Faculty of Health, University of Technology Sydney, Australia.
ImPACCT (Centre for Improving Palliative, Aged and Chronic Care through Clinical Research and Translation), Faculty of Health, University of Technology Sydney, Australia.
Nurse Educ Pract. 2021 Aug;55:103149. doi: 10.1016/j.nepr.2021.103149. Epub 2021 Jul 14.
This study aimed to explore the qualities that sustain a career mindset in a group of early career academics in one Australian university.
Building an academic career is a lengthy, convoluted and complex journey requiring a mindset prepared to make informed and timely decisions. Success is predicated to a large extent on the ability of persons to process information effectively before actions are taken. Employing 'Habits of Mind' supports growth in intelligent behaviours through acquiring a composite of skills, attitudes, cues and past experiences that maximises appropriate choice of one pattern of thinking over another. A level of skill is required to employ 'Habits of Mind', suggesting that reflection and evaluation of experiences are critical to the process. In this, the third phase of a four-phase sequential study, the career mindset of a group of early career academic nurses were studied during 2019. A cluster of 'Habits of Mind' emerged as having value for an academic career mindset, allowing the individuals to meet challenges of negotiating a career terrain and deepening their learning about those situations. Time and energy could therefore be appropriated to engage with the academic global community in new and career challenging health related research.
A qualitative descriptive approach.
The study applied the epistemology and constructivist thinking of John Dewey and the self-directed learning theories of Mezirow and Knowles. Set in a large metropolitan university in Sydney, Australia. A purposive sample of nine early career academic nurses were interviewed using semi-structured, one-to-one audio-taped interviews. Data were analysed thematically using Braun and Clarke (2006) six phase process.
Findings revealed that deployment of the cluster of the five distinctive themes or 'Habits of Mind': Rely on self; take responsible risks; think with colleagues; keep an open mind and possess curiosity into the novice nurses' mindset, expedited self-directed learning processes, resulting in sharpening of their learning power to enable a more productive career journey.
It is argued that 'Habits of Minds' can provide a valuable learning framework when directing a career mindset and, that inclusion by providers of leadership, career or mentorship programs can sustain an academic environment where a culture of learning can flourish and where ECANs are equipped with attributes and behaviours necessary to address global demands.
本研究旨在探讨澳大利亚一所大学的一组早期职业学者的职业心态所具备的素质。
建立学术生涯是一个漫长、复杂和复杂的过程，需要一种心态，为做出明智和及时的决策做好准备。在很大程度上，成功取决于个人在采取行动之前有效处理信息的能力。通过获得一系列技能、态度、线索和过去经验的组合，“思维习惯”的运用支持了智能行为的发展，从而最大限度地选择另一种思维模式。运用“思维习惯”需要一定的技能水平，这表明对经验的反思和评估对这一过程至关重要。在这项四阶段顺序研究的第三阶段中，研究了一组早期职业护理学者的职业心态。在 2019 年期间，一组“思维习惯”作为学术职业心态的价值而出现，使个人能够应对职业领域的挑战，并加深对这些情况的学习。因此，可以将时间和精力用于与学术全球社区接触新的和具有挑战性的健康相关研究。
定性描述方法。
该研究应用了约翰·杜威的认识论和建构主义思想以及梅齐罗和诺尔斯的自我指导学习理论。研究地点设在澳大利亚悉尼的一所大型大都市大学。采用目的抽样法，对 9 名早期职业护理学者进行了半结构化的一对一录音采访。使用 Braun 和 Clarke（2006）的六阶段过程对数据进行主题分析。
研究结果表明，将五个独特主题或“思维习惯”的集群应用于新手护士的心态中：依靠自己；承担有责任的风险；与同事一起思考；保持开放的心态和好奇心；对新手护士的心态产生了影响，加速了自我指导学习的过程，提高了他们的学习能力，使他们的职业道路更加富有成效。
有人认为，“思维习惯”可以为指导职业心态提供有价值的学习框架，并且，领导者、职业或指导计划的提供者可以将其纳入其中，以维持一个学习文化蓬勃发展的学术环境，使 ECAN 具备应对全球需求的属性和行为。
