Haghighi Moghadam Yousef, Atashzadeh-Shoorideh Foroozan, Abbaszadeh Abbas, Feizi Aram
Department of Nursing Management, Nursing and Midwifery Faculty, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Department of Medical -Surgical Nursing, Nursing and Midwifery Faculty, Urmia University of Medical Sciences, Urmia, Iran.
J Caring Sci. 2017 Jun 1;6(2):153-161. doi: 10.15171/jcs.2017.015. eCollection 2017 Jun.
Clinical education is the core component of nursing education. PhD graduated nurses who are faculty members can play a main role in clinical instruction. However, there is not clear understanding about the challenges which they may encounter for accepting their role as clinical educator. The aim of this study was to explore the challenges of role acceptance by PhD aduated nurses who are faculty members. In this qualitative exploratory study a total of 13 participants (8 PhD graduated in nursing, 3 head of departments of nursing, one educational vice chancellor of nursing school, and one nurse) were selected by purposive sampling method. Data were collected by semi-structured, face to face interview and analyzed by conventional content analysis approach developed by Graneheim and Lundman. The main theme emerged from data analysis was "identity threat". This theme had five categories including expectations beyond ability, lack of staff's rely on the performance of PhD graduated nurses, poor clinical competencies, doubtfulness, and obligation. PhD graduated nurses experienced some worries about their role as clinical educators and argued that they have not been prepared for their role. Therefore, policy makers and authorities of nursing schools should support PhD graduated nurses for accepting their new roles as clinical educators. Moreover, some changes in nursing PhD curriculum is needed to improve the clinical competencies of PhD graduated and prepare them for their role as a clinical educator.
临床教育是护理教育的核心组成部分。拥有博士学位的护士教员在临床教学中可发挥主要作用。然而，对于他们在接受临床教育者角色时可能遇到的挑战，人们并没有清晰的认识。本研究的目的是探讨拥有博士学位的护士教员在角色接受方面面临的挑战。在这项定性探索性研究中，通过目的抽样法共选取了13名参与者（8名护理学博士毕业生、3名护理系主任、1名护理学院教育副校长和1名护士）。通过半结构化的面对面访谈收集数据，并采用格兰海姆和伦德曼开发的传统内容分析法进行分析。数据分析得出的主要主题是“身份威胁”。该主题有五个类别，包括能力之外的期望、工作人员对护理学博士毕业生表现缺乏依赖、临床能力差、怀疑和义务。护理学博士毕业生对自己作为临床教育者的角色感到有些担忧，并表示他们没有为这个角色做好准备。因此，政策制定者和护理学院的管理部门应支持护理学博士毕业生接受他们作为临床教育者的新角色。此外，护理博士课程需要进行一些变革，以提高护理学博士毕业生的临床能力，并使他们为担任临床教育者的角色做好准备。
