讲师从业者角色在临床实践中的有效性：爱尔兰视角。
The effectiveness of the lecturer practitioner role in clinical practice: an Irish perspective.
作者信息
Noonan Brendan J, Hughes Mary, Hayes Claire C, Hartigan Irene, O'Connell Liz, Cummins Ann, Fehin Patricia
机构信息
Catherine McAuley School of Nursing and Midwifery, Brookfield Health Sciences Complex, University College Cork, Cork, Ireland.
出版信息
Nurse Educ Today. 2009 Jul;29(5):561-5. doi: 10.1016/j.nedt.2008.12.007. Epub 2009 Jan 25.
BACKGROUND
Demands within academia such as teaching, publishing, research activity and generating grant income can make it difficult for nurse educators to protect time for clinical practice. In an effort to overcome this problem lecturer practitioner posts have been introduced with designated responsibilities in both clinical and educational settings.
METHODS
Using a mixed method descriptive methodology student nurses and registered nurses completed a modified questionnaire to examine the impact of lecturer practitioners (LPs) in clinical practice. Focus groups were also conducted with lecturer practitioners themselves.
RESULTS
The results identified that by having a clinical remit, LPs forged good relationships with student nurses and registered nurses in clinical practice, who considered the LP as being a learning resource with realistic expectations of the clinical environment.
DISCUSSION
The results provide further evidence to support the continuation of nurse educators in clinical practice for their own development, their students and registered nurses.
背景
学术界的各种要求，如教学、发表论文、研究活动以及获取资助收入等，可能使护理教育工作者难以抽出时间进行临床实践。为克服这一问题，已设立讲师兼从业者岗位，在临床和教育环境中都有明确职责。
方法
采用混合方法描述性研究方法，学生护士和注册护士完成一份经过修改的问卷，以考察讲师兼从业者（LPs）在临床实践中的影响。还与讲师兼从业者本人进行了焦点小组访谈。
结果
结果表明，由于有临床职责，讲师兼从业者在临床实践中与学生护士和注册护士建立了良好关系，他们认为讲师兼从业者是一种学习资源，对临床环境有现实的期望。
讨论
研究结果为支持护理教育工作者继续参与临床实践以促进自身发展、学生发展及注册护士发展提供了进一步证据。
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