McDermid Fiona, Peters Kath, Daly John, Jackson Debra
School of Nursing and Midwifery, University of Western Sydney, Locked Bag 1797, Penrith, NSW 2751, Australia.
School of Nursing and Midwifery, University of Western Sydney, Locked Bag 1797, Penrith, NSW 2751, Australia.
Nurse Educ Today. 2016 Mar;38:29-35. doi: 10.1016/j.nedt.2016.01.002. Epub 2016 Jan 21.
It is acknowledged that novice nurse academics face many challenges on commencement of their new role. Most are recruited from the clinical arena, with little understanding of the academic triumvirate of teaching, research and service. They struggle with role expectation and experience feelings of isolation and anxiety.
The aim of this paper is to report on an exploration of 14 new nurse academics from two major nursing education institutions as they utilised and developed resilience building strategies.
The paper is drawn from a qualitative study that sought to see the world through the eyes of the participants through storytelling. Data was collected using semi-structured, conversational style interviews. Interviews were audio recorded and revealed themes that captured resilience strategies.
These themes were: Developing supportive collegial relationships; Embracing positivity; and Reflection and transformative growth. The first theme, developing supportive relationships, provides insight into the mentoring process and the relationships developed with peers and colleagues. The second theme, embracing positivity, describes the factors that assisted them to face the adversity and challenges in the new role. The final theme, reflection and transformative growth, demonstrated participants' reflecting on difficult situations and demonstrating the ability to learn from the experiences and move forward.
The strategies utilised by the participants in this study were key factors in the development of resilience which assisted in the transition from clinical nurse to academic. These strategies were often tacit and it is imperative that in a time of acute nurse academic shortages where retention is paramount, that employing organisations support employees and contribute to resilience development. Education on resilience building strategies is fundamental for all new academics and is essential in the transition from clinical nurse to academic.
众所周知，初任护士学者在开始新角色时面临诸多挑战。大多数人是从临床领域招募而来，对教学、研究和服务这一学术三要素了解甚少。他们在角色期望方面挣扎，感到孤立和焦虑。
本文旨在报告对来自两所主要护理教育机构的14位新任护士学者运用和发展恢复力建设策略的探索情况。
本文源自一项定性研究，该研究试图通过讲故事从参与者的视角看世界。数据通过半结构化的对话式访谈收集。访谈进行了录音，并揭示了体现恢复力策略的主题。
这些主题是：建立支持性的同事关系；保持积极心态；反思与转型成长。第一个主题，建立支持性的关系，深入探讨了指导过程以及与同行和同事建立的关系。第二个主题，保持积极心态，描述了帮助他们面对新角色中的逆境和挑战的因素。最后一个主题，反思与转型成长，展示了参与者对困难处境的反思，以及从经历中学习并向前迈进的能力。
本研究中参与者运用的策略是恢复力发展的关键因素，有助于从临床护士向学者的转变。这些策略往往是隐性的，在护士学者严重短缺且留住人才至关重要的时期，雇主必须支持员工并促进恢复力的发展。关于恢复力建设策略的教育对所有新学者来说至关重要，在从临床护士向学者的转变过程中必不可少。
