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Approach to graduate nursing education pedagogy and learning transition 研究生护理教育教学法和学习过渡方法
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-23 DOI: 10.1016/j.profnurs.2024.08.008
Lisa Guertin DNP, ACNP-BC, Elizabeth Gatewood DNP, FNP-C, CNE, FAANP, FAAN, Stella Aguinaga Bialous DrPH, Brittany Christiansen PhD, DNP, APRN, CPNP-PC/AC, FNP-C, AE-C, CNE, Lin Lin PhD, RN, Bethany Phoenix PhD, RN, FAAN, Yuriko Shichishima MS, RN, CNE, PHN, K.T. Waxman DNP, MBA, RN, FAAN

Prior to the COVID-19 pandemic, the University of San Francisco (UCSF) School of Nursing (SON) is a historically in person graduate program that immediately transitioned to remote learning at the start of the pandemic. In 2022, upon emerging from the pandemic, the need to intentionally determine the teaching and learning modality of the UCSF SON became apparent. This is a report of the process of our institutions transition from an in person to a hybrid school. A task force was formed and charged with identifying the school's approach to the teaching and learning modality moving forward. A group think activity identified needs assessment for the task force's approach. The task force agreed upon definitions for in person, hybrid, online and hyflex learning, conducted a literature review, re-examined internal survey results from both faculty and learners regarding teaching and learning modality preferences and compared top graduate nursing programs teaching and learning modalities. The literature review revealed that hybrid learning was not inferior to in person learning and may improve educational outcomes. The faculty and learner survey results identified a preference toward hybrid learning and teaching. The task force recommended that the school change its public-facing information to identify as a hybrid school with specialty specific flexible design. This transition allows the school to carry out the mission of educating diverse health leaders.

在 COVID-19 大流行之前,旧金山大学(UCSF)护理学院(SON)是一个历史悠久的面授研究生项目,在大流行开始后立即过渡到远程学习。2022 年,从大流行病中走出来的旧金山大学护理学院显然需要有意识地确定其教学和学习模式。本报告介绍了本机构从面对面教学向混合式教学过渡的过程。学校成立了一个特别工作组,负责确定学校今后的教学模式。通过小组思考活动,确定了专责小组方法的需求评估。特别小组商定了面授、混合式、在线和混合式学习的定义,进行了文献综述,重新审查了教师和学生对教学模式偏好的内部调查结果,并比较了顶级护理研究生课程的教学模式。文献综述显示,混合式学习并不比面授学习逊色,而且可以提高教学成果。教员和学生的调查结果显示,他们更倾向于混合式教学。特别工作组建议学校更改其面向公众的信息,将其标识为一所具有特定专业灵活设计的混合学校。这一转变使学校能够履行培养多元化健康领导者的使命。
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引用次数: 0
Implementing open educational resources: Lessons learned 实施开放式教育资源:经验教训
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-22 DOI: 10.1016/j.profnurs.2024.08.005
Joanne Noone PhD, RN, CNE, ANEF, FAAN , Robin Champieux MLIS , Asma Taha Ph.D., CPNP-PC/AC, FAAN , Marilyn Gran-Moravec MSN, RN , Lisa Hatfield Ed.D. , Sharon Cronin MN, RN, CCRN , Rhonda Shoemaker MN, CCRN, C-NPT

Background

Open educational resources (OER) are associated with several positive outcomes for undergraduate and graduate students, both financially and academically. Financial benefits include a reduction in student debt and costs of attending college. Academic benefits include improved academic success, especially for students from populations historically underserved by higher education.

Purpose

This article reviews strategies and lessons learned from an academic multi-campus school of nursing (SON) initiative on implementing OER.

Approach

A team representing undergraduate and graduate nursing faculty, the library, and the Teaching and Learning Center set forth to improve faculty awareness of and interest in adopting OER and develop resource sites for disseminating information about OER. The team collaborated with partners within the university and with external academic partners to achieve our goals.

Outcomes

Presentations to SON faculty on OER identified faculty interested in adopting these resources. Two Masters of Nursing Education (MNE) students identified and shared resources; completed a student textbook survey; and, reported results and recommendations to SON faculty. A university resource site was created on OER. Further collaboration with university librarians to identify and implement OER for specific courses is ongoing.

Conclusions

Students identified cost as one barrier for pursuing higher education. Efforts to reduce cost through utilizing OER may eliminate this barrier, thus enhancing student enrollment and persistence in higher education. Adopting OER is a social justice action that has the potential to address educational inequities by allowing students to attend to their basic human needs such as housing and food.

背景开放教育资源(OER)与本科生和研究生在经济和学术方面的若干积极成果有关。经济效益包括减少学生债务和上大学的费用。这篇文章回顾了一个多校区护理学院(SON)实施开放教育资源的策略和经验教训。方法 一个代表护理学院本科生和研究生教师、图书馆和教学中心的团队着手提高教师对采用开放教育资源的认识和兴趣,并开发资源网站来传播有关开放教育资源的信息。为了实现我们的目标,该团队与校内和校外的学术合作伙伴开展了合作。成果向护理学院教师介绍开放式教育资源,确定了对采用这些资源感兴趣的教师。两名护理教育硕士(MNE)学生确定并分享了资源;完成了一项学生教科书调查;并向护理学院教师报告了调查结果和建议。创建了一个关于开放式教育资源的大学资源网站。结论学生们认为费用是接受高等教育的一个障碍。通过利用开放式教育资源降低成本的努力可能会消除这一障碍,从而提高学生的入学率和高等教育的持续性。采用开放式教育资源是一项社会正义行动,有可能解决教育不公平问题,让学生能够满足住房和食品等基本人类需求。
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引用次数: 0
Redefining faculty workload metrics: A data-driven approach 重新定义教师工作量指标:数据驱动法
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-22 DOI: 10.1016/j.profnurs.2024.08.006
Heather L. Johnson DNP, FNP-BC, FAANP, Danette F. Cruthirds PhD, MSN, CRNA, Laura A. Taylor PhD, RN, ANEF, FAAN, Lauren T. Suszan DNP, MSN, CRNA, Regina P. Owen DNP, PMHNP-BC, Jennifer L. Trautmann PhD, FNP-BC, CPNP-PC, Jonathan R. Beatty DNP, MSN, FNP-C, Diane C. Seibert PhD, ARNP, FAANP, FAAN

Background

Benchmarking faculty workload is key for equity, but a standard model like the Carnegie Unit, originally designed for student workload, does not fit all scenarios.

Methods

A novel Faculty Effort Data Collection Tool assessed whether the Carnegie Unit accurately reflected faculty effort in a graduate nursing program. Workload was evaluated course-by-course based on faculty self-reported hours.

Results

Analysis of 62 APRN courses showed faculty spent nearly twice the Carnegie Units expected (84 h of faculty effort per student credit hour vs the 45 projected). Half of courses exceeded 90 h per credit; 21 % were under the anticipated 45. In some courses, faculty effort was up to sevenfold higher than expected for a 3-credit course (996 h vs 135 h). A single, universally applicable “per credit hour” formula for all courses could not be identified. Using faculty reported hours, the taskforce designed a new course workload credit plan. Revised workload credits increased from 1 to 8 (mean 3.7) to 2 to 15 (mean 4.92), appropriately crediting faculty for their work.

Conclusions

The Carnegie Unit did not accurately reflect faculty effort in our program. A tailored approach was necessary to ensure fairness, and promote a more equitable distribution of effort.
背景以教师工作量为基准是实现公平的关键,但像卡内基单位这样最初为学生工作量设计的标准模型并不适合所有情况。方法一种新颖的教师工作量数据收集工具评估了卡内基单位是否准确反映了护理研究生课程中教师的工作量。对 62 门全科护士课程的分析表明,教师花费的时间几乎是卡内基单位预期时间的两倍(每个学生学时教师花费 84 小时,而预期时间为 45 小时)。半数课程的每学分花费超过 90 小时;21% 的课程低于预期的 45 小时。在某些课程中,对于 3 个学分的课程而言,教师的投入比预期的多达 7 倍(996 小时对 135 小时)。无法确定一个适用于所有课程的单一、普遍的 "每学分小时 "计算公式。根据教师报告的学时,工作组设计了新的课程工作量学分计划。修订后的工作量学分从 1 到 8(平均 3.7)增加到 2 到 15(平均 4.92),适当地计入了教师的工作。为确保公平性并促进更公平的工作分配,有必要采取量身定制的方法。
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引用次数: 0
An innovative Doctor of Nursing Practice scholarly project curriculum model: Strategies for supporting learners at various entry levels 创新的护理实践博士学术项目课程模式:支持不同入门水平学习者的策略
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-22 DOI: 10.1016/j.profnurs.2024.08.004
Adele Susan Feeney DNP, FNP-BC, Patricia White PhD, ANP-BC, FAANP, Alexander Menard DNP, AG-ACNP-BC, Kenneth Peterson PhD, MS, FNP-BC, Jill M. Terrien PhD, ANP-BC, Jean Boucher PhD, ANP-BC

The Doctor of Nursing Practice (DNP) Program curriculum must address the challenge of developing Competency Based Education (CBE) curriculum for DNP Scholarly Projects tailored to meet variations in nursing learner preparation and practice, from novice bachelor's entry level and master's advanced nurse practice expert entry level pathways. The recent Future of Nursing 2020–2030: Charting a Path to Achieve Health Equity report by the National Academy of Medicine advocates that competency-based education (CBE) approaches in nursing schools should focus upon the advanced practice nursing population within collaborative academic practice partnerships. This article describes an innovative DNP Scholarly Project Curriculum model at an academic health science center that integrates academic partnerships and CBE strategies that have been developed for second degree Bachelor's direct entry to nursing (direct entry), post BS in nursing to DNP (BS to DNP), Post Master's to DNP (PM DNP) entry levels of preparation. The DNP Scholarly Project Curriculum utilizes an innovative, scaffolded approach to fostering CBE for the assessment of learning activities at the doctoral level. The DNP Scholarly Project Curriculum includes domains of quality improvement, critical appraisal of the literature, evidence-based practice models, implementation practice models, policy analysis, and process/outcome evaluations. Preliminary alumni and stakeholder feedback suggests that these projects are not only impacting practice but improving learner competency in quality improvement science. Implementation of this model has led to enhanced CBE-driven curriculum teaching and learning strategies, and sustainable collaborative academic partnerships.

护理实践博士(DNP)项目课程必须应对为护理实践博士学术项目量身定制能力本位教育(CBE)课程的挑战,以满足护理学习者在准备和实践方面的差异,从新手学士入门级到硕士高级护士实践专家入门级的路径。美国国家医学科学院最近发布的《2020-2030 年护理行业的未来:为实现健康公平规划道路》报告主张,护理院校中以能力为基础的教育(CBE)方法应在合作性学术实践伙伴关系中关注高级实践护理人群。本文介绍了一个学术健康科学中心的创新性 DNP 学术项目课程模式,该模式整合了学术合作关系和 CBE 战略,这些战略是为第二学位学士直接进入护理专业(直接进入)、护理学士后进入 DNP(BS to DNP)、硕士后进入 DNP(PM DNP)的准备水平而开发的。DNP 学术项目课程采用创新的支架式方法来促进 CBE,以评估博士阶段的学习活动。DNP 学术项目课程包括质量改进、文献批判性评估、循证实践模式、实施实践模式、政策分析和过程/结果评估等领域。校友和利益相关者的初步反馈表明,这些项目不仅对实践产生了影响,而且提高了学员在质量改进科学方面的能力。这一模式的实施加强了以 CBE 为驱动的课程教学和学习策略,以及可持续的学术合作伙 伴关系。
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引用次数: 0
Collaborative framework to assess achievement of American Association of Colleges of Nursing and National Organization of Nurse Practitioner Faculties patient-centered competencies using evolving case studies 利用不断发展的案例研究评估美国护理学院协会和全国执业护士组织以患者为中心的能力成就的合作框架
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-20 DOI: 10.1016/j.profnurs.2024.08.007
Heather Rivasplata DNP, MPH, FNP-BC, Jonathan Beatty Lt Col, USAF, NC, DNP, MSN, FNP-C, Natasha Best Lt Col, USAF, NC, DNP, WHNP-BC, Heather Johnson DNP, FNP-BC, FAANP

Background

The American Association of Colleges of Nursing (AACN) and National Organization of Nurse Practitioner Faculties (NONPF) emphasize the role of clinical reasoning in nurse practitioner (NP) competencies. Evidence-based clinical reasoning is vital to patient safety. Collaborative technology tools can aid in assessing progress towards achieving clinical reasoning competency.

Purpose/aims

The purpose of this article is to describe an electronic, collaborative learning framework to teach and assess second year NP students in systematically selecting and eliminating diagnoses and forming treatment plans.

Design/methods

Post gap analysis, the collaborative learning framework was created. This visual, collaborative resource was scaffolded across two sequential advanced NP second year clinical synthesis courses and embedded with evolving case studies. Students identified pertinent positives and negatives from the history, physical, and diagnostic findings. Each student developed a unique differential diagnosis and plan of care and critiqued their peers.

Result/findings

The tool exceeded expectations. Faculty were able to visualize data, provide clarification on interpretation of data and pharmacology, and grade in small groups.

Conclusion

The collaborative learning framework provided real-time visualization of students' work in clinical reasoning. It was easy to use and integrate into second year NP courses to meet learning objectives and assess clinical reasoning competency.

背景美国护理学院协会(AACN)和全美执业护士学院组织(NONPF)强调临床推理在执业护士(NP)能力中的作用。循证临床推理对患者安全至关重要。本文旨在介绍一种电子协作学习框架,用于教授和评估二年级 NP 学生系统地选择和排除诊断并形成治疗方案。这一可视化协作资源在两门连续的高级护师二年级临床综合课程中进行了支架设计,并嵌入了不断发展的案例研究。学生们从病史、体格检查和诊断结果中找出相关的阳性和阴性结果。每个学生都制定了独特的鉴别诊断和护理计划,并对同伴进行了点评。教师们能够直观地查看数据,对数据和药理学解释进行说明,并以小组为单位进行评分。结论协作学习框架为学生的临床推理工作提供了实时可视化。它易于使用,并可整合到二年级 NP 课程中,以实现学习目标和评估临床推理能力。
{"title":"Collaborative framework to assess achievement of American Association of Colleges of Nursing and National Organization of Nurse Practitioner Faculties patient-centered competencies using evolving case studies","authors":"Heather Rivasplata DNP, MPH, FNP-BC,&nbsp;Jonathan Beatty Lt Col, USAF, NC, DNP, MSN, FNP-C,&nbsp;Natasha Best Lt Col, USAF, NC, DNP, WHNP-BC,&nbsp;Heather Johnson DNP, FNP-BC, FAANP","doi":"10.1016/j.profnurs.2024.08.007","DOIUrl":"10.1016/j.profnurs.2024.08.007","url":null,"abstract":"<div><h3>Background</h3><p>The American Association of Colleges of Nursing (AACN) and National Organization of Nurse Practitioner Faculties (NONPF) emphasize the role of clinical reasoning in nurse practitioner (NP) competencies. Evidence-based clinical reasoning is vital to patient safety. Collaborative technology tools can aid in assessing progress towards achieving clinical reasoning competency.</p></div><div><h3>Purpose/aims</h3><p>The purpose of this article is to describe an electronic, collaborative learning framework to teach and assess second year NP students in systematically selecting and eliminating diagnoses and forming treatment plans.</p></div><div><h3>Design/methods</h3><p>Post gap analysis, the collaborative learning framework was created. This visual, collaborative resource was scaffolded across two sequential advanced NP second year clinical synthesis courses and embedded with evolving case studies. Students identified pertinent positives and negatives from the history, physical, and diagnostic findings. Each student developed a unique differential diagnosis and plan of care and critiqued their peers.</p></div><div><h3>Result/findings</h3><p>The tool exceeded expectations. Faculty were able to visualize data, provide clarification on interpretation of data and pharmacology, and grade in small groups.</p></div><div><h3>Conclusion</h3><p>The collaborative learning framework provided real-time visualization of students' work in clinical reasoning. It was easy to use and integrate into second year NP courses to meet learning objectives and assess clinical reasoning competency.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142058064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Leased clinical faculty model: Bridging gaps in nursing education 租赁临床教师模式:弥合护理教育中的差距
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-15 DOI: 10.1016/j.profnurs.2024.08.002
Melissa D. Cole DNP, APRN, ANP-BC, CENP

In response to the critical Registered Nursing (RN) shortage, John Carroll University, a not-for-profit, private, faith-based university in the Midwest, has developed an academic-practice partnership to bolster its new Bachelor of Science in Nursing (BSN) program. This initiative addresses the challenge of limited clinical faculty. Central to this strategy is a “leased employee agreement” with healthcare partners, which allows the university to employ practicing RNs as part-time clinical instructors. Formulated in collaboration with healthcare Chief Nurse Executives (CNEs), this model enables the seamless integration of hospital-employed RNs into the academic framework as clinical faculty. This model streamlines the onboarding process and enriches student learning experiences by leveraging the practical expertise of active nurses. Initial feedback following its launch in August 2023 has been positive, with students and clinical faculty reporting high levels of satisfaction and quality educational experiences. This approach presents a viable strategy to mitigate faculty shortages in nursing education and underscores the importance of inventive academic-practice partnerships in adapting to the dynamic demands of healthcare training.

为了应对严重的注册护士(RN)短缺问题,位于美国中西部的非营利性私立宗教大学约翰卡罗尔大学(John Carroll University)建立了学术与实践合作伙伴关系,以加强其新的护理理学士(BSN)课程。这一举措解决了临床师资有限的难题。该战略的核心是与医疗保健合作伙伴签订 "租赁员工协议",允许大学聘用执业护士担任兼职临床教师。这一模式是与医疗保健机构的护士长(CNE)合作制定的,可以将医院聘用的护士长作为临床教师无缝整合到学术框架中。这种模式简化了入职流程,并通过利用在职护士的实际专业知识丰富了学生的学习体验。2023 年 8 月启动后,初步反馈良好,学生和临床教师都表示非常满意,并获得了高质量的教育体验。这种方法为缓解护理教育中的师资短缺问题提供了一种可行的策略,并强调了创造性的学术与实践合作在适应医疗保健培训的动态需求方面的重要性。
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引用次数: 0
Change in expectations: A policy recommendation for future and current nurse educators 改变期望:对未来和当前护士教育工作者的政策建议
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-14 DOI: 10.1016/j.profnurs.2024.08.003
Kylateia Farrar-Stern , Amber Young-Brice

Currently, there are no standardized requirements for pedagogical preparation for nurse educators at the state and national level. Various stakeholders have identified an issue in the preparation of nurse educators in academia. Current recommendations are that faculty have a master's or doctoral degree in nursing (American Association of Colleges of Nursing, 2017); however, requirements do not include educational preparation prior to or concurrent with starting a faculty position. This policy paper highlights a recommendation to require one of the following: the Certified Nurse Educator credential or certificate in teaching for educators without prior formal education in pedagogy. Outcomes of such a requirement would include nurse educators have a better understanding of the science of nursing education and preparation related to teaching. A second outcome is students receive an education that uses evidence-based teaching methods.

目前,各州和国家对护士教育者的教学准备还没有统一的要求。各利益相关方已经发现了学术界护士教育者的准备问题。目前的建议是,教职员工应拥有护理学硕士或博士学位(美国护理学院协会,2017 年);然而,这些要求并不包括开始担任教职之前或同时的教育准备。本政策文件强调了一项建议,即要求没有接受过正规教学法教育的教育工作者具备以下条件之一:注册护士教育者证书或教学证书。这一要求的结果将包括护士教育者更好地了解护理教育科学和与教学相关的准备工作。第二项成果是学生接受了使用循证教学方法的教育。
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引用次数: 0
The National Organization of Nurse Practitioner Faculties Leadership Mentoring Program: Ten years of positive outcomes 全国执业护士学院领导指导计划组织:十年来的积极成果
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-10 DOI: 10.1016/j.profnurs.2024.08.001
Marcy Ainslie , Mary Beth Bigley , Charles Yingling , J. Dwayne Hooks , Leonie DeClerk

Background

Nursing leadership programs can have a positive impact on organizations and communities. Health equity in nursing requires leaders who parallel the population demographics.

Purpose

This work evaluated the National Organization of Nurse Practitioner Faculties Leadership Mentoring Program (LMP) 10 years from its inception. Lessons learned from this evaluation can inform leadership initiatives in nursing and other health professions.

Method

This cross-sectional evaluation applied the Context, Inputs, Process, and Products model to gauge effectiveness of the LMP. All 48 participants were invited to participate.

Results

Thirty-two survey respondents, a 67 % response rate, demonstrated a 767 % increase in extramural scholarship collaborations and promotion to associate and full professor at 43 % and 90 %, respectively. Academic leadership positions to department chair, assistant/associate dean, and dean increased 200 %, 167 %, and 100 %, respectively. Seventy-seven percent of program participants are engaged on boards and committees at local, state, national, and international levels. These roles significantly impact legislative, policy, advocacy, and regulatory efforts, signifying the LMP's influence on broader societal and professional domains.

Conclusion

Identifying clear program outcomes and metrics for leadership program evaluation can advance diversity, equity, and inclusion efforts. Sustainable funding models for leadership development will have a high return on investment for health professions.

背景护理领导力计划可以对组织和社区产生积极影响。护理工作中的健康公平需要与人口结构相匹配的领导者。目的这项工作评估了全国执业护士组织领导力指导计划(LMP)启动 10 年来的情况。这项横向评估采用了 "背景、输入、过程和产品 "模型来衡量 LMP 的有效性。结果32名调查对象(回复率为67%)显示,校外学术合作增加了767%,晋升为副教授和正教授的比例分别为43%和90%。担任系主任、助理/副院长和院长的学术领导职位分别增加了 200%、167% 和 100%。有 77% 的计划参与者参与了地方、州、国家和国际层面的董事会和委员会。这些角色对立法、政策、宣传和监管工作产生了重大影响,标志着 LMP 对更广泛的社会和专业领域产生了影响。领导力发展的可持续资助模式将为卫生专业带来高投资回报。
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引用次数: 0
Indicators of rigor in dissertation research 论文研究的严谨性指标
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-07 DOI: 10.1016/j.profnurs.2024.07.011
Joyce E. Johnson, Petra Goodman, Rebecca Robert

In a previous article, we focused on dissertation research related to rigor and the central role of rigor in Ph.D. dissertation research (Goodman et al., 2020). In this article, we focus on representations of dissertation rigor as it relates to the major components of the dissertation chapters (nature of the study, literature review, methodology, results, and discussion). We address the critical and central importance of good writing in dissertations, identify indicators of rigorous research, and discuss implications for nursing faculty, doctoral students, and the nursing profession.

在上一篇文章中,我们重点介绍了与严谨性相关的学位论文研究以及严谨性在博士论文研究中的核心作用(Goodman et al.)在本文中,我们将重点讨论论文严谨性的表现形式,因为它与论文章节的主要组成部分(研究性质、文献综述、方法论、结果和讨论)有关。我们探讨了学位论文中良好写作的关键和核心重要性,确定了严谨研究的指标,并讨论了对护理教师、博士生和护理专业的影响。
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引用次数: 0
Exploring workaholism determinants and life balance: A mixed-method study among academic nurse educators 探索工作狂的决定因素和生活平衡:一项针对学术护士教育工作者的混合方法研究
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-05 DOI: 10.1016/j.profnurs.2024.07.014
Ebtsam Aly Abou Hashish , Sharifah Abdulmuttalib Alsayed , Hend Abdu Alnajjar

Background

Academic nurse educators play a crucial role in the educational environment, but the demands of their profession can lead to workaholism, which could result in an imbalance between work and personal life.

Purpose

The study aimed to explore workaholism and life balance among academic nursing educators, as well as investigate the factors associated with workaholism.

Methods

A mixed-methods design based on the “concurrent triangulation” approach was employed. A convenience sample of 76 nurse educators completed the Dutch Work Addiction Scale (DUWAS) and the Life Balance Inventory (LBI), while a purposive sample of 20 nurse educators participated in semi-structured interviews. Inferential statistics and thematic analysis were used to analyze the data.

Results

The researchers found a notable prevalence of workaholism among nurse educators, with 59.0 % reporting a mean score above 2.5 and 86.8 % perceiving an unbalanced life. Regression analysis indicated that workaholism negatively predicted life balance (B = −0.404, p < 0.001). The qualitative findings derived three themes as determinants of workaholism: antecedents, consequences, personal and institutional strategies to mitigate workaholism among nursing educators.

Conclusion

Educational institutions should develop comprehensive approaches to support and develop their academicians, fostering a positive work environment, work-life balance, employee well-being, and professional development.

学术护理教育工作者在教育环境中发挥着至关重要的作用,但其职业要求可能会导致工作狂,从而造成工作与个人生活之间的失衡。本研究旨在探讨学术护理教育工作者的工作狂和生活平衡问题,并调查与工作狂相关的因素。研究采用了基于 "并行三角测量 "方法的混合方法设计。由 76 名护士教育者组成的方便样本完成了荷兰工作成瘾量表(DUWAS)和生活平衡量表(LBI),而由 20 名护士教育者组成的目的性样本参加了半结构化访谈。研究人员使用推断统计和主题分析法对数据进行了分析。研究人员发现,护士教育工作者中工作狂的比例很高,59.0%的人平均得分超过 2.5,86.8%的人认为生活不平衡。回归分析表明,工作狂对生活平衡有负面影响(B = -0.404,< 0.001)。定性研究结果得出了工作狂的三个决定因素:前因、后果、个人和机构缓解护理教育工作者工作狂的策略。教育机构应制定全面的方法来支持和发展其学术人员,营造积极的工作环境,促进工作与生活的平衡、员工福利和专业发展。
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引用次数: 0
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Journal of Professional Nursing
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