Department of Medical Education, University of Melbourne, Melbourne, Australia.
Clinical and Health Sciences, University of South Australia, Adelaide, Australia.
Nurse Educ Pract. 2024 Jul;78:104022. doi: 10.1016/j.nepr.2024.104022. Epub 2024 Jun 11.
To explore what is known about the lived experiences of novice nurse educators, including preparation or support strategies that may assist this transition.
Despite the crucial role of nurse educators in healthcare, the literature lacks clarity about the role and the preparation and support of nurse clinicians to transition into novice nurse educator roles.
Scoping review METHODS: A scoping review was carried out according to the Joanna Briggs Institute Methodology for Scoping Reviews. The Cumulative Index of Nursing and Allied Health Literature Complete (CINAHL), Medline (OVID), EMBASE, APA PsycINFO and Google Scholar databases were searched for English language sources of evidence between 1992 and 2022. Sources of evidence related to nursing education, transition, lived experience, preparation and support were included.
Fifty-two sources of evidence met the inclusion criteria with most originating in the United States and situated in the academic setting. There were 20 different titles used to identify nurse educators and a lack of clarity relating to the role and its expectations. There was alignment found between the lived experiences of novice nurse educators and Duchscher's transition shock model with a variety of preparation and support recommendations identified to mitigate this transition shock.
Clinical nurses transitioning into novice nurse educator roles have a predominantly negative experience that aligns with Duchscher's transition shock model. Although recommendations exist for support and preparation strategies to ease this transition shock, further research is required to establish which of these strategies are effective, especially for novice nurse educators in clinical settings outside of the United States.
探索新手护士教育者的生活体验，包括可能有助于这种转变的准备或支持策略。
尽管护士教育者在医疗保健中起着至关重要的作用，但文献对于该角色以及护士临床医生过渡到新手护士教育者角色的准备和支持仍缺乏清晰的认识。
范围综述方法：根据乔安娜·布里格斯研究所（Joanna Briggs Institute）的范围综述方法进行了范围综述。在 1992 年至 2022 年间，检索了 Cumulative Index of Nursing and Allied Health Literature Complete（CINAHL）、Medline（OVID）、EMBASE、APA PsycINFO 和 Google Scholar 数据库中的英文证据来源。纳入了与护理教育、过渡、生活体验、准备和支持相关的证据来源。
有 52 篇证据来源符合纳入标准，其中大部分来自美国，且位于学术环境中。有 20 种不同的标题用于识别护士教育者，并且对该角色及其期望缺乏明确性。新手护士教育者的生活体验与 Duchscher 的过渡冲击模型一致，确定了各种准备和支持策略来减轻这种过渡冲击。
过渡到新手护士教育者角色的临床护士的体验主要是负面的，与 Duchscher 的过渡冲击模型一致。尽管存在支持和准备策略的建议来缓解这种过渡冲击，但需要进一步研究确定哪些策略有效，特别是对于美国以外的临床环境中的新手护士教育者。
