学术护理中的指导：从教师指导者的角度来看。
Mentoring in Academic Nursing From the Perspectives of Faculty Mentors.
机构信息
About the Authors Katie Ruth Busby, PhD, RN, CNE, is assistant professor, Helen and Arthur E. Johnson Beth-El College of Nursing and Health Sciences, University of Colorado Colorado Springs, Claire Burke Draucker, PhD, RN, FAAN, is Angela Barron McBride Professor of Psychiatric Nursing, Indiana University School of Nursing, Indianapolis. This work was supported by a grant through the Committee on Research and Creative Works at the University of Colorado Colorado Springs. The authors acknowledge and thank Emelie David, BA, who served as an undergraduate student research assistant on this project. For more information, contact Dr. Busby at
出版信息
Nurs Educ Perspect. 2024;45(4):213-218. doi: 10.1097/01.NEP.0000000000001220. Epub 2024 Jan 16.
AIM
The aim of this study was to create a theoretical framework that describes how mentoring relationships in academic nursing unfold from the perspectives of nurse faculty mentors.
BACKGROUND
Mentoring is a strategy that can promote the satisfaction and retention of nurse faculty. Although research has focused on the experiences of protégés in mentoring relationships, little is known about mentoring from the perspectives of nurse faculty mentors.
METHOD
Constructivist grounded theory was used to interview 24 experienced nurse faculty about their mentoring experiences.
RESULTS
The theoretical framework Growing Together: Mentors' Perspectives on Mentoring included four phases (getting together, getting going, going together, going beyond) and three strands (relationship with protégé, work of mentoring, emotional impact of mentoring).
CONCLUSION
Participants experienced a variety of benefits from mentoring while also experiencing a variety of challenges. Findings suggest that more resources are needed for experienced faculty who mentor novice nurse faculty.
目的
本研究旨在构建一个理论框架，从护理教师导师的角度描述学术护理中的 mentoring 关系是如何展开的。
背景
Mentoring 是一种可以提高护理教师满意度和保留率的策略。尽管研究已经关注了指导关系中受指导者的经验，但从护理教师导师的角度来看，关于指导的了解甚少。
方法
采用建构主义扎根理论对 24 名有经验的护理教师进行了关于他们指导经验的访谈。
结果
理论框架“共同成长：导师对指导的看法”包括四个阶段（相聚、开始、一起、超越）和三个线索（与受指导者的关系、指导工作、指导的情感影响）。
结论
参与者从指导中获得了各种益处，但也遇到了各种挑战。研究结果表明，需要为指导新手护理教师的经验丰富的教师提供更多资源。
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