University of North Carolina Wilmington, United States of America.
University of North Carolina Wilmington, United States of America.
J Prof Nurs. 2019 Jul-Aug;35(4):293-299. doi: 10.1016/j.profnurs.2019.01.004. Epub 2019 Jan 25.
The process of transitioning to academia as a new faculty on tenure-track is complex. During a global nursing shortage and the rising number of nursing faculty needed, careful attention must be given to the consideration of retaining nursing faculty. The purpose of this pilot study was to explore the experiences of DNP and PhD prepared faculty on tenure-track in academia through narrative stories.
A qualitative narrative design was used to explore doctorally prepared nursing faculty experiences with tenure-track. Viewed through the lens of postmodern feminism, 19 participants shared stories related to being a professional in academia striving for tenure status.
Five themes of PhD and DNP faculty experiences on tenure-track were found: These themes existed under an umbrella storied pattern of needfulness. The interpreted themes included: (1) the ability to develop meaningful partnerships, (2) a necessity to balance responsibilities, (3) Destructive criticism is real, (4) I have value in academia, and (5) multifaceted coaching to produce achievement.
The needs among faculty on tenure-track in nursing are similar, despite the achievement of a DNP or PhD. This emphasizes the necessity of uniformity related to appreciation and utilization of faculty, regardless of terminal degree.
作为一名新的终身教职教师，过渡到学术界的过程是复杂的。在全球护理短缺和需要增加护理教师数量的情况下，必须仔细考虑保留护理教师。本试点研究的目的是通过叙事故事探讨有博士学位和博士后准备的教师在学术界终身教职的经历。
采用定性叙事设计来探索博士和博士后准备的护理教师在学术界终身教职的经历。通过后现代女性主义的视角，19 名参与者分享了与追求终身教职地位的专业人员相关的故事。
发现博士和博士后准备的教师在终身教职上的经历有五个主题：这些主题存在于必要性的伞状故事模式下。解释的主题包括：（1）发展有意义的伙伴关系的能力，（2）平衡责任的必要性，（3）破坏性批评是真实的，（4）我在学术界有价值，（5）多方面的指导以取得成就。
尽管取得了博士或博士后学位，但护理终身教职教师的需求相似。这强调了无论终端学位如何，对教师的认可和利用的统一的必要性。
