Burns B J, Lapine L, Andrews P M
Nurs Res. 1978 Sep-Oct;27(5):286-90.
In a study of personality needs conducive to desired role change for nurse practitioners, 125 nursing students in a four-month pediatric nurse practitioner training program at Northeastern University, Boston, Massachusetts, were given the Edwards Personal Preference Schedule before and after the course. Students in the program were found to have needs associated with the assertiveness and flexibility required by the new role. Before and after training they were low in need for order, endurance, abasement, and deference and high in need for autonomy and aggression. During training, the need for order, endurance, and abasement decreased further. Inconsistent with this interpretation was the finding that students were actually lower in dominance and higher in succorance after training. The decrease in dominance may be related to the program's special emphasis on counseling; the high succorance at the end of the program may have resulted from the transitional state associated with leaving the program.
在一项关于有助于执业护士实现理想角色转变的人格需求研究中，对马萨诸塞州波士顿东北大学参加为期四个月儿科执业护士培训项目的125名护理专业学生，在课程前后进行了爱德华个人偏好量表测试。结果发现，该项目中的学生具有与新角色所需的自信和灵活性相关的需求。培训前后，他们对秩序、耐力、自卑和顺从的需求较低，而对自主和进取的需求较高。在培训期间，对秩序、耐力和自卑的需求进一步下降。与这一解释不一致的是，研究发现学生在培训后实际上支配欲更低，而求助欲更高。支配欲的下降可能与该项目特别强调咨询有关；项目结束时较高的求助欲可能是由于与离开项目相关的过渡状态所致。
