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文化能力是一种复杂的认知行为,因为它影响一个人的认知、情感、行为和环境方面。它包括知识、技能和专门知识,如果适当地结合起来,就会导致文化上安全、一致和有效的行动。这一定义借鉴了建构主义的学习观和教育能力观。在这个定义中,学习是一个主动的过程,学习者构建和重构要学习的信息(Tardif, 2006)。先验知识受到质疑,新知识被整合到思维与行动的辩证关系中(Duke et al., 2009)。一个人的学习能力因所遇到的不同环境和情况而异(Tardif, 2006);学习是一个改变学习者和环境的过程,它允许能力的发展。正如Tardif(2006)所定义的,能力是“基于知识、技能、态度和外部资源的动员和组合,并在特定的家庭环境中得到充分应用的复杂的知识行为”(trans)。,22页)。家庭情境是一组呈现相似问题的不同专业情境。这种能力的定义在《基于能力的护理教育第二代方法》(Goudreau et al., 2009)的几位作者中是一致同意的。它强调任何能力的进化、发展、背景、组合和综合特征。


Cultural competence is a complex know-act because it affects the cognitive, emotional, behavioral, and environmental dimensions of a person. It involves knowledge, skills, and know-how that, when combined properly, lead to a culturally safe, congruent, and effective action. This definition draws on a constructivist perspective of learning and competence in education. In this definition, learning is an active process and learners construct and reconstruct the information to learn (Tardif, 2006). Prior knowledge is questioned, and new knowledge is integrated in a dialectical relationship of thinking and action (Duke et al., 2009). A person’s ability to learn varies depending on the different contexts and situations encountered (Tardif, 2006); learning is a process that changes both the learner and the environment, and it allows the development of competencies. As defined by Tardif (2006), a competence is a “complex know-act based on the mobilization and combination of knowledge, skills, attitudes and external resources that is adequately applied in specific families of situations” (trans., p. 22). A family of situations is a group of different professional situations presenting similar problem. This definition of competence is consensual among several authors of the second generation of the competency-based approach to nursing education (Goudreau et al., 2009). It emphasizes the evolutionary, developmental, contextual, combinational, and integrative characteristics of any competence.


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