Faculty of Health, University of Technology Sydney, Australia; Burnet Institute, Melbourne, Australia.
Faculty of Health, University of Technology Sydney, Australia.
Nurse Educ Pract. 2023 Jul;70:103648. doi: 10.1016/j.nepr.2023.103648. Epub 2023 Apr 25.
Globally, there is a call for urgent investment in nursing and midwifery education as high-quality education leads to quality care provision. This call for investment includes a 'focus on faculty', that is, development of those who teach. However, challenges in the preparation and development of faculty have been identified and include lack of recognition of ongoing development, limited pathways for career progression, inadequate provision of, or access to, faculty development opportunities and a lack of research evaluating sustained impact of programs.
The aim of this review was to identify, synthesise and report on common program content, modes of delivery and evaluation processes of faculty development programs in nursing and/or midwifery.
A scoping review was conducted following Joanna Briggs Institute guidance. A comprehensive search strategy was developed and conducted in six health and/or education focussed databases. Peer-reviewed articles, published in English in the last decade and with a primary focus on nursing and/or midwifery faculty were included in the review. References lists of included studies were searched and a search to identify relevant grey literature was conducted. Using systematic review software, titles and abstracts were reviewed by two reviewers with a third reviewer used to resolve discrepancies. Data were extracted and recorded, key characteristics were mapped and content analysis used to synthesise, analyse and report findings.
Seventeen articles were included in the review and identified common content provided in nursing and midwifery faculty development programs. The predominant content was approaches for learning and teaching. Other common content was leadership, research and assessment practices. Modes for program delivery were most often a blend of online and face-to-face. Program evaluation was reliant on participants' self-reported measures of satisfaction and confidence and did not examine impact over time.
Commonalities in program content primarily focussed on learning and teaching, but also included content linked to expected professional nursing and midwifery educator competencies such as leadership and research. However, a lack of content on the key faculty activity of curriculum design was noted and should be addressed in future program development. In addition, there was a lack of evaluation on the impact of different modes of delivery. Furthermore, an over-reliance on self-reported evaluation measures and a lack of longitudinal evaluation of impact on education practice and on student experience and outcomes. Future research should include evaluation of modes of delivery and impact on faculty practice over a sustained period.
在全球范围内，人们呼吁紧急投资护理和助产教育，因为高质量的教育可以带来高质量的护理服务。这项投资呼吁包括“关注教师”，即培养教学人员。然而，在师资准备和发展方面已经确定了一些挑战，包括对持续发展缺乏认可、职业发展途径有限、师资发展机会不足或无法获得、以及缺乏评估项目持续影响的研究。
本综述的目的是确定、综合和报告护理和/或助产学教师发展计划的常见课程内容、交付模式和评估过程。
根据乔安娜·布里格斯研究所的指导，进行了一次范围综述。制定并在六个卫生和/或教育重点数据库中进行了全面的搜索策略。纳入的研究是在过去十年中以英文发表的，主要侧重于护理和/或助产教师的同行评审文章。纳入研究的参考文献列表进行了搜索，并进行了相关灰色文献的搜索。使用系统评价软件，两名评审员对标题和摘要进行了审查，第三名评审员用于解决差异。提取和记录数据，对关键特征进行映射，并使用内容分析对结果进行综合、分析和报告。
本综述共纳入 17 篇文章，确定了护理和助产教师发展计划中常见的课程内容。主要内容是学习和教学方法。其他常见的内容是领导力、研究和评估实践。课程交付的模式大多是在线和面对面的混合。方案评价主要依赖于参与者对满意度和信心的自我报告测量，并未考察随着时间的推移的影响。
课程内容的共同点主要集中在学习和教学方面，但也包括与预期的护理和助产教育者专业能力相关的内容，如领导力和研究。然而，注意到课程设计这一关键教师活动的内容不足，应在未来的课程发展中加以解决。此外，不同交付模式的影响评估也存在不足。此外，过度依赖自我报告的评估措施，缺乏对教育实践以及对学生体验和结果的影响的长期评估。未来的研究应包括对交付模式和对教师实践的影响的评估，持续一段时间。
