Radke K J, McArt E
Division of Health Promotion and Maintenance, School of Nursing, University of Rochester, New York 14642.
J Nurs Educ. 1993 Mar;32(3):115-20. doi: 10.3928/0148-4834-19930301-06.
This study attempted to determine current involvement of clinical nurse specialists (CNS) in an educational function, their perceived adequacy for an educational role, and their future plans. About half of the 46 CNS who participated reported that acting as a consultant and providing assistance to nursing staff, and serving as a role model for nursing students were either very important or of utmost importance. Only 33% indicated that it was very important, or of utmost importance, to assist with clinical and theoretical teaching of nursing students. Although more than 50% of the respondents had taken courses in education, many felt inadequately prepared for their role. Only seven identified teaching as a current professional goal, while six respondents identified teaching as a five-year professional goal. Study implications relative to curricular pathways, course content, and academic advisement are discussed, as well as the need for a renewed emphasis on research in nursing education.
本研究试图确定临床护理专家（CNS）目前在教育职能方面的参与情况、他们对教育角色的认知充足程度以及他们的未来计划。参与研究的46名临床护理专家中，约有一半报告称，担任顾问并为护理人员提供帮助以及为护理专业学生树立榜样非常重要或极其重要。只有33%的人表示，协助护理专业学生进行临床和理论教学非常重要或极其重要。尽管超过50%的受访者修过教育课程，但许多人觉得自己在这一角色上准备不足。只有7人将教学确定为当前的专业目标，而6名受访者将教学确定为五年后的专业目标。文中讨论了与课程路径、课程内容和学术建议相关的研究意义，以及重新强调护理教育研究的必要性。
