| Summary: | 博士 === 國立高雄師範大學 === 成人教育研究所 === 94 === The purpose of this study was to explore clinical nurse teachers’ learning phenomenon in the workplace, in order to understand how clinical teachers transferring their role from a nurse to a teacher, their learning experiences and the factors affecting their learning in the workplace. A qualitative study design was employed, and the research subjects were 17 clinical nurse teachers in a university of technology in southern Taiwan. In-depth interviews and document analysis were adopted to collect data, and “The model of role transition and workplace learning of clinical teachers” was established in accordance with the grounded theory. The conclusions were summarized as follows:
1. Clinical teachers’ role transition is a continuing process of “ antecedent condition→role transition→stress/frustration→reactions→consequence”.
An “antecedent condition” will induce a nursing staff to seek job transition and make the decision of leaving the current workplace for another new workplace. Then he has to go through practical “role transition”, starts pre-service preparation and executes the tasks of a teacher. However, in the stage of “role transition”, stress/ frustration of various degrees will appear. In order to reduce stress and frustration, he must have some reactions. These reactions include “adaptation”, “role learning and positioning”, and “development of teaching competence”, and the “consequence” of reactions also feedback to the execution of tasks.
2. Clinical teachers’ learning experiences in the workplace can be described by motivation, content, resource, method, process, and outcome of learning.
The motivation for learning includes pursuing self-growth and conforming to expectation. The content of learning is mainly composed of clinical competence, teaching competence, and interpersonal skills. Learning resources include interpersonal interaction, task accomplishment and problem-solving process, and professional information. The learning methods can be categorized into self learning, peer learning and mentoring, which include learning by doing, teaching experiment, learning from experiences, reading, observation, reflection, while the latter covers asking questions, mentoring, attending seminars, taking certification exams, and attending formal education activities. Learning process can be divided into different stages in time order, which reveals that the development of teaching competence is in several stages. Learning outcomes consist of short-term and long-term outcomes. Gaining external recognition and encouragement, student’s positive feedbacks, and professional growth are the short-term outcomes, while the long-term outcomes cover personal growth, work achievement and job satisfaction, pursuit of role development, and career planning.
3. The factors affecting clinical teacher’s workplace learning can be categorized into “internal factors” and “external factors.
The internal factors include teacher’s personal traits, past clinical experiences, past learning experiences, and the external factors include factors of school, medical institutes, and family. These factors have positive or negative influence on teachers’ behaviors of role transition, their perceptions of stress and frustration, and their reaction to stress.
4. Based on the research findings, in terms of clinical teachers, the researcher suggest:
(1) Apply “the model of role transition and workplace learning of clinical teachers”, grasp the workplace context and follow the process of role transition.
(2) Reinforce the ability of learning to deal with the demands in the workplace.
(3) Participate in group learning and build a learning community with other clinical teachers.
(4) Enhance the personal traits which is good for learning and cultivate the attitude and value which benefit learning.
In terms of school and medical organizations:
(1) Shape an organizational climate of encouraging learning and build a caring and supporting environment.
(2) Provide faculty orientation programs for beginning teachers and help them go through the process of role transition.
(3) Provide in-service educational programs for clinical teachers to facilitate their workplace learning.
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