Zungolo Eileen
Duquesne University School of Nursing, Pittsburgh, Pennsylvania 15282, USA.
J Contin Educ Nurs. 2004 Jan-Feb;35(1):19-23. doi: 10.3928/0022-0124-20040101-08.
This article presents a point of view regarding the impact of specialty preparation at the master's level on performance as a faculty member in an entry-level program. Essentially, the focus in depth on a particular branch of nursing practice restricts the perception of the individual to the role and demands of the beginning generalist nurse. Continued attention to the development of expertise in the specialty reduces the effectiveness of the faculty member to develop a comprehensive view of the knowledge required by the beginning generalist nurse. Because faculty prepared in this manner also frequently lack formal knowledge regarding teaching and curriculum, they continue to teach in the same manner as they were taught, often with an eye toward teaching the extensive content taught in the specialty program. More broadly based master's degree programs that couple advanced nursing knowledge with nursing education content and skill can foster in new nurse faculty a more comprehensive picture of the learning needs of beginning generalist nurses.
本文提出了一种观点，即硕士阶段的专业培养对初任入门级项目教师的表现所产生的影响。从本质上讲，深入专注于护理实践的特定分支会限制个人对初任通科护士角色和要求的认知。持续关注专业领域专业知识的发展会降低教师培养初任通科护士所需全面知识观的有效性。由于以这种方式培养的教师通常也缺乏关于教学和课程的正规知识，他们继续以自己被教导的方式教学，往往着眼于教授专业项目中所讲授的广泛内容。将高级护理知识与护理教育内容及技能相结合的更具广泛基础的硕士学位项目，可以培养新护士教师对初任通科护士学习需求的更全面认识。
