Hallett C E
School of Nursing Studies, University of Manchester, U.K.
Int J Nurs Stud. 1997 Apr;34(2):103-10. doi: 10.1016/s0020-7489(97)00001-1.
In 1992, as part of a study funded by the English National Board for Nursing, Midwifery and Health Visiting, the author conducted 26 interviews, 12 with students on the newly-introduced Diploma in Higher Education for Nurses, and 14 with District Nursing Sisters who supervised them during their community placements. The approach to the work was interpretive and was guided by phenomenology. It was discovered that one of the most valuable contributions of their 'community experience' was the opportunities it gave the students to 'think through' and develop their own ideas about their practice. The author's interpretation of these findings was influenced by Donald Schon's ideas about reflective practice and coaching. His theory that professional practice is based on 'knowing-in-action' and 'theories-in-use' which are formulated and modified through a process of 'reflection-in-action' seemed to have direct relevance for the learning acquired by students. The help and guidance given to students by their supervisors bore some resemblance to the types of coaching advocated by Schon, to which he gave the names 'Joint Experimentation', 'Follow Me' and 'Hall of Mirrors'. The interpretation placed on the data discussed here also, however, differs from Schon's theories in advocating that more attention should be given to the academic theory referred to by him as 'technical rationality'.
1992年，作为由英国国家护理、助产与健康访视委员会资助的一项研究的一部分，作者进行了26次访谈，其中12次是与新开设的高等教育护士文凭课程的学生进行的，14次是与在社区实习期间监督他们的地区护理姐妹进行的。这项工作采用的方法是解释性的，并以现象学为指导。研究发现，他们“社区经历”最有价值的贡献之一，是它为学生提供了“深入思考”并形成自己关于实践的想法的机会。作者对这些发现的解释受到唐纳德·舍恩关于反思性实践和指导的观点的影响。他的理论认为，专业实践基于“行动中的知识”和“实用理论”，这些知识和理论通过“行动中的反思”过程得以形成和修正，这似乎与学生所获得的学习直接相关。学生的导师给予他们的帮助和指导与舍恩所倡导的指导类型有一些相似之处，他将这些指导类型称为“联合实验”、“跟我来”和“镜子大厅”。然而，这里对所讨论数据的解释也与舍恩的理论不同，主张应更多地关注他所称的“技术合理性”的学术理论。
