自我反思中的自我领导:指导护理教师掌握护理教育机构的教学实践

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH Reflective Practice Pub Date : 2023-06-05 DOI:10.1080/14623943.2023.2222075
V. E. Matahela, G. V. van Rensburg
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引用次数: 0

摘要

摘要不断变化的高等教育环境需要一种新的领导方式,以确保在包括护理教育机构在内的学术机构工作的教师取得成功。虽然现有文献描述了教师的自我领导及其在更广泛的学术环境中的好处,但缺乏文献描述如何通过自我领导增强护理教师的自我反思。本文通过反思护理教师的教学实践,分享了四条经验证的指导方针,这些指导方针与护理教师承担自我领导责任有关。对来自南非两个省的护理人员进行了一项广泛的探索性、描述性、顺序混合方法研究,以制定指导方针,促进他们的自我领导。指南是根据综合文献综述的结果以及定性和定量阶段的数据制定的。综合数据用于编写结论性发言。基于这些陈述,制定了促进护理学院自我领导的指导方针。与护理教师自主领导教学实践有关的四条准则涉及自我反思、目标设定、自我发展和合作。应鼓励护理教师掌握自己的教学实践,熟悉并与机构价值观和愿景保持一致,从而促使他们通过自我反思实践自我领导。
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Self-leadership through self-reflection: guiding nursing faculty in taking ownership of their teaching practices in nursing education institutions
ABSTRACT The ever-changing higher education milieu calls for a new way of leadership that ensures success for faculty working in academic institutions, including nursing education institutions. Whilst the available literature describes faculty self-leadership and its benefits in broader academic environments, there is dearth of literature that describes how nursing faculty’s self-reflection could be enhanced through self-leadership. This article shares four validated guidelines related to nursing faculty taking responsibility for their self-leadership by reflecting on their teaching practices. A broad exploratory, descriptive sequential mixed-methods study was conducted with nursing faculty from two provinces in South Africa to develop guidelines to facilitate their self-leadership. Guidelines were developed based on the findings of an integrative literature review and data from the qualitative and quantitative phases. The integrated data were used to draw concluding statements. Based on these statements, guidelines for the facilitation of self-leadership in nursing faculty were developed. The four guidelines related to nursing faculty taking ownership of their self-leadership of their teaching practices relate to self-reflection, goal setting, self-development, and collaboration. Nursing faculty should be encouraged to take ownership of their teaching practices, acquaint, and align themselves to institutional values and vision, thus prompting them practice self-leadership through self-reflection.
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来源期刊
Reflective Practice
Reflective Practice EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.90
自引率
16.70%
发文量
38
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