Booth Tracy L, Emerson Christi J, Hackney Michele G, Souter Sharon
University of Mary Hardin-Baylor, College of Nursing, 900 College St., Box 8015, Belton, TX 76513, United States.
Nurse Educ Pract. 2016 Jul;19:54-7. doi: 10.1016/j.nepr.2016.04.006. Epub 2016 May 6.
Nursing practice is diverse, with nurses serving in both direct and indirect patient care roles. For nurse educators, the realm of nursing practice extends beyond direct patient care to include preparing students for nursing practice. Academic nurse educators must be prepared to serve as educators, researchers, and to have experience in a clinical specialty area. For many nurse educators, advanced academic preparation often relates to a clinical area of practice rather than pedagogical practice. Graduate-level knowledge of evidence-based research and practice, teaching methods, and curriculum design and development form the foundation for academic practice. Because education and nursing are two distinctive disciplines, clinical expertise does not naturally result in teaching expertise. Lack of consensus regarding the educational preparation of nurse educators adds to the complexity of the nursing profession. The purpose of this article is to advocate for pedagogical preparation for academic nurse educators. Additionally, this article contains recommendations for pedagogical competencies indicative of academic nurse educator preparation.
护理实践多种多样，护士既承担直接护理患者的角色，也发挥间接护理患者的作用。对于护理教育工作者而言，护理实践的范畴不仅包括直接护理患者，还涵盖为学生从事护理实践做好准备。学术型护理教育工作者必须做好充当教育者、研究者的准备，并具备某一临床专业领域的经验。对许多护理教育工作者来说，高等学术准备往往与临床实践领域相关，而非教学实践。基于证据的研究与实践、教学方法以及课程设计与开发等研究生阶段的知识构成了学术实践的基础。由于教育和护理是两个不同的学科，临床专业知识并不会自然而然地转化为教学专业知识。在护理教育工作者的教育准备方面缺乏共识，这增加了护理专业的复杂性。本文旨在倡导为学术型护理教育工作者提供教学准备。此外，本文还包含有关表明学术型护理教育工作者准备情况的教学能力的建议。
