《护理中的教学之道》：正规学院培训后临床医生的观点。
"Learning How to Teach" in Nursing: Perspectives of Clinicians After a Formal Academy.
机构信息
Author Affiliations: Associate Professor (Drs Jarosinski, Reid, and Hinderer [Formerly]), Professor (Dr Seldomridge), School of Nursing; Director, Richard A. Henson Medical Simulation Center (Dr Seldomridge), College of Health and Human Services, Salisbury University, Maryland; Nurse Scientist (Dr Hinderer), Institute for Nursing Research and Evidence Based Practice, Connecticut Children's Medical Center, Hartford.
出版信息
Nurse Educ. 2020 Jan/Feb;45(1):51-55. doi: 10.1097/NNE.0000000000000662.
BACKGROUND
The nursing faculty shortage is expected to persist throughout the next decade. Understanding what influences transition from clinician to educator and retention can improve approaches used in nursing programs for those aspiring to careers in nursing education.
PURPOSE
This qualitative study elicited the experiences of participants who completed a structured program to prepare clinicians to become clinical faculty for prelicensure students.
METHODS
Focus groups uncovered participant perspectives on "learning how to teach."
RESULTS
Using interpretive phenomenological analysis, the themes (1) I'm not sure I can do this, (2) changing perspectives-learning to teach, and (3) instilling confidence emerged.
CONCLUSIONS
Novice educators reported benefitting most from exposure to multiple teaching methods, simulated teaching encounters, and group debriefing as they learned to become educators.
背景
预计未来十年护理教师短缺将持续存在。了解影响从临床医生到教育者的过渡以及保留的因素，可以改进护理项目中用于培养有志向从事护理教育职业的人的方法。
目的
本定性研究探讨了完成一项结构化计划的参与者的经验，该计划旨在使临床医生为护理教育做好准备，以教授预备执业学生。
方法
焦点小组揭示了参与者对“学习教学方法”的看法。
结果
使用解释性现象学分析，出现了以下主题：（1）我不确定我是否能做到这一点；（2）转变观念——学习教学；以及（3）树立信心。
结论
新手教育者报告说，他们从接触多种教学方法、模拟教学体验和小组讨论中受益最多，因为他们正在学习成为教育者。
Zotero 插件