支持远程学习的护理博士生新型教学培训：双赢局面。
Novel Pedagogical Training for Nursing Doctoral Students in Support of Remote Learning: A Win-Win Situation.
机构信息
Author Affiliations: Assistant Professor (Dr Burton), Doctoral Student (Mss Rodrigues, Jones-Patten, Ju, Abrahim, and Mr Saatchi), Instructional Design & Faculty Development Manager (Dr Wilcox), and Associate Professor (Dr Bender), Sue & Bill Gross School of Nursing, University of California, Irvine.
出版信息
Nurse Educ. 2021;46(4):E79-E83. doi: 10.1097/NNE.0000000000000967.
BACKGROUND
The need for faculty to educate prospective nurses is urgent: without sufficient nursing faculty, schools regularly reject qualified applicants, despite an increasing need for nurses. At the same time, many graduate-prepared nurses lack preparation in teaching and pedagogical frameworks.
PROBLEM
Literature on how PhD programs in nursing prepare graduates for teaching indicates that there is typically more emphasis on research than pedagogical learning.
APPROACH
With the shift to remote learning under the COVID-19 pandemic, the University of California Irvine created a Graduate Fellows program to provide support to faculty while offering graduate students education in pedagogy and remote learning.
OUTCOMES
Fellows were satisfied and reported increased understanding of challenges in teaching and increasing comfort with nurse faculty roles.
CONCLUSIONS
The collaborative efforts of fellows and faculty provided important resources at a critical time, and insights gained can inform similar projects in nursing faculty development.
背景
教职人员需要对未来的护士进行教育，这是当务之急：由于对护士的需求不断增加，尽管学校有足够的护理教师，但仍经常拒绝合格的申请人。与此同时，许多研究生准备的护士在教学和教学框架方面缺乏准备。
问题
关于护理博士课程如何为毕业生做好教学准备的文献表明，通常更注重研究而不是教学学习。
方法
随着 COVID-19 大流行下远程学习的转变，加州大学欧文分校创建了一个研究生研究员计划，为教师提供支持，同时为研究生提供教育学和远程学习方面的教育。
结果
研究员感到满意，并报告说他们对教学中的挑战有了更多的了解，并且对护士教师角色越来越感到自在。
结论
研究员和教师的协作努力在关键时刻提供了重要资源，从中获得的见解可以为护理教师发展的类似项目提供信息。
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