Cowman S
Dept. Educational Studies, Dublin City University, Glasnevin, Ireland.
Int J Nurs Stud. 1995 Apr;32(2):126-36. doi: 10.1016/0020-7489(94)00040-q.
Teaching and learning in all forms of education is being increasingly reviewed in a climate of educational accountability. The literature generally displays a certain irrationality about nurse education; on the one hand teachers are espousing student-centred ideologies while on the other hand, students are expressing preferences for teacher-structured approaches. The research on nurse education generally concludes that the roles of teacher and student operate around a mechanistic view of man with the teacher being viewed as the front of all knowledge and the students the passive recipients of that which was given. This paper reports on related background issues, and a study of the teaching/learning preferences of student nurses from general, psychiatric, sick children's and mental handicap nursing. Whilst students reflected preferences for more teacher-structured strategies, significant differences were identified between the preferences of the four groups of student nurses. It is concluded that any insistence on a doctrinaire approach to teaching and learning would be unnecessarily restrictive to the whole process of nurse education. Nurse tutors therefore need to reflect on what they do, particularly that which influences the relationship between the students and what they learn. It is then the responsibility of nurse tutors to act on what they have learned about that relationship and their part in it.
在教育问责制的大环境下，各类教育形式中的教学活动正受到越来越多的审视。关于护士教育的文献普遍呈现出某种不合理性；一方面，教师宣扬以学生为中心的理念，而另一方面，学生却表现出对教师主导型教学方法的偏好。关于护士教育的研究通常得出结论，教师和学生的角色围绕着一种机械的人性观展开，教师被视为所有知识的源头，而学生则是所授知识的被动接受者。本文报告了相关背景问题，以及一项针对普通护理、精神科护理、儿童护理和智障护理专业学生护士教学/学习偏好的研究。虽然学生们表现出对更多教师主导型策略的偏好，但研究发现这四类学生护士的偏好之间存在显著差异。研究得出结论，任何坚持教条式教学方法的做法都会对护士教育的整个过程造成不必要的限制。因此，护士导师需要反思自己的教学行为，尤其是那些影响学生与所学内容之间关系的行为。然后，护士导师有责任根据他们对这种关系及其自身在其中所扮演角色的认识采取行动。
