Schoening Anne M
Creighton University School of Nursing, Omaha, Nebraska, USA.
Nurs Educ Perspect. 2013 May-Jun;34(3):167-72. doi: 10.5480/1536-5026-34.3.167.
The purpose of this qualitative study was to generate a theoretical model that describes the social process that occurs during the role transition from nurse to nurse educator.
Recruitment and retention of qualified nurse educators is essential in order to remedy the current staff nurse and faculty shortage in the United States, yet nursing schools face many challenges in this area.
This grounded theory study utilized purposive, theoretical sampling to identify 20 nurse educators teaching in baccalaureate nursing programs in the Midwest.
The Nurse Educator Transition (NET) model was created from these data.This model identifies four phases in the role transition from nurse to nurse educator: a) the Anticipatory/Expectation Phase, b) the Disorientation Phase, c) the Information-Seeking Phase, and d) the Identity Formation Phase.
Recommendations include integrating formal pedagogical education into nursing graduate programs and creating evidence-based orientation and mentoring programs for novice nurse faculty.
本定性研究的目的是生成一个理论模型，以描述从护士转变为护士教育工作者过程中发生的社会过程。
招募和留住合格的护士教育工作者对于弥补美国目前护士和师资短缺至关重要，但护理学院在这一领域面临诸多挑战。
本扎根理论研究采用目的抽样和理论抽样，以确定在中西部地区本科护理项目中授课的20名护士教育工作者。
从这些数据中创建了护士教育工作者转型（NET）模型。该模型确定了从护士转变为护士教育工作者角色的四个阶段：a）预期/期望阶段，b）迷失方向阶段，c）信息寻求阶段，d）身份形成阶段。
建议包括将正规的教学教育纳入护理研究生项目，并为新手护士教员创建基于证据的入职培训和指导项目。
