Florida Atlantic University, Boca Raton, FL, USA.
Nurs Outlook. 2010 Jan-Feb;58(1):44-51. doi: 10.1016/j.outlook.2009.09.002.
Several formative documents have been developed recently under the auspices of the American Association of Colleges of Nursing (AACN) and are being used by colleges of nursing throughout the country to guide the curricula for educational programs preparing future nurses at or beyond the baccalaureate degree. The purpose of this paper is to report on an analysis of the degree to which nursing's disciplinary knowledge is reflected within these documents and to suggest ways to strengthen the focus on the discipline in our educational programs. We include an overview of nursing education in the United States, a summary of the current discourse in the literature explicating the focus of the discipline, and an analysis of the AACN documents in light of this discourse. There is insufficient emphasis in the formative documents on the disciplinary knowledge of nursing, and we encourage faculty to go beyond these blueprints to educate generalist, advanced generalist, and advanced specialty nurses who are grounded in the philosophies, theories, research, and practice models within the discipline of nursing.
最近，在美国护理学院协会（AACN）的支持下，已经制定了一些形成性文件，并在全国范围内的护理学院使用，以指导教育计划的课程，为学士或以上学位的未来护士做准备。本文旨在报告对这些文件中反映的护理学科知识程度的分析，并提出在我们的教育计划中加强对学科关注的方法。我们包括对美国护理教育的概述，对文献中阐述学科重点的当前论述的总结，以及根据这一论述对 AACN 文件的分析。在形成性文件中，对护理学科知识的重视程度不够，我们鼓励教师超越这些蓝图，培养具有哲学、理论、研究和实践模式基础的普通护士、高级普通护士和高级专业护士。
