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Updated: Jun 28, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

从护理实践博士的临床角色过渡到学术学者

Danielle Hebert¹, Shari Harding¹

¹Tan Chingfen Graduate School of Nursing, University of Massachusetts Chan Medical School, 55 Lake Ave North, Worcester, MA 01655-0002, United States of America.

Journal of professional nursing : official journal of the American Association of Colleges of Nursing

|April 13, 2024

概括

护理实践博士 (DNP) 教师需要支持过渡到学术界. 量身定制的资源对于他们的学术生产力和保留在护理教师短缺的情况下至关重要.

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:

护理实践博士 (DNP) 准备的护士越来越多地进入学术界.
这些专家临床医生拥有对改善医疗保健质量和基于证据的实践有价值的知识.
然而,DNP教师可能缺乏学术方面的正式准备,这对于学术晋升和留学至关重要.

研究的目的:

检查DNP准备的护理教师过渡到学术角色的独特需求.
确定DNP教师在学术生产力和晋升方面所面临的挑战.
倡导资源和支持系统,以促进DNP教师的学术成功和留守.

主要方法:

这项研究涉及对当前文学和学术推广实践的审查.
分析的重点是DNP和哲学博士 (PhD) 准备的教师之间的学术期望的差异.
考虑了临床学者独特的技能和传播方法.

主要成果:

DNP教师需要特殊的支持,以开发奖学金,与传统的以研究为重点的哲学博士 (PhD) 途径不同.
现有的晋升过程往往有利于以博士学位为中心的学术指标,可能不利于DNP教师.
越来越需要认识到与临床实践相关的各种形式的学术传播.

结论:

支持DNP教师的过渡和学术发展对于教师保留和解决护理教师短缺至关重要.
学术机构必须调整晋升标准,以承认DNP准备的教师的学术贡献.
进一步的研究和有针对性的资源是必要的,以准备和支持DNP教师在他们的学术生涯.

关键词:

护理学博士护理实践学院的教师导师制导师制导师制导师制提升提升提升提升提升奖学金奖学金奖学金

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