Greenwood J
Flinders University of South Australia, Adelaide.
J Adv Nurs. 1993 Sep;18(9):1471-9. doi: 10.1046/j.1365-2648.1993.18091471.x.
It is argued that the structures and processes of traditional patterns of pre-registration nurse education in the United Kingdom led to an apparent and relative desensitization of student nurses to human need. The processes underpinning this apparent desensitization were those which promoted both a 'compartmentalization' of concepts for theory and concepts for practice in the cognitions of student nurses and their habituation to examples of poor nursing practice. These processes are described and their nursing pedagogical implications are discussed. It is suggested that unless clinical learning environments are deliberately manipulated to foster the construction and utilization of 'appropriate' action schemata, the considerable opportunities offered by the implementation of Project 2000 to improve both nursing education and nursing practice could be wasted. It is further suggested that this deliberate manipulation should include nurse tutors teaching theory and practice in clinical areas if they are seriously concerned to render nursing care more intelligently responsive to human need.
有人认为，英国传统的预注册护士教育模式的结构和过程导致实习护士对人类需求明显且相对地变得麻木不仁。造成这种明显麻木不仁的过程是那些在实习护士的认知中促进理论概念和实践概念“ compartmentalization”以及使他们习惯于不良护理实践例子的过程。本文描述了这些过程，并讨论了它们对护理教学的影响。有人指出，除非刻意营造临床学习环境以促进“适当的”行动模式的构建和运用，否则2000计划实施所带来的改善护理教育和护理实践的大量机会可能会被浪费。进一步表明，如果护士导师真的关心使护理更明智地满足人类需求，那么这种刻意营造应包括在临床领域教授理论和实践。
