Professional culture brokers: Nursing faculty perceptions of nursing culture and their role in student formation

Socialization, or formation of students to the professional nurse role, is an expectation of nursing education. This process is complex and challenging for students, who continue to experience culture shock moving from academe to practice settings. Viewing formation as enculturation is one way to address culture shock. Nursing faculty are key figures in this process, yet their views are not known. This focused ethnography study explored nursing faculty's perceptions about the culture of nursing and how they bring students into that culture. Data collected at two accredited, undergraduate pre-licensure baccalaureate nursing programs were analyzed using Leininger's four phases of data analysis. Four themes emerged: 1. The culture of nursing is multifaceted, multivalent and at times contradictory 2. Many factors interact and have influence on the culture of nursing 3. Navigating the subcultures (academia, service and organizational culture) is challenging for faculty, and 4. Nursing faculty believe that the right conditions facilitate the enculturation of students.Nursing faculty believe nursing has a professional culture and they bring students into that culture. Viewing the faculty role in enculturation to professional nursing as a culture broker can facilitate the process for students and mitigate the culture shock new graduate nurses experience.     

我国护理本科生应具备的能力

随着我国高等护理教育的迅速发展,护理学科信息量不断扩大,知识更新速度日益加快,对护理人员的素质、知识和能力提出了更高的要求。护理本科生作为护理教育的核心力量,如何将其培养成为21世纪需要的具有较强综合能力的可持续发展人才,已成为国际护理教育共同追求的目标。我国自教育部高等教育司规定了护理本科毕业生应具备7项知识和能力后,     

Nursing students' and preceptors' perceptions of using a revised assessment form in clinical nursing education

Assessment of students' learning is a crucial question when great changes occur in the higher education sector. One such educational reform is the Bologna declaration, the requirements of which have resulted in significant modifications in documents as assessment forms for clinical education. The aim of this study was to investigate students' and preceptors' perceptions of using the revised version of an assessment form, the AssCE form. Using convenience sampling, a questionnaire survey was completed by 192 nursing students and 101 preceptors. Most of the participants found that the revised AssCE form was possible to use during different years of the programme, and factors in the AssCE form were possible to combine with learning outcomes in the course syllabus. Most participants perceived that the scale added to each factor facilitated the assessment dialogue and offered possibilities to illustrate the students' development during clinical periods. Findings also showed that students were most often prepared with self-assessment before the assessment discussions. More information about the use of the AssCE form, also in combination with learning outcomes in the course syllabus, may further support the use of the form and contribute to students' development during clinical practice.     

护理本科生专业价值观的现状及影响因素研究

目的研究护理本科生的专业价值观现状并分析其影响因素,为制定提高护理本科生专业价值观水平的教育策略提供依据。方法2008年12月-2009年4月,我们采用Weis设计的“护理专业价值观评价量表”对308名护理本科生的专业价值观水平进行评价,并分析其影响因素。结果护理本科生的专业价值观呈中等水平,其专业价值观水平在有无临床实习经历间、护生入学时对选择护理专业持有不同态度间,护生毕业时对选择从事护理专业持有不同态度间及其父母对子女从事护理专业持有的不同态度之间差异均有统计学意义（P≤0．05）。经回归分析提示,护生对选择和从事护理专业所持的态度是影响其专业价值观水平的主要因素。结论学校的培养模式、护理本科生自身的因素及家庭因素均会影响护理本科生专业价值观的形成和发展。因此,高等护理教育应加强学生专业价值观的培养,有助于未来护理专业的发展。     

护理本科教育中《社会护理学》课程设置的探讨

探讨开设《社会护理学》课程的必要性、可行性、教学方法和课程评价等,以提高本科护理专业学生的社会护理能力,积极拓展社会护理实践,以满足人民群众日益增长的健康需求,适应21世纪护理教育发展的需要。     

不同入学形式的护理本科生专业承诺的比较研究

目的 了解不同入学形式的护理本科生的专业承诺水平.方法 采用大学生专业承诺量表对济宁医学院819名护理本科生(夏季招考生587名,春季招考生232名)进行问卷调查.结果 春季招考生专业承诺得分(98.13±11.86)高于夏季招考生(93.54±13.25),差异有统计学意义(P<0.001);不同报考原因和毕业意向的...