从教师导师的角度在学术护理的导师从教师导师的角度
Katie Ruth Busby1, Claire Burke Draucker
1About the Authors Katie Ruth Busby, PhD, RN, CNE, is assistant professor, Helen and Arthur E. Johnson Beth-El College of Nursing and Health Sciences, University of Colorado Colorado Springs, Claire Burke Draucker, PhD, RN, FAAN, is Angela Barron McBride Professor of Psychiatric Nursing, Indiana University School of Nursing, Indianapolis. This work was supported by a grant through the Committee on Research and Creative Works at the University of Colorado Colorado Springs. The authors acknowledge and thank Emelie David, BA, who served as an undergraduate student research assistant on this project. For more information, contact Dr. Busby at kbusby@uccs.edu .
这项研究开发了一个理解护士教师从导师的导师指导的框架.
科学领域:
- 护理教育 护理教育
- 学术指导学术指导
- 教师发展学院发展学院
背景情况:
- 辅导提高护士教师的满意度和保留.
- 有限的研究存在于护士教师导师的经验.
- 焦点主要集中在受保护的观点上.
研究的目的:
- 开发一个学术护理指导的理论框架.
- 描述从护士教师导师的观点指导的过程.
主要方法:
- 构造主义基于理论的方法.
- 采访了24位经验丰富的护士教师导师.
- 探索他们的指导经验.
主要成果:
- 创建了一个名为"一起成长:导师对导师的观点"的框架.
- 该框架包括四个阶段:聚在一起,聚在一起,聚在一起和超越.
- 确定了三个核心领域:与受保护者的关系,辅导工作和情感影响.
结论:
- 导师提供了好处,但也为护士教师提出了挑战.
- 建议增加经验丰富的教师指导新手护士教师的资源.
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