Faculty shortages may thwart India's plans for more AIIMS-like institutions in every state

BMJ ◽  
2014 ◽  
Vol 349 (jul25 13) ◽  
pp. g4822-g4822 ◽  
Author(s):  
G. Mudur
Keyword(s):  
Faculty Shortages

The Perceptions of Nurse Educators regarding the use of High Fidelity Simulation in Nursing Education

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Viola Janse van Vuuren ◽  
Eunice Seekoe ◽  
Daniel Ter Goon
Keyword(s):  
Nursing Education ◽  
South African ◽  
Clinical Training ◽  
Nurse Educators ◽  
Teaching Staff ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Simulation Based ◽  
Nursing College ◽  
Faculty Shortages

Although nurse educators are aware of the advantages of simulation-based training, some still feel uncomfortable to use technology or lack the motivation to learn how to use the technology. The aging population of nurse educators causes frustration and anxiety. They struggle with how to include these tools particularly in the light of faculty shortages. Nursing education programmes are increasingly adopting simulation in both undergraduate and graduate curricula. The aim of this study was to determine the perceptions of nurse educators regarding the use of high fidelity simulation (HFS) in nursing education at a South African private nursing college. A national survey of nurse educators and clinical training specialists was completed with 118 participants; however, only 79 completed the survey. The findings indicate that everyone is at the same level as far as technology readiness is concerned, however, it does not play a significant role in the use of HFS. These findings support the educators’ need for training to adequately prepare them to use simulation equipment. There is a need for further research to determine what other factors play a role in the use of HFS; and if the benefits of HFS are superior to other teaching strategies warranting the time and financial commitment. The findings of this study can be used as guidelines for other institutions to prepare their teaching staff in the use of HFS.

An Online Dual-Certification Program in Advanced Practice Nursing and Nursing Education

2008 ◽  
Vol 19 (1) ◽  
pp. 59-65
Author(s):  
Arleen M. Stahl ◽  
Margaret L. Lewandowski ◽  
Maria A. Connolly
Keyword(s):  
Nursing Education ◽  
Nurse Educators ◽  
Healthcare Delivery ◽  
Advanced Practice Nursing ◽  
Full Time ◽  
Certification Program ◽  
Clinical Nurse ◽  
Clinical Nurse Specialists ◽  
Dual Certification ◽  
Faculty Shortages

Educating nurses for the healthcare delivery workforce is stymied as qualified applicants to nursing programs are being turned away. Although applications to baccalaureate programs have increased, between 41 683 and 147 000 undergraduate and graduate applicants were turned away from nursing education programs in 2005 due largely to shortages of nursing faculty. In this article, the evidence-based rationale for the development of a dual-certification program for the preparation of clinical nurse specialists and nurse educators is described. Because faculty shortages are nationwide, we developed the program to be delivered, in its entirety, online. Standardized data collection methods for evaluating student progress and their achievement of competencies expected of clinical nurse specialists and nurse educators are provided. The program may be a model for preparing clinically competent nurse educators who prefer practice settings to full-time faculty positions.

scholarly journals Nurses at the Table: Action Now! for Nursing Education

2020 ◽  
Vol 25 (1) ◽  
Author(s):  
Sofia Aragon ◽  
Gerianne Babbo ◽  
Sarah Bear ◽  
Mindy Schaffner
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
State Legislature ◽  
The State ◽  
Lessons Learned ◽  
Background Information ◽  
Key Stakeholders ◽  
Nursing Organizations ◽  
Faculty Shortages ◽  
Nursing Educator

Nursing faculty shortages are a crisis at both the state and national levels. In celebration of the Year of the Nurse and Midwife, we share the successes of Action Now!, a movement spearheaded by the Washington Center for Nursing; the Washington Board Of Nursing; and the Council on Nursing Education in Washington State. Securing sustainable financing for nursing programs was the top goal set by the Action Now! coalition. In addition, three major nursing unions assisted with legislative advocacy, helping to secure significant funding from the state legislature to increase nursing educator salaries. We offer background information about how a diverse coalition of nursing organizations joined forces with key stakeholders to address this crisis in nursing education. The article describes vision and implementation for Action Now!, our successes and lessons learned, and the effort to move forward with ongoing challenges to identify and address barriers in nursing education.

The Endangered Clinical Teacher Scholar: Will this Eliminate Discovery from the Dental School Environment?

2008 ◽  
Vol 87 (3) ◽  
pp. 200-202 ◽  
Author(s):  
M. Oakley ◽  
A.R. Vieira
Keyword(s):  
School Environment ◽  
Scholarly Activity ◽  
Clinical Teacher ◽  
Academic Environment ◽  
New Faculty ◽  
Formal Program ◽  
Self Worth ◽  
Full Complement ◽  
Faculty Shortages ◽  
Systemic Health

Each year, dental schools struggle to do more with less—a reality that is confounded by dental faculty shortages and retention issues reported over the past 15 years. In today’s academic environment, faculty shortages suggest that the resulting smaller faculty population will be tasked with more responsibilities than those who had the benefit of working with a full complement of colleagues. Fewer clinical faculty will likely participate in scholarly activity—in some instances, negatively affecting their chances for promotion and tenure, and ultimately lessening their own job security and feeling of accomplishment and self-worth in the academic environment. New faculty are in need of a formal program endorsed by their administration—one which places them with colleagues experienced in scholarly activity. This program, to include a definitive reward structure for mentors, would likely foster the retention and promotion of faculty and encourage the development of future leaders of dental education. Without a definitive plan, the clinical scholar will become an endangered species, and the research innovations and discovery of our profession will fall short in addressing the needs of the public’s oral and systemic health.

Sustaining Nursing Programs in the Face of Budget Cuts and Faculty Shortages

2014 ◽  
Vol 30 (1) ◽  
pp. 5-9 ◽  
Author(s):  
Carolyn Yucha ◽  
Tish Smyer ◽  
Sybil Strano-Perry
Keyword(s):  
Nursing Programs ◽  
Budget Cuts ◽  
The Face ◽  
Faculty Shortages

scholarly journals Residents’ Perspectives on Careers in Academic Medicine:

2018 ◽  
Vol 50 (3) ◽  
pp. 204-211 ◽  
Author(s):  
Steven Lin ◽  
Cathina Nguyen ◽  
Emily Walters ◽  
Paul Gordon
Keyword(s):  
Family Medicine ◽  
Academic Medicine ◽  
Comparative Method ◽  
Academic Careers ◽  
Theory Approach ◽  
Study Objective ◽  
Residency Programs ◽  
The Us ◽  
Faculty Shortages ◽  
Family Medicine Residents

Background and Objectives: Worsening faculty shortages in medical schools and residency programs are threatening the US medical education infrastructure. Little is known about the factors that influence the decision of family medicine residents to choose or not choose academic careers. Our study objective was to answer the following question among family medicine residents: “What is your greatest concern or fear about pursuing a career in academic family medicine?” Methods: Participants were family medicine residents who attended the Faculty for Tomorrow Workshop at the Society of Teachers of Family Medicine Annual Spring Conference in 2016 and 2017. Free responses to the aforementioned prompt were analyzed using a constant comparative method and grounded theory approach. Results: A total of 156 participants registered for the workshops and 95 (61%) answered the free response question. Eight distinct themes emerged from the analysis. The most frequently recurring theme was “lack of readiness or mentorship,” which accounted for nearly one-third (31%) of the codes. Other themes included work-life balance and burnout (17%), job availability and logistics (15%), lack of autonomy or flexibility (11%), competing pressures/roles (10%), lower financial rewards (4%), politics and bureaucracy (4%), and research (3%). Conclusions: To our knowledge, this is the first study to identify barriers and disincentives to pursuing a career in academic medicine from the perspective of family medicine residents. There may be at least eight major obstacles, for which we summarize and consider potential interventions. More research is needed to understand why residents choose, or don’t choose, academic careers.

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