University of Illinois at Chicago College of Nursing, Department of Biobehavioral Health Science, Chicago, IL 60612-7350, USA.
J Prof Nurs. 2012 May-Jun;28(3):182-5. doi: 10.1016/j.profnurs.2011.11.006.
The impact of decreasing faculty numbers on the nursing shortage has been well documented. Mentoring is recognized as the most significant way to grow and nurture nurse educators. The purpose of this article was to describe the Teaching Mentorship Program within the College of Nursing Department of Biobehavioral Health Science at a Midwestern state university. The program activities are designed to facilitate new faculty members' transition from the role of nurse clinician to the role of nurse educator, to support the implementation of evidence-based teaching practices, and to encourage the development of teaching scholarship. Outcomes of the program include retention of new faculty, improved student satisfaction with the quality of instruction, and increased teaching scholarship activities. The program demonstrates the three hallmarks of an effective mentoring program. First, the program is supported by an institutional culture that values mentoring and provides it with an organizational home. Second, the Associate Department Head and primary mentor has been an educator for 37 years with expertise in curriculum development, program evaluation, and teaching methodologies. Third, because the associate department head's principle role is to implement the program and serve as the primary mentor, her commitment is to provide flexible, timely access to faculty.
教师人数减少对护理短缺的影响已有充分记录。指导被认为是培养和培育护理教育者的最重要方式。本文的目的是描述中西部州立大学护理学院生物行为健康科学系的教学指导计划。该计划的活动旨在促进新教师从护士临床医生的角色转变为护士教育者的角色，支持实施基于证据的教学实践，并鼓励教学奖学金的发展。该计划的结果包括新教师的保留、学生对教学质量的满意度提高以及教学奖学金活动的增加。该计划展示了有效指导计划的三个特点。首先，该计划得到了重视指导并为其提供组织之家的机构文化的支持。其次，副教授和主要导师从事教育工作 37 年，在课程开发、项目评估和教学方法方面具有专业知识。第三，因为副教授的主要角色是实施该计划并担任主要导师，所以她致力于为教师提供灵活、及时的支持。
