ベッドサイドから教室へ:BIPOCの看護学部のメンターシップ経験の自動民族学
Kechi C Iheduru-Anderson1, Karen E Alexander2, Nisha Mathews2
1Central Michigan University, Mount Pleasant, USA.
Global qualitative nursing research
|September 2, 2025
まとめ
黒人と南アジア人看護師は 学問界で大きな障壁に直面しています 構造的なメンターシップや 明確な進路がないからです これらの課題に取り組むことは 教師の留守と看護教育の成功に不可欠です
科学分野:
- 介護教育
- 高等教育学部開発
- アカデミックなキャリア
背景:
- 黒人と南アジア人看護師は 学問への移行に 大きな障害に直面しています
- 人種的排斥,制度的無視,曖昧な任期/昇進基準は,キャリアの進歩を妨げています.
- 公式のメンターシップはしばしば不十分であり,外部からの支援と自己主張を求めることを強制します.
研究 の 目的:
- アメリカの高等教育における黒人および南アジア人看護師の移行と昇進/任期の過程における指導経験を探求する.
- 少数派看護師のキャリア向上への障壁と促進要因を特定する.
- メンターシップの役割を理解する
主な方法:
- 反省的なジャーナルナリティブを利用した 自動民族学的アプローチです
- メンターシップサイクル内の重要なテーマを特定するための誘導的テーマ分析
- 社会認知キャリア理論のレンズを通して解釈する.
主要な成果:
- 主要な課題として 構造化されたメンターシップの欠如と 明確な任期期待が挙げられました
- メンターへの不信感 感情的負担 そして人種的アイデンティティの影響が 重要な要因でした
- 教師は同僚ネットワークや専門組織に頼り 最終的にメンターになったのです
結論:
- 文化に敏感で 平等を中心としたメンターシッププログラムと 透明な進路は不可欠です
- 組織は包括的なリーダーシップ開発と 持続的な支援システムを 導入しなければなりません
- 黒人と南アジア人看護師の成功と留守を高めるには システム的な変化が必要です
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