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首页> 外文期刊>Journal of research in nursing: JRN >Nurse teacherhood and the categories influencing it
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Nurse teacherhood and the categories influencing it

机译：护士教师资格及其影响因素

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Nurse teacherhood is composed of many factors. It includes nurse teachers' tasks and different multidimensional roles and also nurse teachers' individual experiences of being a nurse teacher. Nurse teachers' experiences of nurse teacherhood depend on the meanings they give to the different factors. In other words, mere are not only one but also several interpretations of what nurse teacherhood is. These interpretations affect what is important for each nurse teacher in their own nurse teacherhood and how satisfied they are with their profession. This paper is part of a larger study examining how Finnish nurse teachers experience their nurse teacherhood in polytechnics. The purpose of this paper was to describe nurse teacherhood during the years 2003 and 2004, when polytechnics and thus also nurse education were actively being developed in Finland. Nurse teachers (N = 34) were interviewed and the data were analysed using the grounded theory method. The categories describing nurse teacherhood were: process of change in the organisation, operating culture of the health care working community, professional self-esteem, focus of competence, relationship with students, the future in one's profession and requirements for staying in the profession. The core category was commitment to nurse teacherhood. Nurse teachers' individual experiences of the significance of the categories describing teacherhood were reflected by their level of commitment to teacherhood. Nurse teachers, whose commitment to nurse teacherhood was weak, were especially unsatisfied wim changes related to their teacherhood. Nurse teachers' conceptions of their future as nurse teachers were significant in terms of the direction in which they were developing their own teacherhood. Some nurse teachers who were weakly committed to nurse teacherhood considered it unlikely that they would continue in the profession in the future.
机译：护士的任职期由许多因素组成。它包括护士教师的任务和不同的多维角色，还包括护士教师作为护士教师的个人经历。护士老师的护士任职经历取决于他们赋予不同因素的含义。换句话说，不仅仅是护士护士资格的一种解释，而且是几种解释。这些解释影响着在自己的护士任职期间对每个护士老师来说重要的是什么，以及他们对职业的满意程度。本文是一项更大的研究的一部分，该研究考察了芬兰护士教师如何体验理工学院的护士教师资格。本文的目的是描述2003年至2004年期间在芬兰积极发展理工学院以及因此而进行的护士教育的护士任期。采访了护士（N = 34），并使用扎根理论方法对数据进行了分析。描述护士任职的类别包括：组织的变化过程，卫生保健工作社区的经营文化，专业自尊，能力重点，与学生的关系，职业的未来以及继续从事该职业的要求。核心类别是对护士任职的承诺。护士教师对描述教师资格类别的重要性的个人经验通过其对教师资格的承诺水平得以反映。护士教师对护士任职的承诺很薄弱，尤其是与教师任职有关的Wim变化不满意。从他们发展自己的教师资格的方向来看，护士教师对他们未来的构想意义重大。一些对护士任职的承诺不强的护士认为，他们将来不太可能继续从事该专业。

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