Scholarship & Mentoring Core

科学和指导核心的使命是加强和发展生产性的研究计划， 自我管理干预领域，特别强调少数群体和保健方面的差异， 人口。研究是护理的博尔顿学校的使命的明确组成部分。一个研究 学校的文化盛行，包括：（1）教师长期承诺和生产力作为护士 科学家，（2）卓越研究的重点项目，（3）高级研究人员和导师的可用性， (4)前和博士后研究的机会;（5）跨学科的研究和教育经验， 护士调查员;（6）强大的研究基础设施，以支持研究和学术生产力。 虽然这些特征为知识发展奠定了坚实的基础，但有两种方法可以帮助 中心赠款的支持将大大加快奖学金：整合和协调 各种外部资源，加强、协调和正规化基础设施支持。 自我管理是一个术语，指的是一个人作为回应的一部分， 管理健康状态。因此，它可能需要对与疾病相关的处方进行具体管理， 作为药物或饮食，或健康维护活动，如锻炼或减压，或 到目前为止，自我管理策略的研究已经 主要侧重于对糖尿病等慢性病患者的教育干预， 哮喘和癫痫自我管理最常见的要素包括：解决问题 培训、决策、资源利用、患者-提供者伙伴关系、行动规划和自我调整 尽管经过了十年的研究和分析，但对于自我管理的基本要素还没有达成共识 教育、具体机制，也不是衡量成效的理想方法 18我们的论点是，为了在这一有希望的领域推动科学， 必须采取全面和协调的调查办法。资源利用， 与供应商的伙伴关系和行动规划都需要解决环境的影响， 患者教育、问题解决和定制都在进行。因此，下一代的自我管理 调查必须涉及自我管理活动发生的背景（组织和 社区）以及支持或阻碍自我管理的实体和影响（家庭和 健康不平等的力量）。中心提供的资源可以直接满足这一需求。

The mission of the Scientific & Mentoring Core is to enhance and develop productive programs of research in the area of self-management interventions, with a special emphasis among minority and health disparate populations. Research is an explicit component of the mission of the Bolton School of Nursing. A research culture prevails at the school and includes: (1) faculty with long-term commitment and productivity as nurse scientists, (2) focused programs of research excellence, (3) the availability of senior investigators and mentors, (4) opportunities for pre- and postdoctoral study; (5) interdisciplinary research and educational experiences for nurse investigators; and (6) a strong research infrastructure to support research and scholarly productivity. While these characteristics establish a solid foundation for knowledge development, there are two ways in which the support of a center grant will substantially accelerate scholarship: integration and coordination of a variety of external resources, and strengthening, coordinating, and formalizing infrastructure supports. Self-management is a term that refers to the behaviors that an individual employs as part of response to or management of a health state. Thus, it can entail specific management of disease-related prescriptions, such as medication or diet, or to health maintenance activities, such as exercise or stress reduction, or to the absence of any engagement in healthful behaviors.24 To date, studies of self -management strategies have concentrated primarily on educational interventions for persons with chronic illnesses, such as diabetes, asthma, and epilepsy. The elements of self-management most commonly identified include: problem-solving training, decision making, resource utilization, patient-provider partnership, action planning, and self-tailoring.24 Despite a decade of study and analysis, there has been no consensus about essential elements of selfmanagement education, specific mechanisms, nor ideal measurement approaches for effectiveness evaluation.18 It is our contention that, in order to advance science in this promising area, a more comprehensive and coordinated approach to investigation must be undertaken. Resource utilization, partnership with providers, and action planning all require addressing the influence of the environment in which patient education, problem solving, and tailoring take place. Thus, the next generation of self-management investigation must address the context within which self-management activities take place (organization and community) and the entities and influences that support or present barriers to self-management (family and health disparity forces). The resources provided by a center can directly address this need.