Macintosh Judith
Faculty of Nursing, University of New Brunswick, Fredericton, New Brunswick, Canada.
J Prof Nurs. 2002 May-Jun;18(3):170-5. doi: 10.1053/jpnu.2002.125475.
Issues around gender identity, self-concept, professional education, and women's learning preferences shape the socialization of nurses and nursing education. How gender issues influence learners and nursing education in relation to nursing education for registered nurses are explored and recommendations are made for nursing educators in two broad categories: self-awareness and helping learners learn. The exploration leads to three conclusions: first, it is timely for nurses to continue such explorations for their own practice, and to share how to help other nurses cope with visible and invisible gender-related issues; second, nurses can share strategies to address the influence of gender issues in nursing education, and, third, the nursing profession benefits from drawing on available resources to discuss gender issues. Although reflections on these issues have been shaped by working with registered nurse learners, they are equally relevant to basic nursing students and practicing nurses.
围绕性别认同、自我概念、专业教育以及女性学习偏好等问题塑造了护士的社会化过程和护理教育。本文探讨了性别问题如何影响注册护士的学习者及护理教育，并从自我意识和帮助学习者学习这两大类别为护理教育工作者提出了建议。该探讨得出三个结论：其一，护士应及时就自身实践继续此类探索，并分享如何帮助其他护士应对明显和不明显的性别相关问题；其二，护士可分享应对性别问题对护理教育影响的策略；其三，护理专业可借助现有资源来讨论性别问题。尽管对这些问题的思考是基于与注册护士学习者的合作形成的，但它们同样适用于基础护理学生和在职护士。
