Study on Perceived Opportunities for Professional Development Among Young Faculty Members of University Schools of Nursing

大学护理学院年轻教员职业发展感知机会研究

• 批准号: 14572242
• 负责人: KARASAWA Yumiko
• 金额: $ 1.66万
• 依托单位: Nagano College of Nursing
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2002
• 资助国家: 日本
• 起止时间: 2002 至 2004
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-14572242/
• 关键词: Professional Development; University Schools of Nursing; Assistant; Collaborate with Other Faculty Members; role; Authority; 能力開発; 大学教員; 看護教員; 役割意識; ファカリティディベロップメント; キャリア; 職務; モデル

This study aimed to explore the perceptions of opportunities for professional development among young faculty of University schools of Nursing. In this study, young faculty members were defined as those holding the position of research assistant. The participants of this survey were 1,080 faculty members employed by 104 registered nursing degree-granting institutions (excluding those registered in 2003). Anonymous mailed self-administered questionnaires were sent, and 415 valid responses from faculty at 41 schools were received. The overall response rate was 41.3%.62.9% of the research assistants who responded had less than 3 years of teaching experience. 47.5% of these expressed their intention to continue as professional educators, but their future career plans remained uncertain. In contrast, only 12.4% of the assistant professors who responded reported having less than 3 years of teaching experience, and the majority (69.1 %) had more than 5 years teaching experience. 9.3% reported more than 20 years experience. 80.4% of assistant professors expressed their intention to continue as professional educators.Research assistants perceived they had little opportunity to be involved in collaborative educational or research activities with other faculty members. The respondents of this study perceived that these types of opportunities increased with promotion. Eighty percent of all faculty surveyed perceived that collaborative activities in research and education contributed to professional development. Therefore, it is suggested that research assistants should have more opportunities for collaborative activities. Most of the respondents reported that research assistants attended faculty meetings as observers and were not entitled to participate in decision making. It is suggested that for the purpose of professional development, research assistants should be encouraged to extend their role and authority, taking into consideration their experience and abilities.

本研究旨在探讨护理学院年轻教师对专业发展机会的看法。在这项研究中，年轻的教师被定义为那些持有的研究助理的位置。本次调查的对象是104所注册的护理学学位授予机构（不包括2003年注册的机构）的1，080名教职员工。匿名邮寄自填问卷，并收到415名教师在41所学校的有效答复。总回应率为41.3%，其中62.9%的研究助理的教学经验少于3年。47.5%的受访者表示有意继续从事专业教育工作，但对未来的职业规划仍不确定。相比之下，只有12.4%的助理教授回答说有不到3年的教学经验，大多数（69.1%）有超过5年的教学经验。9.3%的人表示有20年以上的工作经验。80.4%的助理教授表示愿意继续从事专业教育工作，研究助理认为他们很少有机会参与与其他教师的合作教育或研究活动。这项研究的受访者认为，这些类型的机会随着晋升而增加。80%的教师认为，在研究和教育的合作活动有助于专业发展。因此，建议研究助理应该有更多的合作活动的机会。大多数受访者报告说，研究助理参加教师会议作为观察员，无权参与决策。有人建议，为了专业发展的目的，应鼓励研究助理扩大其作用和权力，同时考虑到他们的经验和能力。