利用成功的教师实践模式招聘和留住早期职业护理教师。
Leveraging a Successful Faculty Practice Model to Recruit and Retain Early-Career Nurse Faculty.
机构信息
Assistant Dean of Faculty Practice & Assistant Professor (Dr Moss), Community Systems and Mental Health Nursing, Faculty Practice Student Liaison & Assistant Professor (Dr Rousseau) and Assistant Professor (Dr Gallagher), Women's and Children's Nursing, Department Chairperson & Associate Professor (Dr Swartwout) and Assistant Professor (Dr Kalensky), Community Systems and Mental Health Nursing, and Program Manager & Data Analyst (Ms Gorenz), Office of Faculty Practice, Rush University College of Nursing, Chicago, Illinois; and Nursing Research Postdoctoral Fellow (Dr Dickins), Massachusetts General Hospital, Boston.
出版信息
Nurse Educ. 2022;47(4):219-224. doi: 10.1097/NNE.0000000000001177. Epub 2022 Mar 25.
BACKGROUND
The shortage of nursing faculty is well documented as are the challenges of attracting and retaining early-career faculty, in part, due to difficulties transitioning expert clinicians into faculty roles.
PROBLEM
There is little guidance in the literature describing successful formal transition models.
APPROACH
An urban College of Nursing Faculty Practice (CON FP) underwent an operational redesign beginning in 2014, resulting in an intentional success: a pipeline for attracting and developing early-career faculty. This article describes how the CON FP leverages faculty practice to develop early-career faculty.
OUTCOMES
Across a 6-year time span, at least 20 early-career CON FP clinicians have transitioned to full-time faculty roles. In addition, CON FP clinicians provide more than 75 000 direct care nursing services and support more than 25 000 student clinical and project hours annually.
CONCLUSIONS
We offer this early-career faculty practice pipeline model as a solution for attracting and growing a contemporary nursing faculty workforce.
背景
护理教师短缺是众所周知的，吸引和留住职业早期教师也面临挑战，部分原因是将专家临床医生转变为教师角色存在困难。
问题
文献中几乎没有描述成功的正式过渡模式的指导。
方法
一所城市护理学院的教师实践（CON FP）从 2014 年开始进行运营重新设计，取得了成功：吸引和培养职业早期教师的渠道。本文介绍了 CON FP 如何利用教师实践来培养职业早期教师。
结果
在 6 年的时间跨度内，至少有 20 名职业早期的 CON FP 临床医生过渡到全职教师角色。此外，CON FP 临床医生每年提供超过 75000 次直接护理服务，并支持超过 25000 名学生的临床和项目时间。
结论
我们提供这种职业早期教师实践的管道模型，作为吸引和培养当代护理教师队伍的解决方案。
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