教师队伍中的公平和包容性:我们与临床轨道的经验
Elizabeth K Kuzma1, Beth A Ammerman1, Nadia Ali Muhammad Ali Charania1
1University of Michigan School of Nursing, Department of Health Behavior and Biological Sciences, 400 N. Ingalls St., Ann Arbor, MI 48109, United States.
概括
护理教育中的正式临床轨道 (CT) 支持教师的进步和学术生产力. 实施结构化的晋升途径可以提高教师的声誉和学术包容性.
科学领域:
- 护理教育 护理教育
- 学术学院发展 学术学院发展
- 临床奖学金 临床奖学金
背景情况:
- 护理教育需要学术教师和临床专家.
- 多样化的专业发展途径对于教师的专业知识至关重要.
- 临床轨道 (CT) 正在出现,以支持临床教师的进步.
研究的目的:
- 举个推进临床轨道 (CT) 教师的案例.
- 为了说明Kotter变化模型在教师发展中的使用.
- 讨论临床轨道教师的未来方向.
主要方法:
- 利用科特的变化模型来指导教师的发展.
- 建立了促进基础设施,反映了传统的土地所有权轨道指南.
- 专注于提高临床轨道教师的学术生产力.
主要成果:
- 在临床轨道教师中提高学术生产力.
- 更高的海报演示,讲台演示和出版物的比率.
- 加强该机构的国内和国际影响力和声誉.
结论:
- 开发强大的临床轨道 (CT) 在学术界具有重要价值.
- 系统级结构为临床教师提供了明确的晋升途径.
- 临床教师是学术环境的组成部分,促进公平和包容.
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