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A Research of Professional Development of Nursing Teachers based on the life course approach

基于生命历程方法的护理教师专业发展研究

基本信息

批准号：
20592521
负责人：
ISHIZUKA Junko
金额：
$ 2.25万
依托单位：
Seirei Christopher University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2008
资助国家：
日本
起止时间：
2008 至 2010
项目状态：
已结题

项目摘要

The present study aimed to reveal factors that affect the ability of nursing teachers based on the life-course approach. A questionnaire survey (171 respondents) and an interview survey (14 subjects) were conducted. The following results were obtained. (1) Results of the questionnaire survey suggested that many nursing teachers, regardless of the number of years of experience, have been engaging in education while having feelings of being stuck in a dead end and wanting to quit. Many subjects stated "human relationships among teachers" as the main reason for these feelings. The results also indicated that the nursing teachers were supported by "encouragement and advice from teachers around their age" and "encouragement and advice from highly experienced teachers." (2) Results of the interview survey showed that the nursing teachers influence each other in household and community settings, as well as in practicum and other educational settings, at school, and in teachers' groups. The results also suggested that the nursing teachers' turning points were affected by not only educational settings, but also various events of life. The present study revealed the actual situation in which nursing teachers had a conflict between the feeling of wanting to quit and the feeling of wanting to further develop their ability as a teacher. A support system that allows nursing teachers to find peers to learn together with by establishing a community of nursing teachers may be necessary to promote ability development of nursing teachers.

本研究旨在基于生命历程方法揭示影响护理教师能力的因素。进行了问卷调查（171 名受访者）和访谈调查（14 名受试者）。得到以下结果。 (1)问卷调查结果显示，不少护理教师无论从业年限多少，在从事教育工作时都有一种走进了死胡同、想退出的感觉。许多受试者表示“教师之间的人际关系”是产生这些感受的主要原因。结果还表明，护理教师得到了“来自同龄教师的鼓励和建议”和“来自经验丰富的教师的鼓励和建议”的支持。 (2)访谈调查结果表明,护理教师在家庭、社区、实习等教育环境、学校、教师群体中相互影响。研究结果还表明，护理教师的转折点不仅受到教育环境的影响，还受到各种生活事件的影响。本研究揭示了护理教师在想要退出的情感与想要进一步发展自己作为教师的能力之间存在冲突的实际情况。通过建立护理教师社区，让护理教师能够找到同伴一起学习的支持系统可能是促进护理教师能力发展的必要条件。