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临床护士过渡到护士教育者的角色 - - 一个范围审查
Julie Halton1, Colin Ireland2, Brett Vaughan3
1Department of Medical Education, University of Melbourne, Melbourne, Australia.
Nurse education in practice
|June 14, 2024
概括
新手护士教育工作者经常经历艰难的过渡,与Duchschercher保持一致.
科学领域:
- 护理教育研究 护理教育研究
- 医疗保健专业发展
- 定性研究方法 定性研究方法
背景情况:
- 护士教育工作者的关键作用往往不清楚.
- 对于准备和支持将护士转变为教育者角色的理解有限.
- 缺乏清晰度围绕护士教育工作者的期望和责任.
研究的目的:
- 探索新手护士教育工作者的实践经验.
- 为此转型确定有效的准备和支持策略.
- 解决了解护士教育者角色的差距.
主要方法:
- 进行了全面的范围审查.
- 在多个数据库中搜索,包括CINAHL,Medline,EMBASE,PsycINFO和谷歌学者 (1992-2022).
- 包括关于护理教育,过渡,生活经验,准备和支持的英语资源.
主要成果:
- 52个来源,主要来自美国的学术环境,符合纳入标准.
- 确定了护士教育工作者20个不同的职称,突出了角色的模两可.
- 新手护士教育家的经验与杜克希尔的过渡冲击模型一致.
- 确定了各种准备和支持建议,以减轻过渡冲击.
结论:
- 临床护士过渡到新手护士教育者的角色报告主要是负面的经验.
- 这些经验与杜克施勒的过渡冲击模型相一致.
- 虽然有策略,但它们的有效性需要进一步研究,特别是在美国以外和临床环境中.
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