Logan Patricia A, Gallimore David, Jordan Sue
Health Science, Charles Sturt University, Dubbo, New South Wales, Australia.
Department of Nursing, The College of Health and Human Sciences, University of Swansea/Prifysgol Abertawe, Wales, UK.
J Adv Nurs. 2016 Mar;72(3):593-604. doi: 10.1111/jan.12848. Epub 2015 Nov 9.
The aim of this study was to explore and compare the experiences of nurses in Australia and the UK as they moved from clinical practice into higher education institutions.
When nurse education moved from hospitals into higher education institutions, the roles and career pathways of nurse educators changed.
The design method used in this study was qualitative interview study.
Semi-structured interviews were undertaken with 14 nurse educators, seven in Australia and seven in the UK, in 2011-2012. Thematic analysis of the transcripts was undertaken and triangulated with automated content and thematic analysis by Leximancer© software.
Nurse academics in Australia and the UK voiced similar enthusiasms and concerns. These coalesced around four emergent themes: adapting to change, external pressures, teaching and progress up the academic ladder. The Leximancer© analysis for both sites ranked 'research' as the primary theme, linked with 'time', 'University' and 'nursing' on both sites. Respondents were aware of the importance of research to career progression in universities, but most prioritized their teaching and clinical commitments for the sake of their organizations. Most respondents were supported in their doctoral studies, but the absence of postdoctoral research teams, mentors and role models was striking.
Additional support is needed to ensure that nurse academics are able to pursue research beyond doctoral level.
本研究旨在探索并比较澳大利亚和英国护士从临床实践转向高等教育机构的经历。
当护士教育从医院转向高等教育机构时，护士教育工作者的角色和职业发展路径发生了变化。
本研究采用的设计方法是定性访谈研究。
2011 - 2012年，对14名护士教育工作者进行了半结构化访谈，其中7名来自澳大利亚，7名来自英国。对访谈记录进行了主题分析，并与Leximancer©软件的自动内容和主题分析进行了三角验证。
澳大利亚和英国的护士学者表达了相似的热情和担忧。这些围绕四个新出现的主题汇聚在一起：适应变化、外部压力、教学以及在学术阶梯上的晋升。两个地区的Leximancer©分析都将“研究”列为主要主题，且在两个地区都与“时间”“大学”和“护理”相关联。受访者意识到研究对大学职业发展的重要性，但为了所在机构，大多数人将教学和临床工作置于优先地位。大多数受访者在攻读博士学位时得到了支持，但博士后研究团队、导师和榜样的缺失令人瞩目。
需要额外的支持来确保护士学者能够在博士水平之上继续从事研究。
