MacNeil M
School of Nursing and Midwifery, University of Wolverhampton, Walsall, England.
J Adv Nurs. 1997 Mar;25(3):634-42. doi: 10.1046/j.1365-2648.1997.1997025634.x.
The purpose of this study is to examine the career trajectories of nurse teachers. The main focus of the study is the process of transition from nurse to teacher. The study looks at the anticipations, expectations, contrasts and changes encountered by nurse teachers when first embarking on the role. The interest lay in obtaining the teachers' view of their career trajectories and their experience of status transition. An ethnographic approach was adopted, and in-depth interviews were carried out with nurse teachers, to capture the breadth and depth of the teachers' experience. The teachers all volunteered to participate in the study, so are in no way statistically representative of their professional group. In analysing the data the mode of qualitative analysis called 'grounded theory' was modified and adopted. In this approach data collection, analysis and theory stand in reciprocal relationship to each other. The study operates at two levels. It relates to issues which appear to be meaningful only to the nurse education audience, but it also engages with the more anthropological concern of status passage. Finally, the results are discussed highlighting the many areas which were identified as causing concern and using the concept of 'identity' to offer an explanation for the 'troublesome-duality' experienced by nurse teachers.
本研究的目的是考察护士教师的职业轨迹。该研究的主要重点是从护士向教师转变的过程。该研究着眼于护士教师初次担任该角色时所遇到的预期、期望、反差和变化。研究的兴趣在于了解教师对其职业轨迹的看法以及他们的身份转变经历。本研究采用了人种志方法，并对护士教师进行了深入访谈，以全面深入地了解教师的经历。这些教师都是自愿参与该研究的，因此绝不能在统计学上代表他们的专业群体。在分析数据时，对称为“扎根理论”的定性分析方法进行了修改并采用。在这种方法中，数据收集、分析和理论相互之间存在着互惠关系。该研究在两个层面上展开。它涉及一些似乎仅对护士教育受众有意义的问题，但同时也涉及到更具人类学意义的身份转变问题。最后，对研究结果进行了讨论，强调了许多被确定为令人担忧的领域，并运用“身份”概念对护士教师所经历的“麻烦的二元性”作出解释。
