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新聘任教师的过渡,入职和融入护理学术界:一个范围审查
Cheryl B Jones1, Sinhye Kim2, Mary Killela3
1School of Nursing, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
概括
护理学院的入学计划有望提高满意度和留住人数,但需要标准化的定义和结果措施才能产生更广泛的影响. 需要进一步的研究来评估它们在护理教育中的有效性和可持续性.
科学领域:
- 护理教育 护理教育
- 教师发展学院发展学院
- 高等教育教学的教学.
背景情况:
- 护士教师供应不足加剧了护士短缺,并挑战了护士教育.
- 新护士教师的有效入学是至关重要的,但在实施和评估方面缺乏标准化的方法.
研究的目的:
- 检查护理教育中的教师入学计划的范围,特征和有效性.
- 确定如何定义护理学院的入学,以及现有课程的特点.
- 确定用于评估这些入学计划有效性的结果.
主要方法:
- 进行了范围审查,分析了2000年1月至2024年12月期间发表的23项研究研究.
- 审查涉及三个关键问题,涉及到护理学院入学的定义,特征和结果指标.
- 研究被系统地搜索和合成,以提供全面的概述.
主要成果:
- 实习计划的多样性很大,包括导向,指导和教学发展,结构,持续时间和支持水平各不相同.
- 尽管在提高教师满意度,能力,留守率和学术成绩方面报告有效,但研究受到了本地化和方法限制的困扰.
- 关键的局限性包括样本大小小,方法的多样化,以及跨研究的不一致的结果指标.
结论:
- 护理学院的入学计划显示出积极影响的潜力,但需要进一步调查.
- 标准化定义,一致的实施策略和可靠的结果测量对于指导未来的政策和实践至关重要.
- 需要进行额外的研究,以充分评估这些计划在护理教育中的影响和长期可持续性.
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