Sheppard-Law Suzanne, Curtis Sharon, Bancroft Jodie, Smith Wendy, Fernandez Ritin
a Faculty of Health , University of Technology Sydney , Building 10, Level 7, Broadway , Australia.
b St George Hospital, Centre for Research in Nursing and Health , Research & Education Building, Level 1, Kogarah , Australia.
Contemp Nurse. 2018 Apr;54(2):208-219. doi: 10.1080/10376178.2018.1482222. Epub 2018 Jun 5.
Transition from a registered nurse to a clinical nurse educator (CNE) poses several challenges. Providing professional development opportunities to ease the transition from a registered nurse to a CNE is considered critical to a successful career and to effectively teach. A self-directed educational program and mentoring (SEM) program was designed and implemented to support nurse's transition from a novice to a confident CNE.
The aim of this study was to explore novice CNE's experience of learning and being mentored.
Qualitative methodology was undertaken to conduct focus groups.
All CNEs who completed the SEM program were invited to participate in the study. Willing participants provided informed consent to complete an in-depth semi-structured focus group and to record the focus group interview. Focus groups were facilitated by an independent researcher. A second researcher attended the focus groups to collect detailed notes. Data were transcribed verbatim and participants were de-identified. Simple thematic analyses were undertaken.
A total of 11 (58%) CNEs participated in the focus groups. Overall participants described their experience of the SEM program as positive. Three themes were identified: (1) perceived transformation of CNE practice, (2) beneficial relationships and (3) feeling connected. Mentoring relationships for some participants have continued beyond the self-directed learning, education and mentoring program. Barriers to the mentoring program included a theme of lack of time, role ambiguity and insufficient face to face education.
Study findings highlight the benefits of providing professional development opportunities and mentoring programs for novice CNEs. Programs, such as the SEM enable transformation of a novice educator's practice, and the consolidation of new knowledge, skills and confidence to effectively educate less experienced nurses.
从注册护士转型为临床护士教育者（CNE）面临诸多挑战。提供专业发展机会以促进从注册护士到CNE的转型，被认为对成功的职业生涯和有效教学至关重要。设计并实施了一个自我导向教育计划和指导（SEM）计划，以支持护士从新手转型为自信的CNE。
本研究的目的是探索新手CNE的学习和被指导经历。
采用定性方法进行焦点小组研究。
邀请所有完成SEM计划的CNE参与研究。愿意参与的参与者提供知情同意书，以完成深入的半结构化焦点小组并记录焦点小组访谈。焦点小组由一名独立研究人员主持。另一名研究人员参加焦点小组以收集详细笔记。数据逐字转录，参与者身份保密。进行了简单的主题分析。
共有11名（58%）CNE参加了焦点小组。总体而言，参与者将他们在SEM计划中的经历描述为积极的。确定了三个主题：（1）CNE实践的感知转变，（2）有益的关系，（3）感觉有联系。一些参与者的指导关系在自我导向学习、教育和指导计划之外仍在继续。指导计划的障碍包括缺乏时间、角色模糊和面对面教育不足等主题。
研究结果强调了为新手CNE提供专业发展机会和指导计划的好处。诸如SEM这样的计划能够转变新手教育者的实践，并巩固新知识、技能和信心，以有效地教育经验较少的护士。
