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首页> 外文期刊>Journal of professional nursing: official journal of the American Association of Colleges of Nursing >IDENTIFYING BARRIERS AND FACILITATORS TO FUTURE NURSE FACULTY CAREERS FOR DNP STUDENTS
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IDENTIFYING BARRIERS AND FACILITATORS TO FUTURE NURSE FACULTY CAREERS FOR DNP STUDENTS

机译：确定 DNP 学生未来护士教师职业的障碍和促进因素

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摘要

Increasing the pool of doctorally educated nurses pursuing faculty careers is imperative in the development of the nurse faculty workforce. This cross-sectional study aims to identify barriers and facilitators to academic careers for doctor of nursing practice (DNP) students. One thousand five hundred DNP students were randomly selected from nursing schools across the country to participate in our survey, and a 56.9 response rate was achieved. The study found that 32 of respondents planned to pursue faculty careers after graduating. Students with postgraduation plans for academic careers, nonacademic careers, and undecided careers did not show distinct differences in demographic and academic characteristics, except that students who planned to pursue academic careers were more likely to have full-time and part-time faculty status. However, students in the 3 groups perceived facilitators and barriers to academic careers differently. The most influential facilitators were interest in teaching and an appreciation of the impact of nursing research on patient care, and the most considered barriers were poor financial compensation and a negative perception of academia. In terms of academic preparation, a large percentage of DNP students who planned to pursue a faculty career reported that they were not confident in teaching informatics. These findings are also consistent for DNP students who were not a faculty member. The impact of DNP education appeared to have a small, although positive, impact on students' decisions to pursue academic careers. (C) 2017 Elsevier Inc. All rights reserved.
机译：增加受过博士教育的护士从事教师职业的人数对于护士教师队伍的发展至关重要。这项横断面研究旨在确定护理实践博士 （DNP） 学生学术生涯的障碍和促进因素。从全国各地的护士学校随机抽取了1500名DNP学生参加我们的调查，回复率达到56.9%。研究发现，32%的受访者计划在毕业后从事教师职业。有学术生涯、非学术生涯和未定职业的毕业后计划的学生在人口统计学和学术特征上没有表现出明显的差异，除了计划从事学术生涯的学生更有可能拥有全职和兼职教师身份。然而，3组学生对学术生涯的促进因素和障碍的看法不同。最有影响力的促进者是对教学的兴趣和对护理研究对患者护理影响的欣赏，而最容易考虑的障碍是经济补偿不足和对学术界的负面看法。在学术准备方面，很大一部分计划从事教师职业的 DNP 学生报告说他们对教授信息学没有信心。这些发现对于不是教职员工的 DNP 学生也是一致的。DNP教育的影响似乎对学生追求学术生涯的决定产生了很小但积极的影响。（C） 2017 Elsevier Inc.保留所有权利。

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