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An exploration of the transition to the full-time faculty role among associate degree nurse educators.

机译：副学位护士教育者向全职教师角色转变的探索。

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摘要

In the context of the nursing and faculty shortages, recommendations have been made to increase the number of highly educated nurses who are qualified to teach. A lack of nursing faculty has been reported at all levels of education. Because the majority of nurses enter into practice with an associate degree, the professoriate at the associate level of education becomes indispensable for expanding nursing workforce capacity. Initiatives aimed at easing the nurse educator shortage should include those that facilitate the transition into the faculty role. The problem addressed in the study was the need to understand role transition of full-time faculty at the associate degree level of education. The purpose of the basic qualitative research study was to examine the challenges, adaptive strategies, and organizational structures related to the experience of the transition. A convenience sample of nurse educators who taught full-time in accredited associate degree nursing programs that were situated in the northeast was chosen. Fourteen participants were interviewed and shared their experiences of transition. Data analysis revealed five common themes that included (a) difficulties, (b) learning the role, (c) embracing the role, (d) the need for support, and (e) personal experience of confidence and love of teaching. The theme of Difficulties addressed the issue of challenges during transition. Learning the Role and Embracing the Role were themes that emerged related to adaptive strategies while The Need for Support surfaced as a theme pertaining to organizational structures. An additional theme that arose included Personal Experience of Confidence and Love of Teaching. The findings have implications for the development of innovative strategies designed to ease the transition of associate degree nurse educators. The need for professional development for novice nurse educators that targets student evaluation, specifically test development, was one key finding. With support from others revealed as essential to the transition, the study may provide the impetus for administrators to develop orientation programs that have a strong mentoring component and are specific to full-time faculty who teach in associate degree programs. Recommendations for future research include the need to more clearly define factors that contribute to a positive mentoring relationship.
机译：在护理和师资短缺的情况下，已提出建议，增加有资格教书的受过高等教育的护士人数。据报告，各级教育缺乏护理人员。由于大多数护士都是以副学士学位开始实践的，因此，副学士学位的教授对于扩大护理人员的能力是必不可少的。旨在减轻护士教育工作者短缺的举措应包括那些促进向教师角色过渡的举措。研究中解决的问题是需要了解副学士学位全日制教师的角色转换。基本定性研究的目的是研究与过渡经验相关的挑战，适应策略和组织结构。选择了一个方便的护士教育者样本，他们在位于东北部的经认可的副学士学位护理课程中全职教学。采访了十四名参与者，并分享了他们的过渡经历。数据分析揭示了五个共同的主题，包括（a）困难，（b）学习角色，（c）拥抱角色，（d）需要支持，以及（e）个人对教学的信心和热爱。困难的主题解决了过渡期间的挑战问题。学习角色和拥抱角色是与适应策略相关的主题，而“支持需求”则是与组织结构相关的主题。出现的另一个主题包括个人的信心和对教学的热爱。这些发现对旨在减轻副学士学位护士教育者过渡的创新策略的发展具有启示意义。一项主要发现是需要针对学生评估的初级护士教育者进行专业发展，特别是测试发展。在其他人的支持下，这项研究对于过渡至关重要，该研究可能为管理人员提供动力，以帮助他们制定迎新计划，该计划应具有强大的指导成分，并且专为在副学士学位课程中教职的全职教师而设计。对未来研究的建议包括需要更清楚地定义有助于建立良好导师关系的因素。

著录项

  • 作者

    Shapiro, Sandra A.;

  • 作者单位

    Capella University.;

  • 授予单位 Capella University.;
  • 学科 Nursing.;Higher education.;Health education.
  • 学位 D.Ed.
  • 年度 2016
  • 页码 134 p.
  • 总页数 134
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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