MCSHE, Faculty of Medical, Nursing and Health Sciences, Monash University, Clayton, VIC 3800, Australia.
School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, NSW 2308, Australia.
Nurse Educ Today. 2022 Nov;118:105512. doi: 10.1016/j.nedt.2022.105512. Epub 2022 Aug 18.
To synthesise the literature exploring nurse and other clinicians' conceptualisations and experiences of roles and identities as they transition to educator positions and to identify facilitators/barriers to, and consequences of, successful transitions.
A systematic narrative review of empirical research reporting clinician-educator transitions was conducted from database inception to December 2020.
Our search employed ERIC, CINAHL, PsycINFO, Scopus, Ovid MEDLINE® Plus, ERIC (ProQuest), and Sociological Abstracts (ProQuest). We used search terms and synonyms relating to 'identity', 'role' and 'transitions'.
Using the PRISMA protocol for systematic reviews, we reviewed titles and abstracts for inclusion, then used the Critical Appraisal Skills Program tool to evaluate article quality. We extracted evidence from included articles, synthesising data thematically by exploring similarities and differences between studies.
We screened 2753 articles. 23 studies (across 25 articles) matched our inclusion criteria, 20 of which included nursing clinician-educator transitions. We identified four themes describing clinician-educator transitions: (i) multiple ways of conceptualising roles and identities, (ii) clinician-educator transitions as complex, emotion-laden processes, (iii) personal, interpersonal, and organisational facilitators and barriers of clinician-educator transitions, and (iv) positive and negative consequences of clinician-educator transitions.
Our review supports deeper understandings of transition processes that can be used by organisations to better support clinicians as they adapt to their new educator roles and identities.
综合文献，探索护士和其他临床医生在向教育者角色过渡时对角色和身份的概念化和体验，并确定成功过渡的促进因素/障碍以及后果。
对 2020 年 12 月数据库成立以来报告临床医生-教育者过渡的实证研究进行了系统的叙述性文献回顾。
我们的搜索使用了 ERIC、CINAHL、PsycINFO、Scopus、Ovid MEDLINE® Plus、ERIC（ProQuest）和社会学摘要（ProQuest）。我们使用了与“身份”、“角色”和“过渡”相关的搜索词和同义词。
我们使用 PRISMA 协议进行系统评价，对标题和摘要进行了纳入审查，然后使用批判性评估技能计划工具评估文章质量。我们从纳入的文章中提取证据，通过探索研究之间的相似点和差异，对数据进行主题性综合。
我们筛选了 2753 篇文章。23 项研究（涉及 25 篇文章）符合我们的纳入标准，其中 20 项研究包括护理临床医生-教育者过渡。我们确定了描述临床医生-教育者过渡的四个主题：（i）对角色和身份的多种概念化方式，（ii）临床医生-教育者过渡是一个复杂的、充满情感的过程，（iii）个人、人际和组织促进和障碍临床医生-教育者过渡，以及（iv）临床医生-教育者过渡的积极和消极后果。
我们的综述支持了对过渡过程的更深入理解，这些理解可以为组织提供支持，帮助临床医生适应新的教育者角色和身份。
