Tanaka Michiko, Taketomi Kikuko, Yonemitsu Yoshikazu, Kawamoto Rieko
1PhD, RN, Assistant Professor, R&D Laboratory for Innovative Biotherapeutics Science, Graduate School of Pharmaceutical Sciences, Kyushu University, Japan 2PhD, RN, Research Fellow, Department of Medical Education and General Medicine, Hokkaido University Graduate School of Medicine, Japan 3PhD, MD, FAHA, Professor, R&D Laboratory for Innovative Biotherapeutics Science, Graduate School of Pharmaceutical Sciences, Kyushu University, Japan 4PhD, RN, Executive Officer, Japan Nursing Association, Japan.
J Nurs Res. 2017 Feb;25(1):7-12. doi: 10.1097/jnr.0000000000000155.
The faculty of nursing schools plays an important role in the successful execution of nursing education. Therefore, faculty behavior strongly affects the professional development of nurses. However, few studies have examined professional nursing behaviors from the perspective of nursing faculty.
Members of nursing faculty in Japan were surveyed regarding their perspectives on behaviors related to professionalism.
The model, Miller's Wheel of Professionalism in Nursing, was used as the theoretical framework. The Behavioral Inventory for Professionalism in Nursing (BIPN) was completed by 74 full-time nursing faculty who were currently working at 10 institutes of nursing education in Japan.
The mean BIPN score for the participants was 11.56 (SD = 6.08) of a possible total of 27. The highest and lowest BIPN category scores were for "research development, use, and evaluation" and "community service," respectively. Professionalism was found to relate significantly to higher educational preparation (F = 32.17, p < .0001). The Tukey-Kramer multiple comparison test found a significant association between having a graduate degree and higher scores for professionalism (p < .0001). The Spearman correlation coefficient was significant and positive for the relationship between professionalism and both educational preparation (r = .85, p < .0001) and number of years as a nursing educator (r = .31, p = .0077).
The results support the idea that a higher level of educational preparation and more years of experience as a member of a nursing faculty are associated with higher levels of nursing professionalism. The professional behavior scores suggest that "community service" is an issue that requires further improvement among Japanese nursing faculty. Awareness of extrinsic factors such as education is important to maximize nursing professionalism. The findings of this study may help nursing faculty continue their self-development.
护理学院的教师在护理教育的成功实施中发挥着重要作用。因此，教师行为对护士的专业发展有很大影响。然而，很少有研究从护理教师的角度审视专业护理行为。
对日本护理教师就其对专业相关行为的看法进行调查。
采用“米勒护理专业之轮”模型作为理论框架。74名全职护理教师完成了《护理专业行为量表》（BIPN），他们目前在日本10所护理教育机构工作。
参与者的BIPN平均得分为11.56（标准差 = 6.08），满分27分。BIPN类别得分最高和最低的分别是“研究发展、应用与评估”和“社区服务”。发现专业水平与更高的教育程度显著相关（F = 32.17，p < .0001）。图基 - 克莱默多重比较检验发现拥有研究生学位与更高的专业水平得分之间存在显著关联（p < .0001）。专业水平与教育程度（r = .85，p < .0001）以及担任护理教育工作者的年限（r = .31，p = .0077）之间的斯皮尔曼相关系数均为显著正相关。
研究结果支持以下观点：更高的教育程度以及更长时间的护理教师工作经历与更高水平的护理专业素养相关。专业行为得分表明“社区服务”是日本护理教师中需要进一步改进的问题。认识到教育等外部因素对于最大化护理专业素养很重要。本研究结果可能有助于护理教师持续进行自我发展。
