Evaluation of a mentorship program for new and more-experienced nursing faculty

Objective: Evaluation of a nursing faculty mentorship program available to every faculty member regardless of seniority.Methods: Design: The faculty mentorship program was developed and implemented in a university-affiliated nursing department in Montreal in 2018. Mentors and mentees evaluated the program using self-reported surveys one-year post-implementation. The surveys addressed three main themes: (a) determining goals of the mentoring partnership; (b) overall level of satisfaction with the program; and (c) characteristics of each dyad’s mentoring agreement (strategies used to communicate, where the dyads met, etc.). Method: Quantitative and qualitative analyses were conducted.Results: A total of 19 mentees and 15 mentors completed the survey. The program was judged to be a worthwhile use of time by 89% of mentees and 93% of mentors. Even though specific mentoring needs differed according to seniority level, the program was shown to be beneficial to both less-experienced and more-experienced faculty. The main barriers to mentorship that were identified were related to timing, scheduling and time commitment issues. Clinical relevance: A successful mentorship program aimed at fostering relationships between nursing faculty members, regardless of seniority, has the potential to improve the productivity of a healthy workplace including the quality of both teaching and research.Conclusions: The mentorship program proposed herein was found to be useful and effective, as well as being beneficial as much for younger as for more experienced faculty members.

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Attitudes of nursing faculty members toward technology and e-learning in Lebanon

BMC Nursing ◽

10.1186/s12912-021-00638-8 ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

Rona Nsouli ◽

Dimitrios Vlachopoulos

Keyword(s):

Nursing Education ◽

Nursing Faculty ◽

Teaching And Learning ◽

Faculty Members ◽

Teaching Staff ◽

Research Approach ◽

Daily Work ◽

Nursing Curricula ◽

Positive Attitudes ◽

Nursing Faculty Members

Abstract Background Our transition to an “information society” means that Information and Communication Technology (ICT) has become integral to our lives. ICT has also become an essential aspect of medical institutions and healthcare settings. Healthcare professionals, especially nurses are required to use ICT in their daily work. In Lebanon, however, due to political factors, many universities have not introduced technology or any form of ICT in their curricula. Institutions of higher education do use technology in various ways, however, successful incorporation of ICT in education requires acceptance by instructors who are expected to use ICT in teaching practices. Although international findings reveal that ICT should be used in nursing education, some faculty members experience difficulty integrating it. Method A mixed methodological research approach was used to investigate the attitudes of nursing teaching staff toward the use of ICT in nursing education. Results Our findings revealed three categories of faculty with differing attitudes to the use of ICT in teaching and learning: pioneers, faculty members who have developed positive attitudes toward ICT usage; followers, faculty members with neutral attitudes; and resisters, faculty members with negative attitudes. Conclusions Identification of the nursing faculty members’ attitude toward ICT and the challenges faced by them contributes to the integration of ICT into nursing curricula and further development of educational practices.

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Facilitating the retention and success of students with disabilities in health sciences: Experiences and recommendations by nursing faculty members

Nurse Education in Practice ◽

10.1016/j.nepr.2020.102902 ◽

2020 ◽

Vol 49 ◽

pp. 102902

Author(s):

Anabel Moriña ◽

Inmaculada Orozco

Keyword(s):

Students With Disabilities ◽

Nursing Faculty ◽

Health Sciences ◽

Faculty Members ◽

Nursing Faculty Members

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Comparing Teaching Practices about Humor among Nursing Faculty: An International Collaborative Study

International Journal of Nursing Education Scholarship ◽

10.2202/1548-923x.1303 ◽

2007 ◽

Vol 4 (1) ◽

Cited By ~ 5

Author(s):

Kathleen N Adamle ◽

Lenny Chiang-Hanisko ◽

Ruth Ludwick ◽

Richard A Zeller ◽

Robert Brown

Keyword(s):

Northern Ireland ◽

Nursing Faculty ◽

Teaching Practices ◽

Collaborative Study ◽

The United States ◽

Faculty Members ◽

Clinical Settings ◽

Experienced Nurses ◽

The Usa ◽

Nursing Faculty Members

Humor has been recognized by nurse researchers as a therapeutic intervention known to have positive psychological and physiological outcomes for patients. There is, however, no research that examines how nurses learn about humor. The purpose of this preliminary study was to examine nursing faculty members' teaching practices about humor education in the classroom and in clinical settings. Nursing faculty members from four nursing programs, two in the United States, one in Northern Ireland, and one in Taiwan, were surveyed about the inclusion of humor in the nursing curriculum. Findings revealed that substantially more humor education was included in clinical settings in the USA and Northern Ireland than in the classroom. In Taiwan, however, humor education was included more in the classroom than in clinical settings. Older and more experienced nurses with higher levels of education reported using less humor in teaching practices.

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