School of Nursing & Midwifery, College of Health & Science, University of Western Sydney, Sydney, Australia.
Nurse Educ Today. 2010 Jul;30(5):453-7. doi: 10.1016/j.nedt.2009.10.004. Epub 2009 Nov 10.
Casualisation of the academic workforce has resulted in an increase in the employment of sessional teachers in Bachelor of Nursing (BN) programs. Many of these teachers are drawn from specialty clinical areas and continue to work clinically while teaching part-time. The aim of this study was to explore the perceptions of sessional teachers about their perceived contribution to an undergraduate Bachelor of Nursing program in a single Australian university. Twelve sessional teachers participated in semi-structured interviews as part of a larger mixed method study exploring the issues related to sessional teaching in the Bachelor of Nursing program. Three themes emerged from the data; (1) "Bringing 'reality' to the classroom", (2) "Privileging experiential knowledge", and (3) "Establishing boundaries with students". Underpinning the narratives was a strong subtext related to the theory-practice gap. Proactive strategies to facilitate the potential of sessional staff are articulated in the paper.
兼职教师在护理学学士（BN）课程中的聘用增加，导致学术人员的非全职化。这些教师中有许多人来自专门的临床领域，他们在兼职教学的同时继续从事临床工作。本研究旨在探讨兼职教师对他们在澳大利亚某所大学本科护理学课程中所做贡献的看法。作为一项更大的混合方法研究的一部分，12 名兼职教师参加了半结构化访谈，该研究探讨了与护理学学士课程中兼职教学相关的问题。研究结果提出了三个主题：（1）“将现实带入课堂”；（2）“重视经验知识”；（3）“与学生划清界限”。这些叙述的背后是与理论实践差距相关的强烈潜台词。本文阐述了促进兼职人员潜力的积极策略。
