Pashaeypoor Shahzad, Majdabadi Zahra Amrollah, Khanipour-Kencha Ali, Nikpeyma Nasrin
Department of Community Health and Geriatric Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
BMC Nurs. 2024 Jan 12;23(1):39. doi: 10.1186/s12912-023-01645-7.
Employing postgraduate students as Teaching Assistants (TA) has become a common practice in many higher education institutions and is part of a growing international trend for professional practice.
This study aimed to determine the barriers and facilitators to fulfilling the teaching assistant role from nursing students' perspective.
This qualitative-descriptive study was conducted in 2022 on teaching assistants in the Faculty of Nursing and Midwifery of Tehran University of Medical Sciences. 13 teaching assistants were selected by targeted sampling method with maximum variation. The inclusion criteria were 2nd-semester postgraduate nursing students and above, having experience as a teaching assistant, and willing to participate in the research. Data were collected through semi-structured individual interviews for 45 to 60 min until saturation was reached. Data analysis was done manually and using the framework analysis method with steps: Familiarization, Identifying a thematic framework, indexing, Charting, data synthesis, mapping, and interpretation. The trustworthiness of the study data was determined with the Lincoln and Guba criteria.
Barriers to fulfilling the TAs' role were divided into three main categories with nine subcategories: (1) Not accepting the teaching assistant as a clinical instructor (2) not being prepared to accept the TA role, and (3) improper planning of the TA plan. Facilitators are divided into two main categories with five subcategories: (1) internal motivation, and (2) empowering TAs.
To facilitate management processes in the field of education and to achieve educational goals, including improving the quality of education and better learning, planning and compiling instructions to create written job descriptions for teacher assistants should be done, also, with careful planning, steps should be taken to scientifically employ capable teacher assistants as young and motivated forces in education processes.
在许多高等教育机构中，聘用研究生担任教学助理（TA）已成为一种常见做法，并且是专业实践这一日益增长的国际趋势的一部分。
本研究旨在从护理专业学生的角度确定履行教学助理角色的障碍和促进因素。
这项定性描述性研究于2022年对德黑兰医科大学护理与助产学院的教学助理进行。通过最大差异的目标抽样方法选择了13名教学助理。纳入标准为护理学研究生第二学期及以上学历、有教学助理经验且愿意参与研究。通过半结构化个人访谈收集数据，访谈时长45至60分钟，直至达到饱和。数据分析采用人工方式，并使用框架分析法，步骤包括：熟悉、确定主题框架、索引、制表、数据综合、绘图和解释。研究数据的可信度根据林肯和古巴标准确定。
履行教学助理角色的障碍分为三大类，九个子类：（1）不接受教学助理作为临床指导教师；（2）未做好接受教学助理角色的准备；（3）教学助理计划规划不当。促进因素分为两大类，五个子类：（1）内部动机；（2）增强教学助理的能力。
为促进教育领域的管理流程并实现教育目标，包括提高教育质量和更好地学习，应制定计划并编写说明，为教师助理创建书面工作描述，此外，应精心规划，采取措施科学聘用有能力的教师助理作为教育过程中的年轻有活力的力量。
