Laari Timothy Tienbia, Apiribu Felix, Gazari Timothy, Akor Moses Haruna, Mensah Adwoa Bemah Boamah, Atanuriba Gideon Awenabisa, Kuunibe Joseph Kuufaakang, Amooba Philemon Adoliwine
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.
SAGE Open Nurs. 2021 Sep 17;7:23779608211035209. doi: 10.1177/23779608211035209. eCollection 2021 Jan-Dec.
The successful transition of nurses from clinical practice to academia is essential to the training of a proficient future nursing workforce. However, deprived of requisite support and guidance, novice nurse educators often find the transition from bedside nursing practice to the classroom challenging and hence, adopt some coping strategies to facilitate their transition. Yet, little is known about the strategies adopted by Ghanaian novice nurse educators to facilitate their transition.
This study explored the strategies adopted by novice nurse educators to facilitate their transition from practice to academia in three nursing training colleges in Ghana.
This study adopted a descriptive qualitative study design. The study used a purposive sampling technique to recruit 12 novice nurse educators. Data were generated through individual in-depth interviews using a semistructured interview guide. Interviews were audio-recorded, transcribed verbatim, and analyzed manually through thematic analysis.
Novice nurse educators adopted a wide range of strategies to facilitate their transition from practice to academia. Four major themes emerged: (1) seeking support from peers, (2) attending workshops and conferences, (3) relying on performance appraisal and feedback, and (4) applying past clinical nursing knowledge.
The strategies adopted to facilitate the transition were mostly self-inspired and informal, which calls for more formal and evidence-based strategies to facilitate the transition process. College authorities must create, or adopt and modify faculty mentorship models to mentor novice nurse educators, develop and implement college-specific orientation programmes for novice nurse educators, and implement regular online tutor appraisals by students.
护士从临床实践成功过渡到学术界对于培养未来熟练的护理人才至关重要。然而，由于缺乏必要的支持和指导，新手护士教育工作者往往发现从床边护理实践过渡到课堂具有挑战性，因此，他们采用了一些应对策略来促进自己的过渡。然而，对于加纳新手护士教育工作者为促进过渡所采用的策略，人们知之甚少。
本研究探讨了加纳三所护理培训学院的新手护士教育工作者为促进从实践过渡到学术界所采用的策略。
本研究采用描述性定性研究设计。研究采用目的抽样技术招募了12名新手护士教育工作者。通过使用半结构化访谈指南进行的个人深度访谈来收集数据。访谈进行了录音，逐字转录，并通过主题分析进行人工分析。
新手护士教育工作者采用了广泛的策略来促进他们从实践过渡到学术界。出现了四个主要主题：（1）向同行寻求支持，（2）参加研讨会和会议，（3）依靠绩效评估和反馈，以及（4）应用过去的临床护理知识。
为促进过渡而采用的策略大多是自我启发式的且非正式的，这就需要更正式且基于证据的策略来促进过渡过程。学院当局必须创建、采用或修改教师指导模式以指导新手护士教育工作者，为新手护士教育工作者制定并实施学院特定的入职培训计划，并由学生对在线导师进行定期评估。
