School of Nursing and Midwifery, University of Technology Sydney, Sydney, NSW, Australia.
Sydney Nursing School, University of Sydney, Sydney, NSW, Australia.
J Clin Nurs. 2021 Apr;30(7-8):1060-1069. doi: 10.1111/jocn.15651. Epub 2021 Feb 2.
Given the importance of doctoral training to the future of the discipline, we sought to gain insight into nurse doctoral supervisor's experiences of supervision training and preparation and their views on what quality training for doctoral supervisors in nursing would look like.
Doctorally prepared nurses have been found to contribute significantly to improvements in knowledge to inform patient care; yet there is little focus on the development of this aspect of the nursing workforce, and little evaluation of supervisor training, confidence and competence.
Qualitative storytelling, semi-structured interviews were conducted via a videoconferencing programme, audio-recorded and thematically analysed with twenty-one experienced nurse doctoral supervisors. Findings are reported in line with the COREQ guidelines.
Thematic analysis revealed four themes: 'I had a great mentor': the importance of mentorship and role modelling; 'Sometimes it's just trial and error': learning through experience; 'It's like tick a box': strengths and limitations of formal supervisor training; and 'The training should be more holistic': what should be in supervisor training.
We recommend doctoral supervisors be encouraged to seek mentoring for supervision, formal mentoring and clinical supervision for the first five completions and the formation of discipline-based supervisor learning groups in nursing as an adjunct to generic mandatory supervisor training.
Further development of clinical nursing is inextricably linked to quality nurse-led research, and doctorally prepared nurses are essential to the continued development of nursing as an evidence-informed practice discipline. Quality doctoral supervision for and by nurses is crucial and we argue that focus must be given to ensuring the development of a skilled doctoral supervision workforce in nursing.
鉴于博士培训对学科未来的重要性，我们试图深入了解护士博士导师的监督培训和准备经验，以及他们对护理博士导师高质量培训的看法。
研究发现，接受过博士培训的护士为提高知识以告知患者护理做出了重大贡献；然而，人们对护理劳动力这一方面的发展关注甚少，对主管培训、信心和能力的评价也很少。
采用视频会议方案进行定性故事讲述、半结构化访谈，对 21 名经验丰富的护士博士导师进行了录音，并进行了主题分析。研究结果按照 COREQ 指南进行了报告。
主题分析揭示了四个主题：“我有一个很好的导师”：指导和榜样的重要性；“有时只是试错”：通过经验学习；“这就像勾选一个框”：正式导师培训的优势和局限性；“培训应该更全面”：导师培训应该包括哪些内容。
我们建议鼓励博士导师寻求监督指导、正式指导和前五次完成的临床监督，并在护理中形成基于学科的导师学习小组，作为通用强制性导师培训的补充。
临床护理的进一步发展与高质量的护士主导研究密不可分，而有博士学位的护士对于护理作为循证实践学科的持续发展至关重要。高质量的护士主导的博士监督至关重要，我们认为必须关注确保护理领域有一支熟练的博士监督劳动力的发展。
