文献分享 | Students' perspectives from co-designed, lived experience eating disorders education: A qualitative inquiry
来源：Nurse Education Today
DOI：10.1016/j.nedt.2024.106412
IF：3.9
Abstract 摘要
Background: There is an intricate connection between eating disorders and trauma. Despite this, traditional eating disorders education for health professions has not taken a trauma-informed approach.
背景：饮食失调和创伤之间有着错综复杂的联系。尽管如此，针对卫生专业人员的传统饮食失调教育并没有采取创伤知情的方法。
Aim: We aimed to explore the reflections of graduate entry dietetic and undergraduate nursing students who participated in a trauma-informed, co-designed education innovation that focussed on an individual's storied lived experience.
目的：我们的目的是探索参与创伤知情、共同设计的教育创新的营养学研究生和护理本科生的反思，该创新侧重于个人的故事生活经历。
Methods: We applied an interpretive lens in this qualitative inquiry-based study. Graduate entry dietetic and undergraduate nursing students participated in this study. The lived experience, co-designed workshops (n = 35) were embedded in the curricula with an optional follow-up discussion with the lived experience and academic educators. Students were asked to write their key reflections on a sticky note at the end of the workshop. Thematic analysis of the student reflections was completed by the research team including the lived experience educator and academics.
方法：本研究以定性研究为基础，采用解读视角。本研究以入科营养师及本科护生为研究对象。现场体验、共同设计的研讨会(n = 35)被嵌入课程中，并与现场体验和学术教育者进行可选的后续讨论。工作坊结束后，学生被要求在便利贴上写下他们的主要想法。学生反思的主题分析由研究团队(包括亲身体验、教育工作者和学者)完成。
Results: A total of 442 sticky notes were collected; 145 from the dietetic and 297 from the nursing students. Analysis of the dietetic and nursing students' reflections generated six themes: 1) Do no harm, 2) Seeing beyond the diagnosis, 3) Language matters, 4) Humanise the relationship, 5) Recovery in the context of healing, and 6) Significance of hope. There was consistency across the reflections for the two different disciplines.
结果：共收集便签442张;营养学组145例，护生组297例。通过分析营养与护理学生的反思，得出六个主题:1)不伤害、2)超越诊断、3)语言的重要性、4)关系的人性化、5)疗愈背景下的恢复、6)希望的意义。对两种不同学科的反思具有一致性。
Conclusions: Co-designed lived experience eating disorders education that honours the living experiences and complexities of eating disorders can deepen health profession students' understandings of how they can work with, rather than against, people living with and recovering from eating disorders through a trauma-informed approach.
结论:共同设计的生活体验饮食失调教育，尊重饮食失调的生活体验和复杂性，可以加深卫生专业学生的理解，他们如何通过一种创伤告知的方法与饮食失调患者合作，而不是对抗他们，并从饮食失调中恢复。
Keywords: Co-design; Eating disorders; Education; Evaluation; Lived experience; Qualitative inquiry
关键词：合作设计;饮食失调;教育;评估;生活经验;定性调查
（译文仅供参考）
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