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探索从临床医生过渡到安大略省大学的教授护士的经验
Michelle Greenway1, Emily Belita2, Pamela Baxter2
1Student McMaster University.
概括
新招聘的护理教师往往缺乏准备,导致压力和意图离开. 改进的指导和指导对于在安大略大学留住这些必不可少的教育工作者至关重要.
科学领域:
- 护理教育 护理教育
- 学术过渡学术过渡
- 教师发展学院发展学院
背景情况:
- 在2022年,安大略省的大学面临67个空缺的护理教师职位,需要从临床实践中招聘.
- 过渡到学术界的护士往往缺乏教学准备,导致压力和潜在的消耗.
- 解决教师短缺问题需要理解和支持临床护士过渡到学术角色.
研究的目的:
- 探索护士进入安大略省教师职位的过渡经历.
- 确定减少过渡压力的策略,并提高新护理教授的职业满意度.
- 为了减少安大略省大学的早期职业护理教师 attrition.
主要方法:
- 使用半结构面试进行的定性描述性研究.
- 来自安大略省护理学士学位课程的9名参与者接受了采访.
- 传统的内容分析被用来分析采访数据.
主要成果:
- 调查结果显示,在转换护士中,存在重大情感挑战和各种准备水平.
- 出现了三个关键主题:情感方面,角色准备和在学术环境中导航.
- 参与者表示需要加强对护理教授角色的指导,正式指导和社交.
结论:
- 基于证据的导向计划对于支持新护理学院至关重要.
- 综合培训应涵盖机构政策,护理教学和学术文化适应.
- 标准化的导向计划可以提高安大略大学的护理教师保留率和成功率.
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