Beres Janith
School of Nursing, Florida Gulf Coast University, Fort Myers, FL, USA.
Nurs Forum. 2006 Jul-Sep;41(3):141-5. doi: 10.1111/j.1744-6198.2006.00050.x.
Transition of a staff development instructor to faculty in a baccalaureate nursing program.
This article is a reflection of the transition of a staff development educator in a large medical center to that of a faculty member in a small school of nursing. The seriousness of the faculty shortage and the factors that have led to it serve as a background for this discussion as the need for educators in nursing programs is of high priority. To qualify for an academic position, the educator should have teaching experience, educational preparedness, and clinical expertise.
This paper is based on a review of the literature, newsletters from the American Association of Colleges of Nursing and the National League for Nurses, and personal experience.
The intent of this reflection is to encourage other hospital-based educators and clinicians to consider a career change to academia. Clinically expert faculty can strengthen nursing programs and facilitate the education of nursing students on essential competencies for clinical practice.
一名员工发展培训师向本科护理项目教员的转变
本文反映了一名大型医疗中心的员工发展教育工作者向一所小型护理学院教员的转变。师资短缺的严重性及其导致因素构成了此次讨论的背景,因为护理项目对教育工作者的需求至关重要。要获得学术职位资格,教育工作者应具备教学经验、教育准备和临床专业知识。
本文基于文献综述、美国护理学院协会和全国护士联盟的时事通讯以及个人经历。
此次反思的目的是鼓励其他医院的教育工作者和临床医生考虑转行进入学术界。临床专家型教员可以加强护理项目,并促进对护理专业学生临床实践基本能力的教育。