Chandler J
Nurse Educ Today. 1991 Apr;11(2):89-93. doi: 10.1016/0260-6917(91)90142-w.
The development of Project 2000 will lead to the reorganisation of nursing knowledge as nurse education enters higher education. This paper explores the implications of these changes for the future of role of nurse teachers and the new choices for professional development as teachers evolve into nursing theorists, lecturer practitioners and educational managers. The paper also explores changing pedagogic relationships with students, changing assessment strategies, their new supernumerary position in clinical environments, and reference groups likely to be selected by students. Finally it examines the ways in which links with higher education and the contributions of non-nurse academics may lead to the reorganisation of course management structures.
随着护理教育进入高等教育阶段，“2000计划”的发展将促使护理知识进行重新整合。本文探讨了这些变化对护士教师未来角色的影响，以及随着教师向护理理论家、讲师从业者和教育管理者转变，专业发展面临的新选择。本文还探讨了与学生之间不断变化的教学关系、不断变化的评估策略、他们在临床环境中的新额外角色，以及学生可能选择的参考群体。最后，本文研究了与高等教育的联系以及非护士学者的贡献可能导致课程管理结构重组的方式。
