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首页> 外文期刊>Journal of professional nursing: official journal of the American Association of Colleges of Nursing >Evolving as nurse educators in problem-based learning through a community of faculty development.
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Evolving as nurse educators in problem-based learning through a community of faculty development.

机译：通过教师发展社区，在基于问题的学习中发展为护士教育者。

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Effective faculty development programs are of paramount importance in this era of profound change in nursing education driven by baccalaureate-degree entry to practice and the concurrent implementation of college/university collaborative partnerships in Ontario, Canada. The overall purpose of this study was to design, disseminate, and evaluate a faculty development program involving nursing faculty from the McMaster University, Mohawk College, and Conestoga College. In keeping with selected conceptual models and responses to a needs assessment, faculty participated in a collaborative faculty development program that included a planned workshop, a mentorship program, and regular faculty development activities. This article presents the qualitative program evaluation component that included focus group discussions and subsequent content analysis to gain an understanding of the experiences and meaning of the faculty who participated in the faculty development program. The overarching theme was that the faculty experienced a sense of evolving as nurse educators in problem-based learning (PBL) through a community of faculty development. The following themes emerged: becoming certain in the midst of uncertainty; developing collegial trust and community; embracing PBL; valuing faculty development; and evolving as a nurse educator in PBL through faculty development. The results attest to the benefits of a collaborative faculty development program, guide future faculty development, and promote mastery in PBL.
机译：在这个由护理学士学位进入实践以及同时在加拿大安大略省实施大学/大学合作伙伴关系驱动的护理教育发生深刻变化的时代，有效的教师发展计划至关重要。这项研究的总体目的是设计，传播和评估由麦克马斯特大学，莫霍克学院和科内斯托加学院的护理学院组成的学院发展计划。为了与选定的概念模型和对需求评估的响应保持一致，教师参加了合作的教师发展计划，其中包括计划的讲习班，指导计划和定期的教师发展活动。本文介绍了定性计划评估组件，其中包括焦点小组讨论和后续的内容分析，以了解参与教师发展计划的教师的经验和含义。最重要的主题是，通过教师发展社区，教师在基于问题的学习（PBL）中作为护士教育者经历了一种发展的感觉。出现了以下主题：在不确定性中变得确定;发展学院间的信任和社区;拥抱PBL;评估教师发展;并通过教师发展成为PBL的护士教育者。结果证明了合作教师发展计划的好处，指导未来的教师发展，并促进了对PBL的掌握。

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