合作性基于部分的DNP项目教师工作负载模型
Sara Hubbell1, Crystal Dodson, Lorie Sigmon
1Author Affiliations: School of Nursing, University of North Carolina at Wilmington, Wilmington, North Carolina.
一个新的协作式基于部分的教师工作负载模型提高了护理实践博士 (DNP) 项目教师满意度和保留率. 这种模式平衡了DNP项目监督与增加教师时间需求和学生招生.
科学领域:
- 护理教育 护理教育
- 医疗保健系统领导力 领导力
背景情况:
- 护理实践博士 (DNP) 项目对于加强医疗保健系统至关重要,但需要大量的教师资源.
- 现有的教师工作量模型难以适应DNP项目的日益增长的需求和学生入学率的增加.
研究的目的:
- 解决目前教师工作负载模型对DNP项目的不足问题.
- 为DNP项目开发一个更公平,更现实的教师工作量模型.
主要方法:
- 在一所大型公立大学成立了一个工作组,以检查与DNP项目相关的教师工作量.
- 工作组开发了一种符合国家标准的新模型.
主要成果:
- 创建了基于部分的合作教师工作负载模型.
- 这种模式导致了教师满意度,留守度和学生指导度的增加.
- 保持了DNP项目的严谨性.
结论:
- 基于协作部分的教师工作负载模型有效地平衡了DNP项目监督与教师的时间需求和招生增长.
- 这种模式增强了教师和学生的DNP课程体验.
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