Associate Professor (Dr Ross), Former BSN Student (Ms Morrell), Adjunct Clinical Instructor (Ms Kim), Villanova University, M. Louise Fitzpatrick College of Nursing, Villanova, Pennsylvania; Chair of Nursing and Health Science Department (Dr Dunker), Pacific Union College, Angwin, California; Clinical Associate Professor, Master of Science Program Director (Dr Duprey), College of Nursing and Health Sciences, University of Massachusetts-Dartmouth, Dartmouth, Massachusetts; Associate Professor of Nursing (Dr Parson), Lorain County Community College, Elyria, Ohio.
Nurse Educ. 2024;49(5):278-283. doi: 10.1097/NNE.0000000000001625. Epub 2024 Apr 1.
Due to the nursing faculty shortage, expert clinical nurses are working as novice clinical instructors (CIs). Orientation is needed to prepare these nurses to teach; however, lack of evidence-based guidelines for orientation programs can lead to variability among institutions.
The purpose of this study was to describe clinical nursing faculty orientation practices in the United States.
A descriptive convergent mixed methods design was used.
One hundred thirteen CIs participated. Of these, 70.8% were not provided with a formal orientation to their role. Duration, modality, and content varied widely among orientations. Four themes were derived from the qualitative data: Administrative Requirements, Transition to Clinical Educator, Mentorship, and Resilience.
Clinical faculty orientation practices vary widely in the United States. Evidence-based guidelines are needed to streamline orientations to provide CIs with the requisite knowledge and skills to support clinical students.
由于护理教师短缺，专家临床护士充当新手临床讲师（CIs）。需要进行定向培训，以使这些护士能够进行教学；但是，缺乏针对定向计划的循证指南可能导致机构之间的差异。
本研究的目的是描述美国临床护理教师的定向实践。
采用描述性趋同混合方法设计。
有 113 名 CIs 参加了研究。其中，有 70.8％的人没有接受过正式的角色定向培训。定向培训的持续时间、模式和内容在各个定向培训中差异很大。从定性数据中得出了四个主题：行政要求、向临床教育者过渡、指导和适应力。
美国的临床教师定向实践差异很大。需要制定循证指南，以简化定向培训，使 CIs 具备支持临床学生所需的知识和技能。
