【作者】 沈曲；

【导师】 郑若玲；

【作者基本信息】 厦门大学 ， 教育学， 2018， 博士

【摘要】 当下,高素质大学护理教师严重不足,整体教师队伍素质不高,教师培养缺少整体系统规划等等问题,教师的水平严重影响高等护理教育质量。这些问题的产生并不仅仅由某项护理教师培训制度不当所致,而是由我国大学护理教师发展缺乏整体性、系统化设置所引发。因此,要较好地解决我国大学护理教师发展存在的诸多问题,激发教师的教学和科研热情,有必要从大学护理教师工作满意度、教师发展入手进行全面而深入的研究。为此,本研究以大学护理教师为研究对象,以工作满意度、离职倾向、教师发展为切入点,通过文献研究与实证研究相结合的方法对相关问题进行系统、深入的研究。首先,运用问卷调查法对238名大学护理教师进行工作满意度、离职倾向、教师发展的测评;其次,构建并验证了大学护理教师发展、工作满意度和离职倾向关系的作用机制理论逻辑模型;再次,通过对大学护理教师进行访谈来进一步探究我国大学护理教师发展存在的问题;又次,采用文献研究和对美国大学护理教师进行访谈来描绘美国大学护理教师发展的实践,为我国大学护理教师发展提供可资借鉴的具体做法与经验;最后,综合理论探索和实证研究的主要发现,从国家层面、社会层面、院校层面和教师自身四个层面提出了进一步改善我国大学护理教师发展的政策性建议和对策。本研究的主要发现有以下几个方面:一是大学护理教师工作满意度属于中等水平,管理政策、发展机会和人际关系是影响大学护理教师工作满意与否的重要因素。二是大学护理教师的离职倾向处于较低水平,相对较为稳定。管理政策和人际关系是影响大学护理教师离职倾向的重要因素。三是总体上大学护理教师们的参与教师发展项目还远远不够,且效果不太理想。培训是大学护理教师主要参与的教师发展模式,大部分大学护理教师发展还是自学为主。四是通过数理统计方法进行分析验证该大学护理教师发展、工作满意度和离职倾向的作用机制模型的有效性。五是我国大学护理教师的整体水平有待提升。大学护理教师对“教师发展”没有清晰认识,主动发展能力不强。教学和科研发展方面,缺少护理实践取向的职前职后一体化的整体系统规划。组织发展方面缺乏护理教师教学发展中心平台和组织环境支持。六是美国大学护理教师发展主要包括准教师发展、新入职教师发展和职业中后期教师发展三部分。美国大学护理教师发展主要依托大学教师教学发展中心、卓越护理教育教学中心和专业护理教育学会等机构来实施大学护理教师发展。具体项目主要包括激励项目、能力提升项目、支持项目。主要维度为教学和科研发展,在教学发展方面合作教学、同伴支持和教学指导被认为是非常重要的教学发展方式;学术发展方面强调通过组建研究团队,进行合作研究和跨学科研究。最后以案例研究的形式系统介绍了宾夕法尼亚大学护理教师导师制和美国罗伯特伍德约翰逊基金会护士教育学者资助项目。七是从多个理论的视角进行反思,为大学护理教师发展体系的建构和完善提供理论支撑。在综合已有调研发现和理论探索成果的基础上,基于本研究的概念框架,提出以下针对性建议和对策:一是在国家层面构建职前职后一体化的大学护理教师发展新体系和新机制;二是在社会层面建立院校(师范院校或教育学院/医疗机构/护理学院/系)合作、工学结合的大学教师发展新模式;三是在院校层面搭建教师发展平台,构建全程化的大学护理教师在职培训体系和发展内容,实现个人发展(态度)、教学发展(过程)、专业发展(过程)和组织发展(结构)四个维度的动态循环;四是教师层面要充分调动大学护理教师自我发展的主动性和积极性,构建教师学习共同体。通过国家支持、社会参与,搭建教师发展平台,全程、全面开展大学护理教师发展活动,高质量的教师发展项目势必会增加大学护理教师的工作满意度、幸福感,减少离职率。本研究所具有的可能创新之处包括:综合应用多种方法对大学护理教师发展进行深入而全面的理论探索和实证研究,从而弥补了相关研究视角相对单一之不足。其次,尝试性地对大学护理教师的工作满意度、离职倾向和教师发展的运行机制构建理论逻辑模型,并通过数理统计方法验证了该理论逻辑模型的有效性。再次,基于问卷调查和访谈研究结果、借鉴美国大学护理教师发展经验,构建了从国家层面、社会层面、院校层面和教师自身层面适合我国大学护理教师发展的逻辑体系。本研究成果将为我国大学护理教师发展方面的研究起到一个抛砖引玉的作用。更多还原

【Abstract】 Currently,there are many problems,such as the serious shortage of high-quality nursing faculty,the poor quality of the overall nursing faculty,the lack of overall system planning for faculty professional development et al.The quality of nursing faculty has a serious impact on the quality of higher nursing education.These problems are not only caused by the improper training system of nursing faculty,but also caused by the lack of integrated and systematic settings in the nursing faculty professional development in China.Therefore,to better solve the problems existing in the nursing faculty development,arouse nursing faculty’ teaching and scientific research enthusiasm,it is necessary to make a comprehensive and thorough study of nursing faculty’ job satisfaction and nursing faculty development.For this purpose,the present study,taking nursing faculty as its studying object and job satisfaction,turnover intention,and nursing faculty development as the entry point,conducted a systematic and intensive theoretical and empirical study into the relevant issures.First,the job satisfaction,turnover intention and faculty development of 238 Chinese nursing faculty were surveyed.Secondly,the theoretical logical model of the mechanism of action of the nursing faculty development,job satisfaction and turnover intention was verified.Thirdly,10 nursing faculty was interviewed to further explore the problems existing in the nursing faculty professional development in China.Fourthly,with literature review and in-depth interview of nursing faculty in US to describe the practice of the nursing faculty development in United States,which can be used as reference for the nursing faculty development in China.Finally,combined with the main findings of the comprehensive survey,the present study puts forward some policy recommendations and countermeasures to improve the nursing faculty professional development from the national level,the social level,the college level and the faculty level in China.The main findings of this study include:First,the nursing faculty’s job satisfaction was a medium level,with satisfaction of management policies and development opportunity was lower.The results of the regression analysis of different dimensions of satisfaction to the overall satisfaction indicated that the management policy,development opportunity and interpersonal relationship were the important factors affecting the job satisfaction of nursing faculty.Second,the turnover intention of nursing faculty was relatively low and stable.The regression analysis of job satisfaction on turnover intention demonstrated that management policy and interpersonal relationship were the important factors influencing the turnover intention of nursing faculty.Thirdly,in general,the participation of nursing faculty professional development was far from enough and the effect was not ideal.The model of faculty professional development involving nursing faculty focused on scholorship development and teaching development.The specific faculy development projects mainly focused on training courses,class evaluation,group preparation and academic conferences,while individual instruction activities dominated by online learning.In addition,the study also found that the nursing faculty development mainly focused on self-study.Fourthly,based on the existing research and relevant theories,the initial theoretical logical model of nursing faculty was preliminarily constructed,and then the validity of the theoretical logical model was verified by the analysis of mathematical statistics.Faculty development not only affected the turnover intention of nursing faculty directly,but also affected indirectly through job satisfaction,that was,part of the intermediary effect.The stronger support of faculty development on nursing faculty,the higher job satisfaction and the lower turnover intention of nursing faculty.Fifth,nursing faculty in China abtained relatively low academic degree and professional title,lack of high-level and high-quality scientific research and teaching achievements indicated that the overall quality of nursing faculty need to be improved.Furthermore,nursing faculty did not have a clear understanding of "professional development",and lack of initiative development ability.In terms of teaching and scholorship development,there was a lack of holistic and systematic planning of pre-employment and post-employment integration oriented by nursing practice.The organization development aspect lacked the platform of nursing faculty development and the organization environment support.Sixth,the nursing faculty development in American universities mainly included three parts:the development of quasi-nurse ecucators,new faculty orientation and development of full time faculty in the middle and later stages.Nursing faculty development mainly relied on the Center for Teaching Excellence in University,Center of Excellence of Nursing Education and professional nursing education society such as National League for Nursing to implement the nursing professional development.Specific projects mainly included incentive projects,capacity improvement projects and support projects.The main content of professional development included teaching and scholarship development.Cooperative teaching,peer support and teaching guidance in teaching development were considered as very important teaching development methods.Scholarship development emphasized the establishment of research teams,cooperative research and interdisciplinary research.Finally,in the form of case study,the paper systematically introduced the nursing faculty-mentoring programme in University of Pennsylvania School of Nursing and overview of the Robert Wood Johnson Foundation Nurse Faculty Scholars program.Seventh,it was to reflect from the perspective of multiple theories and provide theoretical support for the construction and improvement of the development system of nursing faculty in China.Based on synthesizing the investigation discoveries and theoretical exploration,we propose the following specific suggestions and countermeasures:At the national level,build a pre-service and post-service new systems and mechanisms of nursing faculty development.Ae social level,establish a new mode of nursing faculty development with normal university or education college/medical institution/nursing university cooperation and combination of work and study.At the college level,to build a faculty development platform,a whole-process in-service training system and all-arround development content for nursing faculty,realize a dynamic cycle of four dimensions:Personal development(attitude),instructional development(process),professional development(process)and organizational development(structure).At the faculty level,nursing faculty’s self-development should fully mobilize the initiative and the enthusiasm.The possible innovations of this study include:to apply comprehensive several methods to carry out empirical research on the nursing faculty development,which makes up for the lack of relatively single research perspective Secondly,it constructed a theoretical logical model on job satisfaction,turnover intendency and professional development and verified the validity of the theoretical logical model through mathematical statistics.Thirdly,based on the results of questionnaire survey and in-depth interview,and drawing on the professional development of nursing faculty in United States,a logical system constructed that is suitable for the professional development of nursing faculty in China from the national level,social level,institutional level and faculty level.更多还原