在一个新整合的学术卫生系统中实施实践者-教师模式:经验教训
Megan M Keenan1, Emma Kientz1, Nicole P Crossley1
1Fran and Earl Ziegler College of Nursing, The University of Oklahoma Health Sciences, United States of America.
概括
一个新的实践者-教师模式旨在通过利用雇佣的RN作为临床监督员来解决注册护士 (RN) 短缺问题. 虽然总体上是令人满意的,但也发现了参与障碍,强调了需要改善沟通和角色明确性的必要性.
科学领域:
- 护理教育 护理教育
- 医疗保健工作人员管理管理
背景情况:
- 美国医疗保健系统面临着注册护士 (RN) 招聘和保留的关键挑战,因高流动率和护理教师短缺而加剧.
- COVID-19大流行加剧了这些问题,导致更少的毕业生准备的RN进入劳动力.
- 一个学术卫生系统及其护理学院 (CON) 寻求一种创造性的解决方案,以满足由于学生入学人数增加而增加的RN需求.
研究的目的:
- 实施和评估一个统一的实践者-教师模式,以解决RN和教师短缺的问题.
- 为了利用雇佣的RN来监督CON内的学生临床轮换.
主要方法:
- 建立了一个实践者-教师模式,合格的,雇佣的RN在CON中获得正式任命.
- 执业护士使用高达10%的全职同等值 (FTE) 来监督学生的临床轮换.
- 收集实施后的调查数据,以评估满意度和识别障碍.
主要成果:
- 在300名合格的RN中,第一学期有14个监督轮换,第二学期减少到3个.
- 调查结果显示,人们对这个角色的普遍满意度很高,但也显示出参与的障碍很大.
- 该模型显示出潜力,但在最初的实施中遇到了挑战.
结论:
- 沟通,报告结构和角色预期问题是RN参与从业者-教师模式的主要障碍.
- 经验教训强调需要明确的指导方针和支持结构,以成功实施.
- 需要进一步改进,以克服已识别的挑战,并优化该模型的持续影响.
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