Reutter L, Field P A, Campbell I E, Day R
Faculty of Nursing, University of Alberta, Edmonton, Canada.
J Nurs Educ. 1997 Apr;36(4):149-55. doi: 10.3928/0148-4834-19970401-04.
In this article, we describe how the functionalist and interactionist approaches to socialization are exemplified in the learning experiences of nursing students in a 4-year baccalaureate program. A qualitative longitudinal exploratory research design was used to study the socialization of baccalaureate nursing students in a large western Canadian university. The findings suggest that student learning reflects a combination of functionalist and interactionist approaches, with the relative emphasis of each approach varying over the 4 years. In the first year, functionalist learning predominates as students learn the "ideal." In second and third year, students are confronting and adapting to reality, which requires a more interactionist approach. Fourth year students look beyond their practice situation as they anticipate and prepare for a reality beyond the student world. This article concludes with implications for nursing education.
在本文中，我们描述了功能主义和互动主义的社会化方法如何在一个为期四年的学士学位课程中护理专业学生的学习经历中得到体现。我们采用了定性纵向探索性研究设计，来研究加拿大西部一所大型大学中护理专业本科学生的社会化过程。研究结果表明，学生的学习反映了功能主义和互动主义方法的结合，且在这四年中，每种方法的相对侧重点有所不同。在第一年，功能主义学习占主导地位，学生们学习“理想状态”。在第二年和第三年，学生们面对并适应现实，这需要一种更具互动主义的方法。四年级学生在展望并为学生世界之外的现实做准备时，会超越他们的实践情境。本文最后探讨了其对护理教育的启示。
