Alteen Anna Marie, Didham Paula, Stratton Cathy
Western Regional School of Nursing, P.O. Box 2005, Corner Brook, Newfoundland, Canada A2H 617.
J Contin Educ Nurs. 2009 Jun;40(6):267-72. doi: 10.3928/00220124-20090522-06.
In this article, the authors retrace their journey during the past 10 years as faculty members engaged in the implementation of a new bachelor of nursing (collaborative) program. They outline the major personal challenges related to increasing credentials and portfolio development for teachers within a university environment. The authors extrapolate from the relevant literature on teaching and scholarship, and thereby analyze the methodologies that enhanced the faculty development process for them during this time. Specifically, they discuss the methods that facilitated meaningful reflection on their new roles and responsibilities; nurtured their professional growth and afforded opportunities for refueling and reenergizing along the way; and provided a vision for reframing their practice as nurse educators in light of previous experiences. With reference to Boyer's model of scholarship, the authors also explore possible implications for further analysis of the faculty development process within the broader context of nursing scholarship.
在本文中，作者回顾了他们过去10年作为教师参与实施新的护理学学士（合作）项目的历程。他们概述了在大学环境中与教师提升资质和发展个人资料相关的主要个人挑战。作者从有关教学与学术的相关文献中进行推断，从而分析在此期间促进他们教师发展过程的方法。具体而言，他们讨论了有助于对其新角色和职责进行有意义反思的方法；培养他们的专业成长并在此过程中提供充电和恢复活力机会的方法；以及根据以往经验为重新塑造他们作为护理教育工作者的实践提供愿景的方法。参照博耶的学术模式，作者还探讨了在更广泛的护理学术背景下对教师发展过程进行进一步分析可能产生的影响。
