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重新定义教师工作量指标:以数据为导向的方法
Heather L Johnson1, Danette F Cruthirds1, Laura A Taylor1
1Daniel K. Inouye Graduate School of Nursing, Uniformed Services University of the Health Sciences, United States of America.
概括
卡内基单位在研究生护理课程中不准确地测量了教师工作量. 使用自我报告的小时进行新的,定制的方法对于公平的教师努力分配和公平的基准测试至关重要.
科学领域:
- 护理教育 护理教育
- 学术管理学术管理
- 教师发展学院发展学院
背景情况:
- 对教师工作量进行基准评估对于确保学术机构的公平性至关重要.
- 传统上用于学生工作负载的卡内基单位,往往不足以准确评估教师的努力.
- 现有的模型可能与教师角色的多样性需求不一致,特别是在专门的研究生课程中.
研究的目的:
- 评估卡内基单位在反映研究生护理课程内的实际教师努力方面的准确性.
- 确定标准化"每学分小时"指标是否适用于所有课程.
- 开发一个更公平,更准确的教师工作量评估系统.
主要方法:
- 一个新的教师努力数据收集工具被实施,以收集教师自我报告的小时.
- 工作负载在课程逐课程的基础上被仔细评估.
- 分析了62个高级实践注册护士 (APRN) 课程的数据.
主要成果:
- 每个学生学分小时的教师努力几乎是卡内基单位预测的两倍 (84小时与45小时对比).
- 观察到教师努力的显著变化,一些课程需要比预期的多七倍的时间.
- 普遍的"每学分小时"公式被证明是不可行的;基于报告的小时开发了一个新的工作负载信用计划,将信贷从平均3.7增加到4.92.
结论:
- 卡内基单位是这个研究生护理课程中教师努力的不准确衡量标准.
- 为了公平,需要对教师工作量评估采取量身定制的,特定于课程的方法.
- 实施基于自报教师小时的系统,促进了学术劳动的更公平的分配.
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