从临床职位过渡到教师角色的策略
Carolyn H Scheese1, John Nerges1, Christopher S Sneddon1
1University of Utah College of Nursing, 10 South 2000 East, Salt Lake City, UT 84112, United States of America.
概括
由于缺乏教师,不断增长的护理人员短缺状况更加严重. 这项研究为专家临床医生过渡到学术界提供了战略,以支持护理教育.
科学领域:
- 护理教育 护理教育
- 学术过渡学术过渡
- 教师发展学院发展学院
背景情况:
- 严重且日益恶化的护士短缺是一个全国性的担忧.
- 这种短缺因合格的护理教师短缺而加剧.
- 过渡到学术界的专家临床医生面临着作为新手教师的挑战.
研究的目的:
- 为成功从临床实践过渡到学术护理角色提供基于证据的策略.
- 解决新护理教师面临的挑战,包括导航学术结构和发展新技能.
- 支持在护理教育中招聘和留住专家临床医生.
主要方法:
- 关于教师过渡和挑战的文献综述.
- 综合实用策略和经验丰富的教师的技巧.
- 专注于为新手教师提供必要的学术能力.
主要成果:
- 专家临床医生需要对学术环境的全面指导.
- 培养课程设计,课堂管理和理解学术文化的技能至关重要.
- 导师和结构化的支持对于初学者护理教师至关重要.
结论:
- 促进专家临床医生的过渡到教师角色是解决护理人员短缺的关键.
- 有针对性的支持和教育可以提高新护理教师的成功和保留率.
- 投资于教师发展加强护理教育和实践的未来.
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