum: use of a cultural web. Med Educ, 47, št. 2, str. 134–143.
Nixon, E., Young, S., Sellick, V. and Wright, K (2013). An innovative approach to facilitating nursing research. Br J Nurs, 22, št. 3, str. 160–167.
Norris, C. (2004). Deconstruction. London, NY: Routledge, Taylor & Francis Group.
Pajares, F. (1992). Teachers' beliefs and educational research, cleaning up a messy construct. Rewiew of Educational Research, 62, št. 3, str. 307–332.
Roberts, P. and Priest, H. (2010). Health research: a textbook for students and practitioners. United Kingdom: Wiley-Blackwell.
Shorey, M. J. (2013). Signal versus noise on the wards: what “messages” from the hidden curriculum do medical students perceive to be importantly meaningful?. Trans Am Clin Climatol Assoc, 124, št. 1, str. 36–45.
Smith, E., Ross, F., Donovan, S., Manthorpe, J., Brearley, S., Sitzia, J. and Beresford, P. (2008). Service user involvement in nursing, midwifery and health visiting research: a review of evidence and practice. Int J Nurs Stud, 45, št. 2, str. 298–315.
Stenhouse, L. (1988). Case study methods. V: John, P. K. (ur.). Educational research, methodology and measurement: an international handbook. Sydney: Pergamon Press.
Sternberg, J. R. (1999). Tacit knowledge in professional practice: researcher and practitioner perspectives. Mahwah (NJ): Lawrence Erlbaum Associates.
Taylor, B., Edwards, P., Holroyd, B., Unwin, A. and Rowley, J. (2005). Assertiveness in nursing practice: an action research and reflection project. Contemp Nurse, 20, št. 2, str. 234–247.
Tuden, D., Gidora, H., Quick, D. P., Ebdon, N., Glover., K., Harmer, S., Miller, W., Taylor, M. and Borycki, E. M. (2013). Developing a strategy for studying critical thinking in a nurse telehealth setting: a participatory approach. Stud Health Technol Inform, 183, št. 1, str. 68–73.
Turnšek, N. (2008). Subjektivne teorije o otroštvu in vzgoji. Ljubljana: Pedagoška fakulteta UL.
Vogrinc, J. (2008). Kvalitativno raziskovanje na pedagoškem področju. Ljubljana: Pedagoška fakulteta.
Yin, R. (2003). Case study research: design and methods. Thousand Oaks: Sage.
Whitebread, D. (1996). Teaching and learning in the early years. London: Routledge.
Woodhead, M. and Faulkner, D. (1999). Making sense of social development. London: Routledge.
