Abstract

Previous studies have demonstrated that nurses’ transition to academia is complex and influences the construction of their professional identity. The aim of this study was to analyze the construction of academic nurses’ identities within the framework of dialogical self theory, especially the internal positions they deployed and the main contradictions they faced during professional transitions. A qualitative multiple-case study was conducted and fieldwork was performed between September and December 2016. The participants were three academic nurses working at different Spanish universities. The nurses wrote narrative diaries for 4 months and three interviews were conducted before, during, and after the diary writing. The main tensions identified concerned their I-positions within the research and teaching spheres. Nursing research is still linked or subordinated to other professional contexts. In the teaching sphere, the main tensions involved the assessment process. Transitioning to the teaching sphere requires specialized training in research and teaching skills, as well as specific support to enable nurses to meet multiple challenges and foster their professional development. Thus, this study highlights the need to refocus future nurses’ training by reevaluating the academic field and the need for specific programs to enhance the transition from clinical practice to academia for future academic nurses.

摘要

以往的研究表明，护士向学术界的转变是复杂的，并且会影响其职业身份的构建。本研究旨在分析对话式自我理论框架下学术护士身份的建构，尤其是她们所部署的内部立场以及她们在转业过程中面临的主要矛盾。在 2016 年 9 月至 2016 年 12 月期间进行了一项定性的多案例研究并进行了实地考察。参与者是在西班牙不同大学工作的三名学术护士。护士们写了4个月的叙事日记，在写日记之前、之中和之后进行了3次访谈。确定的主要紧张关系涉及他们在研究和教学领域中的 I 位置。护理研究仍然与其他专业环境相关联或从属。在教学领域，主要的紧张关系涉及评估过程。过渡到教学领域需要研究和教学技能方面的专门培训，以及特定的支持，以使护士能够应对多重挑战并促进他们的专业发展。因此，本研究强调需要通过重新评估学术领域来重新关注未来护士的培训，以及需要制定具体的计划来促进未来学术护士从临床实践向学术的过渡。以及具体的支持，使护士能够应对多重挑战并促进他们的专业发展。因此，本研究强调需要通过重新评估学术领域来重新关注未来护士的培训，以及需要制定具体的计划来促进未来学术护士从临床实践向学术的过渡。以及具体的支持，使护士能够应对多重挑战并促进他们的专业发展。因此，本研究强调需要通过重新评估学术领域来重新关注未来护士的培训，以及需要制定具体的计划来促进未来学术护士从临床实践向学术的过渡。