کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
8582131 1564493 2017 5 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Part-Time Nursing Faculty Perceptions of Their Learning Needs During Their Role Transition Experiences
ترجمه فارسی عنوان
پاره وقت دانشکده پرستاری ادراک نیازهای یادگیری آنها در طول تجربیات گذار از نقش خود
کلمات کلیدی
پرفشاری اساتید پرستاری، استاد دانشکده، مهارت های آموزشی، انتقال نقش، یادگیری ترانسفورماتور، هویت حرفه ای،
موضوعات مرتبط
علوم پزشکی و سلامت پرستاری و مشاغل بهداشتی پرستاری
چکیده انگلیسی
The purpose of this study was to explore and interpret the part-time nursing faculty's perceptions of their need to learn pedagogical skills during their role transition experiences from an expert clinician identity to a clinical instructor identity while teaching at a rural 2-year institution (community college). A qualitative design with Moustaka's phenomenological methods approach was conducted with 3 nurses as they transitioned into their clinical instructor identities. Analysis of the data yielded 5 themes: (a) development of their clinical instructor identity; (b) perception of similar and different learning needs; (c) incentive and motivation to learn; (d) the necessity of prior and current nursing experience; and (e) the importance of other faculty and resources. Study results propose the use of Illeris' Transformative Learning and Identity theory as a framework for associate degree nursing program administrators to use in the development of successful part-time faculty orientation and professional development programs.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Teaching and Learning in Nursing - Volume 12, Issue 1, January 2017, Pages 12-16
نویسندگان
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