Gerontological Nursing: Faculty Preparation for Teaching

The purpose of this study was to understand the meaning of online co-teaching for PhD faculty and teaching assistants (TAs). Narrative pedagogy underpinned the inquiry, which was designed to advance the discourse on mentorship of PhD future faculty. A faculty member and TA authors kept concurrent weekly journals or after-the-fact written reflections. The authors analyzed data as a team using a five-phase interpretive phenomenological analysis process to interpret the meaning of co-teaching for faculty and TAs. Lines of inquiry, central concerns, exemplars, shared meanings, and paradigm cases supported the overall interpretation, “You Learn When You Teach.” Co-mentorship should be a requirement for nursing faculty preparation programs. Five strategies for ensuring success of PhD nursing students’ development as professional nurse scholars are recommended. Doctoral programs (e.g., PhD; DNP) would benefit from a unified approach to faculty preparation, guided by theories such as narrative pedagogy.

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Assistant lecturer, Gerontological Nursing, Faculty of Nursing, Sohag, University, Egypt.

Assiut Scientific Nursing Journal ◽

10.21608/asnj.2017.58465 ◽

2017 ◽

Vol 5 (10) ◽

pp. 61-73

Author(s):

Shimaa Abd El-fatah

Keyword(s):

Nursing Faculty ◽

Gerontological Nursing ◽

Assistant Lecturer

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Survey of Nursing Faculty Preparation for Teaching About Autism Spectrum Disorders

Nurse Educator ◽

10.1097/nne.0000000000000237 ◽

2016 ◽

Vol 41 (4) ◽

pp. 212-216 ◽

Cited By ~ 4

Author(s):

Marcia R. Gardner ◽

Patricia Dunphy Suplee ◽

Bonnie Jerome-D’Emilia

Keyword(s):

Autism Spectrum Disorders ◽

Nursing Faculty ◽

Autism Spectrum ◽

Faculty Preparation ◽

Spectrum Disorders

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Gerontology course in the nursing undergraduate curricula

Revista da Escola de Enfermagem da USP ◽

10.1590/s0080-623420140000700016 ◽

2014 ◽

Vol 48 (6) ◽

pp. 1077-1084 ◽

Cited By ~ 2

Author(s):

Samira AlSenany ◽

Amer A. AlSaif

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Older People ◽

Nursing Faculty ◽

Faculty Members ◽

Nursing Curricula ◽

Study Results ◽

Gerontological Nursing ◽

Teachers Attitudes ◽

Nursing Faculty Members

Objective To explores nursing faculty members’ attitudes towards older people, their thoughts about gerontological nursing education. Method Five focus groups and a survey were used with nursing faculty members 132 at the three nursing schools to explore their attitudes towards the care of older people and the perceived status of gerontological nursing education. The survey was given to 132 faculty members, including 76 clinical instructors, 40 associate professors and 16 professors. The nursing faculty in general had a positive attitude toward older people (M=3.36, SD 0.25), and teachers’ attitudes were higher than those of their nursing students (M=3.18, SD0.29). Results This study results suggests that Saudi nursing curricula should include more extensive gerontology content and clinical experience with older people. Conclusion This is the first time in Saudi Arabia that research has listened to their voices and examined their commitments toward gerontology education. 

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