This article examines the formation of occupational identity in a nursing program. The normative and ideological dimensions
of this process are revealed in the program’s goals and the views of educators and students through qualitative data from
observations and 30 in-depth interviews. Educators seek to socialize students toward professionalism to raise the occupation’s
status by emphasizing the scientific and technical basis of nursing. Yet students uphold a gendered discourse by identifying
a normative dimension of caring as central to their occupational identity. The dilemma between professionalism and caring
is reconciled as students construct an occupational identity based on “educated caring,” where these two dimensions are equally
valuable and significant.
Ester Carolina Apesoa-VaranoEmail:
Ester Carolina Apesoa-Varano
is a Ph.D. candidate in the Department of Sociology at the University of California, Davis. Her areas of interest include
work, occupations, and professions, medical sociology, gender, and inequality. She is currently working on her dissertation,
entitled “Medicine and Caring: Healthcare Providers at Work.” Her previous research focused on a historical analysis of ideologies
in the official publication of a large nursing organization. In 2004, a version of her qualifying paper “A Professional Project:
Science, Caring, and Ideology in a Baccalaureate Nursing Program” was awarded the Graduate Student Paper Award from the Carework
Network (an American Sociological Association affiliate organization). In 2004 she also co-authored with Charles Varano an
article entitled “Nurses and Labor Activism in the United States: The Role of Class, Gender, and Ideology,” published in a
special issue of Social Justice. 相似文献
This article presents the findings of a four-year survey on the development of social work education in Russia from 1995 to the present day. Through a series of questionnaires, interviews and discussions with Russian academics, practitioners and students, the study looks at a variety of issues including the high rate of attrition. It focuses on aspects of students’ practice placements such as the type, length and quality of practice placements, the students’ workload and the supervision provided. It also looks at the contribution that international collaboration has made to the development of social work education in Russia.
The survey concludes that there is a need to enhance the overall package for social workers and raise the status of the profession in order to retain qualified personnel. Longer practice placements which start in the first year and are adequately funded and supervised are seen as the key to retaining new graduates. It concludes that although international projects have made a difference to those participating at the time, it is difficult to disseminate these benefits beyond the immediate region. Now that international funding to Russia has been reduced it is critical that any remaining funding is accurately targeted and properly coordinated. 相似文献
Creative problem solving is seldom addressed directly in the decision sciences literature. The first half of this paper reviews current thinking about creativity and its educational importance. The remainder addresses creative problem-solving processes and, in particular, the process developed by Parnes, Noller and Biondi [24] and Osborn [23]. This process has been integrated into an OR/MS problem-solving course which is described. Conclusions and implications for decision sciences education and practice in general are discussed. 相似文献
This paper describes a case that examines five key topics in production and operations management [1]—forecasting, inventory control, transportation planning, aggregate planning, and the disaggregation of the aggregate plan—in an integrated, realistic manner for upper-level undergraduate business majors [3]. The case structure stresses the linkage of these interrelated subjects and supplements the regular classroom presentations dealing with them. The case relies on computer calculations at each stage to provide the information input for calculations at the next stage. It is a static model with a twelve-month planning horizon. Students complete several exercises and assume several roles as the case unfolds. They act on their own in filling some roles and as members of teams in performing others. They do not compete with each other, as the purpose of the case is to help them develop an appreciation of the factors that persons performing the role must consider. 相似文献