Gerrish K, Ashworth P D, McManus M
Nursing Practice Development, School of Nursing and Midwifery, The University of Sheffield, England.
J Adv Nurs. 2000 Oct;32(4):834-41.
Despite an increase in the growth of master's level provision for qualified nurses in the United Kingdom uncertainty exists regarding the characteristics of master's level performance in respect of professional practice. This paper presents selected findings from a multidisciplinary study that sought to examine the characteristics of master's level performance in health professional courses that had an expressed practice orientation. It focuses specifically on dilemmas nurse educators encountered in relation to British master's level nurse education. Following an initial pilot stage involving focus group interviews with separate groups of nurses, occupational therapists and physiotherapists, an interview agenda was developed to explore participants' perspectives of the characteristics of master's level performance. Individual in-depth interviews were undertaken with a purposive sample of 18 nurse educators drawn from eight universities in England. Interview transcripts were coded and thematically analysed. Six kinds of dilemma emerged from the interviews. These were breadth vs. depth in the conceptualization of master's level for nursing, relevance to practice vs. academic detachment, facilitating creative thinking vs. reinforcing rigidity, encouraging or suppressing different modes of critical thinking, postgraduate nurses as loyal change agents vs. the problem of well-qualified mavericks, and professional experience as facilitating or hindering master's level performance. These dilemmas raise important questions about course design and the role of stakeholders in determining curriculum content. Moreover, a pervasive tension between a utilitarian emphasis on the application and utility of knowledge on one hand, and aspirations to promote creativity and critical thinking which look to alternative possibilities on the other hand, suggests that nurse educators exercise a degree of conservatism in relation to master's level. It is concluded that this apparent quest to maintain a safe variant of the status quo as the best way of promoting the wellbeing of patients should be subject to profound questioning.
尽管英国为合格护士提供的硕士层次教育有所增加，但在专业实践方面，硕士层次表现的特征仍存在不确定性。本文介绍了一项多学科研究的部分 findings，该研究旨在考察具有明确实践导向的健康专业课程中硕士层次表现的特征。它特别关注护士教育工作者在英国硕士层次护士教育方面遇到的 dilemmas。在最初的试点阶段，对护士、职业治疗师和物理治疗师的不同群体进行了焦点小组访谈，之后制定了一份访谈议程，以探讨参与者对硕士层次表现特征的看法。对从英格兰八所大学抽取的 18 名护士教育工作者进行了有目的的个体深度访谈。对访谈记录进行了编码和主题分析。访谈中出现了六种 dilemmas。这些是护理硕士层次概念化中的广度与深度、与实践的相关性与学术超脱、促进创造性思维与强化僵化、鼓励或抑制不同的批判性思维模式、研究生护士作为忠诚的变革推动者与高素质特立独行者的问题，以及专业经验对硕士层次表现的促进或阻碍。这些 dilemmas 引发了关于课程设计以及利益相关者在确定课程内容方面作用的重要问题。此外，一方面功利主义对知识应用和效用的强调，与另一方面促进创造性思维和批判性思维以寻求其他可能性的愿望之间普遍存在的紧张关系，表明护士教育工作者在硕士层次方面表现出一定程度的保守主义。得出的结论是，这种将维持现状的安全变体作为促进患者福祉的最佳方式的明显追求，应该受到深刻质疑。
