Grassley Jane S, Strohfus Pamela K, Lambe Andrea C
J Nurs Educ. 2020 Jul 1;59(7):366-374. doi: 10.3928/01484834-20200617-03.
Recruitment of nurse clinicians into academic nursing has been important in addressing the faculty shortage. A description of their experiences as novice faculty could provide insights into easing their transition and improving faculty retention.
A systematic review of existing qualitative evidence was conducted to describe how nurses experience the transition from clinical practice to nursing academic. Criteria established by the Joanna Briggs Institute guided the review.
The meta-synthesis of the 12 selected qualitative studies yielded 11 themes and four meta-themes, which included: Unprepared, No Longer an Expert, In Search of Mentoring, and Beginning to Thrive.
The transition from expert clinician to novice faculty is difficult as teaching is different than practicing nursing. The expert clinicians often were unprepared for the demands of their faculty role and missed being experts. To begin to thrive, they needed orientation to the academic culture, intentional mentoring, and professional development in teaching and learning. [J Nurs Educ. 2020;59(7):366-374.].
招募护士临床医生从事学术护理工作对于解决师资短缺问题至关重要。描述他们作为新手教员的经历可以为缓解他们的过渡并提高教员留任率提供见解。
对现有定性证据进行系统综述，以描述护士如何体验从临床实践到护理学术的转变。乔安娜·布里格斯研究所制定的标准指导了该综述。
对12项选定的定性研究进行的元综合分析产生了11个主题和4个元主题，包括：准备不足、不再是专家、寻求指导和开始蓬勃发展。
从专家临床医生转变为新手教员很困难，因为教学与从事护理工作不同。专家临床医生往往对教员角色的要求准备不足，并且怀念自己作为专家的身份。为了开始蓬勃发展，他们需要适应学术文化、有针对性的指导以及教学和学习方面的专业发展。[《护理教育杂志》。2020年；59(7):366 - 374。]
