RESUMO
This study explores the experiences of new academic staff to ascertain what they found difficult about adapting to their new roles and to evaluate the effectiveness of the mentorship system in addressing these difficulties. A semi-structured interview approach was used focusing on prior experiences and reasons for applying for their new post; formal induction and mentorship systems; and main concerns on commencing the new role. All academic staff employed in the department for less than two years were invited to participate with the exception of the researcher's own mentee; six out of seven agreed. The interviews were audio-taped and subjected to thematic analysis. Key themes included a lack of understanding regarding the functioning of the organization and a lack of clarity about the new role and their effectiveness in undertaking it. Participants identified a need for more practical guidance regarding the functional aspects of teaching. Although, they reported positive mentoring experiences these were variable. The study concludes that the transition from expert practitioner to novice lecturer can be problematic. Recommendations for facilitating the process include the introduction of a more robust mentoring system, specific preparation for the mentors, and the development of a positive departmental learning culture.
Assuntos
Adaptação Psicológica , Atitude do Pessoal de Saúde , Educação Continuada em Enfermagem/organização & administração , Docentes de Enfermagem , Papel do Profissional de Enfermagem/psicologia , Preceptoria/organização & administração , Adulto , Mobilidade Ocupacional , Docentes de Enfermagem/organização & administração , Necessidades e Demandas de Serviços de Saúde , Humanos , Mentores/psicologia , Modelos Educacionais , Modelos Psicológicos , Pesquisa em Educação em Enfermagem , Pesquisa Metodológica em Enfermagem , Competência Profissional/normas , Avaliação de Programas e Projetos de Saúde , Pesquisa Qualitativa , Desenvolvimento de Pessoal/organização & administração , Inquéritos e Questionários , Fatores de Tempo , Reino UnidoRESUMO
This article describes the setting up and evaluation of a course for ward-based nurses, which is designed to improve their skills in caring for highly dependent patients. The authors suggest such courses can increase nurses' confidence and competence and, as well as enhancing care, can improve communication with senior staff about issues of concern.
