Gerrish C A
Nurse Educ Today. 1990 Jun;10(3):198-205. doi: 10.1016/0260-6917(90)90026-m.
The current scheme of nurse education in the United Kingdom has, as its foundation, the premise that student nurses learn in the clinical setting, whilst caring for patients. In order to maximise the learning potential of the clinical environment it is important for nurse educators to have an understanding of the complexities of the ward situation and in particular the role of the ward sister. Within the context of role theory, this paper presents an analysis of the educational role of the ward sister and considers the extent to which her clinical and management roles inhibit her ability to effectively fulfil her educational role. In the light of complex role expectations, the issues of role conflict and role ambiguity are addressed. The need for nurse educators to be more empathic towards the role demands imposed upon the ward sister and possible supportive measures are then considered.
英国目前的护士教育方案，其基础前提是学生护士在护理患者的同时，在临床环境中学习。为了最大限度地发挥临床环境的学习潜力，护士教育工作者了解病房情况的复杂性，尤其是病房护士长的角色，这一点很重要。在角色理论的背景下，本文对病房护士长的教育角色进行了分析，并探讨了她的临床和管理角色在多大程度上阻碍了她有效履行教育角色的能力。鉴于复杂的角色期望，本文探讨了角色冲突和角色模糊的问题。随后考虑了护士教育工作者对病房护士长所面临的角色要求更具同理心的必要性以及可能的支持措施。
