Suplee Patricia Dunphy, Gardner Marcia
Rutgers University, Camden, New Jersey, USA.
J Contin Educ Nurs. 2009 Nov;40(11):514-20. doi: 10.3928/00220124-20091023-09.
Both new and experienced nursing faculty across the United States are struggling to meet the individual needs of an increasingly diverse and growing population of nursing students, while simultaneously attempting to balance the research, scholarship, and stewardship requirements of their institutions. Faculty development is part of the professional career journey, and involves mentorship, guidance, and more formal educational experiences. One university's faculty development program is described and addresses the role of mentors and administrators in the faculty development process, the recognized need for continued development and partnering opportunities, and outcome data from two cohorts of new nursing faculty.
美国各地的新老护理教员都在努力满足日益多样化且不断增长的护理专业学生群体的个性化需求，同时还要努力平衡所在机构对研究、学术和管理方面的要求。教员发展是职业生涯的一部分，包括指导、引导以及更正规的教育经历。本文描述了一所大学的教员发展项目，并探讨了导师和管理人员在教员发展过程中的作用、持续发展的公认需求和合作机会，以及两组新入职护理教员的成果数据。
