University of Pittsburgh School of Nursing, Office of the Dean, 3500 Victoria St., 350 Victoria Building, Pittsburgh, PA 15261, United States.
University of Pittsburgh School of Nursing, Acute and Tertiary Care, 3500 Victoria St., 336 Victoria Building, Pittsburgh, PA 15261, United States.
J Prof Nurs. 2021 Jan-Feb;37(1):241-243. doi: 10.1016/j.profnurs.2020.12.010. Epub 2020 Dec 23.
In October 2019 an invitational summit was held addressing nursing PhD program competencies within research-intensive universities. One topic of discussion was related to whether or not teaching competencies should be included in the PhD program curricula of research-intensive universities, and where competencies should be learned. The discussion indicated a lack of uniform consensus. Rather, schools should be clear about their goals-to focus solely on developing nurse scientists, or a broader mission of preparing graduates to embrace the full scope of academic work inclusive of discovery, teaching, application and integration, or even possibly roles outside of academia. The discussion group coalesced around the notion that preparation in teaching be dependent upon mission clarification. Schools could then decide whether to incorporate teaching competencies or whether the best way to achieve their mission was to limit the acquisition of teaching competencies to elective experiential learning alone, or a combination of didactics, supervised practica and experiential learning. Based upon the summit conversation, this is something that each PhD program will have to decide based upon its own purpose and the environment it is preparing graduates to occupy. Nevertheless, preparing for a too narrow and specific career trajectory may not accommodate flexibility in the marketplace.
2019 年 10 月，召开了一次邀请制峰会，旨在讨论研究型大学护理博士项目的研究能力。其中一个讨论的话题是，教学能力是否应该包含在研究型大学的博士课程中，以及应该在哪里学习这些能力。讨论表明，对此尚无统一共识。相反，各学校应该明确自己的目标——专注于培养护理科学家，还是更广泛的使命，即培养毕业生能够接受包括发现、教学、应用和整合在内的学术工作的全部范围，甚至可能是学术界以外的角色。讨论小组围绕着这样一种观念达成了共识，即教学准备取决于使命的明确。然后，学校可以决定是否纳入教学能力，或者实现其使命的最佳方式是否是将教学能力的获取仅限于选修体验式学习，或者是将教学、监督实习和体验式学习相结合。基于峰会的讨论，每个博士项目都必须根据自己的目的和培养毕业生的环境来决定。然而，为过于狭隘和具体的职业轨迹做准备，可能无法适应市场的灵活性。
