Manning Liz, Neville Stephen
District Health Boards New Zealand, Wellington.
Nurs Prax N Z. 2009 Jul;25(2):41-53.
This article presents the findings of a study describing Clinical Nurse Educators' experiences, as they recall their transition from staff nurse to the Clinical Nurse Educator role, within a New Zealand District Health Board. Nurse Educator roles influence clinical practice and professional development of nurses, and although designated as a senior role nationally, the complexities and size of the role are poorly understood. A qualitative descriptive methodology utilising transition theory as a conceptual framework underpinned the study. A sample of eight Clinical Nurse Educators from a New Zealand District Health Board were interviewed about their transition from experienced staff nurse to inexperienced senior nurse. Data were analysed using a general inductive approach. Participants found the Clinical Nurse Educator role was more complex than anticipated, with no preparation for the role and sub-optimal orientation periods being provided by the District Health Board. As a result, signs of stress were evident as the enormity of the role became apparent. Consequently, employers need to ensure that appropriate orientation programmes and mentorship are inherent in health care organisations.
本文介绍了一项研究的结果，该研究描述了临床护士教育工作者在新西兰地区卫生委员会中从普通护士转变为临床护士教育工作者角色的经历。护士教育工作者的角色影响着护士的临床实践和专业发展，尽管在全国范围内被指定为高级角色，但该角色的复杂性和规模却鲜为人知。一项以过渡理论为概念框架的定性描述性方法支撑了该研究。来自新西兰地区卫生委员会的八名临床护士教育工作者接受了采访，讲述了他们从经验丰富的普通护士转变为缺乏经验的高级护士的过程。数据采用一般归纳法进行分析。参与者发现临床护士教育工作者的角色比预期的更复杂，地区卫生委员会没有为该角色提供任何准备，且入职培训期也不理想。结果，随着该角色的艰巨性变得明显，压力迹象也很明显。因此，雇主需要确保医疗保健组织中具备适当的入职培训计划和指导。
