Presbyterian Primary Health Care (PPHC), Bolgatanga, Ghana.
Department of Nursing, Faculty of Allied Health Sciences, College of Health Sciences, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana.
PLoS One. 2021 Oct 14;16(10):e0258695. doi: 10.1371/journal.pone.0258695. eCollection 2021.
There is an increasing transition rate of experienced clinical nurses from practice to academia. When nurses transition from practice to academia for the right reasons, it culminates in job satisfaction and retention. Thus, understanding what attracts clinical nurses to academia is an important consideration for employing and retaining competent nurse educators. Yet, there are gaps in research about what motivates nurses to transition from practice to academia within the Ghanaian context. This study aimed to explore the reasons for novice nurse educators' transition from practice to academia in three Health Training Institutions in the Upper East Region of Ghana.
This qualitative descriptive phenomenology study used a purposive sampling method to select 12 novice nurse educators. Data were collected using a semi-structured interview guide through individual face-to-face in-depth interviews. Written informed consent was obtained and interviews were audio-taped and transcribed verbatim. Data analysis was done manually guided by Colaizzi's method of data analysis.
Novice nurse educators transitioned from practice to academia because they were dissatisfied with their clinical nursing practice, they wanted more flexible work, they wanted to work autonomously, and they previously taught their clients in the clinical setting. Four themes emerged namely: (1) dissatisfied with clinical nursing, (2) quest for flexible work role, (3) quest for work autonomy, and (4) previous clinical teaching.
The reasons for transitioning from practice to academia were mostly born out of novice nurse educators' previous negative experiences in the clinical setting which ought to be considered in the recruitment and retention of teaching staff to train the future nurses. There is the need to revise and implement a tutor recruitment policy that takes into account, what attracts clinical nurses to the academic setting.
经验丰富的临床护士越来越多地从实践转向学术领域。当护士出于正确的原因从实践转向学术领域时，最终会带来工作满意度和留任率。因此，了解是什么吸引临床护士进入学术界，是雇用和留住有能力的护理教育者的一个重要考虑因素。然而，在加纳背景下，关于是什么促使护士从实践转向学术界的研究存在差距。本研究旨在探讨加纳上东部地区三所卫生培训机构中新手护士教育者从实践转向学术领域的原因。
本定性描述现象学研究采用目的抽样法选择了 12 名新手护士教育者。使用半结构化访谈指南通过个人面对面深入访谈收集数据。获得书面知情同意，并对访谈进行录音和逐字转录。数据分析是在 Colaizzi 的数据分析方法的指导下手动进行的。
新手护士教育者从实践转向学术领域，是因为他们对临床护理实践不满意，他们想要更灵活的工作，他们希望自主工作，并且他们之前在临床环境中教授过自己的客户。出现了四个主题：（1）对临床护理不满意，（2）追求灵活的工作角色，（3）追求工作自主权，（4）以前的临床教学。
从实践转向学术领域的原因主要是新手护士教育者之前在临床环境中产生的负面经历，在招聘和留住教学人员以培训未来护士时应考虑这些经历。有必要修订和实施一项导师招聘政策，该政策应考虑到吸引临床护士进入学术环境的因素。
