Oermann M H
Wayne State University, Detroit, MI, USA.
J Prof Nurs. 1998 Nov-Dec;14(6):329-34. doi: 10.1016/s8755-7223(98)80074-4.
A survey was conducted of 226 clinical faculty from associate (ADN) and baccalaureate (BSN) degree programs in the Midwest. The purpose of the research was to examine role strain among clinical nursing faculty. Although clinical faculty experienced overall a low degree of role strain, they reported role overload and conflict. BSN faculty had more interrole conflict (t = 2.57, df = 215, P = .01) and role ambiguity (t = 2.37, df = 215, P = .01) than ADN faculty. Faculty with doctorates teaching clinical courses had higher role strain scores than other faculty. Teachers at the sophomore level reported the most role strain compared with teaching other levels of students. As expected, full-time faculty had significantly more role strain and demands on them compared with part-time clinical faculty. Findings from the research provide a framework for faculty orientation and development programs and highlight the importance of learning how to balance the demands and responsibilities of clinical teaching.
对美国中西部地区副学士学位（ADN）和学士学位（BSN）项目的226名临床教师进行了一项调查。该研究的目的是检验临床护理教师的角色压力。尽管临床教师总体上经历的角色压力程度较低，但他们报告了角色过载和冲突。与ADN教师相比，BSN教师存在更多的角色间冲突（t = 2.57，自由度 = 215，P = .01）和角色模糊（t = 2.37，自由度 = 215，P = .01）。教授临床课程的博士学位教师的角色压力得分高于其他教师。与教授其他年级学生相比，教授大二学生的教师报告的角色压力最大。正如预期的那样，与兼职临床教师相比，全职教师的角色压力和对他们的要求明显更多。该研究的结果为教师入职培训和发展项目提供了一个框架，并突出了学习如何平衡临床教学的要求和责任的重要性。
