Sharp K
School of Health and Social Sciences, Coventry University, England.
J Adv Nurs. 1994 Aug;20(2):391-5. doi: 10.1046/j.1365-2648.1994.20020391.x.
One of the consequences of the expansion of degree, and diploma level Project 2000 courses in nursing, has been that students are now exposed to a significant amount of material from academic disciplines other than nursing, at a relatively advanced level. In this paper, one such discipline, sociology, is considered, and its relevance to the nursing curriculum is assessed. Following a consideration of two theoretical models of the relationship between academic disciplines and professional practice (the 'personal education' and 'semantic conjunction' models), it is argued that whilst the implicit rationale for the inclusion of sociology in the nursing curriculum can best be understood in relation to the latter, neither model offers a convincing reason as to why we should teach sociology to nurses. It is argued instead that the nature of sociological knowledge is inherently multi-paradigmatic, and hence reflexive, and so cannot in principle provide a knowledge base for action-oriented conduct such as nursing work.
护理专业2000年项目学位和文凭课程扩展的后果之一是，学生现在接触到了大量来自护理学以外其他学科的、相对高级水平的材料。本文将探讨其中一门学科——社会学，并评估其与护理课程的相关性。在考量了学术学科与专业实践之间关系的两种理论模型（“个人教育”和“语义关联”模型）之后，本文认为，虽然将社会学纳入护理课程的内在基本原理最好根据后者来理解，但这两种模型都没有给出令人信服的理由来说明我们为何要向护士教授社会学。相反，本文认为社会学知识的本质具有内在的多范式性，因此具有反思性，所以原则上无法为护理工作等以行动为导向的行为提供知识基础。
