Yung H H
Department of Nursing, Chinese University of Hong Kong, Shatin, New Territories, Hong Kong.
Nurs Ethics. 1997 Mar;4(2):99-113. doi: 10.1177/096973309700400202.
This paper was designed to explore the relationships of three role conception types (the professional, bureaucratic and service role conceptions) to the ethical behaviour of student nurses from the apprenticeship and degree nursing programmes in Hong Kong. The effect of role discrepancy on ethical behaviour will also be explored. A nonprobability convenience sampling of 140 certificate students from a hospital-based training course and 81 degrees nursing students from a tertiary programme were selected. Role conception and role discrepancy were measured by the modified Nursing Role Conception scale originally developed by Corwin. For ethical behaviour, the Judgement About Nursing Decisions scale developed by Ketefian was used. Multiple regression analyses showed that the ideal professional role conception was a significant predictor, accounting for 17% of the variance in the ideal ethical score of the degree students. Actual service role conception was a better predictor of the actual ethical score, explaining 10% and 14% of its variance for the certificate and degree students respectively. Professional and bureaucratic role discrepancies together were found to have a negative effect on the actual ethical behaviour of the degree students. These results suggest that professional values that have been developed through socialization in nurse education programmes could benefit patients only when degree students, in particular, could adapt successfully to the demands of bureaucratic organization.
本文旨在探讨三种角色观念类型（专业角色观念、官僚角色观念和服务角色观念）与香港学徒制和学位制护理课程学生护士道德行为之间的关系。同时也将探讨角色差异对道德行为的影响。选取了140名来自医院培训课程的证书班学生和81名来自高等教育课程的学位制护理学生作为非概率方便样本。角色观念和角色差异通过最初由科温开发的改良版《护理角色观念量表》进行测量。对于道德行为，使用了凯特菲安开发的《护理决策判断量表》。多元回归分析表明，理想的专业角色观念是一个显著的预测因素，占学位制学生理想道德得分方差的17%。实际的服务角色观念是实际道德得分的更好预测因素，分别解释了证书班学生和学位制学生实际道德得分方差的10%和14%。研究发现，专业角色差异和官僚角色差异共同对学位制学生的实际道德行为产生负面影响。这些结果表明，只有当学位制学生，特别是能够成功适应官僚组织的要求时，通过护理教育项目社会化形成的专业价值观才能使患者受益。
