School of Nursing and Midwifery, Monash University, School of Nursing and Midwifery, Monash University, Clayton, Victoria, Australia; School of Nursing and Midwifery, La Trobe University, Bundoora, Victoria, Australia.
School of Nursing and Midwifery, Monash University, School of Nursing and Midwifery, Monash University, Clayton, Victoria, Australia; School of Nursing and Midwifery, La Trobe University, Bundoora, Victoria, Australia.
Nurse Educ Pract. 2018 Sep;32:9-13. doi: 10.1016/j.nepr.2018.06.010. Epub 2018 Jun 28.
Teaching has long been recognised as an important role for nurses. In addition, much has also been written about new graduates' transitions to professional practice. However, the role of new graduates in teaching is unclear, and at what point they are required to teach others as part of their practice.
To explore the teaching activities undertaken by new nursing graduates, and their readiness for this role following a semester-long education subject in their undergraduate degrees.
A qualitative descriptive design SETTINGS: All participants were undertaking graduate nurse programs and working in different hospitals across Melbourne, Australia. Five were working in public hospitals, and one in a private hospital.
Six graduate nurses who had completed the education subject at one Australian university and were between four and six months into their graduate year program.
Semi-structured interviews guided by key questions were conducted by telephone. Transcripts were analysed using thematic analysis.
Three themes emerged: expectations and the nature of teaching, nature of learners, and attitudes to teaching role. All participants were engaged in some teaching activity early in their graduate programs. This included students of nursing and other disciplines, and qualified staff, as well as patients and their families. Participants reported feeling more confident and better prepared for their roles having completed the education subject than those of their peers, educated at other universities, who had not covered such content.
New graduates are required to teach others, both formally and informally, early after registration. This requirement of professional practice is assisted by the inclusion of an education subject embedded in the undergraduate nursing degree.
教学一直以来都被认为是护士的一项重要职责。此外，人们也写了很多关于新毕业生过渡到专业实践的文章。然而，新毕业生在教学中的角色并不明确，也不清楚他们在什么时候需要作为实践的一部分来教授他人。
探讨新护理毕业生所从事的教学活动，以及他们在本科阶段完成一个学期的教育课程后，对这一角色的准备情况。
定性描述设计
所有参与者都在澳大利亚墨尔本的不同医院完成研究生护士项目，并在那里工作。其中 5 人在公立医院工作，1 人在私立医院工作。
在澳大利亚一所大学完成教育课程的 6 名研究生护士，他们在完成研究生课程的第四到第六个月。
通过电话进行了以关键问题为指导的半结构化访谈。使用主题分析对转录本进行分析。
出现了三个主题：教学的期望和性质、学习者的性质以及对教学角色的态度。所有参与者在研究生项目早期都参与了一些教学活动。这包括护理和其他学科的学生、合格的员工以及患者及其家属。与那些没有涵盖此类内容、在其他大学接受教育的同龄人相比，参与者报告说，他们完成了本科护理学位中嵌入的教育课程后，对自己的角色更有信心，也准备得更好。
新毕业生在注册后不久就需要正式和非正式地教授他人。这一专业实践要求通过在本科护理学位中纳入教育课程来辅助实现。
