Congdon G, French P
School of Human Studies, University of Teesside, Middlesbrough, Cleveland, England.
J Adv Nurs. 1995 Apr;21(4):748-58. doi: 10.1046/j.1365-2648.1995.21040748.x.
Many nurse educators in the United Kingdom are currently faced with the challenge of change, of leaving the culture of the British National Health Service and integrating into the culture of tertiary education. This paper reports on a study of the process of developing collegial relationships in the context of a new collaboration to develop a combined curriculum for nurses within a tertiary institution. The aims of the study were to analyse this process of integration and to identify the conditions that enhanced the development of collegiality between members of the nursing group. The case study centred on the analysis of data collected on video during unstructured interviews with the five members of the group. Data were analysed using Burnard's method of thematic content analysis. The paper argues that during the transition from the National Health Service to tertiary education, individual nurse educators and their managers must address problems related to issues such as 'ingroupism', nursing the students, perceived difference between nurse academics and other academics, and expectations of power-relationships.
英国许多护理教育工作者目前面临着变革的挑战，即要脱离英国国民医疗服务体系的文化，融入高等教育文化。本文报告了一项关于在一所高等院校内开展新合作以开发护士联合课程的背景下，发展同事关系过程的研究。该研究的目的是分析这一整合过程，并确定促进护理团队成员之间同事关系发展的条件。该案例研究聚焦于对该团队五名成员进行非结构化访谈期间收集的视频数据的分析。数据采用伯纳尔德的主题内容分析法进行分析。本文认为，在从国民医疗服务体系向高等教育过渡的过程中，个体护理教育工作者及其管理者必须解决与诸如“团体主义”、照顾学生、护士学者与其他学者之间的认知差异以及权力关系期望等问题相关的难题。
