Clare J
Nurse Educ Today. 1993 Aug;13(4):282-6. doi: 10.1016/0260-6917(93)90054-6.
This paper explores the notion that contemporary teaching practices reinforce and maintain the legitimacy of traditional relations of power between teachers and students of nursing. Nurse teachers and clinicians have socially constructed and legitimated power over students which acts to constrain the development of critical consciousness. Student-centred learning packages and strategies such as problem-solving, questioning and dialogue may give the impression of student empowerment while leaving the authoritarian nature of teacher-student relationships intact. Furthermore nursing education is premised on the belief that 'real' learning takes place in the classroom (where teaching occurs) and is consolidated by practice (where nursing occurs). This situation creates a major dilemma for all teachers since the contradictions between classroom knowledge and experiential clinical knowledge are seldom officially recognised. The rhetoric of critical social science however, suggests that emancipation and empowerment of teachers and students would follow their enlightenment as to the nature of these contradictions. This assumption discounts the ways in which hegemonic ideology shapes the consciousness of nurses to accept dominant views of what constitutes professional practice or legitimate knowledge and how that may be obtained.
本文探讨了一种观念，即当代教学实践强化并维持了护理专业师生之间传统权力关系的合法性。护士教师和临床医生在社会层面构建并合法化了对学生的权力，这种权力限制了批判性意识的发展。以学生为中心的学习包以及诸如解决问题、提问和对话等策略，可能会给人一种赋予学生权力的印象，然而师生关系的专制本质却依然如故。此外，护理教育基于这样一种信念，即“真正的”学习发生在课堂（教学场所），并通过实践（护理场所）得到巩固。这种情况给所有教师带来了一个重大困境，因为课堂知识与临床经验知识之间的矛盾很少得到官方认可。然而，批判社会科学的言辞表明，教师和学生的解放与赋权将随着他们对这些矛盾本质的认识而实现。这一假设忽视了霸权意识形态塑造护士意识的方式，使其接受关于专业实践或合法知识构成以及如何获取的主流观点。
