Hoffman Danielle M E
J Nurs Educ. 2019 May 1;58(5):260-265. doi: 10.3928/01484834-20190422-03.
A limited pool of nurse faculty has affected enrollment of nursing students and the ability to produce the nursing workforce needed for the evolving health care system. The experiences clinical nurses face as they transition to the faculty role may contribute to the faculty shortage.
A qualitative descriptive study was conducted to explore the lived experiences of clinical nurses as they entered the nurse faculty role. A purposive sample was recruited from two higher learning institutions in the midwestern United States. Data analysis was performed using Colaizzi's method.
Four themes emerged: Perpetual Novice, Faculty as a Resource, Teaching Ambiguity, and Student as My Patient. The prominent theme surrounded the idea that the faculty were in a state of constant change as a perpetual novice.
Implications exist for academic nursing program administration to invest in developing nurse faculty skill level and ease the transition to the role. [J Nurs Educ. 2019;58(5):260-265.].
护理教师资源有限，影响了护理专业学生的招生人数，也影响了培养不断发展的医疗保健系统所需护理人才的能力。临床护士向教师角色转变过程中所面临的经历可能导致教师短缺。
开展了一项定性描述性研究，以探索临床护士进入教师角色时的生活经历。从美国中西部的两所高等学府招募了一个目的抽样样本。采用柯莱齐法进行数据分析。
出现了四个主题：永远的新手、教师是一种资源、教学的模糊性、学生是我的病人。突出的主题围绕着这样一个观点，即教师作为永远的新手处于不断变化的状态。
学术护理项目管理部门有必要投资提高护理教师的技能水平，并缓解向该角色的转变。[《护理教育杂志》。2019；58(5)：260 - 265。]
