Myrick Florence, Phelan Anne, Barlow Connie, Sawa Russ, Rogers Gayla, Hurlock Debb
University of Alberta.
Int J Nurs Educ Scholarsh. 2006;3:Article 6. doi: 10.2202/1548-923X.1202. Epub 2006 Jan 24.
A major component of the educative process in the professional disciplines is the field education/preceptorship experience in which students are afforded opportunities to develop professional competence under the tutelage of a practising professional and/or a university instructor. During this time students are exposed to competing discourses about what it means to think and act as nurses, teachers, doctors and social workers. Frequently, field teaching is characterized by conflictual situations involving students, field instructors and university faculty. Such conflict is poorly understood as indicated by the lack of literature available in the professional disciplines. The purpose of this study was to explore the phenomenon of conflict within the context of field teaching in professional education. Pivotal to this study was the issue of making sense of the conflict that prospective nurses, teachers, social workers and doctors experience in professional education within the practice realm and how such discourses shape their professional identities, practices and ultimate social values. At issue is the social construction of meaning that takes place within professional education. This study was conducted from the perspective of four professional programs including education, medicine, nursing and social work. The researchers focused on the final year of each program at a time when students were engaged in a major field/preceptorship experience in hospitals, schools, communities and social agencies. The experiences derived from the nursing data are presented in this paper.
专业学科教育过程的一个主要组成部分是实地教育/导师指导经历，在此期间，学生有机会在执业专业人员和/或大学教师的指导下培养专业能力。在此期间，学生会接触到关于作为护士、教师、医生和社会工作者应如何思考和行动的不同观点。通常，实地教学的特点是存在涉及学生、实地导师和大学教师的冲突情况。正如专业学科领域缺乏相关文献所表明的那样，这种冲突尚未得到充分理解。本研究的目的是探讨专业教育实地教学背景下的冲突现象。对于本研究至关重要的是，理解未来的护士、教师、社会工作者和医生在实践领域的专业教育中所经历的冲突，以及这些观点如何塑造他们的职业身份、实践和最终的社会价值观。关键问题在于专业教育中意义的社会建构。本研究是从教育、医学、护理和社会工作四个专业项目的角度进行的。研究人员关注每个项目的最后一年，此时学生正在医院、学校、社区和社会机构中进行主要的实地/导师指导经历。本文呈现了来自护理数据的相关经历。
