Choudhry U K
Seneca College of Applied Arts and Technology, North York, Ontario, Canada.
J Nurs Educ. 1992 Jun;31(6):265-72. doi: 10.3928/0148-4834-19920601-08.
This study originated from the need to define the role competencies for a beginning nurse educator. A survey of full-time faculty and heads of university and community college nursing programs in Ontario showed a high degree of agreement between the two sets of faculty for teacher role, practice, service, personal and professional growth competencies. Significant differences were noted on competencies involving student evaluation, facilitating student's practice, acting as student's advocate, and research. Agreement was noted on the problems created by role ambiguity and role incompetence, particularly for new faculty. This suggests the need for educational preparation and socialization of nurse faculty.
本研究源于确定初任护士教育工作者角色能力的需求。对安大略省大学和社区学院护理项目的全职教师及负责人进行的一项调查显示，两组教师在教师角色、实践、服务、个人及专业发展能力方面高度一致。在涉及学生评估、促进学生实践、充当学生代言人及研究等能力方面存在显著差异。大家一致认为角色模糊和角色不胜任会带来问题，尤其是对新教师而言。这表明需要对护士教师进行教育准备和社会化。
