Little M, Brian S
Nurs Res. 1982 Jul-Aug;31(4):239-45.
What impact have post-licensure or "Second Step" programs for nurses had been upon experienced nurses? How successful have they been in developing more professional orientations among nurses trained for a technical role? A factor analysis of longitudinal data from 236 nursing students in six Second Step programs revealed that students entering these programs varied greatly in professional attitudes. Three types of students--the challengers, the interactors, and the mainstreamers were differentiated, by their contrasting nursing styles as well as by diverse sociopolitical views and personality characteristics. Data indicated that, at graduation, students in all three groups perceived themselves as more professionally involved, committed, and competent, but they did not change similarly in other areas of life. The challengers and the interactors made significant changes in their sociopolitical views and in some personality characteristics, while the mainstreamers made fewer changes and maintained greater consistency from entry to graduation. Second Step education promoted professional development, but its impact upon other areas of life varied, depending upon the students' receptivity and readiness for change.
针对护士的执照后或“第二步”项目对经验丰富的护士产生了怎样的影响？这些项目在培养接受过技术角色培训的护士形成更专业的职业取向方面有多成功？对来自六个“第二步”项目的236名护理专业学生的纵向数据进行的因素分析显示，进入这些项目的学生在职业态度上差异很大。通过对比他们不同的护理风格以及不同的社会政治观点和个性特征，区分出了三种类型的学生——挑战者型、互动者型和主流型。数据表明，毕业时，所有三组学生都认为自己在职业上更投入、更有使命感且更有能力，但他们在生活的其他方面并没有以相同的方式发生变化。挑战者型和互动者型学生在社会政治观点和一些个性特征方面发生了显著变化，而主流型学生变化较少，从入学到毕业保持了更高的一致性。“第二步”教育促进了职业发展，但其对生活其他方面的影响各不相同，这取决于学生对变化的接受程度和准备情况。
