Malinsky Lynn, DuBois Ruth, Jacquest Diane
University of British Columbia Okanagan.
Int J Nurs Educ Scholarsh. 2010;7:Article33. doi: 10.2202/1548-923X.1948. Epub 2010 Sep 17.
Institutional ethnography can be viewed as a method of inquiry for nurse educators to build scholarship capacity and advance the quality of nursing practice. Within a framework of the Boyer (1990) model and the domains of academic scholarship in nursing described by the Canadian Association of Schools of Nursing (2006), we discuss how a team of nurse educators participated as co-researchers in an institutional ethnographic study to examine the routine work of evaluating nursing students and discovered a contradiction between what was actually happening and what we value as nurse educators. The discovery, teaching, application, and integration dimensions of scholarship are examined for links to our emerging insights from the research and ramifications for our teaching practices. The article illuminates the expertise that developed and the transformations that happened as results of a collaborative institutional ethnography.
制度民族志可被视为一种探究方法，供护士教育工作者培养学术能力并提升护理实践质量。在博耶（1990年）模型以及加拿大护理院校协会（2006年）所描述的护理学术领域框架内，我们探讨了一组护士教育工作者如何作为共同研究者参与一项制度民族志研究，以审视评估护理专业学生的日常工作，并发现实际发生的情况与我们作为护士教育工作者所看重的内容之间存在矛盾。本文考察了学术研究的发现、教学、应用和整合维度，以探寻其与我们从研究中获得的新见解的联系，以及对我们教学实践的影响。本文阐明了通过合作性制度民族志所形成的专业知识以及由此带来的转变。
