Eckhardt Jo Anne
Department of Nursing, The College of St. Catherine, St. Paul, MN 55105, USA.
J Prof Nurs. 2002 May-Jun;18(3):157-64. doi: 10.1053/jpnu.2002.125476.
The purpose of this study was to examine effects of program design on the bureaucratic and professional role conceptions of registered nurses in baccalaureate nursing programs. Attention to how programs are set up and function has relevance for theory and practice and enables improving frameworks for program planning. The study design embodied qualitative and quantitative elements and used six processes of socialization in organizations as a conceptual guide. Qualitative data collection concerned comparative case studies of three baccalaureate nursing programs and data analysis included narratives detailing program organization and describing student experience. Quantitative matter involved mailed questionnaires to determine graduates' bureaucratic, professional, and service role conceptions. Data analysis (analysis of variance) revealed statistically significant differences in role conceptions (F[3.56] = 4.51) of registered nurses graduating from different baccalaureate programs in nursing. Indications are that nursing programs can be set up to produce equal education and reach certain stated outcomes, yet implicit program processes can impact student learning.
本研究的目的是检验课程设计对护理学学士学位项目中注册护士的官僚角色观念和专业角色观念的影响。关注课程的设置方式和运作方式与理论及实践相关，并且有助于改进课程规划的框架。该研究设计包含定性和定量元素，并将组织中的六个社会化过程作为概念指南。定性数据收集涉及对三个护理学学士学位项目的比较案例研究，数据分析包括详细描述课程组织和学生经历的叙述。定量方面涉及邮寄问卷以确定毕业生的官僚角色、专业角色和服务角色观念。数据分析（方差分析）显示，不同护理学学士学位项目毕业的注册护士在角色观念上存在统计学上的显著差异（F[3.56] = 4.51）。有迹象表明，护理课程可以设置为提供平等的教育并达成某些既定成果，但课程的隐性过程可能会影响学生的学习。
