Janhonen Sirpa, Sarja Anneli
Department of Nursing and Health Administration, P.O. Box 5000, University of Oulu, FIN-90014, Finland.
Nurse Educ Today. 2005 Oct;25(7):550-5. doi: 10.1016/j.nedt.2005.05.007. Epub 2005 Jul 22.
In Finland students pursuing in Master's Degree Programme have a previous degree in nursing from polytechnics. Nurse teacher qualification also includes at least five year's experience of working in practice. This article concentrates on the conflicts student teachers brought up in a group exam as regards changing a nurse's identity into a teacher's identity in teacher training. The approach of the study on this group was narrative. The data were collected by videotaping two group exam situations (five hours in all) of volunteer student teachers (N= 5) during the last course (Nurse teacher's inquiring mind) of their nurse teacher studies in 2002. The material was transcribed and analysed using categorical-content reading to identify particular themes, story lines and messages within material. By abstracting these, stories that describe the content can be found. Three narratives emerged in the analysis: 1. Competence creates confidence; 2. Shared teacher identity; 3. Ethics of teacher identity. The narratives raised new ideas for developing nurse teacher education in the future. Nowadays, there are good prospects for developing a shared teacher identity if there is willingness to co-operate within a learning community of a new kind.
在芬兰，攻读硕士学位课程的学生之前已获得理工学院的护理学位。护士教师资格还包括至少五年的实践工作经验。本文着重探讨了学生教师在小组考试中提出的关于在教师培训中将护士身份转变为教师身份的冲突。对这个小组的研究方法是叙事性的。数据收集于2002年，通过对志愿参与的学生教师（N = 5）在护士教师学习的最后一门课程（“护士教师的探究精神”）中的两次小组考试情况进行录像（共五小时）。对材料进行转录，并使用分类内容阅读法进行分析，以确定材料中的特定主题、故事情节和信息。通过提炼这些内容，可以找到描述相关内容的故事。分析中出现了三个叙事：1. 能力带来自信；2. 共享教师身份；3. 教师身份的伦理。这些叙事为未来发展护士教师教育提出了新的思路。如今，如果在一种新型的学习社区中有合作意愿，那么发展共享教师身份就有很好的前景。
