頁籤選單縮合
| 題 名 | 建構創傷知情支持系統:護理教育對童年逆境學生的回應與策略=Building a Trauma-Informed Support System: Responses and Strategies of Nursing Education for Students with Adverse Childhood Experiences |
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| 作 者 | 劉欣怡; 方圓媛; | 書刊名 | 領導護理 |
| 卷 期 | 26:4 2025.12[民114.12] |
| 頁 次 | 頁14-26 |
| 分類號 | 419.63 |
| 關鍵詞 | 童年逆境經驗; 護理教育; 復原力; 創傷知情照護; 三段五級預防; Adverse childhood experiences; Nursing education; Resilience; Trauma-informed care; Three-level and five-stage prevention; |
| 語 文 | 中文(Chinese) |
| DOI | 10.29494/LN.202512_26(4).0002 |
| 中文摘要 | 護生在養成過程中,往往同時面對高壓學習環境與未被辨識的心理創傷。近年研究顯示,相當比例的護生具有童年逆境經驗(Adverse Childhood Experiences, ACEs),而這些經驗可能對其學習適應、心理健康與職涯發展產生影響。本文為論述性之綜合回顧,旨在整合現有研究與理論觀點,聚焦三大核心議題:童年逆境經驗對護理學生之影響、復原力作為心理調節的保護機制,以及創傷知情照護(Trauma-Informed Care, TIC)在護理教育中的應用意涵與發展方向。近期文獻發現,護生若未獲得適當的情緒支持與創傷辨識,將增加缺課、倦怠與離開職場之風險。為回應此挑戰,本文建議護理教育應進行典範轉移,建構創傷知情支持系統,並提出結合「三段五級預防」架構的心理健康支持模式,協助護生強化復原力,轉化創傷經驗為專業成長的動力。 |
| 英文摘要 | Nursing students frequently grow up in a high-pressure educational environment while carrying unresolved psychological trauma. Recent studies indicate that a considerable proportion of nursing students report Adverse Childhood Experiences (ACEs), which may influence their academic adaptation, mental health, and career development. This preliminary literature review explores through three core subjects: the impacts of ACEs on nursing students, the protective role of resilience for psychological adjustment, and the application value of Trauma-Informed Care (TIC) in nursing education. This narrative integrative review found that without adequate emotional support and trauma recognition, students with ACEs face higher risks of absenteeism, academic burnout, and career disruption. In response to the challenge, this paper advocates for a paradigm shift in nursing education towards building a trauma-informed support system. It proposes a comprehensive mental health support model that combines in the public health structure of "Three-Level and Five-Stage Prevention" framework, aiming to foster resilience and transform traumatic experiences into professional growth among future nursing students. |
本系統中英文摘要資訊取自各篇刊載內容。