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Updated: Jun 28, 2025
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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
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沿着DNP学位的教师的学术晋升之路旅行
Kaitrin Parris1, Allison Shorten1, Sigrid Ladores1
1University of Alabama at Birmingham School of Nursing, United States of America.
概括
护理学校需要教师,所以他们雇用护理实践博士 (DNP) 准备的护士. 这些新的教师需要支持和发展,以在学术界取得成功并推进他们的职业生涯.
科学领域:
- 护理教育 护理教育
- 学术职业发展 学术职业发展
- 教师保留教师的时间
背景情况:
- 在美国承认护理教师的短缺.
- 增加护理实践博士 (DNP) 准备的护士的就业,以整合临床专业知识.
- 需要为从临床实践过渡到学术界的护士提供量身定制的支持.
研究的目的:
- 提供支持护理实践博士 (DNP) 准备护理教师的战略.
- 引导DNP准备的教师为学术职业发展和晋升做好准备.
- 加强新护理教师在学术环境中的整合和保留.
主要方法:
- 审查教师整合和职业发展的战略.
- 确定学术转型的关键支持机制.
- 专注于护理实践博士 (DNP) 准备的护士教育工作者.
主要成果:
- 基本策略包括全面的学校和机构导向.
- 教师发展计划,指导计划和领导力发展至关重要.
- 有效的绩效评估过程支持职业发展.
结论:
- 结构化的支持对于成功过渡和DNP准备的护理学院的保留至关重要.
- 积极的教师发展是为教育工作者为学术晋升和长期成功做好准备的关键.
- 投资于教师支持系统可以加强护理教育计划.
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