Goren S, Peter L, Fischer S
J Child Adolesc Psychiatr Ment Health Nurs. 1992 Oct-Dec;5(4):30-6. doi: 10.1111/j.1744-6171.1992.tb00135.x.
Genuine ignorance, defined by John Dewey as curiosity and openmindedness in opposition to repetition of catch phrases and familiar propositions, is nurtured in graduate nursing curricula in which the educational process is congruent with course content. Preparation for advanced practice in the mental health environment of the foreseeable future required abandonment of the familiar medical model in favor of conceptual models consistent with current thinking in psychiatric nursing and exposure to current problems (homelessness, family violence, AIDS) and current problem solving strategies (brief treatment, family preservation). Involvement in practice-based research and operationalizing new perspectives on familiar clinical problems, are suggested as strategies for developing the advanced practitioner. Two of the authors, former graduate students, describe the impact of changed perspectives and research activity on their own practice.
真正的无知，约翰·杜威将其定义为好奇心和开放的心态，与重复流行语和熟悉的命题相对立，这种无知在研究生护理课程中得到培养，在这些课程中，教育过程与课程内容相一致。为可预见未来的心理健康环境中的高级实践做准备，需要摒弃熟悉的医学模式，转而采用与当前精神科护理思维一致的概念模型，并接触当前的问题（无家可归、家庭暴力、艾滋病）和当前的问题解决策略（短期治疗、家庭保护）。参与基于实践的研究以及对熟悉的临床问题实施新的观点，被建议作为培养高级从业者的策略。两位作者，即前研究生，描述了观念转变和研究活动对他们自身实践的影响。
