Odling G, Ohlsson M, Danielson E
Scand J Caring Sci. 1990;4(3):137-41. doi: 10.1111/j.1471-6712.1990.tb00061.x.
In the reformed nursing education, introduced in Sweden in 1982, the emphasis is placed on nursing as the nurse's distinguishing characteristic. The profession comprises many coexisting functions, one of which is to transmit the professional role to the student of nursing. With the aim of acquiring knowledge concerning this transmission we analysed one topic of a questionnaire which was sent to the nurses at surgery clinics. This material was processed qualitatively. The answers crystallised into two categories discerning how the role is transmitted: (A) Conscious Approach, (B) Unconscious Approach. The results show that most of the nurses acted in a conscious manner, i.e. in a form of active influence on the students, in their transmission of the professional role. The unconscious approach, with a vague perception of, and therefore vague transmission of, the professional role is frequent.
1982年在瑞典推行的护理教育改革中，重点在于将护理视为护士的显著特征。该职业包含许多并存的职能，其中之一是将专业角色传授给护理专业的学生。为了获取有关这种传授的知识，我们分析了一份发给外科诊所护士的调查问卷中的一个主题。对这些材料进行了定性处理。答案归纳为两类，以辨别专业角色是如何传授的：（A）有意识的方式，（B）无意识的方式。结果表明，大多数护士在传授专业角色时是以有意识的方式行事，即以对学生产生积极影响的形式。无意识的方式很常见，对专业角色的认知模糊，因此传授也很模糊。
