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Titre : | Reflecting on educational preparedness and professional development for early-career nurse faculty: A phenomenological study (2021) |
Auteurs : | Aimee Garner ; Laurie Bedford |
Type de document : | Article |
Dans : | Nurse Education in Practice (Vol. 53, May 2021) |
Article en page(s) : | 103052 |
Note générale : | https://doi.org/10.1016/j.nepr.2021.103052 |
Langues: | Anglais |
Descripteurs : |
HE Vinci Développement professionnel ; Enseignement infirmier ; Infirmières et infirmiers ; Pédagogie ; Pénurie ; Pratique professionnelle du corps enseignant infirmier ; Recherche en enseignement des soins infirmiers |
Résumé : | Bedside nurses are assuming the faculty role without the necessary skill set to meet their roles rigorous expectations. The researchers sought to explore the lived experiences of early-career nursing faculty and what it feels to be unprepared to teach. A qualitative research design using semi-structured interviews served as the primary data collection method. The purposive sample consisted of nine graduate-prepared early-career nursing faculty with less than five years experience teaching who felt unprepared for the faculty role. Four themes emerged from the data: (1) balance between theory and practice; (2) socialization to the role; (3) real-world experience; and (4) ownership for ongoing learning. The findings bring transparency for nurse faculty to assess the educational and transitional process outcomes from early-career nursing faculties perspectives. |
Disponible en ligne : | Oui |
En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/pii/S1471595321000883 |