Xiao L D
School of Nursing & Midwifery, Flinders University of South Australia, Adelaide, Australia.
Int Nurs Rev. 2006 Sep;53(3):217-23. doi: 10.1111/j.1466-7657.2006.00454.x.
This paper reports a study that leads to understanding challenges facing nurse educators implementing mandatory continuing nursing education in The People's Republic of China.
Mandatory continuing nursing education was instituted to maintain and develop registered nurses' competence in the context of healthcare reform in China in 1996. However, there is an increasing complaint of credit-focused and teacher-centred learning in Chinese literature. Despite an increasing appeal to improve the learning situation, little consensus has been reached. By examining nurse educators' perceived challenges and their coping strategies in implementing mandatory continuing nursing education, this study illuminates the possibilities for reform in mandatory continuing nursing education.
Data were collected through in-depth interactive dialogues between the researcher and five nurse educators in five healthcare organizations in China, utilizing Gadamer's philosophical hermeneutics.
Three themes were found in this study described as finding a way to support nurses' competence within a constrained situation, reconciling credit requirements and representing all stakeholders' interests.
A tension between the mandatory continuing nursing education policy and the context of implementing the policy can contribute to credit-focused and teacher-centred learning. Regular policy review and educational support for nurse educators are crucial aspects to improve mandatory continuing nursing education.
本文报告一项研究，该研究有助于理解中国护士教育工作者在实施强制性继续护理学教育时所面临的挑战。
1996年中国医疗改革背景下，为维持和发展注册护士的能力，实施了强制性继续护理学教育。然而，中国文献中对以学分和教师为中心的学习的抱怨日益增多。尽管改善学习状况的呼声越来越高，但尚未达成共识。通过考察护士教育工作者在实施强制性继续护理学教育时所感知到的挑战及其应对策略，本研究阐明了强制性继续护理学教育改革的可能性。
运用伽达默尔的哲学诠释学，通过研究人员与中国五个医疗机构的五名护士教育工作者之间的深度互动对话收集数据。
本研究发现了三个主题，即如何在受限情况下找到支持护士能力的方法、协调学分要求以及代表所有利益相关者的利益。
强制性继续护理学教育政策与政策实施背景之间的矛盾会导致以学分和教师为中心的学习。定期进行政策审查以及为护士教育工作者提供教育支持是改善强制性继续护理学教育的关键因素。
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