博士教育与护理教师角色准备
Doctoral Education and Preparation for Nursing Faculty Roles.
机构信息
Author Affiliations: Professor/Associate Dean for Scholarship, Innovation & Clinical Science (Dr McNelis), The George Washington University School of Nursing, Washington, DC, Associate Professor (Dr Dreifuerst), Marquette University College of Nursing, Milwaukee, Wisconsin; Assistant Professor and Director of Psychiatric/Mental Health Nurse Practitioner Post-Master's Program (Dr Schwindt), The George Washington University School of Nursing, Washington, DC.
出版信息
Nurse Educ. 2019 Jul/Aug;44(4):202-206. doi: 10.1097/NNE.0000000000000597.
BACKGROUND
Despite increased enrollment in doctoral programs and the encouraging numbers of graduates intending to pursue faculty positions, lack of adequate preparedness to assume the faculty role may adversely impact retention and consequently undermine efforts to reduce the shortage.
PURPOSE
Understanding doctoral nursing students' and recent graduates' expectations of their educational experience related to preparation for an academic career is needed to inform curricular revisions and advise guidance to ensure role readiness.
METHODS
A secondary analysis of 24 interviews with current PhD and doctor of nursing practice (DNP) students and recent graduates from both degree programs was performed to gain a deeper understanding of expectations and perceptions of doctoral education.
RESULTS
Two themes emerged: (1) met and unmet expectations of programs and (2) equivocal preparation for teaching.
CONCLUSIONS
PhD and DNP curricula should include coursework on teaching, as well as research, to prepare graduates for faculty roles.
背景
尽管博士项目的入学人数增加，并且有相当数量的毕业生有意追求教职，但对承担教职角色的准备不足可能会对留任产生不利影响，并因此破坏减少短缺的努力。
目的
了解博士护理学生和最近毕业生对与学术职业准备相关的教育经验的期望，这对于告知课程修订和提供指导以确保角色准备是必要的。
方法
对当前博士和护理实践博士（DNP）学生以及这两个学位项目的最近毕业生的 24 次访谈进行了二次分析，以更深入地了解对博士教育的期望和看法。
结果
出现了两个主题：（1）对项目的期望和未满足的期望；（2）教学准备不明确。
结论
博士和 DNP 课程应包括教学课程，以及研究课程，以使毕业生为教职角色做好准备。
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