从专家到新手:以儿科为重点的APRN职业过渡
概括
儿科高级实践注册护士 (APRNs) 在过渡到教师角色时面临重大挑战. 本研究确定了障碍和促进者,以支持他们的学术职业发展,并加强儿科护理教育.
科学领域:
- 护理教育 护理教育
- 高级实践护理高级实践护理
- 儿科护理 儿科护理
背景情况:
- 专注于儿科的高级实践注册护士 (APRNs) 经常从专家临床角色过渡到学术界.
- 这些职业转变涉及复杂的身份变化,技能发展和适应新环境.
研究的目的:
- 检查APRNs从临床实践转移到研究生教育和教师职位的关键过渡点.
- 为了确定关键的障碍,促进者,和成功的学术角色过渡的必要能力.
- 为个人和机构提供实际工具,以支持这些途径.
主要方法:
- 对过渡经验进行定性检查.
- 分析临床医生到教育工作者路径中的障碍和促进因素.
- 能力框架和转型支持工具的开发.
主要成果:
- 在过渡期间,在身份转换和能力获取方面发现了重大挑战.
- 突出了关键的促进者,如指导和机构支持.
- 定义了对学术成功至关重要的核心能力领域.
结论:
- 结构化的支持对于APRN过渡到学术角色至关重要.
- 实用工具,如能力表和检查清单,可以帮助个人和机构.
- 加强这些途径对于儿科护理教育管道至关重要.
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