Hyrkäs K, Astedt-Kurki P, Paunonen M
University of Tampere, Department of Nursing Science, Finland.
Scand J Caring Sci. 1999;13(2):129-36.
There are very few studies on nurse teachers education, since the main interest has been on the demanding nature of a teacher's work. In Finland, the educational system of nursing care is developing rapidly and nurse teachers' education is changing as well. However, there is no research into academic nurse teacher education, even though this can be seen as important with regard to the educational system as well as to the nursing discipline. In this study, the objective was to describe 45 nurse teachers' perceptions of the development of their scientific thinking during Master's-level studies at the university. Open-ended questions were used in collecting the material with a questionnaire. The results of this phenomenographic research show that the need to increase one's scientific knowledge, as well as external demands, were the reasons for applying for admission to the university. Conceptions of the development of scientific thinking differed with regard to the processing of knowledge and to changes or developments in scientific thinking. The teachers' conceptions of the use of scientific nursing knowledge varied as well. The results challenge future teacher education and how it is arranged and developed. Further research, utilising different research methods, is needed into the development of scientific thinking.
关于护士教师教育的研究非常少，因为主要关注点一直是教师工作的高要求性质。在芬兰，护理教育体系发展迅速，护士教师教育也在发生变化。然而，尽管学术护士教师教育在教育体系和护理学科方面都被视为很重要，但却没有相关研究。在本研究中，目的是描述45名护士教师对其在大学硕士阶段学习期间科学思维发展的看法。通过问卷调查使用开放式问题来收集材料。这项现象学研究的结果表明，增加科学知识的需求以及外部要求是申请进入大学的原因。在知识处理以及科学思维的变化或发展方面，科学思维发展的概念各不相同。教师对科学护理知识运用的概念也有所不同。这些结果对未来教师教育及其安排和发展提出了挑战。需要利用不同研究方法对科学思维的发展进行进一步研究。
