Fontenot Holly B, Hawkins Joellen W, Weiss Josie A
William F. Connell School of Nursing, Boston College, Chestnut Hill, Massachusetts 02467, USA.
J Am Acad Nurse Pract. 2012 Aug;24(8):506-13. doi: 10.1111/j.1745-7599.2012.00726.x. Epub 2012 May 3.
The purpose of this study was to explicate the concept of cognitive dissonance as experienced and reported by nurse practitioner (NP) faculty members.
Responses from NP faculty members to an online survey about their experiences with cognitive dissonance.
The respondents detailed their experiences with cognitive dissonance, citing differences between expectations for which they are rewarded and those for which they are paid.
Expecting all faculty members to excel in practice, research, teaching, and service may create unrealistic workloads for NP faculty members. Examining expectations and considering creation of a clinical track for faculty who practice may be options administrators of NP programs might explore.
本研究的目的是阐明执业护士教员所经历和报告的认知失调概念。
执业护士教员对一项关于其认知失调经历的在线调查的回复。
受访者详细描述了他们的认知失调经历，指出了他们因之获得奖励的期望与因之获得报酬的期望之间的差异。
期望所有教员在实践、研究、教学和服务方面都表现出色，可能会给执业护士教员带来不切实际的工作量。审查期望并考虑为从事实践工作的教员设立临床轨道，可能是执业护士项目管理人员可以探索的选择。
