scholarly journals Faculty Formation: Philosophical Perspectives, Issues, and Considerations

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Elizabeth Young ◽  
Nelda Godfrey
Keyword(s):  
Nursing Education ◽  
Nurse Leaders ◽  
Role Transition ◽  
Nurse Faculty ◽  
Educational Training ◽  
Faculty Shortage ◽  
Faculty Role ◽  
Schools Of Nursing ◽  
Faculty Experience ◽  
Current Concerns

With a looming nurse faculty shortage, it is imperative that schools of nursing develop and maintain the nurse educator workforce to meet the demands of today’s complex healthcare system. One component needed for workforce preparation is structure regarding formation of the faculty role. This article first defines faculty formation and why faculty formation is a relevant philosophical issue within nursing education. Next, we discuss current issues in faculty formation including: educational training; the orientation process; mentorship and role modeling; communities of practice; and faculty workload. We offer brief exemplars to illustrate current concerns with formation that faculty experience during role transition and recommend considerations for nurse leaders to support faculty formation.

Becoming a Transformative Nurse Educator: Finding Safety and Authenticity

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Renee Hoeksel ◽  
Linda L Eddy ◽  
Lida Dekker ◽  
Dawn Doutrich
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
Nurse Educator ◽  
Role Transition ◽  
Faculty Shortage ◽  
Nursing Faculty Shortage ◽  
Interpretive Analysis ◽  
Shared Stories ◽  
Nurse Clinician

AbstractThe study purpose was to evaluate and strengthen this program’s nursing education curriculum to better prepare and develop future nurse faculty. As the dire nursing faculty shortage increases, the transition of expert nurse clinician to novice educator is receiving more attention. In order to prepare, recruit, and retain the nursing faculty needed to meet the growing nurse shortage, understanding what nurse educators need in order to be successful is essential. Fourteen participants from four focus groups of nurse educators shared stories about their role transition. Two administrators were interviewed to determine what they identified as crucial in hiring new nurse educators. Interpretive analysis focused on identification of themes and possible paradigm cases. Themes that emerged included: a) culture of academia surprises, b) exciting “Aha!” moments, and c) Safety with a capital “S”. These findings were used to strategically revise the entire nurse educator curriculum.

Precepted Experiences for Doctoral Student Nurses

2017 ◽  
Vol 23 (2) ◽  
pp. 124-128
Author(s):  
Brenna L. Quinn
Keyword(s):  
Nursing Education ◽  
Nurse Educators ◽  
Doctoral Programs ◽  
Student Nurses ◽  
Nurse Faculty ◽  
Faculty Role ◽  
Board Of Governors ◽  
National League ◽  
Development Evaluation ◽  
Phd Programs

Across many levels of nursing education, mentored experiences are an essential part of learning. To enhance understanding, learning, and comfort for those new to professional roles, experienced and skilled professionals provide motivation while teaching professional skills, demonstrating technical competence, and displaying behavior expected of a professional. Educator preparation topics such as curriculum development, evaluation, and lesson planning are not typically included in PhD programs, leaving PhD students feeling unprepared to teach (Hudacek & Carpenter, 1998; Ivey, 2007). The lack of educator pedagogy forces nurse faculty members to learn on the job (Gardner, 2014; Oermann, 2017). Preceptorships are among the faculty role development opportunities not commonplace for aspiring nurse educators; these opportunities for PhD students to observe and model nurse educators have been noted as limited (Gardner, 2014). Experts have called for more educator-focused learning experiences and preceptorship opportunities in PhD programs (National League for Nursing Board of Governors, 2002; Oermann, 2017). The purpose of this article is to describe a creative approach to introducing nurses enrolled in doctoral programs to the faculty role within the academic setting.

Bridging the Gap: Clinical Practice Nursing and the Effect of Role Strain on Successful Role Transition and Intent to Stay in Academia

2013 ◽  
Vol 10 (1) ◽  
pp. 99-105 ◽  
Author(s):  
Joan S. Cranford
Keyword(s):  
Clinical Practice ◽  
Registered Nurses ◽  
Nursing Faculty ◽  
Role Ambiguity ◽  
Intent To Leave ◽  
Intent To Stay ◽  
Role Strain ◽  
Role Transition ◽  
Faculty Shortage ◽  
Faculty Role

AbstractThe shortage of registered nurses is inextricably linked to the shortage of nursing faculty which has resulted in the turning away of over 40,000 qualified students in 2010. One solution to the faculty shortage has been to recruit faculty from clinical practice. This often becomes problematic resulting in intent to leave academia within five years. Possible factors contributing to this action are role ambiguity and role strain. This study, therefore, examined role strain experienced by nursing faculty and the extent to which role strain predicted satisfaction with the role transition and intent to stay in academia. Findings revealed that role strain does exist among nursing faculty. Role ambiguity and self-assessed competency are significant predictors of role strain, and role strain is a significant predictor of satisfaction with the role transition and intent to stay. The study also looked at whether age, education, and experience affected role strain, and they were found to be poor predictors.

scholarly journals Mentorship in nursing academia: A qualitative study and call to action

2018 ◽  
Vol 9 (3) ◽  
pp. 85
Author(s):  
Lorelli Nowell
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Faculty Shortage ◽  
Nursing Faculty Shortage ◽  
Call To Action ◽  
Telephone Interviews ◽  
Qualitative Thematic Analysis ◽  
Schools Of Nursing ◽  
English Speaking ◽  
Nursing Faculty Members

Objective: Around the world nursing education institutions have been calling for mentorship; however, little is known about nursing faculty member’s perspective on if and why mentorship is important and at what career stages it is most valuable. The purpose of this study is to describe the nursing faculty member’s perspectives on mentorship in Canadian schools of nursing and explore if, why, and when mentorship is perceived to be needed.Methods: A qualitative thematic analysis study was conducted. Participants were purposively samples from the 81 English-speaking schools to capture variation across rank, tenure, school size, and areas within Canada. Semi-structured telephone interviews were conducted with 48 nursing faculty members from across Canada. Interview data was thematically analyzed.Results: Mentorship was identified as being essential yet widely absent from academic nursing. Participants viewed mentorship as a professional responsibility, and vital in consideration of the nursing faculty shortage and potential impact on students. There was an expressed need for mentorship during transition, advancement, collaboration, and as a means of way finding essential resources.Conclusions: Identifying nursing faculty member’s perspectives on mentorship is an important first step in developing mentorship in academic nursing. Nursing faculty views should be considered in the development, execution, and evaluation of mentorship programs.

scholarly journals Transitioning to Full Online Teaching During Covid-19 Crisis: The Associate Degree Nurse Faculty Experience

2021 ◽  
Vol 8 ◽  
pp. 233339362110575
Author(s):  
Kechi Iheduru-Anderson ◽  
Jo Anne Foley
Keyword(s):  
Nursing Education ◽  
Associate Degree ◽  
Online Teaching ◽  
The United States ◽  
Nursing Programs ◽  
Nurse Faculty ◽  
Descriptive Phenomenology ◽  
Faculty Shortage ◽  
Associate Degree Nursing Programs ◽  
Faculty Teaching

As the COVID-19 crisis escalated in early 2020, schools of nursing and nursing programs in the United States and around the world shut down. Nurse faculty were forced transition to online teaching in a short time. Descriptive phenomenology was used to explore the experiences of associate degree nurse faculty who transitioned to online teaching during the early months of the COVID-19 pandemic. Inductive thematic analysis was performed on the interview data from 41 faculty teaching at associate degree nursing programs in the U.S. The findings of the study are presented under 6 main themes: stressful/overwhelming, feeling emotionally and physically exhausted, support, new knowledge and growth under pressure, new opportunities for nursing education, and leadership in times of crisis. To prevent the worsening of the nurse faculty shortage and help educate nurses for the future, nurse educators must be supported and recognized for their work during this period and beyond.

The importance and promise of integrating Indigenous knowledges in nursing education

2020 ◽  
Vol 2 (1) ◽  
pp. 11-24
Author(s):  
Vanessa Van Bewer ◽  
Roberta L. Woodgate ◽  
Donna Martin ◽  
Frank Deer
Keyword(s):  
Nursing Education ◽  
Nursing Profession ◽  
Ethical Values ◽  
Education Programs ◽  
Indigenous Knowledges ◽  
Indigenous Learning ◽  
Schools Of Nursing ◽  
Indigenous Perspectives

This paper explores the relevance of Indigenous perspectives within the nursing profession, and the importance of weaving these perspectives into nursing education. We suggest that Indigenous perspectives can support nursing’s core ethical values of relationality and holism and may hold representational and transformational possibilities for students and educators alike. Guided by principles of Indigenous learning, we provide several exemplars from Canadian schools of nursing that have already begun the process of decolonizing their programs. We conclude by describing some of the challenges and considerations that may arise when Indigenous perspectives and approaches are considered for inclusion into nursing education programs.

Nurse Faculty Shortage

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Judith M. Jarosinski ◽  
Lisa Seldomridge ◽  
Tina P. Reid ◽  
Jeffrey Willey
Keyword(s):  
Nurse Faculty ◽  
Faculty Shortage ◽  
Nurse Faculty Shortage
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