Boettcher J H
School of Nursing, Radford University, Virginia 24142, USA.
J Nurs Educ. 1996 Feb;35(2):63-8. doi: 10.3928/0148-4834-19960201-05.
Nurse practice centers have been instituted by numerous schools of nursing throughout the United States. This study was done in part to better identify their components as well as the forces constraining and stimulating their development. General systems theory was used as the theoretical base. Academically-based nursing centers were identified as a subsystem of both the health care system and the higher education system in America. As a subsystem of both of these systems, the nurse practice center operated by a school of professional nursing represents an entity that has the capacity to foster all components of professional nursing including scholarly practice, education and research. Forty such centers were found to be sites for a wide variety of care, research and learning involving faculty and students. Forces stimulating the development of such centers were faculty clinical practice, clinical learning experiences and service opportunities. Constraining forces were time management and role ambiguity. Faculty members' job satisfaction correlated significantly with the budget at the .007 level.
美国众多护理学院都设立了护士实践中心。开展这项研究的部分目的是为了更好地确定其组成部分以及制约和促进其发展的因素。一般系统理论被用作理论基础。以学术为基础的护理中心被确定为美国医疗保健系统和高等教育系统的一个子系统。作为这两个系统的一个子系统，由专业护理学院运营的护士实践中心是一个有能力促进专业护理所有组成部分的实体，包括学术实践、教育和研究。发现其中40个这样的中心是开展涉及教师和学生的各种护理、研究和学习活动的场所。促进这些中心发展的因素有教师临床实践、临床学习经历和服务机会。制约因素是时间管理和角色模糊。教师的工作满意度与预算在0.007水平上显著相关。
