Mäkisalo M
Hoitotiede. 1994;6(2):72-82.
The aim of this research was to eludicate functioning of a nursing college according to perspective of teachers. The teachers were asked to evaluate the procedures of the institute and personnel and goals of functioning. The aim was to eludicate the existing basic principles and the bodies of knowledge among the teachers. The research was made as a case study in a average-sized nursing college during autumn 1992. A questions blank was sent to all the teachers (N = 68) and the questions were non-structured. The blank was returned by 39 teachers. Their answers were analyzed by using qualitative methods. The results of this research refer that a nursing college resembles Mintzberg's (1979) description of professional bureaucracy. The teachers way of thinking is typical among well-educated experts, who work quite independently (and alone) in relation to their colleagues. Despite of this they work very closely with their clients, who are students. The teachers thought that they are experts in pedagogics, but not in the knowledge of science of nursing. Their opinions about the position of students and the function of the institute were controversial. The students were seen either as self-directing gatherers or passive receivers of information. Most of the teachers were dissatisfied with leadership and cooperation of the organization.
本研究的目的是从教师的视角阐明一所护理学院的运作情况。研究要求教师对学院的程序、人员及运作目标进行评估。目的是阐明教师群体中现有的基本原则和知识体系。该研究于1992年秋季在一所中等规模的护理学院进行，作为一个案例研究。向所有教师（N = 68）发放了一份无结构的问卷。39位教师返还了问卷。运用定性方法对他们的回答进行了分析。本研究结果表明，一所护理学院类似于明茨伯格（1979年）对专业官僚机构的描述。教师的思维方式在受过良好教育的专家中很典型，他们相对于同事而言工作相当独立（且单独）。尽管如此，他们与作为客户的学生密切合作。教师们认为自己是教育学方面的专家，但不是护理学知识方面的专家。他们对学生的地位和学院的功能的看法存在争议。学生要么被视为自主的信息收集者，要么被视为被动的信息接受者。大多数教师对该组织的领导和合作不满意。
