Tolve C J
Department of Nursing, Regis University, Denver, Colorado 80221, USA.
Clin Excell Nurse Pract. 1999 Jan;3(1):28-33.
As nursing education has moved into the academic setting, nursing faculty have focused on the traditional components of scholarship in the faculty role: research and publication, teaching, and service. However, dramatic changes have occurred in higher education and health care forcing nursing faculty to reexamine their roles in both systems. A survey was conducted to explore the views held by deans and faculty of colleges of nursing on scholarship and to describe ways in which these views on scholarship reflect faculty practice. Principal findings of this study indicated that nursing deans and faculty view scholarship as the generation, dissemination, application, and advancement of nursing knowledge. The components of scholarship in the nursing faculty role were described as research and publication, teaching, service, faculty practice, and presentations. The strongest theme to emerge from the study was the role conflict and fragmentation experienced by faculty as they tried to balance all the components of scholarship. The topic of faculty practice was considered to be an important issue in nursing, with the majority of nursing faculty involved in faculty practice in environments where it is not accommodated, mandated, or formally expected. The findings of this study suggest that faculty practice roles could be considered a component of scholarship as long as scholarly outcomes are demonstrated.
随着护理教育进入学术环境，护理教师将重点放在了教师角色中传统的学术组成部分：研究与发表、教学和服务。然而，高等教育和医疗保健领域发生了巨大变化，迫使护理教师重新审视他们在这两个系统中的角色。开展了一项调查，以探究护理学院院长和教师对学术的看法，并描述这些学术观点反映教师实践的方式。这项研究的主要结果表明，护理学院院长和教师将学术视为护理知识的产生、传播、应用和进步。护理教师角色中的学术组成部分被描述为研究与发表、教学、服务、教师实践和报告。该研究中出现的最强烈主题是教师在试图平衡学术的所有组成部分时所经历的角色冲突和碎片化。教师实践主题被认为是护理领域的一个重要问题，大多数护理教师在未得到容纳、规定或正式期望的环境中参与教师实践。这项研究的结果表明，只要能证明有学术成果，教师实践角色可被视为学术的一个组成部分。
