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首页> 外文期刊>Journal of professional nursing: official journal of the American Association of Colleges of Nursing >Halfway between receiving and giving: a relational analysis of doctorate-prepared nurse-scholars' first 5 years after graduation.
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Halfway between receiving and giving: a relational analysis of doctorate-prepared nurse-scholars' first 5 years after graduation.

机译：在接受和给予之间的中途：毕业后的博士学位的护士学者的关系分析。

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摘要

The longitudinal, phenomenological study described in this article is unique in exploring doctorally prepared nurses' lives during their first 5 years after graduation. Despite individual differences, there was a definite pattern in the way the 16 female participants internalized a doctoral identity. During the first year, the women asked themselves, "How big do I want my world to be?" In the second year, they were overwhelmed by trying to prove themselves because they equated doctoral identity with conducting research and scholarship. During the third year, they prioritized gradually focusing and determining the direction of their professional endeavors. In the fourth year, they "spent a lot of time creating my piece of the world." By the fifth year, they valued their accomplishments, "This is my world and I am proud of it." In between receiving and giving, most participants developed a network of colleagues who mentored them as scholars. Given that relationship and scholarly identity are linked in the nursing literature, this relational feminist analysis suggests the need for doctoral nurse educators and students to replace the single mentor-mentee model with a collegial one that allows them to mentor one another as scholars during and after doctoral studies.
机译：本文中描述的纵向，现象学研究在毕业后的前5年期间探索博士准备的护士的生活是独一无二的。尽管有个别差异，但16名女参与者内化了博士分立的方式存在明确的模式。在第一年，妇女自己问道，“我希望我的世界有多大？”在第二年，他们因努力证明自己而被淹没，因为它们与进行研究和奖学金等同于博士分立。在第三年，他们优先考虑逐步关注并确定其专业努力的方向。在第四年，他们“花了很多时间创造了我的世界。”到第五年，他们有重视成就，“这是我的世界，我为此感到骄傲。”在接收和给予之间，大多数参与者开发了一个与学者称为学者的同事网络。鉴于在护理文学中联系的关系和学术身份，这种关系女性主义分析表明，博士护士教育者和学生需要用一项学院取代单一导师 - 媒体模型，允许他们在期间和之后彼此导致彼此导致的学者博士研究。

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