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首页> 外文期刊>The Journal of nursing education >Addressing the Faculty Shortage Through Connections: Stories of Becoming a Nurse Educator
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Addressing the Faculty Shortage Through Connections: Stories of Becoming a Nurse Educator

机译：通过连接解决教师短缺：成为护士教育者的故事

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Background: The current nursing faculty shortage is projected to continue. This article addresses recruitment and retention by contributing to the public stories of successful nursing faculty. Method: Narrative inquiry was used to examine how the ways of knowing of three associate degree nurse educators evolved over time in the community college setting. Results: The educators' early stories portrayed an internal tension that was in sharp contrast to the capability and self-confidence of an expert nurse. Stories revealed their struggle to balance empathy and care (connected knowing) with logic and objectivity (separate knowing) when handling challenging student situations. Over time, the educators developed ways of integrating connected and separate knowing, becoming constructivist knowers. Conclusion: The findings validate the importance of providing meaningful support for novice educators. Private spaces to promote reflection and active dialoging with a trusted mentor will assist new faculty as they work through their integration of caring verses objective knowing.
机译：背景：目前的护理师资短缺预计将继续下去。这篇文章通过对成功护理教师的公开故事的贡献来讨论招聘和保留问题。方法：采用叙事调查法，考察三位副学士护士教育者在社区大学环境中的认知方式随时间的演变。结果：教育者的早期故事描绘了一种内在的紧张，与专家护士的能力和自信形成鲜明对比。故事揭示了他们在处理具有挑战性的学生情境时，如何在同理心和关怀（关联认知）与逻辑和客观性（独立认知）之间取得平衡。随着时间的推移，教育者们发展出了整合关联和分离知识的方法，成为了建构主义的知识者。结论：研究结果证实了为新手教育者提供有意义支持的重要性。促进反思和与受信任导师积极对话的私人空间将有助于新教师融入关怀和客观认识。

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