Gopee N
Coventry University, School of Health and Social Sciences.
Br J Nurs. 2000;9(7):440-4. doi: 10.12968/bjon.2000.9.7.6326.
The clinical credibility and clinical competence of nurse lecturers have presented interesting debate for some years in nursing. While some argue that being clinically competent is an unavoidable necessity for nurse lecturers, others are either ambivalent or believe that they do not have to be clinically competent, being clinically credible should suffice. This article distinguishes between the two terms and presents an analysis of how the latter can be developed through the use of paid educational leave. Such leave, known also as a sabbatical, is one of the possible benefits of being a nurse lecturer within higher education in the UK, and it can be used opportunely as a means of regaining and further developing one's clinical skills and knowledge, if this is perceived as a need. If nurse lecturers value the retention and development of one's own clinical skills and knowledge, then some mechanism should be in place for them to achieve this aim. Johns' (1998) model of structured reflection is used for reflecting on one such experience. The article is in two parts.
多年来，护士讲师的临床可信度和临床能力在护理领域引发了有趣的争论。一些人认为，具备临床能力是护士讲师不可避免的必要条件，而另一些人则态度模糊，或者认为他们不必具备临床能力，具备临床可信度就足够了。本文区分了这两个术语，并分析了如何通过使用带薪教育假来培养后者。这种假期，也称为学术休假，是在英国高等教育机构担任护士讲师可能享有的福利之一，如果认为有必要，可以适时地将其作为恢复和进一步发展个人临床技能及知识的一种方式。如果护士讲师重视自身临床技能和知识的保持与发展，那么就应该有某种机制来帮助他们实现这一目标。约翰斯（1998年）的结构化反思模型被用于反思这样一种经历。本文分为两个部分。
