Maclean B L
Nursing Studies Department, Massey University, Palmerston North, New Zealand.
J Adv Nurs. 1992 Jul;17(7):871-6. doi: 10.1111/j.1365-2648.1992.tb02010.x.
The technical view of curriculum epitomized by the Tylerian objectives-based model focuses on measurable, quantifiable outcomes. Partly because of the drive to legitimize nursing as a profession, nursing education has accepted the Tylerian approach to demonstrate acceptable levels of competence for nursing practice. This paper examines the appropriateness of the behavioural measurement of outcomes for nursing in the present decade, using the framework of Habermas' knowledge-constitutive interests. It is contended that nursing educational practices have not kept pace with changes in the ethos of nursing practice in the 1990s. Nursing education must shift its focus from the technical curriculum to encompass humanistic principles and critical reflection, compatible with currently accepted nursing values.
以泰勒式基于目标的模式为代表的课程技术观侧重于可衡量、可量化的结果。部分由于将护理合法化作为一种职业的推动，护理教育已接受泰勒式方法来证明护理实践的可接受能力水平。本文运用哈贝马斯的知识构成性利益框架，审视了当前十年对护理结果进行行为测量的适当性。有人认为，护理教育实践未能跟上20世纪90年代护理实践风气的变化。护理教育必须将重点从技术课程转移，以涵盖与当前公认的护理价值观相符的人文原则和批判性反思。
