教师提供护理学生支持的经验

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-03-20 DOI:10.1016/j.nedt.2025.106718

Emily Brower , Melissa Henry

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引用次数: 0

摘要

护理人员短缺持续增长，导致职业倦怠和工作保留率低的恶性循环。留住护理专业的学生对于解决劳动力中护士短缺的问题至关重要。有几个因素有助于护理学生的成功，包括教师的支持。教师支持可能包括心理、情感、学术或功能支持。学生们报告说，教师并不总是提供成功所需的支持；然而，促成教师提供足够支持的因素尚不清楚。目的探讨本科教师对护理专业学生的支持情况，以了解其对护理专业学生的支持情况。设计透过解释性现象学分析，探讨教师在提供学生支援方面的经验。背景/参与者来自美国各地，具有两年以上本科护理课程教学经验的护理教师被邀请参加本研究。方法采用解释现象学方法对7所护理学院的半结构化访谈数据进行分析。结果发现期望不一致和不明确、学生需要更多支持、个人影响和双重身份四个主题代表护理教师对学生支持的体验和意义。结论护理教师对学生的支持角色缺乏指导和期望，这与教师和护士的双重身份相混淆。在这项研究中，教师认识到学生需要比他们得到的更多的支持，但缺乏知识或资源来提供所需的支持。护理教师在为学生提供支持方面的角色期望可能导致倦怠和心理压力，这可以通过角色明确和管理层的支持来缓解。

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Faculty's experience providing nursing student support

Background

The nursing workforce shortage continues to grow, contributing to a cycle of burnout and poor job retention. Retaining nursing students is essential to address the shortage of nurses in the workforce. Several factors contribute to nursing student success, including faculty support. Faculty support may include psychological, emotional, academic, or functional support. Students report that faculty do not always provide the support needed to be successful; however, the contributing factors to providing adequate support by faculty are unclear.

Objective

Since little is known of the phenomenon of faculty student support, the purpose of this study was to explore the experiences of undergraduate faculty in providing support to nursing students.

Design

An interpretative phenomenological analysis was conducted to explore faculty experience in providing student support.

Setting/participants

Nursing faculty from across the US, with greater than two years of experience teaching in an undergraduate nursing program, were invited to participate in this study.

Methods

Semi-structured interview data, from seven experienced nursing faculty, were analyzed using interpretive phenomenological analysis.

Results

Four themes—Inconsistent and Unclear Expectations, Students Need More Support, Personal Impact, and Dual Identity—were identified to represent the experiences and meaning of student support from the nursing faculty perspective.

Conclusion

Nursing faculty lack guidance and expectations related to their role in providing support to students, which is confounded by their dual identities as an instructor and a nurse. Faculty in this study recognized that students need more support than they were receiving but lacked the knowledge or resources to provide the support needed. The role expectations on nursing faculty in providing support to students may lead to burnout and psychological stress which could be mitigated through role clarity and support by administration.

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.