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- Olsson, Henny M, et al.
(författare)
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Nursing education and importance of professional status in the nurse role. Expectations and knowledge of the nurse role
- 1988
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Ingår i: International Journal of Nursing Studies. - 0020-7489 .- 1873-491X. ; 25:4, s. 287-293
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Tidskriftsartikel (refereegranskat)abstract
- Development of the nursing profession is an essential goal of nursing education. One way to reach the goal is by clarifying professional status, a status which for the most part is transferred through tacit knowledge. The goals of any nursing education do not include the entire body of tacit knowledge. The development requires recognition of professional status. Over time, significant changes in distribution of nurses' conceptions about professional status are described. The authors contend that conceptions of the importance of professional status are assimilated during work experience. The necessity and importance of role modelling, role repetition and interactions with a professional group are supported by findings from the literature and the authors' current research.
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| 2. |
- Olsson, Henny M, et al.
(författare)
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Nursing education and professional role acquisition. A longitudinal study of expectations and attitudes towards nurse role acquisition.
- 1987
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 7:6, s. 270-277
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Tidskriftsartikel (refereegranskat)abstract
- This article deals with professional role acquisition in nurses and discusses results from three studies concerning expectations and attitudes towards this acquisition. The studies have been carried out in Sweden. The discussion comprises expressed expectations and attitudes of nurse students and registered nurses in relation to our theoretical perspectives presented in a former article. The theoretical perspectives concentrate on three aspects of social action: change-drama, interchange-ritual, and maintenance-routine. The results indicate that the professional nurse role is acquired according to a traditional pattern, in spite of changes in curriculum and goals of nursing education and health care. Changes made to develop and improve the conditions under which role acquisitions take place.
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| 3. |
- Olsson, Henny M, et al.
(författare)
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Nursing education and professional role acquisition--theoretical perspectives
- 1987
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 7:4, s. 171-176
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Tidskriftsartikel (refereegranskat)abstract
- This article deals with professional role acquisition in nurses. All nursing education take place in specific social settings. Each social setting is one element of a complex system of process factors. The student nurse's own role-enaction is constantly subject to modification or adaptation. Role-enaction as well as all social interaction can be grouped into three types: change-drama, interchange-ritual and maintenance-routine. Student nurses must learn what is significant for the role of the professional nurse. How is this accomplished and how do they learn the nurses's role in a specific situation?
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