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

本研究旨在探讨大学护理学院年轻教师对专业发展机会的看法。在本研究中，年轻教员被定义为担任研究助理职位的教员。调查对象为104所注册护理学位颁授院校（不包括2003年注册的院校）的1,080名在职教师。通过匿名邮寄的自填问卷，收到了来自41所学校的415份有效回复。总体回复率为41.3%，62.9%的助教教学经验不足3年。其中47.5%表示有意继续从事专业教育工作，但未来职业规划仍不确定。相比之下，在接受调查的助理教授中，只有12.4%的人表示自己的教学经验不足3年，而大多数人（69.1%）的教学经验超过5年。9.3%的人有20年以上的工作经验。80.4%的助理教授表示将继续从事专业教育工作。研究助理认为他们很少有机会与其他教员参与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%的受访教师认为，研究和教育方面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，研究助理以观察员的身份参加教师会议，无权参与决策。兹建议，为了专业发展的目的，应鼓励研究助理考虑到他们的经验和能力，扩大他们的作用和权威。

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.