Janhonen S
Hoitotiede. 1990;2(2):165-70.
In this study the nursing and educational perspectives of Nurse instructors (NIs) were compared by using a theoretical framework, in which three kinds of nursing perspectives (professional, vocational and technical) and two kinds of educational perspectives (inner teaching and outer teaching) have been measured by quantitative and qualitative methods. The evaluation of perspectives were carried out by a questionnaire (sent to 268 nurse instructors of which 72% responded) with closed and open questions. The nursing or educational perspectives of NIs have no inner consistency. A NI had for example inner teaching values and knowledge, but her teaching methods, however, had features of outer teaching according to her own examples in teaching nursing. Factor analysis produced the following factors: 1) Technical nursing and outer teaching; 2) Professional nursing; and 3) Inner teaching. Unqualified NIs and older NIs revealed more features of technical nursing and outer teaching than other teachers. The qualified NIs revealed more features of professional nursing and inner teaching.
在本研究中，通过使用一个理论框架比较了护士教员（NI）的护理和教育观点，其中三种护理观点（专业、职业和技术）和两种教育观点（内部教学和外部教学）已通过定量和定性方法进行了测量。观点的评估通过一份包含封闭式和开放式问题的问卷（发送给268名护士教员，其中72%做出了回应）来进行。护士教员的护理或教育观点不存在内在一致性。例如，一名护士教员具有内部教学价值观和知识，但根据她自己在护理教学中的例子，她的教学方法却具有外部教学的特征。因子分析产生了以下因子：1）技术护理和外部教学；2）专业护理；3）内部教学。不合格的护士教员和年长的护士教员比其他教师表现出更多技术护理和外部教学的特征。合格的护士教员表现出更多专业护理和内部教学的特征。
