Preparing future nursing faculty: integrating enhanced teaching and leadership development curricula into PhD education

AbstractStrategic planning for nursing education, when seen through a faculty lens creates a deeper, more meaningful critical analysis of effective program development. New strategies are required for academic institutions to transform their curricula to meet the needs of a dynamic healthcare and changing global environment to provide quality education for students. In this article, an evidence-informed process is presented that was progressively co-created by the faculty and facilitators. Seminal business frameworks, leadership development philosophies, and innovative interventions enabled faculty to become engaged and developed as they created a strategic plan for a future-driven nursing program. Phase One presents the process of developing a strategic plan for excellence in nursing education by leveraging faculty potential and preparing for an upcoming accreditation. In Phase Two, four team members from Phase One continue as part of Phase Two team serving as the collective memory for this initial work. This method of strategic planning encouraged faculty engagement and leadership and laid the groundwork for a positive culture change among nursing faculty.

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Benefits and Characteristics of Mentoring Students and Young Professionals

Perspectives on Administration and Supervision ◽

10.1044/aas18.2.67 ◽

2008 ◽

Vol 18 (2) ◽

pp. 67-73 ◽

Cited By ~ 2

Author(s):

Kristal Mills

Keyword(s):

Leadership Development ◽

Clinical Supervision ◽

Effective Means ◽

Academic Research ◽

Mentoring Programs ◽

Teaching Skills ◽

Online Mentoring ◽

Young Professionals ◽

Research And Teaching ◽

Workplace Retention

Abstract Mentoring has long been believed to be an effective means of developing students' clinical, research, and teaching skills to become competent professionals. The American Speech-Language-Hearing Association (ASHA) has developed two online mentoring programs, Student to Empowered Professional (S.T.E.P. 1:1) and Mentoring Academic Research Careers (MARC), to aid in the development of students. This paper provides a review of the literature on mentoring and compares and contrasts mentoring/mentors with clinical supervision/preceptors. Characteristics of effective mentors and mentees are offered. Additionally, the benefits of clinical mentoring such as, teambuilding in the workplace, retention of new staff, leadership development, and improved job satisfaction are discussed.

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Communication Sciences and Disorders PhD Graduates' Perceptions of Their PhD Program

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-19-00107 ◽

2020 ◽

Vol 5 (2) ◽

pp. 463-478

Author(s):

Elizabeth Crais ◽

Melody Harrison Savage

Keyword(s):

Detailed Examination ◽

Career Expectations ◽

Doctoral Preparation ◽

Creative Solutions ◽

Phd Education ◽

Doctor Of Philosophy ◽

First Time ◽

Students Success ◽

Phd Program

Purpose The shortage of doctor of philosophy (PhD)–level applicants to fill academic and research positions in communication sciences and disorders (CSD) programs calls for a detailed examination of current CSD PhD educational practices and the generation of creative solutions. The intended purposes of the article are to encourage CSD faculty to examine their own PhD program practices and consider the perspectives of recent CSD PhD graduates in determining the need for possible modifications. Method The article describes the results of a survey of 240 CSD PhD graduates and their perceptions of the challenges and facilitators to completing a PhD degree; the quality of their preparation in research, teaching, and job readiness; and ways to improve PhD education. Results Two primary themes emerged from the data highlighting the need for “matchmaking.” The first time point of needed matchmaking is prior to entry among students, mentors, and expectations as well as between aspects of the program that can lead to students' success and graduation. The second important matchmaking need is between the actual PhD preparation and the realities of the graduates' career expectations, and those placed on graduates by their employers. Conclusions Within both themes, graduate's perspectives and suggestions to help guide future doctoral preparation are highlighted. The graduates' recommendations could be used by CSD PhD program faculty to enhance the quality of their program and the likelihood of student success and completion. Supplemental Material https://doi.org/10.23641/asha.11991480

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