Group Dynamics in Education

Author(s): Maude B. Muse

Source: The American Journal of Nursing, Vol. 50, No. 4 (Apr., 1950), pp. 238-241
Published by: Lippincott Williams & Wilkins
Stable URL: http://www.jstor.org/stable/3467753
Accessed: 13-03-2018 06:11 UTC

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 sion
sionisisvaluable
prevailing tendency in current philoso- valuable in education
in education
in theinsub-
the sub-
an academic equivalency factor might
well be considered by the colleges and phy in both general and professional ject
jectmatter
matter courses
coursesto pool
to pool
individual
individual
schools of nursing which utilize theeducation.
co- findings
findingsfrom from reference
reference
readings,
readings,
experi-experi-
operative programs. It is evident that nursing educationments,
ments,and and experience.
experience. Logical
Logical
group group
There are a number of methods now discussion
discussion
has won a place in California's collegiate is is
indicated
indicatedwhenwhena groupa group
is is
used in California by which certain institutions. This, however, is but a attempting
be-
attempting to to
(1) (1)
solve
solve
a common
a commonprob- prob-
groups of subjects generally consideredginning. If nursing is to maintain itslem,
lem,(2) (2)reach
reach a co-operative
a co-operativedecision,
decision,
part of the basic nursing program are professional status, its educational as-
(3)
(3) formulate
formulate or or
reformulate
reformulategroupgroup
pol- pol-
taught in collegiate institutions. The pects
de- must have continuous development icies,
icies,oror(4)(4)
establish
establishany any
otherother
form form
of of
velopment of such programs reflects theon a collegiate level. group
groupconsensus.
consensus.
The
Thepurposes
purposes areare
radically
radically
different
different
from
fromthosethose of of
a collab0rative
a collab0rative
discussion,
discussion,
consequently
consequently thethe
discussion
discussion
patternpattern
is is

Group
Group Dynamics
Dynamics
in Education
in Education different,
different,
cause
causeititcalls
and
calls
andmuch
forfor
much
group
moremore
group
exacting
reasoning.
exacting
reasoning.
be- be-
Terms Terms
such
suchasassocial
social
facilitation,
facilitation,
groupgroup
poten-poten-
It
Itisis
vitally
vitally
important
important
that teachers
that
at allteachers
levels understand
attial,
all
tial, the
andlevels
and social
social understand
increment
increment
whichwhich the
appearappear
true
true meaning
meaning
of group
ofdynamics
groupand
dynamics
become familiar
andso with
become
so frequently
frequentlyin recent familiar
in recent
educational
educational
lit- with
lit-
the
the basic
basic
essentials
essentials
for effective
forgroup
effective
interaction
group erature
erature
in schools. relate
relate
to group
interaction to group
dynamics
dynamics
in and schools.
canand can
be
be understood
understoodonly
only
in term,s
in term,s
of laws
of laws
BY MAUDE B. MUSE, R.N. governing
governing energy
energy
systems.
systems.
The
Theall
alltoo
too
prevalent
prevalenttendency
tendency
to as- to as-
sume
sumethat
that group
group
discussion
discussion
per seper
can se
be can be
T HE
HE term
term"group
"groupdynamics"
dynamics"hashas
been
been tion.
tion.The The
meaning
meaning all depended
and value of and depended
value upon
upon
ofto educate
to
alleducate
may may
be a be a
Tused
Tused inin connection
connectionwithwithresearch
research in in learning
learning dependsdepends
to a large extent
to auponlarge
heritage
heritageextent
from
from thethe upon
earlyearly
free-school
free-schoolphi- phi-
social
social relationships
relationshipsfor
forsome
some years.
years.
Re-Re- the
thesocial
social
settingsetting
in which it in
takes place. losophy
which losophy ofof
it takes education,
education,
place. now now
thoroughly
thoroughly
cently
cently the
theconcept
conceptofofgroup
group dynamics
dynamics Personality
Personality and character
and are largely discredited.
character discredited.
are To To
expect
largely expect"pooled
"pooled
contri- contri-
has
has been
been publicized
publicizedwidely
widelyin in
allall
branch-
branch- products
products of society.
of society.
But in connection butions"
butions"
But in connection ofofa group,
a group,members
members of which
of which
es of education. In common with all with
with groupgroup
discussion,
discussion,
augmented power have
have little
little
augmented power or or
no no
knowledge
knowledge or experi-
or experi-
other dynamic forces in the universe, the and and productiveness
productivenesscan be expected
can whenbeence
ence inina agiven
expected given area,area,
to throw
when to throwlight upon
light upon
products or outcomes of social dynamics group group energyenergy
has become has
mobilized
become in problems
problems oror
mobilized issues
issues
in that
ininthat
area obviously
area obviously
may be helpful or harmful, creative or relation relation to sometocommon
someproblem,
common pur- is
is the
theheight
height
problem, of offolly.
folly.
pur-There There
can becan no be no
destructive, and, in the learning process, pose, pose, or interest.
or interest.
When groupWhen possible
possiblevalue
energy isgroup value or or
energy virtue
virtue
in is
pooled
in pooled
ignor- ignor-
educative or non-educative. so
sounified,
unified,the outcomes
the attained
outcomes by an ance.
ance. InInthe
attained theeducative
educative
byprocess
an process
random random
Which of these results will ensue de- effectively
effectively coactingcoacting
group tend togroup
be conversation
conversation or
tend to be or
haphazard,
haphazard, ill-directed,
ill-directed,
and
andunorganized
unorganized groupgroup
discussion
discussionis sel- is sel-
pends upon the degree to which these greater, greater, speedier,
speedier,
more dependable,
more anddependable, and
complex interactions are understood and more functional than could be attained dom,
dom,ififever,ever, educative.
educative. Indeed,Indeed,
if stu-if stu-
controlled. Although group dynamics by a less unified group, or by the sum-dents dentsrepeatedly
repeatedly are are
encouraged
encouraged to dis-to dis-
total of the attainments of individuals of cuss
cusstopics,
topics, express
express opinions,
opinions,and draw and draw
unquestionably is a concept of high sig-
mificance in the educative process, it will the group, working alone./ conclusions
conclusions for forwhich
whichthey they
possess possess
in- in-
suicient
suicientevidence,
evidence, theythey
are being
are beingtrainedtrained
become just another ineffective educa-
tional slogan if it is accepted uncritically
Types of Group Interaction in
in numerous
numerous untoward
untoward habitshabits
of thought
of thought
The numerous manifestations of and
andaction
action which
whichcan can
be eradicated
be eradicated
with with
and applied indiscriminately.
Psychologically, the term "group dy- group dynamics depend upon the pur- greatest
greatest difficulty.
difficulty.

mamics" is pregnant with meaning, both pose for which the group has assembled. Certain
Certainfalsefalseconcepts
conceptsof what
of what
consti-consti-
for sociologists and educators. A basic A rough classification of types of tutes
tutes
dynam- a a
favorble
favorble setting
setting
for productive
for productive
implication of high import is that pres- ic group interaction includes: group
group
unorgan- discussion
discussion still
still
prEvail.
prEvail.
Among Among
ent-day social psychologists and educa- ized social interaction, for purposes these
these
ofareareanan early
early
concept
concept
of "demo-
of "demo-
tors are interpreting indivilual, group, companionship, recreation, entertain- cratic"
cratic"group
group discusion
discusionwhichwhich
accepted
accepted
and inergroup behavior in terms of dy- ment, or more or less casual unbridled,
unbridled,
enlighten- ill-directed,
ill-directed,and irresponsi-
and irresponsi-
namic energy systems, operating accord- ment; collaborative group discussion, ble
ble self-expression
self-expression
a as educative.
as educative.
An An
ing to principles of dynamics, pooling of group information for equally
equally
pur- questionable
questionable recommendation
recommendation is is
The implications of group dynamics poses of augmenting, rounding-out, that
that adult
and adult participants
participants in faculty
in faculty
meet- meet-
for education are many and varied. The clarifying knowledge in a new area; ings
ings or
orfield
and fieldconferences
conferencesshouldshould
call each
call each
effects of group interactions obviously logical group discussion, or discussion toother
other byby given
given names
namesor nicknames
or nicknames
"in "in
are not confined to group discussion, reach a group decision. order
ordertotoput
put
thethe
group
group
at ease."
at ease."
It is dif-
It is dif-
ficult to conceive how either of these
Each of these types may be educative.
which now occupies the center of atten-
The dynamic interactions of the firstpractices
type can contribute to unity of group
MISS MUSE (Lakeside Hospital School of
are essential to successful social adjust-
purpose,
purpose, which
whichconstitutes
constitutes
a requirement
a requirement
Nursing, Cleveland, Ohio; B.S., M.A., Teach-
ers College, Columbia University) was for ment and play important roles infor for productive
productivegroup
per- groupdiscussion.
discussion.
many years on the faculty of Teachers Col- sonality development and coincidental
lege and is the author of several well known Research
Research ininGroup
GroupDynamics
Dynamics
textbooks. Her latest, Guiding Learning Ex- education. Collaborative group discus-
Research centers for the intensive
perience, published by Macmillan, is just off MURSELL, JAMES L.: Successful Learning,
the press. New York, McGraw, 1946, pp. 160, 310l study of group dynamics are being spon-

238 THE AMERICAN JOURNAL OF NURSING

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sored by the National Education Asso- Although skill in group discussion
autocratic teaching methods. The con-
ciation and by various colleges and uni- cannot be acquired without repeated
sensus of educational opinion today is
versities. At present most of the findings practice in group participation, practice
that they are acquired with maximum
of these research groups appear in quar- alone is ineffective. To attempt to edu-
spee3 and effectiveness by two modern
terly reports or in inexpensive govern- cate through logical group discussionmethods, known as socialized recitation
ment pamphlets and manuals2 rather before participants have the prerequi-
anLdrecitation-discussion, both of which
than in books on education. are teacher-guided technics. In other
sites not only renders discussion unpro-
The impetus back of the current inter- ductive and establishes habits which words,
are students should bring to their
est in group dynamics is a recognition of the exact opposite of those essential first
for experience with logical group dis-
the crying need for more effective edu- effective group discussion, but often cussion reasonable competence in social-
cati(n for citizenship in a democratic arouses in the participants profound
ized-intellectual skills--a competence
society. Consequently, much of the re- aversion for this potentially valuable
which is gained more readily by the usec
search reported to date centers around learning method. of various socialized technics over which
logical group discussion. Research stud- With few exceptions, traditionally
the teacher has some direct control.
ies have contributed new principles of educated nurses, whether students in
group dynamics, and have offered sug- The Mechanics of Logical Group
nursing schools or graduates functioning
gestions for slight modifications in the Discussion
in so-called democratic faculty meetings
earlier pattern of discussion for decision, or in work conferences in the field, are
On the basis of principles established
which was widely known several decades ill-prepared for democratic discussion through
for research in group dynamics sup-
ago as the Sheffield-Elliott technic. decision. Under the traditional system of
plemented by actual experience, compe-
While it unquestionably is true that education students were not affordedtent op-educators recommend that responsi-
group dynamics is "as old as the coun- portunities to acquire the essential skills
bility be delegated within a discussion
cils of the cave men," the dynamics of and habits and not encouraged to disci-group which is seeking to reach a deci-
successful democratic interaction differ pline their minds so that they could con-
sion to (1) a group discussion leader,
radically from those which settled dif-tribute effectively to logical group chosen
dis- from and by the group; (2)
ferences of opinion within a club-lit-cussion.3 discussion participants, preferably re-
eral or metaphorical. The group dynam- stricted to 10 or 12; (3) a process ob-
ics being advocated today by outstandingAbilities and Skills Essential for server, who concentrates upon the way
American sociologists and educators Productive Discussion in which the discussion process is devel-
must conform to the pattern of group Among the intellectual habits, abili-oping; (4) a contenFt:recorder, whose
reasoning and exacts specific prerequi- ties, and skills essential for ?ffectiwischief responsibility is to make an accu-
sites and responsibilities of each discus-cussibn for decision are the habit of mak-
rate record of the content of discussion;
sion participant. ing a problematic approach to-problemand (5) such;e~urce personnel as may
situations; familiarity with, and begin- be deemed a4Disable for the solution of
Prerequisites for Logical Group ning skill in the use of, the scientific the l~r(Blem. Practice in logical group'
Discussion
method of group reasoning; skill in lo-disbussion will be more productive if
There are four types of prerequisites cating and verifying pertinent evidence; 'responsibilities are thus assigned.
for productive "group discussion for ability to present a contribution with Obviously this set-up does not apply
decision." Participants (1) must have clarity and brevity; ability to follow to collaborative discussion. Since the ob-
acquired reasonable efficiency in the in-through a line of'-reasoning without di- server and the recorder are intended to
gressions; habits of deferring decision relieve the over-heavy burden of the
tellectual and social skills involved, (2)
must possess"some degree of knowledge until all the evidence is in; and habits group discussion leader, their responsi-
and experience in the area under dis- of trying out group decisions or conclu- bilities might well be considered first.
cussion, (3) should have made direct
sions. The process observer is one of the
preparation for each discussion period, Among the socialized abilities and group to whom this responsibility has
skills essential for logical group discus- been assigned. Consequently, she avoids
and (4) must be familiar with the pat-
tern of logical group discussion. sion are ability to consider controversial dogmatic criticism and makes no attempt
issues dispassionately; ability to present to hand down decisions. The skilled ob-
2 Two Lessons of Group Dynamics, Educator's
a personal viewpoint objectively, so asserver is careful to note outstanding
Washington Dispatch, 1948. (A pamphlet
to contribute "light rather than heat"; strengths as well as weaknesses. She re-
obtained from Deep Water, Conn.); It Pays
To Talk It Over, 1947. (A manual, obtained
ability to concede and to incorporate inports upon the percentage of the group
from National Institute of Social Relations,
Washington, D. C.); Decision Through Dis-the discussion process any well-verifiedwho are participating actively. She may
cussion, by W. E. Utterback, Times Co., New contributions ofothers; skill in co-oper- call attention to specific untoward reac-
York, 1946. (A manual.) ating with the leader in carrying on thetions such as some highly subjective con-
A bulletin series is being published by the
National Education Association, Department thread of discussion and in curbing seri- tribution or some attitude which blocked
of Adult Education, 1201 Sixteenth St., Wash- ous digressions without giving offense; co-operative effort. She may point out
ington 6, D. C.
and habits of acting upon group deci-aspects of the discussion which appear
Articles in recent periodicals include: Re-
sions. to have been overlooked by the discus,
port on Discussion 66, by J. Donald Phillips,
Adult Education Journal, Oct., 1948; Dynam- Obviously these skills are not innate,sion participants or suggest that failu~re
ics of the Discussion Group, Journal of Social
Issues, Spring, 1948.
rarely are acquired by pure trial andof the discussion to progress may be be-
For report of recent nursing conferences see error learning, and are not fostered bycause of preoccupation with minor issues.
A Thousand Think Together, National Nurs- The observer uses a simple check list
ing Council, New York, 1948. (Available 3 A fuller discussion will be found in Guiding
Learning Experience, by MAUDE B. MUSE, to record observations and demonstrates
from the National League of Nursing Educa-
tion, New York 19, N. t.) New York, Macmillan, 1950. her efficiency by her ability to summar-

APRIL 1950 * VOL. ~ NO. 4 239

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 ize her observations whenever requested -favors utilization of the outcomes of
stress the importance of the physical set-
with clarity, brevity, and objectivity. group discussion. In the case of work
up for group discussion. In addition to
The observer learns much from this as- the usual precautions as to lighting, ven-
conferences in the field, definite plans
signment which improves her skill as a tilation, temperature regulation, and for a future meeting to compare results
discussion participant. In schools, while freedom from distraction, they insist has proved to increase assurance that
students are gaining their first experience upon face-to-face seating. These simple
group findings will be acted upon.
with logical group discussion, it is ad- seating precautions do much to help the
visable to recruit faculty members who Use and Misuse of Group Discussion
group to become a functional entity and
have demonstrated special skill as proc- to improve the quality as well as the In nursing education the collaborative
ess observers. As soon as possible, how- amount of group participation. type of group discussion is indicated in
ever, this responsibility should be rotated all first-level subject-matter courses. to
s3 stematically within the group in order Phases of Logical Group Discussion clarify and round out knowledge and
that each student may profit from the There are five main stages or phasesrender it more economical, meaningful,
experience. in logical group discussion. The firstand functional. An entire class can par-
The content recorder is given respon- stage of a discussion group procedure ticipate
is in discussion of this type and the
sibility for a more complete account of to make sure that the problem whichteacher-led discussion-recitation is the
the nature of the discussion than it is brought them together (1) has the sameusual technic employed. Logical group
possible for the over-burdened leader to meaning for each, (2) represents a "felt
discussion often can be used late in sub-
make. The content report is a record of difficulty" for each, (3) is worthy ofject matter courses, provided students
the chief points coming up for discus- group investigation, and (4) is one possess the prerequisite skills. Problems
sion, including the arguments pro and which each participant should be able to involving knowledge from several sci-
con and the group decisions reached. help solve. This first phase is held to ence subjects are especially profitable.
During recent work conferences in the foster group unity since it affords oppor- The purpose of many case studies mad]e
nursing profession, the content recorders tunities for noncontroversial group dis-
by nurses is to round out and integrate
of the various discussion groups were cussion. knowledge about complicated cases, dis-
held responsible for the daily report in The second phase calls for a pains- eases, and conditions and collaborative,
the convention bulletin and for summary taking analysis of the total problem sit-rather than logical group discussion, is
reports in the general sessions. uation, including causal relationshipsindicated.
Although appointment of group ob- and criteria for evaluation. The two lat- Medical and social case studies, how-
servers and recorders lighten the respon- ter are closely related in any reflective
ever, which are conducted by experts in
sibility of the group leader, her functions l~ocess. Consideration of causes and rea-
search of a diagnosis, call for logical
still are numerous and exacting. The sons of the group for attacking the prob- group discussion. In a school of nursing
skillful group leader is expected to guide lem often leads right into consideration
logical group discussion-if given the
tbe group as they select, define, and de- of standards and values.4 Neglect prerequisites-should
of be used in student
limit their problem. She seeks to main- careful analysis and attempts to offer
seminars, in meetings of the student-
tain a democratic climate and to foster solutions without due consideration of
faculty council, and during the senior
co-operation rather than competition. all the factors and relationships involved y)ear for the study of professional ad-
She makes sure that all viewpoints are are held to be the commonest and costli- justments.
aired and that each conferee has oppor- est mistakes of those inexperienced in ' The well-informed nurse educator will
tunities to contribute. Assisted by the group discussion. realize that productive group discussion
discussion participants, she must try to The third step in constructive group requires careful planning, time for de-
avoid digressions and keep discussion discussion-formulation of an hypothe- liberation, and a situation which permits
"on the beam." She must summarize sis or tentative conclusion-calls for cre-
reasonably uninterrupted consideration
discussion at appropriate intervals and ative thinking, an ability in which indi- of the problem in hand. She will realize
restate the problem. She has to curb too- vidual differences are marked. However,
that there are many teaching-learning
voluble participants and encourage those if analysis has been complete and if caus- situations in which this learning method
who are shy and diffident. al relationships have been thoroughly definitely would be inappropriate and
The discussion participants have full canvassed, a solution may be evident sometimes
to would be non-educative.
responsibility for discussion and are ex- all, or it may be presented by membersFor example, group discussion obvi-
pected to keep track of the thread of dis- of the group who have the abilityously to is unsuited for use in the 7 A.M.
cussion as well as its content. Discussion bring together different elements inreview a of the clinical situation on a unit
participants are encouraged to say what form that can be readily understood and -sometimes miscalled the morning con-
they think but to think before they utilized by the remainder of the group. ference-which corresponds to the mili-
speak. They should not volunteer until The fourth phase-mental exploration tary briefing before going into action.
they have organized their contribution -is designed to follow the situation Primarily this briefing has a service func-
so as to further the discussion process. through in application to hypothetical tion.? It is designed to bring the nursing
In schools of nursing resource person- situations and thereby to avoid prema- staff up-to-date concerning significant
nel. can be selected from the faculty. In ture decisions based upon inadequatechanges which have occurred since they
field conferences many participants are investigation. went off duty and to acquaint them with
experts in some area, and selection of The fifth phase-public commitment the new responsibilities and plans for
resource personnel may be made from by the group to try out group decisions the day's nursing care.
the group itself-other experts being If the person in charge is a good
called in as needed. 4 McBuRNEY, JAMES H., and HANCE, K. G.:
The Principles and Methods of Discussion, nurse as well as a good administrator,
Experts on logical group discussion
New York, Harper, 1939, p. 67. she will realize that this morning brief-

240 THE AMERICAN IDURNAL OF NURSING

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ing
ing must
must bebe conducted
conductedwith
withutmost
utmost dis-
dis- It is equally important, however, that become so intrigued with what
what to
to them
them
patch
patch as
as well
wellasasefficiency
efficiencybecause
because pa-pa- they realize that the current interest in are novel aspects of group processes
processes
tients
tients await
await morning
morningcare.
care.IfIfshe
she
also
also
is is group processes arose from a need to such as "emotional tone," "role
"role play
play
an educator,
educator, however,
however,she
shecan
canrender
render thethe re-educate adults, whose previous educa- ing," "change-agent skills," "group
"group
morning
morning briefing
briefingdefinitely
definitelyeducative
educative tion had been highly traditional. Re-edu- growth dimensions," and so forth,/
forth,/ that
that
without
without adding
addingmanymanyseconds.
seconds. cation is an uneconomical process, slow they will ignore their responsibilities
responsibilities for
for
However,
However, shesheisisthe
theonly
onlyperson
person
with
with and difficult. Technics which are appro- development of basic intellectual
intellectual and
and
sufficient
sufficient information
informationtotoaccomplish
accomplish
allall priate for adult re-education are highly social skills and for practice in
in logical
logical
these
these things.
things.She
Shemay,
may,for
forinstance,
instance,
make
make suggestive but not necessarily entirely group discussion. If this happens,
happens, the
the
a variety
variety of of educative
educativeobservations,
observations, such
such appropriate for use with young students next generation of adults likewise
likewise will
will
as to
to call
call attention
attentiontotosome
somenew new drug,
drug, in schools. require re-education in connection
connection with
with
novel
novel treatment,
treatment,unusual
unusualsymptoms,
symptoms, oror There is danger-real danger-that group processes.
rare
rare disease.
disease. An Anattempt,
attempt,however,
however, toto teachers, who themselves were tradition-
turn
turn this
this morning
morningbriefing
briefinginto
into anyany form ally educated, may fail to recognize the
form 6 BARRON, MARGARET E., and KRULEE, GIL-
BERT K.: Case Study of a Basic Skill Training
of group
group discussion
discussionviolates princi- definite limitations in the use of group
violatesallallprinci- Group, J. Social Issues, Vol. 4, pp. 10-30
ples
ples of
of effective
effectivegroup
groupdynamics
dynamicsand
and discussion. There is danger that they may Spring 1948.
easily
easily could
could mobilize
mobilizethe
thelistening
listening
nurses
nurses
against a charge nurse who failed to
realize that nurses cannot be educated
when patients are neglected. Organization, Control, and Administration
It should be evident that use of group
discussion in the educative process does of Nursing Education
not represent soft pedagogy. On the con-
trary, to insure productive group discus- As it has been several years since a statement of principles relating to
sion increases rather than decreases the the organization, control, and administration of nursing education was
responsibilities of both teacher and adopted by the National League of Nursing Education, it seemed to
learner. The teacher must make sure that the NLNE Board of Directors appropriate, at this time, for League
group discussion participants have the members to review their opinion with regard to these principles.
essential prerequisites, that they discuss Accordingly the Board is submitting for consideration by the member-
appropriate problems, and that they pro- ship this tentative revision of the 1947 statement. This will be presented
gressively improve their discussion tech- for discussion and action at the 1950 biennial convention.
nics. Students soon realize that they re-
quire not only more knowledge but PRINCIPLES RELATING TO
better command of it if they are to co-
ice training programs
programs for
for all
all nursing
nursing
ORGANIZATION, CONTROL, AND
ADMINISTRATION OF NURSING service personnel.
personnel.
operate effectively in group discussion.
EDUCATION
Teacher and learner find, however, that Basic Professional Education
the educational products of group dis- NURSING education, in common with
Education of professional nurses
cussion with these characteristics repre- other types of education, should
be the charge of the educational should be an integral part of an institu-
institu-
sent more numerous, more functional,
tion
tions of the country, public and private.
of higher education, either public
and more enduring learnings.
or private, or should be in a school con-
Obviously there is much more to be Formulation of policies and the admin-
learned about the dynamics of group istration of programs of nursing ducted as an independent institution
educa-
processes than can be considered in a tion are the prerogative and responsi- by the state to grant appro-
empowered
priate degrees. The basic professional
brief article. Certain aspects-such as bility of the profession.
nursing curriculum should include at
the processes by which a group becomes Nurses recognize that the most eco-
least two years of general education.'
functionally integrated, the characteris- nomical service possible must be ren-
tics of a democratic climate, the various dered to the community, provided the
Advanced Professional Nursing
patterns of group participation, the va- health of the community is protected. Education
rieties of interpersonal relationships, the Nurses also recognize that there is a
Advanced programs in professional
importance of technics of group self- need for differentiation of service, which
evaluation, and the values of consistent requires a differentiation of preparation. nursing should be an integral part of a
university, either public or private.
member self-analysis - are understood Every prospective student in nursing
only through guided study df groups in must have assurance that her education Administration and Control of
action. Direct experience also is essential will be adequate to give her competence Educational Programs for Professional
for genuine understanding of the shift- and satisfaction in future service. In likeNursing
ing responsibilities of group leadership manner, those who are served by nurses
Programs of nursing education should
and the nature of effective group inter- should be assured that the type of nurs-
be administered and controlled by a uni-
action with members who are indifferent, ing care needed will be available.
versity or other similar degree-granting
indolent, obstructionists, dominators, Since nursing service will require
educational institution with appropriate
recognition-seekers, advocates of special varying degrees of knowledge and skill,
contractual arrangements with service
interests, and the like. nursing education must provide prepara-
It is vitally important that teachers at tion for professional nurses and for prac-
1 A Curriculum Guide for Schools of Nursing,
all levels of education keep in touch with tical nurses. It is assumed the nursingNational League of Nursing Education, 1937,
presentday research in group dynamics. service departments will provide in-serv-pp. 36, 40, 41.

APRIL 1950 ? VOL. 50, NO. 4

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