Hendricks-Thomas J, Patterson E
Faculty of Nursing and Health Sciences, Griffith University-Gold Coast, Queensland, Australia.
J Adv Nurs. 1995 Sep;22(3):594-9. doi: 10.1046/j.1365-2648.1995.22030594.x.
A critical analysis of nurse education programmes has revealed an overt and covert curriculum; the overt being the one underpinned by values which espouse humanism and critical thought; the covert being the one which reflects the patriarchal system and is directed by a means-end rationality. In response to this dilemma the 'curriculum revolution' mandate for change, which occurred in the latter half of the last decade, called for nurse educators to unveil, understand and criticize the assumptions and values which guided their practice, so that they, and consequently their students, could be more responsive to the needs of society, value subjective experience, acknowledge theoretical pluralism, and share an egalitarian relationship. This paper explores the formation of a 'critical collective' of nurse academics who came together believing that, 'if you always do what you've always done, you'll always get what you've already got'. The major concern of this collective was to facilitate change within their work environment, through the development of strategies, so that the ideas of the 'revolution' were not lost to the mere rhetoric of curriculum documents.
对护士教育项目的批判性分析揭示了显性课程和隐性课程；显性课程以倡导人文主义和批判性思维的价值观为基础；隐性课程则反映了父权制体系，并由一种手段-目的合理性所主导。为应对这一困境，上世纪后半叶出现的“课程革命”变革要求，呼吁护士教育工作者揭示、理解并批判指导其实践的假设和价值观，以便他们以及他们的学生能够更好地响应社会需求、重视主观体验、承认理论多元性，并建立平等的关系。本文探讨了一群护士学者“批判性集体”的形成，他们聚在一起相信“如果你总是做你一直在做的事情，你将永远得到你已经得到的东西”。这个集体主要关心的是通过制定策略来推动其工作环境中的变革，以使“革命”的理念不会仅仅停留在课程文件的空泛言辞上。
