King J E
J Nurs Educ. 1986 Nov;25(9):366-71. doi: 10.3928/0148-4834-19861101-05.
The current influx of RN students into baccalaureate nursing programs has led to many curriculum changes that are based on the unverified assumption that the RN students are "different." This study examined the differences and similarities among RN and generic nursing students using a conceptual framework designed by Weathersby (1977) which incorporated into a single framework Levinson's life stage, Loevinger's ego development, and Kolb's learning styles theories in order to trace the adult development patterns of generic and RN students. Three instruments were used: The Washington University Sentence Completion Test, the Kolb Learning Style Inventory, and Tarule's Educational Experience Inventory. The sample consisted of 49 RNs and 30 generic students enrolled at a large southern state university. The results of the analyses revealed significant difference between RN and generic students on the variables life stages and ego development but not on learning styles. These results substantiated the premise that RN and generic students differ significantly in their stages of adult development, and consequently affect the students' perception and expectations of the educational process.
当前，注册护士（RN）专业学生大量涌入护理学学士学位课程，导致了许多课程变革，而这些变革是基于一个未经证实的假设，即注册护士专业学生“与众不同”。本研究使用了由韦瑟斯比（1977年）设计的概念框架，来检验注册护士专业学生与普通护理学专业学生之间的异同。该框架将莱文森的生命阶段理论、洛温格的自我发展理论和科尔布的学习风格理论整合在一个单一框架内，以追踪普通护理学专业学生和注册护士专业学生的成人发展模式。研究使用了三种工具：华盛顿大学句子完成测验、科尔布学习风格量表和塔鲁尔教育经历量表。样本包括一所大型南方州立大学的49名注册护士专业学生和30名普通护理学专业学生。分析结果显示，在生命阶段和自我发展变量上，注册护士专业学生和普通护理学专业学生之间存在显著差异，但在学习风格上没有差异。这些结果证实了这样一个前提，即注册护士专业学生和普通护理学专业学生在成人发展阶段存在显著差异，从而影响学生对教育过程的认知和期望。
