Quinn Brenna L
Creat Nurs. 2017 May 1;23(2):124-128. doi: 10.1891/1078-4535.23.2.124.
Across many levels of nursing education, mentored experiences are an essential part of learning. To enhance understanding, learning, and comfort for those new to professional roles, experienced and skilled professionals provide motivation while teaching professional skills, demonstrating technical competence, and displaying behavior expected of a professional. Educator preparation topics such as curriculum development, evaluation, and lesson planning are not typically included in PhD programs, leaving PhD students feeling unprepared to teach (Hudacek & Carpenter, 1998; Ivey, 2007). The lack of educator pedagogy forces nurse faculty members to learn on the job (Gardner, 2014; Oermann, 2017). Preceptorships are among the faculty role development opportunities not commonplace for aspiring nurse educators; these opportunities for PhD students to observe and model nurse educators have been noted as limited (Gardner, 2014). Experts have called for more educator-focused learning experiences and preceptorship opportunities in PhD programs (National League for Nursing Board of Governors, 2002; Oermann, 2017). The purpose of this article is to describe a creative approach to introducing nurses enrolled in doctoral programs to the faculty role within the academic setting.
在多个层次的护理教育中，有指导的实践经验是学习的重要组成部分。为了增进初涉专业角色者的理解、学习并使其感到自在，经验丰富且技术娴熟的专业人员在教授专业技能、展示技术能力以及表现出专业人员应有的行为时会给予激励。诸如课程开发、评估和教案规划等教育者准备主题通常不包含在博士项目中，这使得博士生在教学方面感到准备不足（胡达塞克和卡彭特，1998年；艾维，2007年）。缺乏教育教学法迫使护理教员在工作中学习（加德纳，2014年；奥尔曼，2017年）。导师制是有抱负的护理教育者并不常见的教师角色发展机会之一；博士生观察和效仿护理教育者的这些机会一直被认为很有限（加德纳，2014年）。专家呼吁在博士项目中提供更多以教育者为中心的学习体验和导师制机会（美国国家护理联盟理事会，2002年；奥尔曼，2017年）。本文的目的是描述一种创新方法，将攻读博士学位的护士引入学术环境中的教师角色。
