Edgley Alison, Timmons Stephen, Crosbie Brian
School of Nursing, Queen's Medical Centre, University of Nottingham Nottingham, NG7 2UH, UK.
Nurse Educ Today. 2009 Jan;29(1):16-23. doi: 10.1016/j.nedt.2008.06.001. Epub 2008 Aug 15.
This paper will present the findings of a qualitative study exploring the perceptions of students confronted by a requirement to learn sociology within a nursing curriculum. Those teaching sociology have a variety of explanations (more or less desperate), seeking to justify its place on the nursing curriculum. While there may be no resolution to the debate, the dispute thus far, has largely been between sociology and nursing academics. Absent from this debate are the voices of students 'required' to learn both nursing and sociology. What do students make of this contested territory? When students are trying to learn their trade, and know how to practice safely and efficaciously what do they make of the sociological imagination? How realistic is it to expect students to grasp both the concrete and practical with the imaginative and critical? Findings from this qualitative, focus group study suggest that students do indeed find learning sociology within a nursing curriculum "unsettling". It would seem that students cope in a number of ways. They fragment and compartmentalise knowledge(s); they privilege the interception of experiential learning on the path between theory and practice; and yet they appear to employ sociological understanding to account for nursing's gendered and developing professional status.
本文将呈现一项定性研究的结果，该研究探讨了护理课程中面临学习社会学要求的学生的看法。那些教授社会学的人有各种各样的解释（或多或少有些勉强），试图为其在护理课程中的地位辩护。虽然这场争论可能没有定论，但到目前为止，争议主要存在于社会学和护理学界之间。这场争论中缺少了那些“被要求”同时学习护理和社会学的学生的声音。学生们如何看待这片有争议的领域？当学生们努力学习他们的专业，并知道如何安全有效地实践时，他们如何看待社会学想象力？期望学生既能掌握具体实用的知识，又能具备想象力和批判性思维，这有多现实？这项定性焦点小组研究的结果表明，学生们确实发现在护理课程中学习社会学“令人不安”。学生们似乎通过多种方式应对。他们将知识碎片化并进行分类；他们重视在理论与实践之间的路径上获取经验性学习；然而，他们似乎运用社会学理解来解释护理行业的性别化和不断发展的专业地位。
