Sample records for faculty nursing
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ERIC Educational Resources Information Center
Amos, Kimberly S.
2013-01-01
In recent years, nursing faculty incivility has been a searing topic of research. Nursing research included studies on incivility among nursing students, incivility between nursing students and nursing faculty, and incivility in the clinical setting. However, literature specifically on nursing faculty incivility was limited. This descriptive,…
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Changing the face of nursing faculty: minority faculty recruitment and retention.
Stanley, Joan M; Capers, Cynthia Flynn; Berlin, Linda E
2007-01-01
Critical shortages in the nursing workforce pose life-and-death decisions for health care institutions. Similar shortages of nursing faculty, particularly nursing faculty with doctoral degrees, confront schools of nursing. Competition among health care institutions and schools of nursing for master's- and doctorally prepared nurses is fierce. Credentialed minority faculty are in even greater demand. Rising salaries and increasing opportunities outside of academia present significant barriers to schools of nursing seeking to recruit and retain minority nursing faculty. Challenges to increasing the number of minority nursing faculty surface very early in the pipeline and include competition among health professions and other disciplines for minority students. Successful long-term strategies to increase the number of minority nursing faculty must include strategies to attract higher numbers of minority students into baccalaureate, master's, and doctoral nursing programs. Several initiatives to increase minority student enrollment in the health professions are highlighted. Finally, strategies for recruiting, empowering, and retaining minority nursing faculty by schools of nursing are presented.
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A comparison of policies on nurse faculty workload in the United States.
Ellis, Peggy A
2013-01-01
This article describes nurse faculty workload policies from across the nation in order to assess current practice. There is a well-documented shortage of nursing faculty leading to an increase in workload demands. Increases in faculty workload results in difficulties with work-life balance and dissatisfaction threatening to make nursing education less attractive to young faculty. In order to begin an examination of faculty workload in nursing, existing workloads must be known. Faculty workload data were solicited from nursing programs nationwide and analyzed to determine the current workloads. The most common faculty teaching workload reported overall for nursing is 12 credit hours per semester; however, some variations exist. Consideration should be given to the multiple components of the faculty workload. Research is needed to address the most effective and efficient workload allocation for nursing faculty.
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ERIC Educational Resources Information Center
Shugart, Kelli Palmer
2017-01-01
Because of the limited research on the perceptions of nursing faculty on horizontal violence, this convergent mixed method study investigated the phenomenon of bullying behaviors among nursing faculty and the faculty's intent to stay in academe following exposure to bullying. 300 nursing faculty members of the Nursing Educator Discussion list…
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Design and Implementation of an International Nurse Faculty Partnership.
Tuxbury, Janis S; Vilton, Yves; Hays, Antoinette; Street, Nancy
2016-01-01
Haiti has the highest rates of infant, under 5 years old, and maternal mortality in the Americas. More nurses are needed throughout the country, but there is a deficit of nursing faculty. Increasing numbers and quality of nursing faculty members will ensure a sustainable, positive impact on the country's nursing profession. The International Nurse Faculty Partnership Initiative was designed to educate a total of 36 current Haitian nurse faculty members at the master's-degree level. The first cohort of 12 nurse faculty members completed the program of study in February 2014, graduating with a master's degree in nursing from the State University of Haiti. Performance evaluation by their respective deans revealed that the Haitian nursing faculty members demonstrated increases in teaching effectiveness and critical thinking in comparison to their premaster's-degree skill levels. The International Nurse Faculty Partnership Initiative expects to graduate a total of 36 master's-level-prepared nurse educators. Currently, program graduates and nursing leaders from Haiti's Ministry of Health are working with the State University of Haiti to establish the faculty of nursing within the institution, creating a system for the ongoing delivery of baccalaureate-level and master-level nursing education within that country. Copyright © 2016 Elsevier Inc. All rights reserved.
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The Influence of Nursing Faculty Workloads on Faculty Retention: A Case Study
ERIC Educational Resources Information Center
Wood, Jennifer J.
2013-01-01
Nursing faculty workloads have come to the forefront of discussion in nursing education. The National League of Nursing (NLN) has made nursing faculty workloads a high priority in nursing education. Included in the priorities are areas of creating reform through innovations in nursing education, evaluating reform through evaluation research, and…
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The lived experience of part-time baccalaureate nursing faculty.
Gazza, Elizabeth A; Shellenbarger, Teresa
2010-01-01
Hiring part-time nursing faculty may impact students, faculty careers, and the institution. Yet, little has been studied, particularly in nursing, regarding the experiences of these faculty. This hermeneutic phenomenological study seeks to understand the lived experience of being a part-time faculty member in a baccalaureate nursing program. Through purposive and snowball sampling, nine nursing faculty in part-time positions in northeastern baccalaureate nursing programs participated in in-depth personal interviews. Four themes were uncovered during data analysis, including achieving the dream, a group divided, for the love of the students, and jump in and figure it out. Results of the study seem to indicate that the experience of being a part-time faculty differs in several ways from being a full-time faculty. Understanding part-time faculty experiences provides insight into faculty needs, issues, and concerns while facilitating the development of research-based recruitment and retention strategies. Recommendations for those involved in nursing education, including nursing faculty and administrators, are provided. Copyright © 2010 Elsevier Inc. All rights reserved.
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Who will educate our nurses? A strategy to address the nurse faculty shortage in New Jersey.
Gerolamo, Angela M; Overcash, Amy; McGovern, Jennifer; Roemer, Grace; Bakewell-Sachs, Susan
2014-01-01
The nurse faculty shortage hampers the capacity of the nursing workforce to respond to the demands of the evolving health care system. As a strategy to address the shortage in New Jersey, the Robert Wood Johnson Foundation implemented the New Jersey Nursing Initiative Faculty Preparation Program to prepare nurses for the faculty role. This article highlights program implementation successes and challenges, scholar and faculty perceptions of the program, and provides recommendations for others interested in preparing nurse faculty. This evaluation uses data from scholar surveys and focus groups, interviews with grantees, and grantee reports. Findings suggest that a program that includes generous monetary support, socialization to the nurse faculty role, and formal education courses produces graduates who readily assume a faculty position and are committed to at least a part-time career in nursing education. This evaluation emphasizes the need to carefully design programs that integrate faculty preparation and advanced clinical training. Copyright © 2014 Elsevier Inc. All rights reserved.
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ERIC Educational Resources Information Center
Luoma, Kari L.
2013-01-01
The purpose of this quantitative research study was to identify core competencies that are most significant for nursing faculty to develop as they transition from novice to expert faculty. Professional development in a systematic approach may guide faculty to learn what is significant as they progress in the nurse faculty role. A quantitative…
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Tourangeau, Ann; Saari, Margaret; Patterson, Erin; Ferron, Era Mae; Thomson, Heather; Widger, Kimberley; MacMillan, Kathleen
2014-06-01
Given the role nurse faculty have in educating nurses, little is known about what influences their intention to remain employed (ITR) in academic settings. Findings from a nurse faculty survey administered to test a conceptual model of factors hypothesized as influencing nurse faculty ITR are reported. A cross-sectional survey design was employed. We included colleges and universities in Ontario, Canada. The population of Ontario nurse faculty who reported being employed as nurse faculty with the College of Nurses of Ontario (Canada) was included. Of the 1328 nurse faculty who were surveyed, 650 participated. Participants completed a questionnaire with measures of work, work environment, job satisfaction, burnout and ITR. Regression analyses were conducted to test the model. Ten of 26 independent variables explained 25.4% of variance in nurse faculty ITR for five years. These variables included: proximity to retirement, quality of relationships with colleagues, being employed full time, having dependents, satisfaction with work-life balance, quality of education, satisfaction with job status, access to financial support for education from organization, access to required human resources and being unionized. Although not all influencing factors are modifiable, academic leadership should develop strategies that encourage nurse faculty ITR. Strategies that support collegial relationships among faculty, increase the number of full time positions, promote work-life balance, engage faculty in assessing and strengthening education quality, support faculty choice between full-time and part-time work, and ensure adequate human resources required to teach effectively will lead to heightened nurse faculty ITR. © 2013.
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Evidence-Based Teaching Practice in Nursing Education: Faculty Perspectives and Practices.
Kalb, Kathleen A; O'Conner-Von, Susan K; Brockway, Christine; Rierson, Cindy L; Sendelbach, Sue
2015-01-01
This national online study was conducted to describe nursing faculty perspectives and practices about evidence-based teaching practice (EBTP). Professional standards for nurse educator practice stress the importance of EBTP; however, the use of evidence by faculty in curriculum design, evaluation and educational measurement, and program development has not been reported. Nurse administrators of accredited nursing programs in the United States (N = 1,586) were emailed information about the study, including the research consent form and anonymous survey link, and invited to forward information to nursing faculty. Respondents (551 faculty and nurse administrators) described the importance of EBTP in nursing education, used multiple sources of evidence in their faculty responsibilities, and identified factors that influence their ability to use EBTP. EBTP in nursing education requires sustained institutional, administrative, and collegial support to promote faculty effectiveness and student learning.
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Coffman, Maren J.; Goodman, Janice H.; Thomas, Tami L.; Roberson, Donna
2014-01-01
The Robert Wood Johnson Foundation Nurse Faculty Scholars program provides promising junior faculty extramural funding, expert mentoring, and the training needed to be successful in the academic role. The Nurse Faculty Scholars program, which admitted its first cohort in 2008, is designed to address the nursing faculty shortage by enhancing leadership, educational, and research skills in junior nursing faculty. This article provides an overview of the program, its purpose, and its eligibility requirements. The authors give strategies for selecting mentors, developing the written application, and preparing for an oral interview. Finally, the authors provide an analysis of funded institutions, research design and methods from current and recently funded projects, and rank and positions held by nursing mentors. PMID:22818282
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Perceptions of distance education among nursing faculty members in North America.
Mancuso, Josephine M
2009-06-01
A strategy to increase access to nursing education, train nurses for practice, and prepare future nurse educators is distance education. Faculty member shortages are cited as the main reason for not accepting qualified applicants. Faculty members are the core of nursing education. In order to address nursing faculty members' concerns regarding distance education and to assist in faculty member recruitment, retention, growth, and development in order to improve and enhance the quality of distance education, one must answer the question: What are nursing faculty members' perceptions of distance education in nursing? Utilizing a number of databases to locate research specific to this topic, this article provides an integrative review of the nursing literature to ascertain the faculty members' perspective of distance education. The research was analyzed, findings summarized, and limitations mentioned. Utilizing a brief supplementary review of the literature, the implications, recommendations, and need for future research are discussed.
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Knowledge and attitudes of pain management among nursing faculty.
Voshall, Barbara; Dunn, Karen S; Shelestak, Debra
2013-12-01
A descriptive correlational design was used in this study to examine nursing faculty knowledge and attitudes in pain management. Relationships between age, education level, pain management preparation, length of time practicing as a nurse, length of time teaching nursing, time teaching pain management in the classroom, taught pain guidelines in the classroom, and additional continuing education about pain management were explored. Ninety-six nursing faculty participated from 16 schools of nursing in one Midwestern U.S. region. Findings identified that most of the nursing faculty recalled being taught about pain management in their basic education, but less than one-half felt adequately prepared. Most respondents said that they taught pain management, yet fewer than one-half identified that they used specific pain management guidelines. Faculty demonstrated adequate knowledge of pain assessment, spiritual/cultural issues, and pathophysiology. Areas of weakness were found in medications, interventions, and addiction. Faculty that reported teaching pain management in the classroom and reported more continuing education missed fewer items. Older nursing faculty reported more years of practice, more years of teaching, and more continuing education in pain management than younger faculty. Younger nursing faculty remembered being taught pain management in nursing school and felt more adequately prepared than older nursing faculty. Faculty that reported practicing for longer periods of time felt less prepared in pain management than faculty who practiced for shorter periods of time. More continuing education in pain management may be needed for older nurses to meet the recommendations of the Institute of Medicines' report on relieving pain in the U.S. Copyright © 2013 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.
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Faculty Practice and Roles of Staff Nurses and Clinical Faculty in Nursing Student Learning.
ERIC Educational Resources Information Center
Langan, Joanne C.
2003-01-01
Focus groups and interviews were conducted with 15 clinical faculty, 4 nursing education administrators, 22 nurses, and 4 hospital administrators involved in clinical placements. When nurses worked with practicing faculty, they experienced less role overload, conflict, and ambiguity. Lack of communication of expectations among administrators,…
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Candela, Lori; Gutierrez, Antonio P; Keating, Sarah
2015-04-01
To investigate the relations among several factors regarding the academic context within a nationally representative sample of U.S. nursing faculty. Correlational design using structural equation modeling to explore the predictive nature of several factors related to the academic organization and the work life of nursing faculty. A survey was used to evaluate several aspects of the work life of U.S. nursing faculty members. Nursing faculty members in academic organizations across the U.S. serving at either CCNE- or NLNAC-accredited institutions of higher education. Standard confirmatory factor analysis was used to assess the validity of a proposed measurement model, and structural equation modeling was used to evaluate the validity of a structural/latent variable model. Several direct and indirect effects were observed among the factors under investigation. Of special importance, perceptions of nurse administration's support and perceived teaching expertise positively predicted U.S. nursing faculty members' intent to stay in the academic organization. Understanding the way that nursing faculty members' perceptions of the various factors common to the academic context interact with intent to stay in the academic organization is essential for faculty and nursing administrators. This information can assist administrators in obtaining more resources for faculty development to lobby for additional faculty in order to meet the teaching, research, and service missions of the organization; and to personalize relationships with individual faculty members to understand their needs and acknowledge their efforts. Published by Elsevier Ltd.
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A critical review of current nursing faculty practice.
Sawyer, M J; Alexander, I M; Gordon, L; Juszczak, L J; Gilliss, C
2000-12-01
To critically examine the current literature on nursing faculty practice, using the National Organization of Nurse Practitioner Faculties (NONPF) Guidelines for Evaluation of Faculty Practice, and to examine faculty practice models' strengths, weaknesses, and barriers. Thirty-five articles describing models of faculty practice were identified through an exhaustive search on CINAHL and Medline. Two NONPF monographs on nursing faculty practice were used as guidelines for the critical review. Faculty practice has become an integral component of faculty-role expectations at many schools of nursing. Workload, especially without adequate compensation, remains a hindrance to practice. The value of faculty practice time and expertise has not been sufficiently demonstrated. Integration of practitioner, educator and researcher roles remains extremely difficult and sometimes elusive. Faculty practice offers many advantages to schools of nursing, including educational and research opportunities for faculty and students, as well as practice sites and affordable community healthcare. Providing health care in the community presents an opportunity for independent and collaborative practice. To fully utilize the great research opportunities provided by faculty practice, more emphasis must be placed on gathering and analyzing descriptive data.
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Maas, Meridean L.; Conn, Vicki; Buckwalter, Kathleen C.; Herr, Keela; Tripp-Reimer, Toni
2012-01-01
Purpose Research development and regional consortium strategies are described to assist schools in all countries extend their gerontological nursing research productivity. The strategies, collaboration and mentoring experiences, and outcomes are also shared to illustrate a highly successful approach in increasing faculty programs of nursing research in a focused area of inquiry. Design A case description of gerontological nursing research development and regional consortium strategies in schools of nursing is used. The regional consortium included 17 schools of nursing that are working to increase faculty programs of gerontological nursing research. Survey responses describing publications, presentations, and research funding awards from 65 of 114 total faculty participants in consortium opportunities (pilot and mentoring grant participants, participants in summer scholars’ grantsmanship seminars) were collected annually from 1995 through 2008 to describe outcomes. Findings From 1994 through 2008, faculty participants from the consortium schools who responded to the annual surveys reported a total of 597 gerontological nursing publications, 527 presentations at research conferences, funding of 221 small and internal grants, and 130 external grant awards, including 47R-series grants and 4 K awards. Conclusions There is an urgent need for more nurse faculty with programs of research to inform the health care of persons and support the preparation of nurse clinicians and faculty. The shortage of nurse scientists with active programs of gerontological research is especially serious and limits the number of faculty who are needed to prepare future gerontological nurses, particularly those with doctoral degrees who will assume faculty positions. Further, junior faculty with a gerontological nursing research foci often lack the colleagues, mentors, and environments needed to develop successful research careers. The outcomes of the development and regional consortium strategies suggest that the principles of extending collaboration, mentoring, and resource sharing are useful to augment faculty research opportunities, networking and support, and to increase productivity in individual schools. Clinical Relevance Clinical relevance includes: (a) implications for preparing nurse scientists and academicians who are and will be needed to train nurses for clinical practice, and (b) development of more faculty programs of research to provide systematic evidence to inform nursing practice. PMID:19941587
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The nursing shortage continues as faculty shortage grows.
Allen, Linda
2008-01-01
To combat the nursing shortage, efforts to promote nursing as a career have been successful. However, academic nursing institutions are not adequately prepared for this new influx of applicants. The lack of faculty to educate the growing demand for baccalaureate-prepared RNs directly impacts the nursing shortage. The nursing shortage thus directly impacts safe patient care. The main reasons for the lack of faculty to meet the demand for more nurses include the increased age of the current faculty and the declining number of years left to teach, expected increases in faculty retirements, less compensation for academic teaching than positions in clinical areas for master's-prepared nurses, and finally, not enough master's and doctoral-prepared nurses to fill the needed nurse educator positions It is in the best interest of the nursing profession to do what it does best by incorporating the nursing process to solve the faculty shortage and secure its future in order to protect the lives of patients.
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Measurement and comparison of nursing faculty members' critical thinking skills.
Blondy, Laurie C
2011-03-01
Nursing faculty members strive to teach students to think critically. It has long been assumed that nursing faculty members are good at critical thinking because they are expected to teach these skills to students, but this assumption has not been well supported empirically. Faculty members question their ability to think critically and are unsure of their skills. The purpose of this study was to address this assumption by measuring nursing faculty members' critical thinking skills and compare the faculty mean score to that of a student norming group, and to the mean scores of other nursing faculty studies. Findings can be used to increase nursing faculty members' understanding of their critical thinking skills, prompt discussion about critical thinking skills, and to help faculty members address concerns and uncertainty about the concept of critical thinking. This study also helps establish an empirical basis for future research.
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Exploring Nurse Faculty Incivility and Resonant Leadership.
Casale, Katherine R
The purpose of this quantitative correlational study was to explore the relationship between the frequency of interfaculty incivility among nurses in academia and observed levels of resonant leadership of immediate supervisors. Despite mandates to address incivility in health care, nurse faculty report high levels of horizontal incivility among their peers. No known quantitative research has measured the relationship between nurse faculty-to-faculty incivility and resonant leadership traits of leaders. Nursing faculty from 17 universities (n = 260) were emailed an anonymous link to answer survey questions about horizontal peer incivility and leaders' management styles. There was a significant inverse relationship (Pearson's r, -.560) between the frequency of experienced faculty-to-faculty incivility and the level of observed resonant leadership behaviors of participants' immediate supervisors. Resonant supervisory behaviors inversely correlated with nurse faculty peer incivility, with potential to impact satisfaction, recruitment, and retention.
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Predictors of Job Satisfaction amongst Baccalaureate Nurse Faculty
ERIC Educational Resources Information Center
Overstreet, Lori M.
2017-01-01
The nursing shortage and the nurse faculty shortage are concomitantly connected. Considering the worsening shortage of nurse faculty, inquiry into factors which may influence the job satisfaction of faculty was warranted. The purpose of this quantitative correlational research study was to explore whether a significant relationship existed for…
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Academic Incivility in Nursing Education
ERIC Educational Resources Information Center
Marlow, Sherri
2013-01-01
A well-documented and growing problem impacting the nursing shortage in the United States is the increasing shortage of qualified nursing faculty. Many factors contribute to the nursing faculty shortage such as retirement, dissatisfaction with the nursing faculty role and low salary compensation (American Association of Colleges of Nursing (AACN),…
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Solving the nurse faculty shortage: exploring retention issues.
Berent, Georgine R; Anderko, Laura
2011-01-01
Researchers have explored reasons why nurse faculty leave academia, but few have focused on factors that encourage them to stay. Using Herzberg's Motivation-Hygiene Theory, an online cross-sectional survey was completed by 1,171 tenured nurse faculty nationwide. Factor analysis revealed that the most significant factor influencing retention was professional satisfaction with faculty identity, including the ability to shape nursing practice. Academia may benefit by considering these factors to promote nurse faculty retention. Copyright © 2011 Wolters Kluwer Health | Lippincott Williams & Wilkins
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What Makes Them Stay? A Study of Nursing Faculty Persistence
ERIC Educational Resources Information Center
Greer, Tiffany D.
2017-01-01
There is a nursing faculty shortage contributing to the nursing shortage that necessitates more than just standard recruitment and retention efforts. The purpose of this study was to understand faculty persistence by asking nurse faculty members why they persist in their educating role, what factors influence their persistence, and what obstacles…
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Shared Success: The Challenge of Caring for Today's Health Occupations Educators
ERIC Educational Resources Information Center
Coyle-Rogers, Patricia
2004-01-01
The purpose of this study was to describe faculty perceptions of caring interactions in lived experiences between faculty and their registered nurse (RN) students. Data were collected through semi-structured interviews with three college-based nursing faculty, three-diploma nursing program faculty and three hospital-based nurse educators. This…
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The Lived Experience of Novice Nursing Faculty in Academia
ERIC Educational Resources Information Center
Cooley, Shirley S.
2013-01-01
To relieve the nursing faculty shortage, notable numbers of master's prepared clinical nurse experts are entering the ranks of nursing faculty to teach the prelicensure nursing student. The transition from clinical practice to the academia raises concern about the adequacy of preparation for the complex specialization role of nurse educator. In…
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ERIC Educational Resources Information Center
VanBever Wilson, Robin R.
2010-01-01
Due to the complex challenges facing schools of nursing, a research study was implemented to introduce nurse faculty at one small rural northeastern Tennessee school of nursing to the NLN "Core Competencies for Nurse Educators". Utilizing Kalb's Nurse Faculty Self-Evaluation Tool as a pre- and post-intervention test, 30 nurse faculty…
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Byrne, Daria M; Martin, Barbara N
2014-01-01
The purpose of this research was to determine if there was a relationship between the leadership style of the nursing department head and the level of professional satisfaction and organizational commitment by nursing faculty members. The survey instrument was designed to measure the department heads' leadership style as perceived by the nursing faculty and assess the nursing faculty members' level of professional satisfaction and organizational commitment. Five schools of nursing in 2 Midwestern states, with a total of 52 full-time baccalaureate nursing faculty, were the focus of the inquiry. Findings support statistically significant relationships between the 3 variables of department head leadership, organizational commitment, and professional satisfaction. Implications for leadership style exhibited by the nursing department head are discussed.
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Career Commitment of Nurse Faculty.
Jones, Malena
2017-11-01
A nurse faculty shortage exists, and it is predicted to continue in the United States (American Association of Colleges of Nursing [AACN], 2016). Several factors that have been identified as contributing to this shortage include aging faculty, lack of doctoral-prepared faculty, and the economic cost of pursuing an academic career (AACN, 2016). However, there is a need to explore subtle factors. This study was conducted to examine the interaction of career commitment to education, faculty satisfaction, and teacher efficacy on developing qualified and retaining committed faculty. The purpose of this study was to investigate relationships among education, teacher self-efficacy, and career satisfaction of nurse faculty to career commitment. A cross-sectional design was used to survey a convenience sample of nurse faculty (N = 470). An online survey contained three scales (Career Satisfaction, Teacher Self-Efficacy Beliefs, and Career Commitment) to obtain data. Descriptive data, Pearson's correlations, and path analysis were used to analyze data. Teacher self-efficacy and career satisfaction predicted career commitment. Education measured by credit hours significantly predicted teacher self-efficacy. The relationship between career satisfaction and career commitment was significant and statistically positive. Model fit indices confirm the career commitment for nurse faculty model fits the data. The study highlights the importance of teacher self-efficacy, career satisfaction, and career commitment among nurse faculty. The results provide valuable insight to the factors that may influence attraction or retention of nurse faculty.
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ERIC Educational Resources Information Center
Specht, Jennifer A.
2011-01-01
After an examination of the current issues related to the shortages of nurses and nursing faculty in the United States, the importance of facilitating the transition of interested nurse clinicians into their roles as nurse educators in order to address the decreased number of nurses and nursing faculty became apparent. Mentoring in nursing…
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Joyce, Barbara L; Harmon, Monica; Johnson, Regina Gina H; Hicks, Vicki; Brown-Schott, Nancy; Pilling, Lucille; Brownrigg, Vicki
2018-05-02
A multisite collaborative team of community/public health nursing (C/PHN) faculty surveyed baccalaureate nursing faculty to explore their knowledge, skills, attitudes, and application of the Quad Council Competencies for Public Health Nurses (QCC-PHN). (1) Evaluate the knowledge, skills, and attitudes of the 2011 QCC-PHN by academic C/PHN faculty; (2) Evaluate the application of 2011 QCC-PHN by C/PHN faculty in the clinical practicum for undergraduate baccalaureate C/PHN students; and (3) Determine if a significant difference existed in the knowledge for each domain. A mixed methods descriptive research design was used to answer three specific hypotheses related to the study objectives. A convenience sample of 143 faculty teaching C/PHN in baccalaureate schools of nursing completed an online survey. ANOVA was used to determine the difference between knowledge, skills, attitudes, and application of nursing faculty regarding the QCC-PHN based on years of nursing experience, C/PHN experience, and nursing specialty preparation. Participants' qualitative comments for each domain were analyzed for themes. C/PHN nursing faculty are described and differences in knowledge, skills, and attitudes delineated. A statistically significant difference was found in skills based on years of experience in C/PHN and in the application of the competencies based on nursing specialty preparation. Variations in knowledge of the QCC-PHN are identified. Ten recommendations are proposed for key skill sets and necessary preparation for faculty to effectively teach C/PHN in baccalaureate schools of nursing. © 2018 Wiley Periodicals, Inc.
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Nursing Faculty Perceptions on Teaching Critical Thinking
ERIC Educational Resources Information Center
Clark, Doris A.
2010-01-01
The perceptions of nursing faculty teaching critical thinking (CT) affective attributes and cognitive skills are described in this quantitative, descriptive study. The study sample consisted of nurse educators from the National League of Nursing database. The purpose of the study was to gain nursing faculty perception of which teaching strategies…
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Jeffers, Stephanie; Mariani, Bette
The purpose of this mixed-method study was to explore the influence of a formal mentoring program on career satisfaction of novice full-time nurse faculty in academia. The transition from the role of clinician to faculty in an academic setting can be challenging for novice nurse faculty. A link to an electronic survey with open-ended questions was emailed to 1435 participants. The response rate was 17.6 percent (N = 124). Mean scores were obtained, and independent t-test were computed to compare scores of faculty who had participated in a mentoring program with scores of nonparticipants. Content analysis of the open-ended answers was conducted, and common themes were identified. By examining characteristics that contribute to the success of novice nursing faculty, recruitment and retention of faculty may improve, which is essential due to the worsening nursing faculty shortage.
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Richards, John R; Stayton, Taylor L; Wells, Jason A; Parikh, Aman K; Laurin, Erik G
2018-04-30
Determine differences between faculty, residents, and nurses regarding night shift preparation, performance, recovery, and perception of emotional and physical health effects. Survey study performed at an urban university medical center emergency department with an accredited residency program in emergency medicine. Forty-seven faculty, 37 residents, and 90 nurses completed the survey. There was no difference in use of physical sleep aids between groups, except nurses utilized blackout curtains more (69%) than residents (60%) and faculty (45%). Bedroom temperature preference was similar. The routine use of pharmacologic sleep aids differed: nurses and residents (both 38%) compared to faculty (13%). Residents routinely used melatonin more (79%) than did faculty (33%) and nurses (38%). Faculty preferred not to eat (45%), whereas residents (24%) preferred a full meal. The majority (>72%) in all groups drank coffee before their night shift and reported feeling tired despite their routine, with 4:00 a.m. as median nadir. Faculty reported a higher rate (41%) of falling asleep while driving compared to residents (14%) and nurses (32%), but the accident rate (3% to 6%) did not differ significantly. All had similar opinions regarding night shift-associated health effects. However, faculty reported lower level of satisfaction working night shifts, whereas nurses agreed less than the other groups regarding increased risk of drug and alcohol dependence. Faculty, residents, and nurses shared many characteristics. Faculty tended to not use pharmacologic sleep aids, not eat before their shift, fall asleep at a higher rate while driving home, and enjoy night shift work less.
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What goes around comes around: improving faculty retention through more effective mentoring.
Dunham-Taylor, Janne; Lynn, Cynthia W; Moore, Patricia; McDaniel, Staci; Walker, Jane K
2008-01-01
In the midst of a nursing faculty shortage, recruitment and retention of new faculty are of utmost importance if the country is to educate and graduate a sufficient number of nurses to fill the health care demands. The pressure of horizontal hostility combined with lack of support, guidance, and knowledge about the educational system makes the novice nurse faculty members vulnerable to burnout and early resignations. Mentorship is the single most influential way to successfully develop new nursing faculty, reaping the benefits of recruitment, retention, and long-term maturation of future nurse mentors. Mentoring is a developmental process designed to support and navigate the novice nurse educator through the tasks and experiences of nursing education. The essential elements of an effective mentorship program include the following: socialization, collaboration, operations, validation/evaluation, expectations, transformation, reputation, documentation, generation, and perfection. The mentoring process can lead to an upward spiral of success. If negative, the new faculty experience is at risk for a downward spiral. In this spiral, the final outcome will ultimately be the creation of productive faculty (and future nurse mentors), along with improved faculty group dynamics and teamwork, or just another vacant position.
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Evaluating teaching effectiveness in nursing education: an Iranian perspective.
Salsali, Mahvash
2005-07-27
The main objective of this study was to determine the perceptions of Iranian nurse educators and students regarding the evaluation of teaching effectiveness in university-based programs. An exploratory descriptive design was employed. 143 nurse educators in nursing faculties from the three universities in Tehran, 40 undergraduate, and 30 graduate students from Tehran University composed the study sample. In addition, deans from the three nursing faculties were interviewed. A researcher-developed questionnaire was used to determine the perceptions of both faculty and students about evaluating the teaching effectiveness of nurse educators, and an interview guide was employed to elicit the views of deans of faculties of nursing regarding evaluation policies and procedures. Data were analyzed using parametric and nonparametric statistics to identify similarities and differences in perceptions within the Iranian nurse educator group and the student group, and between these two groups of respondents. While faculty evaluation has always been a major part of university based nursing programs, faculty evaluation must be approached more analytically, objectively, and comprehensively to ensure that all nursing educators receive the fairest treatment possible and that the teaching-learning process is enhanced. Educators and students stressed that systematic and continuous evaluation as well as staff development should be the primary goals for the faculty evaluation process. The ultimate goals is the improvement of teaching by nurse educators.
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75 FR 71707 - Agency Information Collection Activities: Submission for OMB Review; Comment Request
Federal Register 2010, 2011, 2012, 2013, 2014
2010-11-24
... Act of 1995: Proposed Project: Nurse Faculty Loan Program (NFLP) Annual Operating Report (AOR) Form... graduates employed as nurse faculty by: (1) Age and Gender, (2) Nursing Programs, and (3) Nursing Degrees... in repayment, (5) the number of NFLP graduates employed as nurse faculty, and (6) NFLP loan fund...
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ERIC Educational Resources Information Center
Obizoba, Cordelia O.
2014-01-01
The purpose of this phenomenological study was to gain an understanding of nursing faculty members' lived experiences of Objective Structured Clinical Examination (OSCE) in undergraduate nursing education. As owners of their programs' curriculum, nursing faculties are charged with the responsibility of providing needed knowledge, skills, and…
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Fang, Di; Bednash, Geraldine D
2014-01-01
The shortage of qualified faculty has been consistently reported as a major barrier impeding acceptance of all qualified applicants into nursing programs. In addition to faculty recruitment, the attrition of faculty is also a concern for schools of nursing. In this study, we found that nationally 11.8% of full-time faculty who worked in 2010 left their full-time jobs by 2011. Nearly half of total attrition, or 5.7% of full-time faculty members, were related to leaving for nonacademic nursing positions, whereas another 20% of attrition, or 2.4% of full-time faculty, resulted from retirement. Nearly 20% of faculty egressions, or 2.2% of full-time faculty, was due to leaving for nursing administrative positions or full-time faculty positions in an academic setting. Leaving for part-time faculty positions made up slightly more than 10% of faculty attrition or 1.3% of full-time faculty. Our bivariate analysis identifies distinctive academic and demographic profiles of faculty who left full-time positions for different reasons, and our multivariate analysis further shows that different individual and institutional attributes are significantly associated with different types of attrition. Copyright © 2014 Elsevier Inc. All rights reserved.
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Undergraduate Nursing Student Experiences with Faculty Bullying
ERIC Educational Resources Information Center
Mott, Jason D.
2013-01-01
Incivility and bullying in nursing education has become an area of increased interest. Incivility literature has focused primarily on student-to-faculty incivility. Less focus has been placed on faculty-to-student bullying. This study examined the lived experiences of undergraduate nursing students with faculty bullying. Using descriptive…
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Long-term outcomes of the New Jersey nurse faculty preparation program scholars.
Gerolamo, Angela M; Conroy, Kara; Roemer, Grace; Holmes, Aline; Salmond, Susan; Polakowski, Jennifer
Rising concerns over the capacity of nursing education to prepare enough nurses to meet population demand have received national attention. The Robert Wood Johnson Foundation implemented the New Jersey Nursing Initiative Faculty Preparation Program to address nursing workforce issues in New Jersey. This paper describes program and scholar outcomes and provides recommendations for nurse faculty development. This descriptive study uses data from scholar surveys and interviews with grantees. Findings suggest that a faculty preparation program that targets doctoral students and includes financial support, socialization to the faculty role, and formal education courses produces graduates who maintain a career in nursing education for up to three years after program completion. However, most master's-level students who also received formal preparation in nursing education were employed in clinical practice. Program developers must carefully consider the design of programs that integrate faculty preparation and advanced clinical training for master's-level students. Copyright © 2017 Elsevier Inc. All rights reserved.
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Best Practices for Onboarding New Nursing Faculty: The Role of the Nurse Administrator
ERIC Educational Resources Information Center
Lee, Antwinett O.
2017-01-01
This study explored best practices for onboarding new faculty in nursing programs in Washington State of the United States. The purpose of this study was to examine, (a) onboarding practices to orient new faculty currently used at nursing programs that provide an Associate Degree, (b) the perceived nurse administrator's role in providing…
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What's the ROI for resolving the nursing faculty shortage?
Kowalski, Karren; Kelley, Brian M
2013-01-01
The nursing faculty shortage will have a fundamental impact on the ability to produce nurses. For most nursing schools and states, however, concerns about the relative merits of different solutions to the nursing faculty shortage are misplaced. Without significantly increased visibility and definition, accompanied by a clear public, private, and health care organization return on investment (ROI), proposing solutions to the nursing faculty shortage is at best premature and at worst irrelevant. There is simply too much competition for resources to expect that a vaguely defined and invisible problem with no rationale for increased investment will receive sufficient support from critical decision makers and constituencies. First must come problem definition, visibility, and ROI. Only then can the case be made for implementing solutions to the nursing faculty shortage.
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Generation-specific incentives and disincentives for nurse faculty to remain employed.
Tourangeau, Ann E; Wong, Matthew; Saari, Margaret; Patterson, Erin
2015-05-01
The aims of this paper are to: (1) describe work characteristics that nurse faculty report encourage them to remain in or leave their academic positions; and (2) determine if there are generational differences in work characteristics selected. Nurse faculty play key roles in preparing new nurses and graduate nurses. However, educational institutions are challenged to maintain full employment in faculty positions. A cross-sectional, descriptive survey design was employed. Ontario nurse faculty were asked to select, from a list, work characteristics that entice them to remain in or leave their faculty positions. Respondent data (n = 650) were collected using mailed surveys over four months in 2011. While preferred work characteristics differed across generations, the most frequently selected incentives enticing nurse faculty to stay were having: a supportive director/dean, reasonable workloads, supportive colleagues, adequate resources, manageable class sizes and work/life balance. The most frequently selected disincentives included: unmanageable workloads, unsupportive organizations, poor work environments, exposure to bullying, belittling and other types of incivility in the workplace and having an unsupportive director/dean. This research yields new and important knowledge about work characteristics that nurse faculty report shape their decisions to remain in or leave their current employment. Certain work characteristics were rated as important among all generations. Where similarities exist, broad strategies addressing work characteristics may effectively promote nurse faculty retention. However, where generational differences exist, retention-promoting strategies should target generation-specific preferences. © 2014 John Wiley & Sons Ltd.
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The need for academic electronic health record systems in nurse education.
Chung, Joohyun; Cho, Insook
2017-07-01
The nursing profession has been slow to incorporate information technology into formal nurse education and practice. The aim of this study was to identify the use of academic electronic health record systems in nurse education and to determine student and faculty perceptions of academic electronic health record systems in nurse education. A quantitative research design with supportive qualitative research was used to gather information on nursing students' perceptions and nursing faculty's perceptions of academic electronic health record systems in nurse education. Eighty-three participants (21 nursing faculty and 62 students), from 5 nursing schools, participated in the study. A purposive sample of 9 nursing faculty was recruited from one university in the Midwestern United States to provide qualitative data for the study. The researcher-designed surveys (completed by faculty and students) were used for quantitative data collection. Qualitative data was taken from interviews, which were transcribed verbatim for analysis. Students and faculty agreed that academic electronic health record systems could be useful for teaching students to think critically about nursing documentation. Quantitative and qualitative findings revealed that academic electronic health record systems regarding nursing documentation could help prepare students for the future of health information technology. Meaningful adoption of academic electronic health record systems will help in building the undergraduate nursing students' competence in nursing documentation with electronic health record systems. Copyright © 2017. Published by Elsevier Ltd.
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Enacting connectedness in nursing education: moving from pockets of rhetoric to reality.
McGregor, Alix
2005-01-01
Nursing education research points to lack of faculty support as a factor in nursing students' voluntary or involuntary withdrawal from nursing education programs. Moreover, despite global trends toward educational processes grounded in humanism that foster egalitarian and liberating student-teacher relationships, nursing students continue to report that some nursing faculty struggle to enact the caring philosophy they espouse. This article showcases how a fourth-year nursing student, interviewed for a study of students who experienced failure or its threat in their nursing program, found strength as she navigated her way through nursing faculty abuse. An interpretative analysis of the student's experiences with a group of faculty whom she describes as intent on failing her calls for future research on student-teacher relationships.
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Evidence and root causes of an inadequate pipeline for nursing faculty.
Cleary, Brenda; Bevill, James W; Lacey, Linda M; Nooney, Jennifer G
2007-01-01
The North Carolina Center for Nursing (NCCN) examined the projected supply of nursing faculty in the state of North Carolina. Coupled with a longitudinal educational mobility study of the state's registered nurses, the forecast shows that the growing faculty shortage is real and that its root cause is a growing shortfall in the pipeline of RNs prepared educationally to pursue graduate education and assume faculty roles.
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The global summit on nurse faculty migration.
Thompson, Patricia E; Benton, David C; Adams, Elizabeth; Morin, Karen H; Barry, Jean; Prevost, Suzanne S; Vlasich, Cynthia; Oywer, Elizabeth
2014-01-01
As global demand for health care workers burgeons, information is scant regarding the migration of faculty who will train new nurses. With dual roles as clinicians and educators, and corresponding dual sets of professional and legal obligations, nurse faculty may confront unique circumstances in migration that can impact nations' ability to secure an adequate, stable nursing workforce. In a seminal effort to address these concerns, the Honor Society of Nursing, Sigma Theta Tau International, and the International Council of Nurses invited a diverse group of international experts to a summit designed to elucidate forces that drive nurse faculty migration. The primary areas of consideration were the impact on nurse faculty migration of rapid health care workforce scale-up, international trade agreements, and workforce aging. Long-term summit goals included initiating action affecting national, regional, and global supplies of nurse educators and helping to avert catastrophic failure of health care delivery systems caused by an inadequate ability to educate next-generation nurses. Copyright © 2014 Elsevier Inc. All rights reserved.
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ERIC Educational Resources Information Center
Testut, Tammy A.
2013-01-01
Part-time faculty in nursing programs are increasingly being hired as a supplement to the deteriorating pool of full-time nursing faculty. There is a growing need to fill the many vacant slots in nursing academe at the same time that there is substantial growth in prospective students inspiring to become nurses. While these "expert"…
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The Lived Experience of Black Nurse Faculty in Predominantly White Schools of Nursing.
Whitfield-Harris, Lisa; Lockhart, Joan Such; Zoucha, Richard; Alexander, Rumay
2017-03-01
This study explored the experiences of Black nurse faculty employed in predominantly White schools of nursing. High attrition rates of this group were noted in previous literature. Understanding their experiences is important to increase nurse diversity. Hermeneutic phenomenology was used to explore the experiences of 15 Black nurse faculty using interviews. Four themes were extracted as the following: cultural norms of the workplace, coping with improper assets, life as a "Lone Ranger," and surviving the workplace environment. The study provided insight to understand the meaning that Black faculty members give to their experiences working in predominantly White schools of nursing. Findings exemplify the need to improve culturally competent work environments and mentoring programs. Results suggest that better communication and proper respect from students, colleagues, and administrators are necessary. The limited research on this topic illustrates that Black nurse faculty remain under investigated; research is necessary to determine effective change strategies.
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Nursing directors' leadership styles and faculty members' job satisfaction in Taiwan.
Chen, Hsiu-Chin; Baron, Mark
2006-10-01
Nursing leaders in Taiwan seldom receive the leadership training necessary to lead an academic organization. As a result, leaders may experience burn out, and dissatisfaction among faculty may increase. This study examined nursing faculty members' perceptions of nursing directors' leadership and their job satisfaction levels to understand how perceptions of leadership styles related to job satisfaction in Taiwan. This descriptive, correlational, cross-sectional study used self-administered questionnaires. Transformational leadership theory supported the research framework. Nine schools with nursing programs awarding diplomas to students participated in this study. A total of 175 questionnaires were returned (72% response rate). The findings indicated that Taiwan's nursing directors tend to display transformational leadership more frequently in their workplaces and that Taiwan's nursing faculty members are moderately satisfied in their jobs. In addition, nursing faculty in Taiwan are more satisfied with directors who practice the leadership style of attributed idealized influence.
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College nursing faculty job satisfaction and retention: A national perspective.
Lee, Peggy; Miller, Michael T; Kippenbrock, Thomas A; Rosen, Chris; Emory, Jan
The need for registered nurses in the United States continues to grow. To meet this need for increased numbers of nurses, recruitment and retention of qualified nurse educators has become a priority. In addition, the factors associated with nursing faculties' intent to stay have emerged as important considerations for administrators. The concepts of job satisfaction and intent to stay become vital to recruiting and retaining nursing faculty. In the past decade few empirical studies have been conducted on a national scale to address job satisfaction and intent to stay in academia. The purpose of this retrospective study is to analyze variables of relationships with nurse faculty job satisfaction and intent to stay from data collected throughout the United States. The Collaborative on Academic Careers in Higher Education (COACHE) survey was employed for the purposes of this study. Over 1350 nurse educators were included in the survey. The findings support a variety of modifiable variables that are viewed as important by nursing faculty. The strongest relationship was found to be institutional leadership. The implications can inform academic administrators seeking to retain nursing faculty. Copyright © 2017 Elsevier Inc. All rights reserved.
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An Exploration of Self-Efficacy among Novice Nursing Faculty in Formal Mentoring Relationships
ERIC Educational Resources Information Center
Greenwood, Lisa Marie
2017-01-01
This qualitative study explored the lived experiences of novice nursing faculty members at one Midwestern Technical college, who were in formal mentoring relationships with seasoned nursing faculty members. A total of nine faculty members participated in a single, sixty minute, semi-structured interview exploring the lived experiences of being…
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Carlson, Judy
2016-01-01
It is critical that faculty competencies, teaching strategies, and the essential knowledge relating to the care of our veterans be delineated and taught to health care professionals in order for our Veterans to receive optimal care. The purpose of this qualitative study was to ascertain from nursing faculty members who have worked extensively with veterans, the necessary faculty competencies, essential knowledge, and teaching strategies needed to prepare baccalaureate level nurses to provide individualized, quality, and holistic care to veterans. Six Veteran Affairs Nursing Academy faculty members participated in two 2-hour focus group sessions. There were a total of 12 multidimensional major concepts identified: 5 faculty competencies, 4 essential knowledge areas, and 3 teaching strategies specifically related to veteran care. The information generated can be used for faculty, staff, and or nurse development. Having a comprehensive understanding of veteran health care needs enable effective patient-centered care delivery to veterans, which is the gold standard in health care our veterans deserve. Published by Elsevier Inc.
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Kim, Mi Ja; Lee, Hyeonkyeong; Kim, Hyun Kyung; Ahn, Yang-Heui; Kim, Euisook; Yun, Soon-Nyoung; Lee, Kwang-Ja
2010-03-01
The rapidly increasing number of nursing doctoral programs has caused concern about the quality of nursing doctoral education, including in Korea. To describe the perceived quality of Korean nursing doctoral education in faculty, student, curriculum and resources. Focus group. Fourteen Korean nursing doctoral programs that are research focused and include coursework. Four groups of deans, faculty, students and graduates; students completed three semesters of doctoral program; and graduates completed doctoral programs within the most recent 3 years. Focus groups examined the strengths and weaknesses of faculty, students, curriculum, and resources. Faculty strengths were universities' recognition of faculty research/scholarship and the ability of faculty to attract extramural funding. Faculty weaknesses were aging faculty; high faculty workload; insufficient number of faculty; and teaching without expertise in nursing theories. Student strengths were diverse student backgrounds; multidisciplinary dissertation committee members, and opportunities to socialize with peers and graduates/faculty. Students' weaknesses were overproduction of PhDs with low academic quality; a lower number and quality of doctoral applicants; and lack of full-time students. Curriculum strengths were focusing on specific research areas; emphasis on research ethics; and multidisciplinary courses. Curriculum weaknesses were insufficient time for curriculum development; inadequate courses for core research competencies; and a lack of linkage between theory and practice. Resources strengths were inter-institutional courses with credit transfer. Weaknesses were diminished university financial support for graduate students and limited access to school facilities. Variations in participant groups (providers [deans and faculty] vs. receivers [students and graduates]) and geographical location (capital city vs. regional) were noted on all the four components. The quality characteristics of faculty, students, curriculum, and resources identified in this first systematic evaluation of the quality of nursing doctoral education can inform nursing schools, universities, and policy-makers about areas for improvement in Korea and possibly in the world. Geographical variations found in these four components of doctoral education warrant attention by policy-makers in Korea. Copyright 2009 Elsevier Ltd. All rights reserved.
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Mentoring Nontenured Track Nursing Faculty: A Systematic Review.
Cullen, Deborah; Shieh, Carol; McLennon, Susan M; Pike, Caitlin; Hartman, Taylor; Shah, Hena
The purpose of this systematic review was to evaluate the effectiveness of mentoring strategies for nursing faculty progression and productivity in the nontenure track at institutions of higher education. Sixty articles were included in the review. Findings revealed that nontenure track nursing faculty require planned programs and mentoring strategies unique to their role and abilities. Schools of nursing can improve on faculty progression, scholarship, and career growth by providing structured mentoring activity.
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Job stress, mentoring, psychological empowerment, and job satisfaction among nursing faculty.
Chung, Catherine E; Kowalski, Susan
2012-07-01
The National League for Nursing endorses mentoring throughout nursing faculty's careers as the method to recruit nurses into academia and improve retention of nursing faculty within the academy. A nationwide sample of 959 full-time nursing faculty completed a descriptive survey comprising a researcher-created demographic questionnaire plus Dreher's mentoring scale, Gmelch's faculty stress index, Spreitzer's psychological empowerment scale, and the National Survey for Postsecondary Faculty's job satisfaction scale. Results showed that 40% of the sample had a current work mentor. Variables showed significant relationships to job satisfaction (p < 0.01): mentoring quality (0.229), job stress (-0.568), and psychological empowerment (0.482). Multiple regression results indicated job satisfaction was significantly influenced (p < 0.01) by the presence of a mentoring relationship, salary, tenure status, psychological empowerment, and job stress. The regression model explained 47% of the variance in job satisfaction for the sample. Copyright 2012, SLACK Incorporated.
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Factors Influencing Retention Among Part-Time Clinical Nursing Faculty.
Carlson, Joanne S
This study sought to determine job characteristics influencing retention of part-time clinical nurse faculty teaching in pre-licensure nursing education. Large numbers of part-time faculty are needed to educate students in the clinical setting. Faculty retention helps maintain consistency and may positively influence student learning. A national sample of part-time clinical nurse faculty teaching in baccalaureate programs responded to a web-based survey. Respondents were asked to identify the primary reason for wanting or not wanting to continue working for a school of nursing (SON). Affinity for students, pay and benefits, support, and feeling valued were the top three reasons given for continuing to work at an SON. Conflicts with life and other job responsibilities, low pay, and workload were the top three reasons given for not continuing. Results from this study can assist nursing programs in finding strategies to help reduce attrition among part-time clinical faculty.
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Leadership styles and nursing faculty job satisfaction in Taiwan.
Chen, Hsiu-Chin; Beck, Susan L; Amos, Linda K
2005-01-01
To examine nursing faculty job satisfaction and their perceptions of nursing deans' and directors' leadership styles, and to explore how the perceptions of leadership styles relate to faculty job satisfaction in Taiwan. Descriptive, correlational, and cross-sectional study with self-administered questionnaires. The sample was recruited from 18 nursing programs, and 286 questionnaires were returned. Faculty perceived that Taiwan's nursing deans and directors showed more transformational than transactional leadership. Taiwan's nursing faculty were moderately satisfied in their jobs, and they were more satisfied with deans or directors who practiced the transactional leadership style of contingent reward and the transformational style of individualized consideration. A style with negative effect was passive management by exception. Three types of leadership behaviors explained significant variance (21.2%) in faculty job satisfaction in Taiwan, indicating the need for further attention to training and development for effective leadership behaviors.
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Faculty role modeling of professional writing: one baccalaureate nursing program's experience.
Newton, Sarah E
2008-01-01
According to The Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing, 1998), professional writing is an important outcome of baccalaureate nursing education. Most baccalaureate nursing programs in the United States expect formally written student papers to adhere to the style requirements outlined in the Publication Manual of the American Psychological Association (APA, 2001). It is essential for the baccalaureate nursing faculty members who evaluate student papers to be role models for the desired writing behaviors to facilitate student attainment of professional writing outcomes. However, to what extent nursing faculty members' writing behaviors and knowledge of the APA style requirements impact student writing outcomes is not known because the issue has not been addressed in the literature. The purpose of this article is to describe one Midwestern baccalaureate nursing program's faculty development efforts to assess faculty familiarity with the APA style requirements and how such knowledge may impact baccalaureate nursing students' writing outcomes.
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Nursing and academic merit: is there a fit?
DeMarco, Rosanna; Brush, Barbara L; Dylis, Ann M
2004-12-01
Academic workplaces for nursing faculty who are primarily White women present many opportunities to excel. In this article, we offer a gender-specific examination and critique regarding what nursing faculty do well and why this may not be recognized. We also suggest solutions for placing value on what nursing faculty bring to this work setting.
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A Decade of International Activities by U.S. Nurse Faculty: A Descriptive Analysis.
ERIC Educational Resources Information Center
Lusk, Brigid; Lash, Ayhan Aytekin
2002-01-01
A study to assess scholarly activities of U.S. nursing faculty abroad from 1985-1995 resulted in descriptions of 805 visits to 109 countries by 247 scholars. Results showed that U.S. nurse faculty were involved in diverse and widespread international nursing activities. (Contains 25 references.) (JOW)
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5-years later - have faculty integrated medical genetics into nurse practitioner curriculum?
Maradiegue, Ann H; Edwards, Quannetta T; Seibert, Diane
2013-10-31
Abstract Many genetic/genomic educational opportunities are available to assist nursing faculty in their knowledge and understanding of genetic/genomics. This study was conducted to assess advance practice nursing faculty members' current knowledge of medical genetics/genomics, their integration of genetics/genomics content into advance practice nursing curricula, any prior formal training/education in genetics/genomics, and their comfort level in teaching genetics/genomic content. A secondary aim was to conduct a comparative analysis of the 2010 data to a previous study conducted in 2005, to determine changes that have taken place during that time period. During a national nurse practitioner faculty conference, 85 nurse practitioner faculty voluntarily completed surveys. Approximately 70% of the 2010 faculty felt comfortable teaching basic genetic/genomic concepts compared to 50% in 2005. However, there continue to be education gaps in the genetic/genomic content taught to advance practice nursing students. If nurses are going to be a crucial member of the health-care team, they must achieve the requisite competencies to deliver the increasingly complex care patients require.
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ERIC Educational Resources Information Center
Shapiro, Sandra A.
2016-01-01
In the context of the nursing and faculty shortages, recommendations have been made to increase the number of highly educated nurses who are qualified to teach. A lack of nursing faculty has been reported at all levels of education. Because the majority of nurses enter into practice with an associate degree, the professoriate at the associate…
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Hanson, C M; Hilde, E
1989-01-01
As pointed out in the introduction, there are certain practical concepts within our base of nursing knowledge that can only be taught through experience. Many things are easier to teach by example. As we turn back the clock in nursing, we can see how Florence Nightingale, Clara Barton, and Lillian Wald were role models to their nursing peers in their era. They taught nursing by example, by role modeling their clinical expertise. Today, this model is still effective and faculty mentoring of nurse practitioner students and CHNs in a compassionate and collegial leadership results in higher quality of health care for our nation's needy clients and their families. But greater yet are the opportunities for flexible nurse practitioner faculty practice and personal interactions on many levels for nursing faculty who wish to share their expertise. Mentorship by nurse practitioner faculty for nurse practitioner students and CHNs in a rural clinical setting has revealed many positive aspects in providing quality care for rural clients and growth for nurses. Exposure to the rural community health system helps us, as nurses, to identify the many strengths it possesses for innovative rural nursing practice.
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Perception of nurse caring, skills, and knowledge based on appearance.
Thomas, Christine M; Ehret, Abigail; Ellis, Briana; Colon-Shoop, Sara; Linton, Jean; Metz, Stacie
2010-11-01
The objective of the study was to assess differences among perceptions of patients, nurses, nursing faculty, and nursing students regarding nurse caring, skill, and knowledge based on attire and level of visible body art. People often make judgments (positive and negative) based on how a person appears. Given somewhat more flexible dress codes for nurses, we wondered what type of perceptions a variety of stakeholders would have of nurses in different levels of attire. A descriptive comparative design was used. A convenience sample of 240 patients, nurses, students, and faculty were surveyed regarding their perceptions of a nurse based on appearance. Multivariate analyses of variance were calculated to determine if participants' perception of nurse caring, skill, and knowledge differed by scrub type or level of body art. For the entire sample, the nurse wearing the solid scrub was rated significantly more skilled and knowledgeable than a nurse wearing print or T-shirt attire. Students rated the nurse wearing the solid scrub and print scrub significantly more skilled and knowledgeable. They rated the print scrub higher, with faculty rating it lower. Nurses rated the T-shirt attire more caring than faculty. Patients rated the T-shirt attire more skilled than faculty and students. All subjects rated the nurse with the most body art (piercings and visible tattoo) the least caring, skilled, and knowledgeable. Nurses rated the most amount of body art more caring than patients and faculty. Students rated the most amount of body art more caring than patients and faculty. The conflict between the right to self-expression and professional role expectations during nurse and patient interactions is a difficult one. However, because a nurse's appearance can impact perceptions during an encounter, dress codes in the acute care setting should take this into account. To be perceived as skilled and knowledgeable, nurses should wear a solid colored uniform with limited visible body art.
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Gutierrez, Antonio P; Candela, Lori L; Carver, Lara
2012-07-01
GUTIERAIM: The aim of this correlational study was to examine the relations between organizational commitment, perceived organizational support, work values, person-organization fit, developmental experiences, and global job satisfaction among nursing faculty. The global nursing shortage is well documented. At least 57 countries have reported critical shortages. The lack of faculty is finally being recognized as a major issue directly influencing the ability to admit and graduate adequate numbers of nurses. As efforts increase to both recruit and retain faculty, the concept of organizational commitment and what it means to them is important to consider. A cross-sectional correlational design was used. The present study investigated the underlying structure of various organizational factors using structural equation modelling. Data were collected from a stratified random sample of nurse faculty during the academic year 2006-2007. The final model demonstrated that perceived organizational support, developmental experiences, person-organization fit, and global job satisfaction positively predicted nurse faculty's organizational commitment to the academic organization. Cross-validation results indicated that the final full SEM is valid and reliable. Nursing faculty administrators able to use mentoring skills are well equipped to build positive relationships with nursing faculty, which in turn, can lead to increased organizational commitment, productivity, job satisfaction, and perceived organizational support, among others. © 2012 Blackwell Publishing Ltd.
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Nursing faculty preparedness for clinical teaching.
Suplee, Patricia Dunphy; Gardner, Marcia; Jerome-D'Emilia, Bonnie
2014-03-01
Nursing faculty who teach in clinical settings face complex situations requiring evidence-based educational and evaluative strategies, yet many have had limited preparation for these tasks. A convenience sample of 74 nursing faculty participated in a survey about clinical teaching in prelicensure nursing programs. Most faculty developed teaching skills through conferences (57%), orientation at their educational institution (53%), or exposure in graduate school (38%). Thirty-one percent reported having no preparation for clinical teaching. Faculty felt least prepared to manage students with learning, physical, or emotional disabilities and incivility. Twenty-six percent had no preparation for evaluating students in the clinical setting, and only 17% had worked with a faculty mentor. Few evidence-based teaching strategies were used by the faculty. These findings indicate gaps exist in the preparation of clinical faculty. Graduate education, comprehensive orientation programs, and continuing professional development may help to ensure faculty are effective in managing and evaluating student learning. Copyright 2014, SLACK Incorporated.
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Nursing faculty academic incivility: perceptions of nursing students and faculty.
Muliira, Joshua K; Natarajan, Jansi; van der Colff, Jacoba
2017-12-13
Incivility in nursing education can adversely affect the academic environment, the learning outcomes, and safety. Nursing faculty (NF) and nursing students (NS) contribute to the academic incivility. Little is known about the extent of NF academic incivility in the Middle East region. This study aimed at exploring the perceptions and extent of NF academic incivility in an undergraduate nursing program of a public university in Oman. A cross sectional survey was used to collect data from 155 undergraduate NS and 40 NF about faculty academic incivility. Data was collected using the Incivility in Nursing Education Survey. The majority of NS and NF had similar perceptions about disruptive faculty behaviors. The incidence of faculty incivility was low (Mean = 1.5). The disruptive behaviors with the highest incidence were arriving late for scheduled activities, leaving schedule activities early, cancelling scheduled activities without warning, ineffective teaching styles and methods, and subjective grading. The most common uncivil faculty behaviors reported by participants were general taunts or disrespect to other NF, challenges to other faculty knowledge or credibility, and general taunts or disrespect to NS. The relatively low level of NF academic incivility could still affect the performance of some students, faculty, and program outcomes. Academic institutions need to ensure a policy of zero tolerance to all academic incivility, and regular monitoring and evaluation as part of the prevention strategies.
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Navarra, Ann-Margaret; Stimpfel, Amy Witkoski; Rodriguez, Karla; Lim, Fidelindo; Nelson, Noreen; Slater, Larry Z
2018-02-01
In order to meet the demands of a dynamic and complex health care landscape, nursing education must develop and implement programming to produce a highly educated nursing workforce. Interprofessional honors education in nursing with targeted mentorship is one such model. To describe undergraduate nursing student and faculty perceptions and beliefs of mentorship in the context of interprofessional honors education, and compare and contrast the perceptions and beliefs about mentorship in interprofessional honors education between undergraduate nursing students and faculty. The study used a cross-sectional, descriptive design. Data were collected at an urban university in the northeast US, using a researcher-developed electronic survey. The sample included 24 full-time nursing faculty, and 142 undergraduate nursing students. Perceptions and beliefs regarding mentorship in the context of interprofessional honors education were similar for faculty and students, with both ranking mentorship among the most important components of a successful honors program. Honors education with a dedicated mentorship component may be implemented to improve the undergraduate education experience, facilitate advanced degree attainment, and develop future nursing leaders. Copyright © 2017 Elsevier Ltd. All rights reserved.
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Dedicated education unit: nurse perspectives on their clinical teaching role.
Nishioka, Vicki M; Coe, Michael T; Hanita, Makoto; Moscato, Susan R
2014-01-01
The study compared the perceptions of nurses who participated in the clinical education of students using traditional and dedicated education unit (DEU) models. In the traditional model, faculty are the primary clinical instructors for students. In a DEU, nurses provide clinical instruction with faculty support. This mixed-methods study used surveys and interviews. Compared to nurses on traditional units, DEU nurses were more likely to agree that their unit welcomed students, had a strong commitment to teaching, and received professional development from clinical faculty. The nurses rated the learning gains of students as greater on DEUs than traditional units and viewed the leadership of the nurse manager and the quality of patient care as similar. The study provides evidence that, from the nurses' perspective, the DEU faculty-nurse partnership provides students with superior clinical education experiences and may improve nurse work satisfaction.
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Mentoring students and junior faculty in faculty research: a win-win scenario.
Morrison-Beedy, D; Aronowitz, T; Dyne, J; Mkandawire, L
2001-01-01
The concept of mentoring in nursing has focused primarily on moving novice nurses to a more advanced level of expertise in the clinical setting. With the growing emphasis on expanding evidence-based practice in nursing, however, mentoring within the context of research is becoming increasingly important. This article describes the many reciprocal benefits of research mentoring for students, junior faculty, and senior faculty researchers as well as for colleges of nursing and nursing science. Suggestions for implementing processes that facilitate successful mentoring within a research setting also are offered. Copyright 2001 by W.B. Saunders Company
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A profile of U.S. nursing faculty in research- and practice-focused doctoral education.
Smeltzer, Suzanne C; Sharts-Hopko, Nancy C; Cantrell, Mary Ann; Heverly, Mary Ann; Nthenge, Serah; Jenkinson, Amanda
2015-03-01
This study, which is part of a larger project, was conducted to profile the nursing faculty in the United States teaching in PhD and DNP programs. This is a descriptive study. A sample of 554 nursing faculty who teach in PhD and DNP programs was recruited by email solicitation to represent all geographic regions of the United States. Data were collected from November 2013 through January 2014 using an online survey instrument. The instrument was developed based on results of review of the literature and of focus groups of doctoral faculty (faculty teaching in doctoral programs) to ascertain characteristics of faculty teaching in doctoral programs and of the schools in which they teach. Frequencies and descriptive statistics are reported. Growth in DNP programs has outpaced growth in PhD programs, and DNP graduates have moved into doctoral education in greater numbers than PhD graduates. DNP faculty report less prior experience and current productivity scholarship than faculty in PhD programs only or both types of programs. Strategies are needed to ensure that doctoral programs are staffed by faculty who are prepared for doctoral education and the development of nursing science. The Institute of Medicine has recommended doubling the number of doctorally prepared nurses in the United States by 2020 to ensure that sufficient numbers of faculty are available to prepare the nursing labor force that is needed for delivery of healthcare services. Nurse scientists are needed to contribute to improvement in patient care quality and safety, and practice leaders are needed to facilitate the translation of research into safe, high-quality, and cost-effective care. The landscape of doctoral education in nursing is rapidly changing. © 2015 Sigma Theta Tau International.
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Assessment of cultural competence in Texas nursing faculty.
Marzilli, Collen
2016-10-01
Cultural competence [CC] is an essential component of nursing education and nursing practice yet there is a gap in the research evaluating CC in faculty and how to practically develop this skillset for faculty members. To explore CC in faculty as evaluated with the Nurses' Cultural Competence Scale [NCCS] and apply the findings to the Purnell Model of Cultural Competence [PMCC] to guide professional development opportunities for faculty members. This was a concurrent mixed-methods study. Faculty members teaching in Texas nursing programs were recruited for the study. Quantitative data was collected using an online survey tool and qualitative data was collected over the phone. 89 Texas faculty members completed the quantitative strand and a subset of 10 faculty members completed the qualitative strand. Descriptive statistics were used to examine the quantitative data and Strauss and Corbin's methodology guided the evaluation of the qualitative data. These two strands were used to support the results. Faculty in Texas are moderately culturally competent. The qualitative findings support the application of the PMCC to the areas identified by the NCCS. The PMCC may be applied to the application of culture and values in nursing professional education as supported by the NCCS. Recommendations are to include the PMCC as a structure for the creation of professional development opportunities for faculty. Copyright © 2016 Elsevier Ltd. All rights reserved.
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Del Prato, Darlene
2013-03-01
Nursing faculty play an important role in constructing learning environments that foster the positive formation of future nurses. The students' construction of a nursing identity is grounded in social interactions with faculty and is shaped by values and norms learned in both the formal and informal curriculum. The informal curriculum is communicated in faculty teaching practices and relationships established with students. To acquire an understanding of the students' lived experience in associate degree nursing education and identify educational practices that support students' professional formation. A phenomenological design was chosen to study the lived experience of nursing education. In-depth interviews were conducted with 13 participants. Five students participated in second interviews for a total of 18 interviews. Symbolic interactionism guided data analysis. Participants represented three ADN programs in the northeastern U.S. and were diverse in terms of gender and age and to a lesser extent race, and sexual orientation. Faculty incivility included demeaning experiences, subjective evaluation, rigid expectations, and targeting and weeding out practices. Targeting practices contributed to a perceived focus on clinical evaluation and inhibited clinical learning. Faculty incivility hindered professional formation by interfering with learning, self-esteem, self-efficacy, and confidence. Faculty who model professional values in the formal and hidden curriculum contribute to the positive formation of future nurses. Nursing faculty should be formally prepared as educators to establish respectful, connected relationships with students. Faculty should role model professional values, deemphasize their evaluative role, provide constructive formative feedback, and remain open to the student's potential for growth. Copyright © 2012 Elsevier Ltd. All rights reserved.
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Adams, Linda Thompson; Campbell, Jacquelyn; Deming, Katie
Academic nursing faculty play a vital role in recruiting a diverse student body to increase the diversity of the profession and educate students to provide culturally sensitive care to expand equitable health care. The purpose of the study is to present the Robert Wood Johnson Foundation Nurse Faculty Scholars program diversity initiatives and outcomes. Data on the diversity of the 90 scholars and their diversity-related leadership positions were compiled. Although the program was designed with selection criteria to encourage racial/ethnic and gender diversity, it was not until a diversity strategic plan was designed and implemented that sufficient diversity in the applicant pool and consistent diversity among the scholars was achieved. The program also included highly evaluated leadership content in diversity and inclusion. Lessons learned from the program are important for the assurance of continued diversity among tenure-track nursing faculty, commitment to diversity in the nursing workforce among all faculty, and support in nursing education on providing culturally sensitive nursing care and nursing research that addresses health inequities. Copyright © 2017 Elsevier Inc. All rights reserved.
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A faculty created strategic plan for excellence in nursing education.
Evans, Connie Joan; Francis Shackell, Eileen; Jean Kerr-Wilson, Selma; Joan Doyle, Glynda; McCutcheon, Jodie Anita; Budz, Bernice
2014-02-08
Strategic 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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A Nursing Process Methodology.
ERIC Educational Resources Information Center
Ryan-Wenger, Nancy M.
1990-01-01
A nursing methodology developed by the faculty at The Ohio State University teaches nursing students problem-solving techniques applicable to any nursing situation. It also provides faculty and students with a basis for measuring students' progress and ability in applying the nursing process. (Author)
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Donnelly, Mary Katherine; Nersesian, Paula V; Foronda, Cynthia; Jones, Emily L; Belcher, Anne E
The aims of this project were to (1) assess nurse faculty members' knowledge of and confidence in teaching genetics/genomics to nursing students and (2) identify the needs of faculty members to inform a faculty development initiative. Significant knowledge gaps were noted, and more than 50% of respondents indicated that they lacked confidence in teaching genetics/genomics. Strategies to address this problem included identifying champions of genetics/genomics education, use of an educational template, and threading genetics/genomics throughout the curriculum.
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Students and Faculty Perceptions of an Undergraduate Nursing Research Internship Program.
O'Brien, Tara; Hathaway, Donna
Nursing students in baccalaureate programs report that research is not visible in practice, and faculty conducting research report rarely interacting with students in undergraduate nursing programs. We examined student and faculty perceptions of a research internship embedded in an existing evidence-based practice course. Students (n = 15) and faculty (n = 5) viewed the internship as a positive experience that provided meaningful hands-on skills while generating interest in a potential research career. The internship also provided faculty the opportunity to identify potential doctoral students.
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Challenges to research productivity of doctoral program nursing faculty.
Smeltzer, Suzanne C; Sharts-Hopko, Nancy C; Cantrell, Mary Ann; Heverly, Mary Ann; Wise, Nancy J; Jenkinson, Amanda; Nthenge, Serah
2014-01-01
The Institute of Medicine, responding to a national health care crisis and related nursing labor force concerns, has called for an increase in the proportion of registered nurses with baccalaureate or higher degrees to 80% and a doubling of the number of nurses with doctorates by 2020. Simultaneously, large numbers of senior faculty are starting to retire, whereas the movement of doctorally prepared nurses into academia is insufficient to replace them. Issues associated with the efforts of nursing programs to increase their capacity to respond to the Institute of Medicine's recommendations, particularly the effect on scholarly productivity among nursing faculty in doctoral programs, are examined in this article. Creative strategies for promoting scholarly productivity among doctoral program faculty are identified. Copyright © 2014 Elsevier Inc. All rights reserved.
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Samawi, Zepure; Capps, Lisa; Hansen, Ruth
With an increasingly global world and the migration of diverse populations, nurse faculty have opportunities to learn and share varied perspectives through involvement internationally in research, teaching, and practice. The National League for Nursing (NLN) joins with the World Health Organization and the International Council of Nurses to promote international nursing standards. One way in which nursing faculty can contribute to this goal is by pursuing international education, research, and service as a Fulbright scholar. The NLN Faculty Preparation for Global Experiences Toolkit complements resources offered through the Fulbright program in the preparation of a competitive Fulbright application.
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Yedidia, Michael J; Chou, Jolene; Brownlee, Susan; Flynn, Linda; Tanner, Christine A
2014-10-01
The current and projected nurse faculty shortage threatens the capacity to educate sufficient numbers of nurses for meeting demand. As part of an initiative to foster strategies for expanding educational capacity, a survey of a nationally representative sample of 3,120 full-time nurse faculty members in 269 schools and programs that offered at least one prelicensure degree program was conducted. Nearly 4 of 10 participants reported high levels of emotional exhaustion, and one third expressed an intent to leave academic nursing within 5 years. Major contributors to burnout were dissatisfaction with workload and perceived inflexibility to balance work and family life. Intent to leave was explained not only by age but by several potentially modifiable aspects of work, including dissatisfaction with workload, salary, and availability of teaching support. Preparing sufficient numbers of nurses to meet future health needs will require addressing those aspects of work-life that undermine faculty teaching capacity. Copyright 2014, SLACK Incorporated.
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Mixer, Sandra J
2008-04-01
As the world becomes increasingly multicultural, transcultural nursing education is critical to ensuring a culturally competent workforce. This paper presents a comprehensive review of literature and results of an ethnonursing pilot study using the Culture Care Theory (CCT) to discover how nursing faculty teach culture care. The literature revealed that despite 50 years of transcultural nursing knowledge development through theory, research and practice, there remains a lack of formal, integrated culture education in nursing. The importance of faculty providing generic and professional care to nursing students and using an organising framework to teach culture care was discovered. Additionally, care was essential for faculty health and well-being to enable faculty to teach culture care. This unique use of the theory and method demonstrates its usefulness in discovering and describing the complex nature of teaching culture care. Larger scale studies are predicted to further substantiate the CCT, building the discipline of nursing.
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Predictors of nursing faculty's job satisfaction and intent to stay in academe.
Derby-Davis, Marcia J
2014-01-01
The retention of nursing faculty is a growing concern in the United States and a major challenge for nursing education administrators. This descriptive study used Herzberg's Motivation-Hygiene Theory of Job Satisfaction to explore the factors that predict nursing faculty's job satisfaction and intent to stay in academe. Institutional review board approval was obtained, and consent forms with self-administered questionnaires were posted on Survey Monkey. Participants included a convenience sample of nursing faculty teaching in baccalaureate and graduate nursing programs in Florida during the months of May and June 2010. Participants (N = 134) were directed to an on-line site to retrieve and complete the following questionnaires: (a) Job Satisfaction Survey, (b) Nurse Educators' Intent to Stay in Academe Scale, and (c) a researcher-designed demographic questionnaire. Highly educated, experienced nursing faculty reported having more intent to stay (P < .05) in academe. Conversely, age, health-related conditions, and family responsibilities were not significantly related to intent to stay. A significant relationship was found between the motivation-hygiene factor score and the intent to stay score, F(4, 94) = 13.196, P < .00. The significant relationship between the motivational factors (job satisfiers) and the hygiene factors (job dissatisfiers) and intent to stay indicated that the nursing faculty overall were satisfied with their jobs. The mean job satisfaction score was 105.20, with a standard deviation of 30.712. The results provide support that Herzberg's Motivation-Hygiene Theory is a strong predictor of nursing faculty's intent to stay in academe in Florida. Copyright © 2014 Elsevier Inc. All rights reserved.
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Quality of nursing doctoral education in seven countries: survey of faculty and students/graduates.
Kim, Mi Ja; Park, Chang Gi; McKenna, Hugh; Ketefian, Shake; Park, So Hyun; Klopper, Hester; Lee, Hyeonkyeong; Kunaviktikul, Wipada; Gregg, Misuzu F; Daly, John; Coetzee, Siedine; Juntasopeepun, Phanida; Murashima, Sachiyo; Keeney, Sinead; Khan, Shaheen
2015-05-01
This study aimed to compare the findings of the quality of nursing doctoral education survey across seven countries and discuss the strategic directions for improving quality. No comparative evaluation of global quality of nursing doctoral education has been reported to date despite the rapid increase in the number of nursing doctoral programmes. A descriptive, cross-country, comparative design was employed. Data were collected from 2007-2010 from nursing schools in seven countries: Australia, Japan, Korea, South Africa, Thailand, UK and USA. An online questionnaire was used to evaluate quality of nursing doctoral education except for Japan, where a paper version was used. Korea and South Africa used e-mails quality of nursing doctoral education was evaluated using four domains: Programme, Faculty (referring to academic staff), Resource and Evaluation. Descriptive statistics, correlational and ordinal logistic regression were employed. A total of 105 deans/schools, 414 faculty and 1149 students/graduates participated. The perceptions of faculty and students/graduates about the quality of nursing doctoral education across the seven countries were mostly favourable on all four domains. The faculty domain score had the largest estimated coefficient for relative importance. As the overall quality level of doctoral education rose from fair to good, the resource domain showed an increased effect. Both faculty and students/graduates groups rated the overall quality of nursing doctoral education favourably. The faculty domain had the greatest importance for quality, followed by the programme domain. However, the importance of the resource domain gained significance as the overall quality of nursing doctoral education increased, indicating the needs for more attention to resources if the quality of nursing doctoral education is to improve. © 2015 John Wiley & Sons Ltd.
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Can a comprehensive code of conduct discourage incivility in nursing students?
Authement, Renae
2016-08-01
This article discusses problems associated with incivility in nursing education and a proposed implementation strategy designed to decrease uncivil acts of student behavior. Like most colleges across the nation, this nursing program was experiencing an increase in acts of student incivility. Incivility, also called bullying, may include behaviors such as name calling, side conversations, and condescending language. The sample consisted of 94 third-semester nursing students and 6 faculty members. The Incivility in Nursing Education survey was used as a tool to measure student and faculty perceptions. Data from pre- and postimplementation surveys demonstrated scientific evidence of both faculty and student perception and a significant decrease in acts of uncivil behavior in the nursing program. Because the study was limited to one nursing program and included only third-semester nursing students, the results of the study may not be transferable to all nursing programs. The study revealed a reduction in perceived uncivil acts of behavior in the nursing program by faculty and students.
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ERIC Educational Resources Information Center
Coffman, Tammie J.
2017-01-01
Servant leadership characteristics and caring converged in exploration of faculty and students of private, Christian nursing schools. Faculty assessed their servant leadership behaviors while students disclosed their perceptions of faculty as caring persons. Students evaluated faculty positively on a six-point Likert scale (mean 5.26).…
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A strategy to address the nursing faculty shortage.
Ganley, Barbara J; Sheets, Ingrid
2009-07-01
This article describes one university's experience in creating a master's geriatric clinical nurse specialist-nurse educator program to address the nursing faculty shortage and the need for geriatric clinical nurse specialists. The successes and challenges are outlined, and curricular ideas that may be beneficial to other nursing programs also are presented. This program has enhanced the university's pool of clinical instructors, increased its ability to provide services to older adults, and allowed faculty to instruct and focus undergraduates in the distinctions of geriatric nursing care. The biggest challenges faced were marketing and recruitment of nurses; these challenges were addressed, and possible solutions are offered. The most immediate benefit of this program was the generation of geriatric clinical nurse specialists.
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Creating and sustaining an academic-practice Partnership Engagement Model.
Schaffer, Marjorie A; Schoon, Patricia M; Brueshoff, Bonnie L
2017-11-01
Public health clinical educators and practicing public health nurses (PHNs) are experiencing challenges in creating meaningful clinical learning experiences for nursing students due to an increase in nursing programs and greater workload responsibilities for both nursing faculty and PHNs. The Henry Street Consortium (HSC), a collaborative group of PHNs and nursing faculty, conducted a project to identify best practices for public health nursing student clinical learning experiences. Project leaders surveyed HSC members about preferences for teaching-learning strategies, facilitated development of resources and tools to guide learning, organized faculty/PHN pilot teams to test resources and tools with students, and evaluated the pilot team experiences through two focus groups. The analysis of the outcomes of the partnership engagement project led to the development of the Partnership Engagement Model (PEM), which may be used by nursing faculty and their public health practice partners to guide building relationships and sustainable partnerships for educating nursing students. © 2017 Wiley Periodicals, Inc.
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2012-01-01
Background To clarify the current state of communication between clinical nursing educators and nursing faculty members and the perceived difficulties encountered while teaching nursing students in clinical training in Japan. Methods We collected data via focus group interviews with 14 clinical nursing educators, two nursing technical college teachers, and five university nursing faculty members. Interview transcripts were coded to express interview content as conclusions for each unit of meaning. Similar compiled content was categorized. Results Difficulties in providing clinical training mentioned by both clinical educators and faculty members were classified into four categories: “difficulties with directly exchanging opinions,” “mismatch between school-required teaching content and clinical teaching content,” “difficulties with handling students who demonstrate a low level of readiness for training,” and “human and time limitations in teaching.” In some categories, the opinions of educators matched those of the faculty members, whereas in others, the problems differed according to position. Conclusions The Japanese culture and working conditions may affect communication between clinical educators and faculty members; however, a direct “opinion exchange” between them is crucial for improving the clinical teaching environment in Japan. PMID:23098211
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Partners in Research: Developing a Model for Undergraduate Faculty-Student Collaboration.
Reitmaier Koehler, Amy; Reveling Smith, Linda; Davies, Susan; Mangan-Danckwart, Deborah
2015-10-09
Maintaining scholarship while delivering an undergraduate nursing program is a challenge for nursing faculty. In this paper, we describe an approach that involves undergraduate nursing students in a program of faculty research, which evaluates new approaches to teaching and learning. Students work with faculty to develop a research proposal, identifying specific questions and exploring relevant literature. Projects may include original data collection with faculty supervision, or secondary analysis of existing datasets. Foci have included partnership learning between nursing students and older adults, models of sustainability for a traveling health clinic, and experiences of aging. Findings and recommendations feed into the broader faculty research agenda, provide a foundation for subsequent projects, and inform further development of educational programs. Students have presented at local and national conferences and developed papers for publication based on this joint work. We describe the benefits and challenges of these partnerships, drawing upon student and faculty reflections.
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Scholarly productivity for nursing clinical track faculty.
Tschannen, Dana; Anderson, Christine; Strobbe, Stephen; Bay, Esther; Bigelow, April; Dahlem, Chin Hwa Gina Y; Gosselin, Ann K; Pollard, Jennifer; Seng, Julia S
2014-01-01
Recent years have yielded substantial advancement by clinical track faculty in cohort expansion and collective contributions to the discipline of nursing. As a result, standards for progression and promotion for clinical faculty need to be more fully developed, articulated, and disseminated. Our school formed a task force to examine benchmarks for the progression and promotion of clinical faculty across schools of nursing, with the goal of guiding faculty, reviewers, and decision makers about what constitutes excellence in scholarly productivity. Results from analyses of curriculum vitae of clinical professors or associate professors at six universities with high research activity revealed a variety of productivity among clinical track members, which included notable diversity in the types of scholarly products. Findings from this project help quantify types of scholarship for clinical faculty at the time of promotion. This work provides a springboard for greater understanding of the contributions of clinical track faculty to nursing practice. Copyright © 2014 Elsevier Inc. All rights reserved.
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ERIC Educational Resources Information Center
Scebold, Jody L.
2016-01-01
The purpose of the study was to explore the emotional impact nursing faculty experience in relationship to nursing student academic dishonesty and the social and political factors that influence their decision to report suspected acts of academic dishonesty. The study was based on Fontana's 2009 study titled "Nursing Faculty Experiences of…
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Perceptions of Novice Clinical Adjunct Nursing Faculty
ERIC Educational Resources Information Center
Himmelberg, Layna
2011-01-01
The anticipated nursing shortage in the United States is well documented and continues to be a topic of discussion. A nationwide solution has been for nursing programs to increase their enrollment of nursing students. This could be difficult for many nursing schools; as many have a shortage of qualified nursing faculty with which to instruct…
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A Faculty Development Program for Nurse Educators Learning to Teach Online
ERIC Educational Resources Information Center
Lee, Debra; Paulus, Trena M.; Loboda, Iryna; Phipps, Gina; Wyatt, Tami H.; Myers, Carole R.; Mixer, Sandra J.
2010-01-01
As the College of Nursing at the University of Tennessee, Knoxville prepared to move their graduate programs online, a nursing faculty grass-roots movement led to the implementation of a faculty development program. This instructional design portfolio describes the design, development, implementation, and evaluation of this program, with the goal…
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Evaluation of nursing faculty through observation.
Crawford, L H
1998-10-01
The purpose of this study was to assess current use and faculty perceptions of classroom observation as a method of faculty evaluation in schools of nursing. Baccalaureate schools of nursing were surveyed to determine current use of classroom observation and its worth from the perception of administrators and faculty. Although most schools used classroom observation as a method of faculty evaluation, further clarification and research is needed in the following areas: purpose of classroom observation; number of observations necessary; weight given to classroom observation in relation to other evaluation methods; and tools used.
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Factors Influencing Part-time Faculty Engagement With Online Nursing Programs.
Reneau, Margaret; Wallace, Cara; Claywell, Lora; Price, Jill; Burdi, Melissa; Trybulski, Joanne
2018-03-28
This research investigated factors that influenced the engagement of part-time faculty teaching in online nursing programs with their institutions. Of the 257 part-time faculty surveyed, the most significant factor was being supported in decisions regarding student issues, followed by institutional commitment to quality online education. Compensation was moderately influential; a negative factor was requiring too frequent meetings. Understanding factors that influence the engagement of part-time faculty teaching in online nursing programs can help leaders of online programs attract and retain experienced, highly skilled faculty.
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Current Status of Nursing Informatics Education in Korea.
Jeon, Eunjoo; Kim, Jeongeun; Park, Hyeoun-Ae; Lee, Ji-Hyun; Kim, Jungha; Jin, Meiling; Ahn, Shinae; Jun, Jooyeon; Song, Healim; On, Jeongah; Jung, Hyesil; Hong, Yeong Joo; Yim, Suran
2016-04-01
This study presents the current status of nursing informatics education, the content covered in nursing informatics courses, the faculty efficacy, and the barriers to and additional supports for teaching nursing informatics in Korea. A set of questionnaires consisting of an 18-item questionnaire for nursing informatics education, a 6-item questionnaire for faculty efficacy, and 2 open-ended questions for barriers and additional supports were sent to 204 nursing schools via email and the postal service. Nursing schools offering nursing informatics were further asked to send their syllabuses. The subjects taught were analyzed using nursing informatics competency categories and other responses were tailed using descriptive statistics. A total of 72 schools (35.3%) responded to the survey, of which 38 reported that they offered nursing informatics courses in their undergraduate nursing programs. Nursing informatics courses at 11 schools were taught by a professor with a degree majoring in nursing informatics. Computer technology was the most frequently taught subject (27 schools), followed by information systems used for practice (25 schools). The faculty efficacy was 3.76 ± 0.86 (out of 5). The most frequently reported barrier to teaching nursing informatics (n = 9) was lack of awareness of the importance of nursing informatics. Training and educational opportunities was the most requested additional support. Nursing informatics education has increased during the last decade in Korea. However, the proportions of faculty with degrees in nursing informatics and number of schools offering nursing informatics courses have not increased much. Thus, a greater focus is needed on training faculty and developing the courses.
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Current Status of Nursing Informatics Education in Korea
Jeon, Eunjoo; Kim, Jeongeun; Lee, Ji-Hyun; Kim, Jungha; Jin, Meiling; Ahn, Shinae; Jun, Jooyeon; Song, Healim; On, Jeongah; Jung, Hyesil; Hong, Yeong Joo; Yim, Suran
2016-01-01
Objectives This study presents the current status of nursing informatics education, the content covered in nursing informatics courses, the faculty efficacy, and the barriers to and additional supports for teaching nursing informatics in Korea. Methods A set of questionnaires consisting of an 18-item questionnaire for nursing informatics education, a 6-item questionnaire for faculty efficacy, and 2 open-ended questions for barriers and additional supports were sent to 204 nursing schools via email and the postal service. Nursing schools offering nursing informatics were further asked to send their syllabuses. The subjects taught were analyzed using nursing informatics competency categories and other responses were tailed using descriptive statistics. Results A total of 72 schools (35.3%) responded to the survey, of which 38 reported that they offered nursing informatics courses in their undergraduate nursing programs. Nursing informatics courses at 11 schools were taught by a professor with a degree majoring in nursing informatics. Computer technology was the most frequently taught subject (27 schools), followed by information systems used for practice (25 schools). The faculty efficacy was 3.76 ± 0.86 (out of 5). The most frequently reported barrier to teaching nursing informatics (n = 9) was lack of awareness of the importance of nursing informatics. Training and educational opportunities was the most requested additional support. Conclusions Nursing informatics education has increased during the last decade in Korea. However, the proportions of faculty with degrees in nursing informatics and number of schools offering nursing informatics courses have not increased much. Thus, a greater focus is needed on training faculty and developing the courses. PMID:27200224
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An emerging role: the nurse content curator.
Brooks, Beth A
2015-01-01
A new phenomenon, the inverted or "flipped" classroom, assumes that students are no longer acquiring knowledge exclusively through textbooks or lectures. Instead, they are seeking out the vast amount of free information available to them online (the very essence of open source) to supplement learning gleaned in textbooks and lectures. With so much open-source content available to nursing faculty, it benefits the faculty to use readily available, technologically advanced content. The nurse content curator supports nursing faculty in its use of such content. Even more importantly, the highly paid, time-strapped faculty is not spending an inordinate amount of effort surfing for and evaluating content. The nurse content curator does that work, while the faculty uses its time more effectively to help students vet the truth, make meaning of the content, and learn to problem-solve. Brooks. © 2014 Wiley Periodicals, Inc.
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Writing for publication: perspectives of graduate nursing students and doctorally prepared faculty.
Dowling, Donna A; Savrin, Carol; Graham, Gregory C
2013-07-01
Publication is a common expectation for both faculty and graduate students in schools of nursing. Little is known about the perceptions of students and faculty regarding what supports or interferes with students' success in writing for publication. Perceptions of supports and barriers to writing for publication and the differences in perceptions between graduate nursing students and faculty were examined. A descriptive comparative design was used to sample master's (n = 62), Doctor of Nursing Practice (n = 66), and Doctor of Philosophy (n = 7) students and graduate faculty (n = 35) using two investigator-developed surveys. Students (71.1%) and faculty (57.6%) identified working with faculty and mentors as the greatest support. Students' primary barrier was finding time (64.5%). Faculty identified not knowing how to get started (63.6%) as the students' greatest barrier. Findings support that mentoring and finding sufficient time for writing are priorities for the development of a plan to support students in writing for publication. Copyright 2013, SLACK Incorporated.
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Nursing faculty teaching a module in clinical skills to medical students: a Lebanese experience.
Abdallah, Bahia; Irani, Jihad; Sailian, Silva Dakessian; Gebran, Vicky George; Rizk, Ursula
2014-01-01
Nursing faculty teaching medical students a module in clinical skills is a relatively new trend. Collaboration in education among medical and nursing professions can improve students' performance in clinical skills and consequently positively impact the quality of care delivery. In 2011, the Faculty of Medicine in collaboration with the Faculty of Health Sciences at the University of Balamand, Beirut, Lebanon, launched a module in clinical skills as part of clinical skills teaching to first-year medical students. The module is prepared and delivered by nursing faculty in a laboratory setting. It consists of informative lectures as well as hands-on clinical practice. The clinical competencies taught are hand-washing, medication administration, intravenous initiation and removal, and nasogastric tube insertion and removal. Around sixty-five medical students attend this module every year. A Likert scale-based questionnaire is used to evaluate their experience. Medical students agree that the module provides adequate opportunities to enhance clinical skills and knowledge and favor cross-professional education between nursing and medical disciplines. Most of the respondents report that this experience prepares them better for clinical rotations while increasing their confidence and decreasing anxiety level. Medical students highly appreciate the nursing faculties' expertise and perceive them as knowledgeable and resourceful. Nursing faculty participating in medical students' skills teaching is well perceived, has a positive impact, and shows nurses are proficient teachers to medical students. Cross professional education is an attractive model when it comes to teaching clinical skills in medical school.
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The Relationship of Nursing Faculty Clinical Teaching Behaviors to Student Learning
ERIC Educational Resources Information Center
Kube, Marcia L.
2010-01-01
Clinical experience is the most important component of nursing education (Gaberson & Oermann, 2007; Walker, 2005). As part of the clinical learning environment, the clinical teaching behaviors of nursing faculty have significant potential to influence students' learning. Nurse educators have a responsibility to provide nursing students with…
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Nursing Faculty Development at California Community Colleges amidst Healthcare Reform
ERIC Educational Resources Information Center
Tsao, Jane Ming Yao
2017-01-01
As the frontline nurse leaders, associate degree nursing (ADN) faculty members represent the key players for a seamless RN-BSN academic progression at the fundamental level of nursing education, which requires a balanced academic-clinical practice teaching. However, the Institute of Medicine's recommendation on expanded scope of nursing practice…
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Lateral Violence in Nursing: Implications and Strategies for Nurse Educators.
Sanner-Stiehr, Ericka; Ward-Smith, Peggy
Lateral violence among nurses persists as a prevalent problem, contributing to psychological distress, staff turnover, and attrition. Newly graduated nurses are at particular risk for being targets of lateral violence and experiencing its negative sequelae. Preparing student nurses to respond to lateral violence prior to entering the nursing may alter this scenario. A review of the literature was conducted to determine the potential for nursing faculty to change the cycle of lateral violence. Based on this review, we recommend 3 main strategies, specifically for nursing faculty, aimed at reducing incidences of lateral violence and preparing students to manage this phenomenon. First, curricular content can address integrating lateral violence content into simulation experiences and facilitating this knowledge into clinical experiences. Second, codes of conduct should guide behaviors for both students and faculty. Finally, as role models, faculty should be aware of their own behaviors, role model respectful communication, facilitate a courteous academic environment, and develop nurses capable of identifying and appropriately responding to lateral violence. Copyright © 2016 Elsevier Inc. All rights reserved.
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Nursing faculty--an endangered species?
De Young, S; Bliss, J B
1995-01-01
A present faculty shortage has been documented, and the potential for an even worse shortage in the future is very real. Implications of a continued shortage for both nursing education and practice are serious. They include limitations on enrollments leading to future nursing shortages, burnout of present faculty, or possible decline in the quality of programs. Contributing factors such as aging of educators, fewer graduate students going into teaching, non-competitive salaries, and increased job opportunities for nurses with graduate degrees are explored. Possible solutions include adding more education courses or tracks in graduate programs, obtaining increased federal funds for graduate education, emphasizing the many rewards and benefits of the faculty role, recruiting faculty from new areas, mentoring people into teaching, giving flexible teaching assignments to older faculty members, and making changes in the ways that clinical instruction is performed.
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ERIC Educational Resources Information Center
Rock, Kim Zuschek
2012-01-01
The purpose of this qualitative study was to better understand the transfer of learning by uncovering how various factors supported the integration of knowledge and skills gleaned from the Faculty Development: Integrated Technology into Nursing Education and Practice Initiative (ITNEP) programs into nursing education curricula. Through interviews…
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Del Fabbro, Letitia; Mitchell, Creina; Shaw, Julie
2015-03-01
It is imperative that nursing education addresses the issues arising from globalization. The adjustment challenges faced by international nursing students globally highlight the need to understand how nursing faculty experience and teach nursing classes with a mix of domestic and foreign students. This article reports on a participatory action research (PAR) study to examine and enhance the scholarly teaching of international nursing students. The overarching research question for this PAR was: How did participation in a PAR study contribute to shared learning and professional development of nursing faculty teaching international students? Five major themes were identified across the PAR: creating sharing spaces, recognizing and respecting diversity, developing and acknowledging teaching capabilities, utilizing precious time, and valuing the research. In summary, PAR was a useful approach to engage faculty in research by providing a process and a space to address concerns about the teaching and learning of international students. Copyright 2015, SLACK Incorporated.
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Faculty buy-in to teach alcohol and drug use screening.
Puskar, Kathy; Mitchell, Ann M; Kane, Irene; Hagle, Holly; Talcott, Kimberly S
2014-09-01
Educating nursing faculty about the use of an evidence-based practice to screen and intervene earlier along the continuum of alcohol and other drug use, misuse, and dependence is essential in today's health care arena. Misuse of alcohol and other drugs is a significant problem for both individual health and societal economic welfare. The purpose of this article is to describe nursing faculty buy-in for the implementation of an evidence-based addiction training program at a university-based school of nursing. Derived from an academic-community partnership, the training program results suggest implications for continuing education and curriculum innovation in schools of nursing and clinical practice. The training content presented can be used in continuing education for nursing faculty across all types of nursing school programs and professional nursing staff employed in multiple settings. The training program was funded by the Health Resources and Services Administration.
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Overview of the Robert Wood Johnson Foundation Nurse Faculty Scholars program.
Campbell, Jacquelyn; Ladden, Maryjoan D; McBride, Angela Barron; Cimino, Andrea; Kostas-Polston, Elizabeth; Deming, Katie
The Robert Wood Johnson Foundation Nurse Faculty Scholars program was created to address the nursing faculty shortage and thereby decrease the nursing shortage. The purpose of the study was to describe the program development, implementation, and ongoing outcome evaluation. Data on scholarly productivity, impact of research, research funding, and leadership positions were compiled, including an h-index (impact of publications) comparison with a comparison group of other interdisciplinary faculty at the same institutions of the 90 current and alumni scholars. There is evidence of the achievements of the individual scholars; however, the effect of the synergy of the multiple components of the program is difficult to capture in traditional evaluation strategies. The sense of possibility and responsibility (to the profession, to improving the health of all Americans, and to one's school of nursing and university) was a significant outcome of the program. Lessons learned from the program are important for the leadership development and retention of nursing faculty. Copyright © 2017 Elsevier Inc. All rights reserved.
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Expert clinician to clinical teacher: developing a faculty academy and mentoring initiative.
Reid, Tina P; Hinderer, Katherine A; Jarosinski, Judith M; Mister, Brenda J; Seldomridge, Lisa A
2013-07-01
The lack of sufficient numbers of qualified nursing faculty to prepare nursing students for entry into the field of nursing is of national and international concern. Recruiting expert clinicians and preparing them as clinical teachers is one approach to addressing the faculty shortage. Adequate training for the new role is paramount to promote job satisfaction and reduce attrition. Various models for orienting and preparing expert nurse clinicians as clinical educators are reported in the literature with little consensus or research to support a single approach. This paper describes a collaborative effort to prepare experienced registered nurse clinicians for new roles as part-time clinical faculty. Using a blend of learning strategies (face-to-face, online, simulation, and group mentoring sessions), this training experience was designed to cover content while promoting discussion of issues and challenges and providing much-needed mentorship. Outcomes include 12 new clinical faculty, 25% from groups underrepresented in nursing, with nine newly employed as part-time clinical teachers. Copyright © 2013 Elsevier Ltd. All rights reserved.
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Orientation, Evaluation, and Integration of Part-Time Nursing Faculty.
Carlson, Joanne S
2015-07-10
This study helps to quantify and describe orientation, evaluation, and integration practices pertaining to part-time clinical nursing faculty teaching in prelicensure nursing education programs. A researcher designed Web-based survey was used to collect information from a convenience sample of part-time clinical nursing faculty teaching in prelicensure nursing programs. Survey questions focused on the amount and type of orientation, evaluation, and integration practices. Descriptive statistics were used to analyze results. Respondents reported on average four hours of orientation, with close to half reporting no more than two hours. Evaluative feedback was received much more often from students than from full-time faculty. Most respondents reported receiving some degree of mentoring and that it was easy to get help from full-time faculty. Respondents reported being most informed about student evaluation procedures, grading, and the steps to take when students are not meeting course objectives, and less informed about changes to ongoing curriculum and policy.
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Differences in Faculty Development Needs: Implications for Educational Peer Review Program Design
ERIC Educational Resources Information Center
Toth, Kate E.; McKey, Colleen A.
2010-01-01
The purpose of faculty development in terms of the educational role is to assist faculty in becoming better educators. Educational peer review (EPR) is one method of faculty development. This article is based on a study that explored the different development needs of nursing faculty within a school of nursing at an Ontario university. The study…
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Writing for publication: faculty development initiative using social learning theory.
Sanderson, Bonnie K; Carter, Matt; Schuessler, Jenny B
2012-01-01
Demonstrating scholarly competency is an expectation for nurse faculty. However, there is hesitancy among some faculty to fully engage in scholarly activities. To strengthen a school of nursing's culture of scholarship, a faculty development writing initiative based on Social Learning Theory was implemented. The authors discuss this initiative to facilitate writing for publication productivity among faculty and the successful outcomes.
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Exploring the Pursuit of Doctoral Education by Nurses Seeking or Intending to Stay in Faculty Roles.
Dreifuerst, Kristina Thomas; McNelis, Angela M; Weaver, Michael T; Broome, Marion E; Draucker, Claire Burke; Fedko, Andrea S
2016-01-01
The purpose of this study was to describe the factors influencing the pursuit and completion of doctoral education by nurses intending to seek or retain faculty roles. Traditionally, doctoral education evolved to focus on the preparation of nurses to conduct scientific research, primarily through the doctor of philosophy programs. Most recently, the doctor of nursing practice degree emerged and was designed for advanced practice nurses to be clinical leaders who translate research into practice and policy. Nurses who pursue doctoral education in order to assume or maintain faculty roles must choose between these degrees if they desire a doctorate within the discipline; however, factors influencing their decisions and the intended outcomes of their choice are not clear. During this study, 548 nurses (current students or recent graduates of doctoral programs) completed a comprehensive survey to generate critical evidence about the factors influencing the choices made. Principal findings are related to the issues of time, money, and program selection. These findings can be used to develop strategies to increase enrollment and, therefore, the number of doctorally prepared faculty who are specifically prepared to excel as nursing faculty. Copyright © 2016 Elsevier Inc. All rights reserved.
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Faculty-perceived barriers and benefits to teaching tobacco cessation.
Lenz, Brenda K
2013-01-01
The study explored nurse faculty beliefs regarding patient tobacco use and the promotion of patient tobacco cessation.The second aim explored perceived barriers and benefits in teaching baccalaureate students about patient tobacco use and cessation. Nurse faculty have a role in ensuring that graduates entering the nursing profession are knowledgeable, skillful, and have the self-efficacy needed to take action regarding patient tobacco use and cessation. Four 90-minute focus group interviews were taped, transcribed, and analyzed. Two major themes were identified: barriers and opportunities. Barriers included a knowledge deficit about patient tobacco use and cessation, which lagged behind published evidence. Opportunities included perceptions that providing patient tobacco cessation should occur throughout the nursing process during nurse-patient interactions. Nursing faculty development regarding patient tobacco use and cessation needs to occur as well as the development and dissemination of curriculum resources.
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The Lived Experience of Professional Identity in Master Nursing Academics
ERIC Educational Resources Information Center
Becker, Brenda Anne
2013-01-01
Background: Minimal research exists regarding professional identity in nursing faculty. The established literature from teaching, nursing, and medicine shows professional identity promotes resilience, collaboration, and positive practice outcomes. These factors would be beneficial in the recruitment, orientation, and retention of nursing faculty.…
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Cognitive dissonance experienced by nurse practitioner faculty.
Fontenot, Holly B; Hawkins, Joellen W; Weiss, Josie A
2012-08-01
The purpose of this study was to explicate the concept of cognitive dissonance as experienced and reported by nurse practitioner (NP) faculty members. Responses from NP faculty members to an online survey about their experiences with cognitive dissonance. The respondents detailed their experiences with cognitive dissonance, citing differences between expectations for which they are rewarded and those for which they are paid. Expecting all faculty members to excel in practice, research, teaching, and service may create unrealistic workloads for NP faculty members. Examining expectations and considering creation of a clinical track for faculty who practice may be options administrators of NP programs might explore. ©2012 The Author(s) Journal compilation ©2012 American Academy of Nurse Practitioners.
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ERIC Educational Resources Information Center
Horsley, Trisha Leann
2012-01-01
Nursing schools design their clinical simulation labs based upon faculty's perception of the optimal environment to meet the students' learning needs, other programs' success with integrating high-tech clinical simulation, and the funds available. No research has been conducted on nursing faculty presence during a summative evaluation. The…
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Integrated learning through student goal development.
Price, Deborah; Tschannen, Dana; Caylor, Shandra
2013-09-01
New strategies are emerging to promote structure and increase learning in the clinical setting. Nursing faculty designed a mechanism by which integrative learning and situated coaching could occur more readily in the clinical setting. The Clinical Goals Initiative was implemented for sophomore-, junior-, and senior-level students in their clinical practicums. Students developed weekly goals reflecting three domains of professional nursing practice. Goals were shared with faculty and staff nurse mentors at the beginning of the clinical day to help guide students and mentors with planning for learning experiences. After 6 weeks, faculty and students were surveyed to evaluate project effectiveness. Faculty indicated that goal development facilitated clinical learning by providing more student engagement, direction, and focus. Students reported that goal development allowed them to optimize clinical learning opportunities and track their growth and progress. Faculty and students indicated the goals promoted student self-learning, autonomy, and student communication with nurse mentors and faculty. Copyright 2013, SLACK Incorporated.
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Arimoto, Azusa; Gregg, Misuzu F; Nagata, Satoko; Miki, Yuko; Murashima, Sachiyo
2012-07-01
Evaluation of doctoral programs in nursing is becoming more important with the rapid increase in the programs in Japan. This study aimed to evaluate doctoral nursing programs by faculty members and to analyze the relationship of the evaluation with educational and research activities of faculty members in Japan. Target settings were all 46 doctoral nursing programs. Eighty-five faculty members from 28 programs answered the questionnaire, which included 17 items for program evaluation, 12 items for faculty evaluation, 9 items for resource evaluation, 3 items for overall evaluations, and educational and research activities. A majority gave low evaluations for sources of funding, the number of faculty members and support staff, and administrative systems. Faculty members who financially supported a greater number of students gave a higher evaluation for extramural funding support, publication, provision of diverse learning experiences, time of supervision, and research infrastructure. The more time a faculty member spent on advising doctoral students, the higher were their evaluations on the supportive learning environment, administrative systems, time of supervision, and timely feedback on students' research. The findings of this study indicate a need for improvement in research infrastructure, funding sources, and human resources to achieve quality nursing doctoral education in Japan. Copyright © 2011 Elsevier Ltd. All rights reserved.
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Faculty Practice: Facilitation of Clinical Integrations into the Academic Triad Model.
ERIC Educational Resources Information Center
Newland, Jamesetta A.; Truglio-Londrigan, Marie
2003-01-01
Uses the Pace University School of Nursing as an example of the evolution of models of nursing faculty practice. Discusses outcomes of evaluation of faculty practice through surveys and interviews: formation of a support group for faculty involved in practice and recommendations for university-wide culture change regarding the academic triad.…
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Lovrić, Robert; Prlić, Nada; Zec, Davor; Pušeljić, Silvija; Žvanut, Boštjan
2015-01-01
The students' assessment of clinical faculty competencies and the faculty members' self-assessment can provide important information about nursing clinical education. The aim of this study was to identify the differences between the students' assessment of the clinical faculty member's competencies and the faculty member's self-assessment. These differences can reveal interesting insights relevant for improving clinical practice.
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The department chair position in academic nursing.
Kirkpatrick, M K
1994-01-01
There is a dearth of information on the role of the department chairperson in the nursing literature. As defined in this article, a chairperson is the middle manager and interface between the dean and the faculty. Chairperson refers to the leader of an adult health, maternal/parent child, community, or mental health department who reports to the dean of the School of Nursing. Using transitional theories as the undergirding framework, this article describes the transition from faculty to a chairperson position and the roles and responsibilities of the position. The chairperson must facilitate positive relationships, increase faculty productivity, and empower faculty. This constitutes the foundation for chairperson to facilitate greater faculty development, teaching excellence, and relationships. Implications for ways that nursing leaders may improve this position through the evaluative process are explored.
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The Relationships among Job Satisfaction, Length of Employment, and Mentoring of Nursing Faculty
ERIC Educational Resources Information Center
Suzan, Zelda
2016-01-01
The shortage of faculty in nursing education programs has been well documented by the National League for Nursing. Job satisfaction is important in retaining nurse educators, and one New York nursing program was interested in examining the potential impact of mentoring on satisfaction. The purpose of this quantitative study was to examine job…
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ERIC Educational Resources Information Center
Leiker, Tona L.
2011-01-01
Nursing education is at a crossroad today. Stressors in nursing programs include expanding enrollments to meet growing workforce demands for more registered nurses, demanding workloads with low average nursing faculty salaries compared to practice peers, and growing numbers of faculty retirements. The purpose of this study was to identify the…
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Thungjaroenkul, Petsunee; G Cummings, Greta; Tate, Kaitlyn
2016-09-01
A shortage of nurse educators generates a systemic problem in nursing education. A model to develop interventions directed at enhancing graduate nursing student interest in assuming a future faculty role is needed. This study used a social cognitive career theory perspective to examine the effects of past performance in teaching and supervision, social influence, observing others teaching, perceived task demands for nurse educators, self-efficacy, and outcome expectations on Thai graduate nursing students' (n=236) interest to become a nurse educator. Results of structural equation modeling analyses revealed that social influence and past performance in teaching and supervision had significant effects on interest to become a nurse educator when mediated by self-efficacy and outcome expectations. Observing others teaching and perceived task demands for nurse educators did not significantly predict interest in faculty roles. These findings provide new knowledge about factors and their influence on the development of interest to assume faculty roles. Implications for nursing education include the design of feasible graduate curricula that enhance students' abilities in faculty role and increases valuation of teaching careers. Copyright © 2016 Elsevier Ltd. All rights reserved.
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Human resources in nursing education: a worldwide crisis.
Potempa, Kathleen M; Redman, Richard W; Landstrom, Gay
2009-01-01
The global shortage of nurses is escalating. A key contributing factor to the production of new nurses is the growing shortage of qualified faculty. This paper explores the forces influencing the global faculty shortage, including those that increase demand and those that limit the supply of nursing faculty. The authors discuss potential solutions to the shortage, placing particular emphasis on leveraging the strengths of the profession to accelerate the progression of nurses to graduate school, the enhancement of funding for graduate education, changing the paradigm of clinical education, and the expansion of the science base for practice.
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Using nonfaculty registered nurses to facilitate high-fidelity human patient simulation activities.
Foster, Janet G; Sheriff, Susan; Cheney, Susan
2008-01-01
Maximizing faculty resources using nonfaculty registered nurses to supervise high-fidelity human-patient simulation is an innovative strategy for addressing the nursing faculty shortage and preparing graduates to practice safely in hospitals. The authors describe their use of nonfaculty registered nurses and its outcomes.
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ERIC Educational Resources Information Center
Ojewole, Foluso O.
2013-01-01
The purpose of this quantitative research study was to identify the critical thinking dispositions of undergraduate nursing students and nursing faculty in Southwestern Nigeria. Critical thinking dispositions are required for critical thinking skills. People who have critical thinking disposition exhibit seven traits: truth-seeking,…
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Facilitating Student Learning in the Acute Care Setting: Nursing Faculty Perspectives
ERIC Educational Resources Information Center
Flott, Elizabeth A.
2017-01-01
Nursing education programs are experiencing many trends impacting the preparation of students including a nursing faculty shortage and a lack of quality clinical sites. In addition, literature is finding new nurse graduates unprepared when entering practice, lacking the required critical thinking, delegation, and prioritization skills necessary to…
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Attitudes of Nursing Faculty towards Nursing Students with Disabilities: An Integrative Review
ERIC Educational Resources Information Center
Levey, Janet A.
2014-01-01
The Americans with Disabilities Act (ADA, 1990) and Americans with Disabilities Act Amendments Act (ADAAA, 2008) provide students with disabilities access to postsecondary institutions and are applicable to nursing education in all learning environments. Nursing faculty members are charged with admitting, educating, and graduating students, with…
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Faculty workload and collegial support related to proportion of part-time faculty composition.
Adams, D A
1995-10-01
Part-time faculty use has become more prevalent in higher education in response to enrollment shifts and budgetary constraints. This descriptive, exploratory study used a mailed survey to investigate whether full-time nursing faculty perceptions of workload and collegial support differ with changes in the proportion of part-time faculty in Comprehensive I baccalaureate nursing programs. Workload was measured by Dick's Workload Instrument. Collegial support was measured by the Survey of Collegial Communication, adapted by Beyer, which was based on Likert's organizational model. Schools were partitioned into three strata based on the proportion of part-time faculty employed (low, medium, and high). A 30% sample of schools were randomly selected from each stratum (10 schools from each). Within each selected school, six full-time undergraduate faculty were chosen by their respective deans to participate. The total response rate was 89.4%. The results of this study did not support assertions about part-time faculty use in the literature and existing accreditation standards. Findings indicated that there were significant differences in reported total faculty workload when varying proportions of part-time faculty are employed. Faculty in nursing programs with medium proportions of part-time faculty reported higher average total workloads per week than faculty in programs with low and high proportions of part-timers. Another finding demonstrated that full-time faculty in nursing programs with high proportions of part-time faculty spend fewer hours in direct clinical supervision of their students when compared with faculty in the other two strata. There were, however, no differences in perceived collegial support among full-time faculty participants. It was recommended that further research be conducted to investigate specific workload differences found in this study using more precise quantitative measures. Communication and collegiality between part-time and full-time faculty should be further developed and researched under more controlled conditions. Case studies of arrangements that make part-time faculty use beneficial are needed. Other variables such as leadership style, scholarly productivity, and morale and their relationship to the proportion of part-time faculty employed in the nursing program should be investigated.
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Teaching experiences of second degree accelerated baccalaureate nursing faculty.
Cangelosi, Pamela R
2013-11-19
Despite the extraordinary growth of accelerated second degree baccalaureate nursing programs, little research has been conducted about the experiences of faculty teaching these students. Using a hermeneutic phenomenological approach, this study explored the experiences of 14 accelerated second degree baccalaureate faculty from the eastern region of the United States. The data revealed that many faculty teaching second degree students feel unprepared and want guidance on how to teach these students, which was identified in the theme, Figuring It Out On My Own. This article describes this study and the implications of this theme for faculty recruitment and retention in accelerated second degree baccalaureate nursing programs.
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Teaching home care electronic documentation skills to undergraduate nursing students.
Nokes, Kathleen M; Aponte, Judith; Nickitas, Donna M; Mahon, Pamela Y; Rodgers, Betsy; Reyes, Nancy; Chaya, Joan; Dornbaum, Martin
2012-01-01
Although there is general consensus that nursing students need knowledge and significant skill to document clinical findings electronically, nursing faculty face many barriers in ensuring that undergraduate students can practice on electronic health record systems (EHRS). External funding supported the development of an educational innovation through a partnership between a home care agency staff and nursing faculty. Modules were developed to teach EHRS skills using a case study of a homebound person requiring wound care and the Medicare-required OASIS documentation system. This article describes the development and implementation of the module for an upper-level baccalaureate nursing program located in New York City. Nursing faculty are being challenged to develop creative and economical solutions to expose nursing students to EHRSs in nonclinical settings.
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Claywell, Lora; Wallace, Cara; Price, Jill; Reneau, Margaret; Carlson, Kathleen
2016-01-01
This study determined the relationships between faculty participation in online discussions with student satisfaction and perceived learning in online RN-BSN and MSN courses. Analysis of faculty participation in online courses (n = 280) demonstrated a relationship between faculty participation and student satisfaction and perceived learning. The results of this study offer guidance on the minimal faculty participation necessary in online discussions in nursing courses.
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ERIC Educational Resources Information Center
Frye, Nadeena D.
2015-01-01
The purpose of this correlation study was to examine the perceptions of faculty-to-faculty incivility among nurse educators and its relationship to role satisfaction and workplace commitment in order to better understand the dynamics of these professionals. A purposeful convenience sample consisted of 114 volunteer participants from a population…
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ERIC Educational Resources Information Center
Loyd, Vanessa
2015-01-01
This study explored and described the experience of female African-American nursing faculty seeking employment in higher education in nursing. The lack of diversity in the nursing workforce has been attributed as a major underlying cause of disparity in healthcare in the United States. The importance of increasing the number of minority nursing…
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Exploring faculty perceptions towards electronic health records for nursing education.
Kowitlawakul, Y; Chan, S W C; Wang, L; Wang, W
2014-12-01
The use of electronic health records in nursing education is rapidly increasing worldwide. The successful implementation of electronic health records for nursing education software program relies on students as well as nursing faculty members. This study aimed to explore the experiences and perceptions of nursing faculty members using electronic health records for nursing education software program, and to identify the influential factors for successful implementation of this technology. This exploratory qualitative study was conducted using in-depth individual interviews at a university in Singapore. Seven faculty members participated in the study. The data were gathered and analysed at the end of the semester in the 2012/2013 academic year. The participants' perceptions of the software program were organized into three main categories: innovation, transition and integration. The participants perceived this technology as innovative, with both values and challenges for the users. In addition, using the new software program was perceived as transitional process. The integration of this technology required time from faculty members and students, as well as support from administrators. The software program had only been implemented for 2-3 months at the time of the interviews. Consequently, the participants might have lacked the necessary skill and competence and confidence to implement it successfully. In addition, the unequal exposure to the software program might have had an impact on participants' perceptions. The findings show that the integration of electronic health records into nursing education curricula is dependent on the faculty members' experiences with the new technology, as well as their perceptions of it. Hence, cultivating a positive attitude towards the use of new technologies is important. Electronic health records are significant applications of health information technology. Health informatics competency should be included as a required competency component in faculty professional development policy and programmes. © 2014 International Council of Nurses.
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Robert Wood Johnson Foundation Nurse Faculty Scholars program leadership training.
Campbell, Jacquelyn C; McBride, Angela Barron; Etcher, LuAnn; Deming, Katie
The Robert Wood Johnson Foundation Nurse Faculty Scholars program was created to address the nursing shortage via development of the next generation of national leaders in academic nursing. The leadership training combined development at the scholar's home institution with in-person didactic and interactive sessions with notable leaders in nursing and other disciplines. A curriculum matrix, organized by six domains, was evaluated quantitatively and qualitatively. What set this program apart is that it immersed junior faculty in concerted leadership development with regard to all aspects of the faculty role so that teaching interactively, making use of the latest in information technology, giving testimony before a policy-making group, participating in strategic planning, and figuring out how to reduce the budget without jeopardizing quality were all envisioned as part of the faculty role. The domains covered by this program could easily be used as the framework to plan other leadership-development programs for the next generation of academic leaders. Copyright © 2017 Elsevier Inc. All rights reserved.
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Meyer, Jacqueline Rose
The purpose of this qualitative research was to explore perspectives of administrators (n = 581) regarding advantages and challenges of employing part-time nurse faculty (PTNF) in schools of nursing in the United States. The nursing faculty shortage has resulted in increased reliance on PTNF who are clinical experts but often inexperienced as educators. A broader evidence base is necessary to develop effective strategies to support and retain these faculty members. Deans and directors of schools of nursing were invited to complete an online survey with two open-ended questions about the use of PTNF. Five themes emerged from the qualitative descriptive analysis: clinical practice as primary role, diversity of educational approaches, effects on full-time faculty role, economic impact, and contracted educator role. Both positive and negative aspects of each theme were identified. Results of this study support specific efforts to provide professional development and support to PTNF.
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Starkey, Traci J
2015-05-01
As the demographics of the United States change, nursing will need to become more ethnically diverse in order to provide culturally responsive healthcare. Enrollment of English as Second Language nursing students is increasing; however, these students often encounter academic difficulties. The increase in English as Second Language nursing students in the classroom and clinical setting has posed challenges for nurse faculty. To explore the critical factors that influence faculty attitudes and perceptions of teaching English as Second Language nursing students. A grounded theory method based on the philosophical underpinnings of symbolic interactionism and pragmatism was used to explore the critical factors that influence faculty attitudes and perceptions of teaching English as Second Language nursing students. The study took place at various schools of nursing in the Southeast Florida area. Educators teaching in an associate, baccalaureate, and/or graduate nursing program at an accredited school of nursing. Semi-structured interviews and a focus group were conducted to collect data from nurse faculty. Data segments from interviews were coded, categorized, and analyzed. Theoretical sampling and a focus group interview were used to validate the concepts, themes, and categories identified during the individual interviews. A substantive level theory was developed. The core category that developed was conscientization. The three dominant categories that emerged from the data were overcoming, coming to know, and facilitating. The theoretical framework of conscientization provided an explanation of the social processes involved in teaching English as Second Language nursing students. The theoretical framework developed from this study can be used to increase the effectiveness of teaching English as Second Language nursing students, improve their chances of success, and enhance diversity in the nursing profession. Copyright © 2015 Elsevier Ltd. All rights reserved.
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Think Like a Nurse: A Critical Thinking Initiative.
Ward, Terry D; Morris, Tiffany
2016-01-01
Critical thinking is essential in the practice of the nurse generalist, today. Nursing faculty is frequently trying to identify teaching strategies in promoting critical thinking and engaging students in active learning. To close the gap between critical thinking and student success, a school in the south east United States implemented the use of the 'think like a nurse initiative" for incoming junior nursing students. Faculty collaborated to adopt the fundamental and essential nursing concepts for nursing students to support thinking like a nurse.
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Students' Perceptions of Bullying Behaviours by Nursing Faculty
ERIC Educational Resources Information Center
Cooper, Janet R. M.; Walker, Jean; Askew, Rebecca; Robinson, Jennifer C.; McNair, Mary
2011-01-01
This study describes the types, sources, and frequency of bullying behaviours encountered by nursing students in their final year of nursing education. Six hundred thirty-six respondents reported encountering at least one bullying behaviour from School of Nursing (SON) Faculty during one year of classroom or clinical course work. The results of…
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Enhancing Wellness in a High School: A Community Partnership.
ERIC Educational Resources Information Center
Newfield, Susan A.; Johnson, Dorothy M. B.
2001-01-01
Describes a partnership between a school district and a university school of nursing to meet the wellness needs of highschool students reporting high-risk behaviors. The school nurse, school of nursing faculty, and nursing students provided wellness programs to students, faculty, and staff. Positive evaluations and high demand for the services…
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LaSala, Kathleen B; Wilson, Vicki; Sprunk, Elizabeth
2016-01-01
There are an increasing number of nursing academic administrators who identify themselves as victims of faculty incivility. This study examined experiences that academic administrators encountered with faculty incivility using a phenomenological research design. Three major themes emerged: faculty inappropriate behaviors, consequences of faculty behaviors on administrator targets, and administrators call for action. Findings revealed that incivility had devastating effects on administrators personally and professionally.
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Nursing Faculty and Academic Integrity
ERIC Educational Resources Information Center
Wilson, Cecilia E.
2013-01-01
Insufficient information exists regarding the process influencing faculty decisions, specifically in the area of maintaining academic integrity in an online environment. The purpose of the study was to explore the experiences and decision-making process of nursing faculty related to maintaining academic integrity in an online environment. The…
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Current State of Test Development, Administration, and Analysis: A Study of Faculty Practices.
Bristol, Timothy J; Nelson, John W; Sherrill, Karin J; Wangerin, Virginia S
Developing valid and reliable test items is a critical skill for nursing faculty. This research analyzed the test item writing practice of 674 nursing faculty. Relationships between faculty characteristics and their test item writing practices were analyzed. Findings reveal variability in practice and a gap in implementation of evidence-based standards when developing and evaluating teacher-made examinations.
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Does race still matter in nursing? The narratives of African-American nursing faculty members.
Beard, Kenya V; Julion, Wrenetha A
The rise in undergraduate enrollment of African-American students has not translated into more African-American faculty members, although they could mentor minority students and promote an ethos that encourages their academic success. Discrimination against African-American faculty members continues, which could lessen their presence. This study explored the narratives of 23 African-American faculty members to determine if race still matters in nursing. A narrative approach grounded in social constructionism and critical race theory was used to illustrate the journey of African-American faculty into and throughout academia and to reveal factors related to decisions to enter and remain in academia. Most of the participants stated that they faced racial discrimination that tested their resilience and reinforced their commitment to the academy. Intentional actions and open discourse could strengthen institutional commitments to racial diversity and facilitate the recruitment and retention of racially diverse nursing faculties. Copyright © 2016 Elsevier Inc. All rights reserved.
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Kling, Vera G
2010-11-01
Nurse educators seek innovative strategies to maximize student learning in the classroom and clinical settings. Students enrolled in a nursing leadership and management course often find they spend more clinical time observing leaders than practicing the necessary skills to lead others in the provision of nursing care. In addition, opportunities to explore the nurse educator role often do not exist in baccalaureate nursing education, despite the shortage of nurse educators. An experience was developed in a baccalaureate nursing program to give senior students, under supervision of faculty, the opportunity to lead and evaluate lower-level students providing patient care in the clinical setting and to experience the role of nursing faculty. Feedback from senior students was positive, and students noted increased proficiency in leadership ability and critical thinking. Student interest in the nurse educator role was also enhanced. Program expansion and evaluation with faculty, clinical staff, and patients are planned. Copyright 2010, SLACK Incorporated.
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Generating Gratitude in the Workplace to Improve Faculty Job Satisfaction.
Stegen, Amy; Wankier, Jamie
2018-06-01
The current nursing shortage affects all settings. In an effort to promote retention of nursing faculty, an "attitude of gratitude" was cultivated to improve job satisfaction and increase collaboration in one school of nursing. This was a quantitative study using a convenience sample of faculty at one school of nursing. A presurvey of faculty on perceived gratitude levels and job satisfaction was administered prior to the start of the school year. Multiple gratitude interventions were implemented throughout the year and a postsurvey was administered to measure the effectiveness of interventions. The findings of this study show an improvement of 17.9% in overall job satisfaction, which is consistent with other studies on the topic. Collaboration was not affected by gratitude interventions. Implementing gratitude is a cost-effective and easy way to improve job satisfaction to increase faculty retention rates. [J Nurs Educ. 2018;57(6):375-378.]. Copyright 2018, SLACK Incorporated.
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Survey of outcomes in a faculty development program on simulation pedagogy.
Roh, Young Sook; Kim, Mi Kang; Tangkawanich, Thitiarpha
2016-06-01
Although many nursing programs use simulation as a teaching-learning modality, there are few systematic approaches to help nursing educators learn this pedagogy. This study evaluates the effects of a simulation pedagogy nursing faculty development program on participants' learning perceptions using a retrospective pre-course and post-course design. Sixteen Thai participants completed a two-day nursing faculty development program on simulation pedagogy. Thirteen questionnaires were used in the final analysis. The participants' self-perceived learning about simulation teaching showed significant post-course improvement. On a five-point Likert scale, the composite mean attitude, subjective norm, and perceived behavioral control scores, as well as intention to use a simulator, showed a significant post-course increase. A faculty development program on simulation pedagogy induced favorable learning and attitudes. Further studies must test how faculty performance affects the cognitive, emotional, and social dimensions of learning in a simulation-based learning domain. © 2015 Wiley Publishing Asia Pty Ltd.
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Academic nurse leaders' role in fostering a culture of civility in nursing education.
Clark, Cynthia M; Springer, Pamela J
2010-06-01
Academic incivility is disruptive behavior that substantially or repeatedly interferes with teaching and learning. Incivility on college campuses jeopardizes the welfare of all members of the academy. Academic nurse leaders play a critical role in preventing and addressing academic incivility because these behaviors can negatively affect learning and harm faculty-student relationships. Although studies on student and faculty incivility have been conducted in nursing education, there are no known studies regarding the perceptions of academic nurse leaders about this problem. This is the first known study to investigate the perceptions of 126 academic nurse leaders (deans, directors, and chairpersons) from 128 associate degree in nursing and bachelor of science nursing programs in a large western state. Academic nurse leaders responded to five open-ended questions regarding their perceptions of stressors that affect nursing faculty and students, the uncivil behaviors exhibited by both groups, and the role of leadership in preventing and addressing incivility in nursing education. Copyright 2010, SLACK Incorporated.
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A grounded theory of faculty's use of humanization to create online course climate.
Cox-Davenport, Rebecca A
2014-03-01
The purpose of this research was to study the way faculty establish course social presence in an online course. The community of inquiry model by Garrison, Anderson, and Archer distinguished the area of social presence as an important component of online learning, and this study sought to understand how faculty perceive and create social presence in their online classroom. By employing a grounded theory approach, a substantive theory was developed to explain the way in which faculty create and maintain an online course climate. The sample consisted of 10 nursing faculty teaching various master's in nursing courses. Through a rigorous qualitative process using nursing faculty interviews and online course analysis, humanization was found to be the core category in setting online course climate. Faculty's efforts to humanize the climate lead each member of the community to view the other members as real, thereby enabling the establishment of online social presence.
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Social media in nurse education: Utilization and E-professionalism.
Duke, Valda J A; Anstey, Allan; Carter, Sandra; Gosse, Natalie; Hutchens, Karen M; Marsh, Janice A
2017-10-01
To explore faculty and student utilization of social media and its professional implications in nurse education. A descriptive study. Five hundred six Bachelor of Nursing students, 112 Practical Nursing students and 74 faculty members were invited to complete a questionnaire of 28 questions relating to social media. Three hundred thirty-seven students and 29 faculty responded. Students spent significantly more time using social media compared to faculty and both groups used it mainly for personal use. However, almost twice as many students used social media for educational purposes than did faculty (58.5% vs 27.6%, p<0.001). While almost 96% of students used social media to talk about academic related problems, only 28% of faculty did so (p<0.000). Almost 60% of faculty expressly disagreed with using social media to discuss academic related problems. YouTube and text messaging were popular platforms for educational purposes. While Facebook was also a popular educational site for students (95% used it for informal learning; 67% for formal learning), it was much less commonly used by faculty (45% used it for informal learning; 17% for formal learning). More students than faculty felt that they were aware of privacy features, and of the professional behavior expected when using social media. In addition, more students (90.7%) than faculty (71.43%) used these privacy features (p<0.000). However, 100% of students compared to only 13.79% of faculty reported that they had posted information that they would not want a prospective employer/member of academic staff to view (p=0.003). There is a high reported usage of social media among students and faculty. Utilization of public platforms, while potentially beneficial, can have professional implications if not used appropriately with both personal and academic use. Developing best practice approaches for using social media in nurse education is essential to ensure that faculty and students are informed of e-professionalism. Copyright © 2017 Elsevier Ltd. All rights reserved.
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Quality of nursing doctoral education in Korea: towards policy development.
Ja Kim, Mi; Gi Park, Chang; Kim, Minju; Lee, Hyeonkyeong; Ahn, Yang-Heui; Kim, Euisook; Yun, Soon-Nyoung; Lee, Kwang-Ja
2012-07-01
This article is a report on an international study of the quality of nursing doctoral education; herein, we report findings for Korea. Specific aims were to: examine the validity and reliability of the quality of nursing doctoral education questionnaire; and identify contributing factors and domain(s) for improvement. The quality of nursing doctoral education has been a worldwide concern with the recent rapid increase in number of nursing doctoral programmes around the world, and comprehensive evaluation is needed for policy recommendations. A cross-sectional descriptive study, conducted from October 2006 to January 2007, used an online questionnaire evaluating four domains: programme, faculty, resources and evaluation. Seven deans, 48 faculty, 52 graduates and 87 students from 14 nursing schools participated. Content and construct validity, and construct reliability of the questionnaire were established. Overall, participants reported that the perceived quality of private universities/schools was significantly higher than that of public/national universities. A higher ratio of doctoral to non-doctoral students was significantly associated with higher quality. The domains of programme, faculty and resources were highly correlated. The programme was the most important domain; availability of sufficient materials and information for students most needed improvement. Overall, faculty perceived the quality of the programme, faculty and resources as more positively than did the graduates and students. This study provides useful policy guidance for nurse educators worldwide for improving doctoral programmes and faculty's role in educating students. Further study is recommended that examines contributing factors to quality doctoral education. © 2011 Blackwell Publishing Ltd.
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Abbott-Anderson, Kristen; Gilmore-Bykovskyi, Andrea; Lyles, Annmarie A
The ability to successfully mentor others is an essential skill necessary for building and strengthening an infrastructure of well-prepared nurse faculty to accelerate advancements in nursing science. Mentoring is a fundamental part of the nurse faculty role, but new faculty are often unprepared to take on mentoring roles early in their academic career. Applied training in research mentoring initiated during doctor of philosophy (PhD) programs may better prepare future faculty to manage teaching and mentoring responsibilities earlier and with greater confidence. The unique opportunity exists for PhD students to engage in research mentoring with undergraduate nursing students, with probable benefits for both the mentor and the mentee. This manuscript uses Kram's temporal mentoring model as a guide to examine the training experiences of 3 PhD students mentoring undergraduate nursing students and discusses the benefits and challenges associated with these mentoring relationships. Collectively, these experiences provide preliminary support and guidance for the development and adoption of formal PhD mentor training programs to better prepare future PhD nursing faculty for their mentoring responsibilities. Copyright © 2016 Elsevier Inc. All rights reserved.
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Exploring Job Satisfaction of Nursing Faculty: Theoretical Approaches.
Wang, Yingchen; Liesveld, Judy
2015-01-01
The Future of Nursing report identified the shortage of nursing faculty as 1 of the barriers to nursing education. In light of this, it is becoming increasingly important to understand the work-life of nursing faculty. The current research focused on job satisfaction of nursing faculty from 4 theoretical perspectives: human capital theory, which emphasizes the expected monetary and nonmonetary returns for any career choices; structural theory, which emphasizes the impact of institutional features on job satisfaction; positive extrinsic environment by self-determination theory, which asserts that a positive extrinsic environment promotes competency and effective outcomes at work; and psychological theory, which emphasizes the proposed relationship between job performance and satisfaction. In addition to the measures for human capital theory, institutional variables (from structural theory and self-determination theory), and productivity measures (from psychological theory), the authors also selected sets of variables for personal characteristics to investigate their effects on job satisfaction. The results indicated that variables related to human capital theory, especially salary, contributed the most to job satisfaction, followed by those related to institutional variables. Personal variables and productivity variables as a whole contributed as well. The only other variable with marginal significance was faculty's perception of institutional support for teaching. Published by Elsevier Inc.
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Knowledge and Beliefs Regarding Pain in a Sample of Nursing Faculty.
ERIC Educational Resources Information Center
Ferrell, Betty R.; And Others
1993-01-01
A survey of 498 nursing faculty showed that knowledge and beliefs about pain and the content of nursing curriculum on the topic were less than optimal. Particularly lacking areas included pain relief, pharmacological interventions, and differentiation of acute from chronic pain. (SK)
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A Doctorate--Necessary but Not Sufficient.
ERIC Educational Resources Information Center
Perry, Shannon E.
1982-01-01
The author argues that nursing faculty need more than a Ph.D. to be considered scholars in the field. A discussion of technical versus professional education in nursing is presented along with an examination of faculty rules for promotion and tenure in schools of nursing. (CT)
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Preparing for practice: Nursing intern and faculty perceptions on clinical experiences.
AlThiga, Hanan; Mohidin, Sharifah; Park, Yoon Soo; Tekian, Ara
2017-04-01
Clinical experience and exposure to real patients are required elements of nursing education. Trainees in nursing are expected to be prepared adequately for the hard-working environment, increasing patient complexity, and higher-level competencies. This study investigates differences between nursing interns and clinical faculty on actual and perceived importance of educational preparation and development of clinical competencies, focusing on the nursing curriculum and transition to practice. A convenient sampling technique with a mixed-methods design was used to collect quantitative and qualitative data, by surveying and interviewing nursing interns and faculty members from King Abdul-Aziz University in Saudi Arabia; data collection occurred in December 2015. The survey (23 items) and focused interviews measured perceptions of clinical instruction and experience. Descriptive statistics and t-tests were used to analyze differences in mean ratings between actual and perceived importance. Themes collected from narrative interview data were summarized. Significant differences were found between nursing interns (n = 46) and faculty (n = 29) perceptions of actual clinical teaching and experiences and its importance including the clinical teaching and the development of clinical competence, p < .01. Moreover, nursing interns rated actual experiences of knowledge base and skills significantly lower than faculty perceptions, p = .001. Narrative data provided in-depth information on factors contributing and hindering the learning and teaching environment. Findings from this study call for clinical instruction and experiences to take a step further to meet current practice standards and to improve patient safety in the health professions education of nurses.
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A Critical-Holistic Analysis of Nursing Faculty and Student Interest in International Health.
ERIC Educational Resources Information Center
Wright, Maria da Gloria Miotto; Korniewicz, Denise M.; Zerbe, Melissa
2001-01-01
Responses from 211 undergraduate and 23 graduate nursing students and 38 faculty revealed substantial interest in international health. Faculty had numerous international experiences; many students had traveled abroad and one-third considered international health a career priority. The need for a broad interdisciplinary framework rather than…
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Nursing faculty roles in international service-learning projects.
Kohlbry, Pamela; Daugherty, JoAnn
2013-01-01
The purpose of this article is to describe faculty roles related to the design and implementation of an international nursing service-learning project. The impetus for this project was the 2008 American Association of Colleges of Nursing (AACN) recommendations for using service-learning and immersion of students in diverse communities to improve nursing education in the area of cultural competency (American Association of Colleges of Nursing, 2008a). We define service-learning as a learning experience engaging students in meeting community needs in an international setting so as to offer a different perspective into community health practices and to promote cultural competency. Based on our experience with service-learning, we identified four faculty roles in developing these types of projects. We define these roles as initiator, collaborator, facilitator, and advocate. This article will discuss the application of these faculty roles in developing service-learning opportunities with students. Copyright © 2013 Elsevier Inc. All rights reserved.
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Ryan, Marybeth
2011-01-01
The portfolio is emerging as an efficient and effective method for evaluating program outcomes and professional development in nursing education. Although there is a host of literature about the use of portfolios in undergraduate nursing programs, fewer reports exist about their use in graduate nursing education. This article presents the results of a formative evaluation process, using student and faculty focus groups, conducted at a midsized university's graduate nursing education program to determine the effectiveness of portfolio use. Content analysis of the focus group data yielded three student themes and two faculty themes with associated theme clusters that revealed similarities and unique perceptions of students and faculty regarding the portfolio process. The information gleaned will provide direction to faculty as they make decisions about the use of this evaluation method in the graduate program. Copyright © 2011. Published by Elsevier Inc.
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Innovations in community-based nursing education: transitioning faculty.
Carter, Kimberly Ferren; Fournier, Maggie; Grover, Susan; Kiehl, Ermalynn M; Sims, Kathleen M
2005-01-01
The health-care climate is changing rapidly and in ways that challenge the abilities of professionals who provide health care. Nursing educators are preparing professional nurses who can think critically, use sound clinical judgment, and participate as full partners in shaping health-care delivery and policy. Therefore, many schools of nursing, including five schools of nursing whose experiences are synthesized in this article, are revising their curricula to a community-based nursing perspective. Strategies to assist faculty in the transition to a community-based nursing curriculum include using change theory, creating a supportive environment, reducing tension and isolation, and evaluating. Potential challenges during transition include addressing grief and loss, overcoming the tedium of curricular development, moving the revision along while allowing opportunities for faculty input and consensus building, exploring alternative pedagogies, managing faculty workload and qualification issues, and preparing for transition. Outcomes include a more complete understanding of the community client as a partner in the delivery of health care, increased visibility and role modeling to potential future candidates for health careers, cultural transformations within a university, and promotion of the overall health of a community.
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Faculty experiences teaching Native Americans in a university setting.
Dickerson, S S; Neary, M A
1999-01-01
Nursing faculty told their stories about the beginnings of a Native American Family Nurse Practitioner Recruitment Program. Through hermeneutical analysis, the authors' findings reveal a strong academic worldview, active in maintaining professional standards. This traditional view tends to override efforts to provide individualized programs that are culturally relevant to the Native American worldviews. By understanding the value conflicts active in this study, nursing faculty can begin dialogue to create new learning experiences that are more culturally relevant.
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ERIC Educational Resources Information Center
Killingsworth, Erin Elizabeth
2013-01-01
With the widespread use of classroom exams in nursing education there is a great need for research on current practices in nursing education regarding this form of assessment. The purpose of this study was to explore how nursing faculty members make decisions about using best practices in classroom test construction, item analysis, and revision in…
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Factors affecting job satisfaction in nurse faculty: a meta-analysis.
Gormley, Denise K
2003-04-01
Evidence in the literature suggests job satisfaction can make a difference in keeping qualified workers on the job, but little research has been conducted focusing specifically on nursing faculty. Several studies have examined nurse faculty satisfaction in relationship to one or two influencing factors. These factors include professional autonomy, leader role expectations, organizational climate, perceived role conflict and role ambiguity, leadership behaviors, and organizational characteristics. This meta-analysis attempts to synthesize the various studies conducted on job satisfaction in nursing faculty and analyze which influencing factors have the greatest effect. The procedure used for this meta-analysis consisted of reviewing studies to identify factors influencing job satisfaction, research questions, sample size reported, instruments used for measurement of job satisfaction and influencing factors, and results of statistical analysis.
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Lighting the fire with mentoring relationships.
Hadidi, Niloufar Niakosari; Lindquist, Ruth; Buckwalter, Kathleen
2013-01-01
Mentoring provides fuel to advance nursing science and ensure a growing cadre of career nurse scientists. With the demand for well-prepared nursing faculty in the area of academic geriatrics, mentoring by expert faculty provides an optimal opportunity for retention and growth of junior faculty. Reflecting on 2 years of a mentoring relationship in the Hartford Building Academic Geriatric Nursing Capacity (BAGNC) postdoctoral scholar program, the BAGNC Claire M. Fagin Fellowship, the authors describe the desired attributes of mentoring relationships that were beneficial to the career of the mentored junior faculty member and were satisfying to the mentors. From the perspective of mentors and mentee, the authors describe the stages of a mentoring relationship and the ingredients of this transforming experience, as well as barriers, challenges, rewards, and lessons learned.
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78 FR 69697 - Agency Information Collection Activities: Proposed Collection: Public Comment Request
Federal Register 2010, 2011, 2012, 2013, 2014
2013-11-20
.... Information Collection Request Title: Nurse Faculty Loan Program, Annual Performance Report Financial Data Form OMB No. 0915-0314--REVISION Abstract: This clearance request is for approval of the revised Nurse... previously titled as the Nurse Faculty Loan Program, Annual Operating Report (NFLP-AOR). Need and Proposed...
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Incorporating political socialization theory into baccalaureate nursing education.
Brown, S G
1996-01-01
Political socialization theory explains how an individual develops a political belief system. As the health care system undergoes dramatic changes, nursing faculty should use political socialization theory to enhance the education of student nurses. A political thread can be woven through the nursing curricula, and students can be socialized to the political role. The new generation of nurses must incorporate a political component into their professional role identity. Political socialization theory can guide nursing faculty as knowledge of the political system and political skills are incorporated into nursing curricula.
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ERIC Educational Resources Information Center
Smith, Debra Y.
2013-01-01
This quantitative, cross-sectional correlational study sought to explore whether the perceived caring behaviors of online nursing faculty were related to students' intent to persist in the educational program. A quantitative, cross-sectional correlational survey methodology was employed to assess student perception of online faculty caring…
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Faculty Perspectives on Effective Integration of Simulation into a Baccalaureate Nursing Curriculum
ERIC Educational Resources Information Center
Howell, Linda Jane
2017-01-01
Research shows that use of high fidelity simulation (HFS) as a teaching strategy requires extensive amounts of faculty time and financial resources for faculty development and equipment. This project study addressed the challenges encountered in the integration of HFS into a Midwestern metropolitan baccalaureate nursing program. The purpose of…
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Waddell, Janice; Spalding, Karen; Navarro, Justine; Gaitana, Gianina
2015-11-25
As career satisfaction has been identified as a predictor of retention of nurses across all sectors, it is important that career satisfaction of both new and experienced nursing faculty is recognized in academic settings. A study of a curriculum-based career planning and development (CPD) program was conducted to determine the program's effects on participating students, new graduate nurses, and faculty. This third in a series of three papers reports on how the CPD intervention affected faculty participants' sense of career satisfaction and confidence in their role as career educators and coaches. Faculty who participated in the intervention CPD intervention group reported an increase in confidence in their ability to provide career coaching and education to students. They further indicated that their own career development served to enhance career satisfaction; an outcome identified as a predictor of faculty career satisfaction. Study results suggest that interventions such as the one described in this paper can have a potentially positive impact in other settings as well.
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A Paradigm Shift From Brick and Mortar: Full-Time Nursing Faculty Off Campus.
Beck, Marlene; Bradley, Holly B; Cook, Linda L; Leasca, Joslin B; Lampley, Tammy; Gatti-Petito, JoAnne
The organizational structure for the Master of Science in Nursing's online program at Sacred Heart University offers a remarkably different innovative faculty model. Full-time, doctorally prepared faculty reside in several different states and teach online but are fully integrated and immersed in all aspects of the college of nursing. This untraditional model, which has proven to be successful over time using best practices for online education, is replicable and offers an innovative option for online learning.
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Wyte-Lake, Tamar; Bowman, Candice; Needleman, Jack; Dougherty, Mary; Scarrott, Diana N; Dobalian, Aram
2014-01-01
This study reports findings assessing the influence of the Department of Veterans Affairs Nursing Academy (VANA) academic-practice partnership program on nurse decision making regarding educational mobility and teaching aspirations. We conducted national surveys with nursing faculty from VANA partnership sites in 2011 (N = 133) and 2012 (N = 74). Faculty who spent more hours per week in the VANA role and who reported an increase in satisfaction with their participation in VANA were more likely to have been influenced by their VANA experience in choosing to pursue a higher degree (p < .05). Sixty-nine percent of VANA faculty reported that they would be very interested in staying on as a VANA faculty member if the program should continue. Six measures were positively associated with VANA's influence on the desire to continue as faculty beyond the VANA pilot; support from VANA colleagues, quality of VANA students, amount of guidance with curriculum development, availability of administrative support, support for improving teaching methods, and overall satisfaction with VANA experience (p < .05). As the popularity of academic-practice partnerships grows and their list of benefits is further enumerated, motivating nurses to pursue both higher degrees and faculty roles should be listed among them based on results reported here. Published by Elsevier Inc.
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Oyelana, Olabisi; Martin, Donna; Scanlan, Judith; Temple, Beverley
2018-08-01
With the growing complexities in the contemporary health care system, there is a challenge of preparing nurses for the practice demands. To this end, learner-centred teaching has emerged in many nursing curricula in Canada and evidence indicates its effectiveness in developing the essential practice skills in nursing students. It is important to examine the experience of the clinical faculty members who implement learner-centred teaching, as doing so would provide an insight to the factors that may hinder the implementation of learner-centred teaching in the practice settings. This phenomenological study aimed to address two research questions: what does learner-centred teaching mean to clinical nurse faculty? What is the lived experience of clinical nursing faculty who incorporate learner-centred teaching? Ten clinical nurse faculty members who had at least two years of clinical teaching experience volunteered to participate in the study. Data were collected using a semi-structured interview guide and audio recorder. Additional data sources included a demographic survey and a reflective journal. Multiple sub-themes emerged from this study from which three significant themes were consolidated: diversity of meanings, facilitators of LCT, and barriers to LCT. However, an overarching theme of "learner-centred teaching in a non-learner-centred world" was coined from participants' accounts of their experiences of barriers in incorporating LCT in the practice settings. A collaborative effort between faculty and the stakeholders is paramount to a successful implementation of learner-centred teaching in practice settings. Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.
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Graham, Crystal L; Phillips, Shannon M; Newman, Susan D; Atz, Teresa W
2016-01-01
This integrative review synthesized baccalaureate minority nursing students' perceptions of their clinical experiences. The diversity of the nursing workforce does not mirror the United States population. Attrition rates of minority nursing students remain higher than rates for White students. Literature examining facilitators and barriers to minority student success predominantly focuses on academic factors, excluding those relevant to clinical education. An integrative review using literature from nursing and education. Three common perceived barriers were identified: discrimination from faculty, peers, nursing staff, and patients; bias in faculty grading practices; and isolation. Although little is known about the relationship between clinical failures and overall attrition, this review provides evidence that minority students encounter significant barriers in clinical education. To increase the diversity of the nursing workforce, faculty must address these issues and make modifications to ensure an equal opportunity at a quality education for all students.
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Barbe, Tammy
2015-01-01
The purpose of this study was to examine psychometric properties of the Perceived Value of Certification Tool© with a focus on nurse educator certification (PVCT-NE) in a sample of nurse educators. Greater understanding of faculty perceptions of certification is necessary to facilitate a strong cadre of nursing faculty; however, research around nurse educator certification is limited by a lack of reliable and valid instruments to measure such perceptions. Twenty-four nursing faculty from one university participated in the psychometric study, which involved completion of the PVCT-NE in a web-based survey format. Internal consistency reliability was excellent. Cronbach's alpha for the total PVCT-NE was .94 (.93 for the intrinsic subscale and .86 for the extrinsic subscale). A content validity index of .95 was obtained. There is preliminary evidence that the PVCT-NE is a reliable and valid instrument to measure perceived value of certification in nurse educators.
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“Nurses Eat Their Young”: A Novel Bullying Educational Program for Student Nurses
Gillespie, Gordon L.; Grubb, Paula L.; Brown, Kathryn; Boesch, Maura C.; Ulrich, Deborah
2017-01-01
Bullying is a known and ongoing problem against nurses. Interventions are needed to prepare nursing students to prevent and mitigate the bullying they will experience in their nursing practice. The purpose of this article is to describe the development process and utility of one such intervention for use by nursing faculty with nursing students prior to their students’ entry into the profession. The educational program was critiqued by an advisory board and deemed to be relevant, clear, simple, and non-ambiguous indicating the program to have adequate content validity. The program then was pilot tested on five university campuses. Faculty members who implemented the educational program discussed (1) the program having value to faculty members and students, (2) challenges to continued program adoption, and (3) recommendations for program delivery. The proposed multicomponent, multiyear bullying educational program has the potential to positively influence nursing education and ultimately nursing practice. Findings from the pilot implementation of the program indicate the need to incorporate the program into additional nursing courses beginning during the sophomore year of the nursing curricula. PMID:28781715
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Faculty and student perceptions about attendance policies in baccalaureate nursing programs.
Ruth-Sahd, Lisa A; Schneider, Melissa A
2014-01-01
To understand perceptions of faculty and students about attendance policies in baccalaureate nursing programs. Classroom attendance is an issue of debate across academic disciplines. A mixed-methods study was conducted using qualitative data from a stratified random sample of 65 accredited baccalaureate nursing programs; 591 students and 91 faculty from 19 schools responded. Sixty-two percent of faculty thought students who missed class exhibited unprofessional behavior; 69 percent believed students who missed class were less successful in the clinical setting. Students (57 percent) and faculty (66 percent) believed there should be an attendance policy. Twenty-nine students reported needing a break in workload (16.8 percent) or did not find class time valuable (11.8 percent). Variability exists in student and faculty beliefs regarding attendance policies. Understanding these viewpoints and utilizing creative teaching approaches will facilitate learning and create an environment of teamwork and mutual respect.
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Sampsel, Debi; Vermeersch, Patricia; Doarn, Charles R
2014-11-01
There is a growing shortage of nursing graduates and faculty to prepare students for careers in nursing. One way to ameliorate this paradigm is to integrate technology such as a remote presence robot (RPR) in both clinical and educational settings. The InTouch Health (Santa Barbara, CA) RP-7, an RPR, was deployed in a simulated, multigenerational home where nursing students and faculty interact in a variety of activities. Seventy students and five faculty members were instructed by a remotely located instructor who controlled the RP-7 from a distant site. Students and faculty, using questionnaires, provided feedback on the didactic interaction. Of the 70 student participants, 56 (80%) responded, and faculty and clinical staff were 100% compliant, resulting in 69 total respondents. Using Krippendorf's themes of (1) usefulness, (2) acceptability, and (3) impact, the data indicated the following. The majority of the students (89%) had no previous experience with the RPR, but the majority (75%) felt that the RPR was a good faculty extender. The students were initially evenly split on first exposure in (a) a positive experience, (b) a negative experience, or (c) a mixed experience. Although there were some technical challenges in operations, these were not deemed significant; nevertheless, they must be addressed. The results of this study support the use of RPRs as faculty extenders to facilitate course quality assurance when the lead faculty is not on site. Both faculty and students perceive this type of technology as a potential faculty extender, but both faculty and students need preparation for the experience.
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A Survey of Current Valued Academic Leadership Qualities in Nursing.
Delgado, Cheryl; Mitchell, Maureen M
2016-01-01
An informal survey was used to identify nurse faculty leadership qualities currently valued and relevant. The accelerating retirement rate for seasoned leaders has created a need for nurse educators and academic leaders. Our school was concerned that we were not meeting students' needs for today's leadership challenges. We were also interested in the experiences of leadership preparation. This was a cross-sectional, online survey of faculty at top nursing schools as determined by US News & World Report. The top leadership qualities identified were integrity, communication clarity, and problem-solving ability. Current challenges for leaders were finding qualified faculty, obtaining resources, and team building. The results may guide curricular adjustments and the transition to a new generation of nurse academic leaders.
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Tomizawa, Yayoi; Ichinose, Makino; Onogi, Hiroshi; Suzuki, Chiaki; Nakamura, Reiko; Misawa, Sumi
2016-01-01
A survey was conducted about nursing information in volunteer activities of nursing faculty members and students after the Great East Japan Earthquake. Results indicated that it was important to attempt collecting information in every possible way and to always be prepared. During activities, it is important to record information, to share information with individuals other than nursing professionals and to make good use of it.
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Online Teaching Efficacy: A Product of Professional Development and Ongoing Support.
Richter, Sally; Idleman, Lynda
2017-08-22
The purpose of the pilot study was to investigate the perceptions of online teaching efficacy of nursing faculty who teach courses in which 51% or more of the content is offered online. Bandura's psychological construct of self-efficacy served as the conceptual framework. The research survey was administered to nursing faculty in a state university system located in the southeastern United States of America, plus two private universities. The Michigan Nurse Educator's Sense of Efficacy for Online Teaching Scale, which contains 32 items that measure how nurse educators judge their current capabilities for teaching online nursing courses, was used to gather data. Overall, the scores reflected that faculty perceived themselves as quite a bit efficacious on a scale that ranged from 1 to 9. As nursing educators received more support in designing and implementing online courses, their efficacy increased. It is critical that faculty are supported on an ongoing basis to increase and develop online teaching skills in order to teach high-quality courses in online programs. Faculty members must also be recognized for their work, time, and commitment required to be effective online educators. The findings of this study revealed those participants who had a number of professional development supports and release time to develop online courses have a greater sense of efficacy.
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Faculty support for ESL nursing students: action plan for success.
Hansen, Eileen; Beaver, Shirley
2012-01-01
Nursing students whose first language is not English have lower retention and NCLEX-RN pass rates. This review identifies four areas of difficulty and recommends strategies that can be employed by supportive faculty to assist these students and help ensure a more diverse nursing workforce to care for our increasingly diverse patient population.
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Content Mastery Exams: An Option to Replace Faculty-Generated Final Exams
ERIC Educational Resources Information Center
Martin, Deanna K.
2017-01-01
Determining the most effective means of assessing content mastery as well as preparedness for the National Council Licensure Examination for Registered Nurses (NCLEX-RN) is a task of all pre-licensure nursing faculty. The records of 331 diploma nursing students were reviewed for this retrospective, descriptive, correlational study that examines…
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An evidence-based model for enriching academic nursing leadership.
Wolf, Gail A; Dunbar-Jacob, Jacqueline; Greenhouse, Pamela
2006-12-01
The challenge of developing contemporary nurse leaders for today and tomorrow is compounded not only by the faculty shortage but also by limited faculty expertise in healthcare administration. The authors describe an effective academic-service partnership designed to ground future nursing leaders in the knowledge, skills, and abilities essential for success.
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ERIC Educational Resources Information Center
Hasselblad, Judith
The format for this curriculum guide, written for nurse practitioner faculty, consists of learning objectives, content outline, teaching methodology suggestions, references and recommended readings. Part 1 of the guide, Recognition of Early and Chronic Alcoholism, deals with features of alcoholism such as epidemiological data and theories,…
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Academic help seeking: theory and strategies for nursing faculty.
Lee, Carolyn J
2007-10-01
This article examines the topic of academic student help seeking and its significance to nursing faculty. Content includes definitions of help seeking, pertinent theory and research on the influence of individual and environmental factors on academic help-seeking behaviors, and suggested strategies in assisting undergraduate nursing students in help seeking endeavors.
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ERIC Educational Resources Information Center
Guillot, Ladonna; Stahr, Beth; Meeker, Bonnie Juve'
2010-01-01
Nursing and library faculty face many information literacy challenges when graduate nursing programs migrate to online course delivery. The authors describe a collaborative model for providing cost-effective online library services to new graduate students in a three-university consortium. The embedded librarian service links a health sciences…
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Powell, Kimberly R; Peterson, Shenita R
Web of Science and Scopus are the leading databases of scholarly impact. Recent studies outside the field of nursing report differences in journal coverage and quality. A comparative analysis of nursing publications reported impact. Journal coverage by each database for the field of nursing was compared. Additionally, publications by 2014 nursing faculty were collected in both databases and compared for overall coverage and reported quality, as modeled by Scimajo Journal Rank, peer review status, and MEDLINE inclusion. Individual author impact, modeled by the h-index, was calculated by each database for comparison. Scopus offered significantly higher journal coverage. For 2014 faculty publications, 100% of journals were found in Scopus, Web of Science offered 82%. No significant difference was found in the quality of reported journals. Author h-index was found to be higher in Scopus. When reporting faculty publications and scholarly impact, academic nursing programs may be better represented by Scopus, without compromising journal quality. Programs with strong interdisciplinary work should examine all areas of strength to ensure appropriate coverage. Copyright © 2017 Elsevier Inc. All rights reserved.
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Reflections on the Status of Women Faculty: Part-Timers in Baccalaureate Nursing Programs.
ERIC Educational Resources Information Center
Hawkins, Joellen W.; And Others
The use of part-time faculty in baccalaureate nursing programs and the views of part-timers about part-time employment were studies in two phases. The first phase was a descriptive exploration of the use of part-time faculty conducted in 1979 using questionnaires completed by administrative officers. Responses from administrators of 91…
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Torres, Gian Carlo S; Estrada, Marica G; Sumile, Earl Francis R; Macindo, John Rey B; Maravilla, Susan N; Hendrix, Cristina C
2017-10-01
Many nursing studies are conducted in the United States, Europe, and Australia, where only a fourth of the world's population resides. There is a need to promote nursing research in Asia to enhance the contextual relevance of their evidence-based nursing interventions. A first step toward this goal is to determine the perceived research capacity among nursing faculty in academic settings in the Philippines. This study described the perceived research capacity among nursing faculty of the University of Santo Tomas - College of Nursing, Manila, Philippines. The study used a survey that contained four sections: subject demographics; knowledge and skill on research designs and research process; research involvement, services, and incentives; and factors affecting research involvement. Chi-square test of homogeneity and MANOVA analyzed the gathered data. Findings showed that the faculty perceived themselves as knowledgeable and skillful in conducting research. However, current teaching assignments hindered their capacity to conduct research. University-sponsored incentives and college-based research services had also remained underutilized despite their availability. Overall, heavy teaching load was the greatest hindrance to research endeavors. Actions must be taken to reconfigure effort allocations with careful consideration of existing university and institutional bylaws. © 2016 Wiley Periodicals, Inc.
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Becoming a nurse faculty leader: Taking risks by being willing to fail.
Pardue, Karen T; Young, Patricia K; Horton-Deutsch, Sara; Halstead, Judith; Pearsall, Catherine
2018-04-01
Higher education is undergoing rapid transformation requiring nurse faculty leaders to engage in risk taking. Consequently, what is known about the experience of taking risks? How do leaders decide what constitutes a risk worth taking? How do leaders who take risks tolerate failure? The purpose of this study was to explicate the leadership practices of risk taking in nurse faculty leaders. Interpretive phenomenology was used to explore the experience of risk taking among 15 self-identified nurse faculty leaders. Unstructured audio recorded interviews were conducted in which participants described their experiences of taking risks. Transcribed interviews were analyzed by a research team to uncover themes in the narrative data. A theme, willingness to fail, and three subthemes, enacting a culture of experimentation, working hard for success, and learning from failure are reported. This study provides practical know-how and an evidence-base to support nurse academic leaders in the practice of risk taking during these challenging times in higher education. © 2018 Wiley Periodicals, Inc.
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Using lecture capture: a qualitative study of nursing faculty's experience.
Freed, Patricia E; Bertram, Julie E; McLaughlin, Dorcas E
2014-04-01
As lecture capture technology becomes widely available in schools of nursing, faculty will need to master new technological skills and make decisions about recording their classroom lectures or other activities. This study sought to understand faculty's experience of using a new lecture capture system. This qualitative study used Kruger's systematic approach to explore undergraduate nursing faculty's first-time experience using a lecture capture system purchased by the university. Four focus groups were conducted with a total of fourteen undergraduate faculty using lecture capture for the first-time. The interviews were recorded and transcribed and then analyzed by the researchers. Four themes were identified from the faculty interviews. Two of the themes expressed faculty's concerns about the teaching role, and two themes expressed the faculty's concerns about student learning. Participants experienced stress when learning to use the new lecture capture technology and struggled to resolve it with their own beliefs and teaching values. The impact of lecture capture on student learning, impact on class attendance, and the promotion of a culture of lecturing were revealed as important issues to consider when lecture capture becomes available. © 2013.
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Collaboration: integrating practice and research in public health nursing.
Henry, V; Schmitz, K; Reif, L; Rudie, P
1992-12-01
The need to integrate clinical practice and research has been stressed for many years in both public health and nursing. This article describes such a collaborative project between two rural upper Midwest public health nursing agencies and public health nursing faculty from a small, liberal arts, baccalaureate nursing program. The high-risk prenatal research project provided an opportunity for nursing staff and faculty research consultants to work together on a clinical study. A model for collaborative research is illustrated, and advantages and disadvantages for practice, administration, and research are discussed.
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Gamification of Nursing Education With Digital Badges.
White, Meagan; Shellenbarger, Teresa
Digital badges (DBs) serve as an innovative approach to gamifying nursing education by engaging socially connected, technologically savvy nursing students in learning. Because assessment and credentialing mechanisms are housed and managed online, DBs are designed as visible indicators of accomplishment and skill. This article describes important considerations for faculty when incorporating game-based pedagogies such as DB into nursing education and identifies potential pitfalls with DB use that faculty should consider.
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Social networking policies in nursing education.
Frazier, Blake; Culley, Joan M; Hein, Laura C; Williams, Amber; Tavakoli, Abbas S
2014-03-01
Social networking use has increased exponentially in the past few years. A literature review related to social networking and nursing revealed a research gap between nursing practice and education. Although there was information available on the appropriate use of social networking sites, there was limited research on the use of social networking policies within nursing education. The purpose of this study was to identify current use of social media by faculty and students and a need for policies within nursing education at one institution. A survey was developed and administered to nursing students (n = 273) and nursing faculty (n = 33). Inferential statistics included χ², Fisher exact test, t test, and General Linear Model. Cronbach's α was used to assess internal consistency of social media scales. The χ² result indicates that there were associations with the group and several social media items. t Test results indicate significant differences between student and faculty for average of policies are good (P = .0127), policies and discipline (P = .0315), and policy at the study school (P = .0013). General Linear Model analyses revealed significant differences for "friend" a patient with a bond, unprofessional posts, policy, and nursing with class level. Results showed that students and faculty supported the development of a social networking policy.
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Faculty-Student Caring Interaction in Nursing Education: An Integrative Review
Salehian, Maryam; Heydari, Abbas; Aghebati, Nahid; Karimi Moonaghi, Hossein
2017-01-01
Introduction: Faculty- student caring relationship in nursing education has been offered as enhancing students’ learning experiences to care , desire to care for others and self-actualization. This review therefore was carried out to analyze faculty-student caring interactions in nursing education. Methods: This concept analysis of caring in the nursing education was conducted based on Broom methodology of integrative review. The literature was consisted of two books from two known theorists, and 47 relevant articles. They retrieved from English data bases including MEDLINE, CINAHL, ERIC, SCOPUS, and SID, with based on the keywords of caring and "nursing education", during the period 2005-2014. Results: Caring in nursing education refers to faculty-student interaction based on ethical and human values. The development of values and moral principles in education, flexibility in educational processes, application of objective patterns in learning, and dynamism in educational processes are identified as caring concept attributes in teaching-learning process. This requires environmental support, constant human relationship, and knowing. Internalization of values, achieving self-esteem, peace, and towards human evolution were the main achievements of the concept of caring in nursing education. Conclusion: The details obtained from the dimensions of "caring" concept in this study could be utilized by nursing education researchers and designers in order to develop content and structure for educational programs. PMID:28971076
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Faculty-Student Caring Interaction in Nursing Education: An Integrative Review.
Salehian, Maryam; Heydari, Abbas; Aghebati, Nahid; Karimi Moonaghi, Hossein
2017-09-01
Introduction: Faculty- student caring relationship in nursing education has been offered as enhancing students' learning experiences to care , desire to care for others and self-actu-alization. This review therefore was carried out to analyze faculty-student caring interactions in nursing education. Methods: This concept analysis of caring in the nursing education was conducted based on Broom methodology of integrative review. The literature was consisted of two books from two known theorists, and 47 relevant articles. They retrieved from English data bases including MEDLINE, CINAHL, ERIC, SCOPUS, and SID, with based on the keywords of caring and "nursing education", during the period 2005-2014. Results: Caring in nursing education refers to faculty-student interaction based on ethical and human values. The development of values and moral principles in education, flexibility in educational processes, application of objective patterns in learning, and dynamism in educational processes are identified as caring concept attributes in teaching-learning process. This requires environmental support, constant human relationship, and knowing. Internalization of values, achieving self-esteem, peace, and towards human evolution were the main achievements of the concept of caring in nursing education. Conclusion: The details obtained from the dimensions of "caring" concept in this study could be utilized by nursing education researchers and designers in order to develop content and structure for educational programs.
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The New Jersey Nursing Initiative: building sustainable collaboration.
Bakewell-Sachs, Susan; Mertz, Lynn M; Egreczky, Dana; Ladden, Maryjoan
2011-01-01
The New Jersey Nursing Initiative was publically launched in 2009 as a 5-year, $22 million program of the Robert Wood Johnson Foundation based at the New Jersey Chamber of Commerce Foundation. It was reauthorized in 2011 through 2016 for an additional $8.5 million. The initiative includes a faculty preparation program and strategic tracks of work focusing on building education capacity, increasing current faculty capacity, making nurse faculty a preferred career, leading policy initiatives, creating sustainable funding in support of nursing education, and ultimately, building local, regional, and statewide collaborative networks. The tagline, "So a Nurse will be there for You," emphasizes both the reality of an aging nursing workforce needing replacement and the expected health care transformation that will result in the need for new knowledge and skills in the future nursing workforce. The purpose of this article was to describe the New Jersey Nursing Initiative, emphasizing the partnerships that have resulted from the project to date. Copyright © 2011 Elsevier Inc. All rights reserved.
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Nursing doctoral faculty perceptions of factors that affect their continued scholarship.
Smeltzer, Suzanne C; Sharts-Hopko, Nancy C; Cantrell, Mary Ann; Heverly, Mary Ann; Wise, Nancy; Jenkinson, Amanda; Nthenge, Serah
2014-01-01
This focus group study was undertaken as part of a larger investigation of how the demand for increased production of nurses with doctorates affects doctoral faculty's scholarly productivity. This study provided a basis for development of the national survey questionnaire. Two focus groups that included 29 faculty teaching in doctor of philosophy and/or doctor of nursing practice programs took place at one of two national conferences. The focus group interviews were transcribed and content analyzed for the identification of themes; all members of the research team reached consensus. The three major themes were the demands of teaching, the importance of institutional structure and climate, and the sustainability of one's self, the institution, and the discipline. Participants identified strategies for enhancing scholarly productivity. Findings are limited by the small sample size and the voluntary participation of conference attendees. The strength of emotion that participants revealed underscores the need for nursing leaders to address the increasing academic expectations for faculty. If the profession does not address the needs of its current and future faculty, goals explicated by the Institute of Medicine in The Future of Nursing cannot be achieved, and the health of the nation will suffer. Copyright © 2014 Elsevier Inc. All rights reserved.
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The Challenge of Writing for Publication: Implications for Teaching-Learning Nursing.
Yancey, Nan Russell
2016-10-01
Disseminating new scientific knowledge through publication is critical for any discipline, including nursing. The challenge for nurse faculty is preparing emerging nurses with the skills, enthusiasm, and disposition to fully assume professional roles as nurse scientists and scholars, including that of author. Exploring how students learn to write for publication and barriers to writing for publication, recommendations are offered for teaching-learning as a guide to faculty in planning programs, developing curriculum, and identifying teaching-learning strategies. © The Author(s) 2016.
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Collaborative graduate education: executive nurse practice and health care leadership.
Elaine, Hardy; DeBasio, Nancy; Warmbrodt, Lynn; Gartland, Myles; Bassett, William; Tansey, Michael
2004-01-01
Research College of Nursing and the Rockhurst University Helzberg School of Management Health Care Initiative collaborated to offer the Executive Nurse Practice: Health Care Leadership track to Research College of Nursing graduate students. This effort was not only cost effective, but also offered expert faculty in both the fields of nursing and business. The curriculum is an integration of both fields and faculties from both institutions as they communicate and collaborate each semester to successfully coordinate the track.
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Stirling, Bridget V
2017-08-01
Learning style preference impacts how well groups of students respond to their curricula. Faculty have many choices in the methods for delivering nursing content, as well as assessing students. The purpose was to develop knowledge around how faculty delivered curricula content, and then considering these findings in the context of the students learning style preference. Following an in-service on teaching and learning styles, faculty completed surveys on their methods of teaching and the proportion of time teaching, using each learning style (visual, aural, read/write and kinesthetic). This study took place at the College of Nursing a large all-female university in Saudi Arabia. 24 female nursing faculty volunteered to participate in the project. A cross-sectional design was used. Faculty reported teaching using mostly methods that were kinesthetic and visual, although lecture was also popular (aural). Students preferred kinesthetic and aural learning methods. Read/write was the least preferred by students and the least used method of teaching by faculty. Faculty used visual methods about one third of the time, although they were not preferred by the students. Students' preferred learning style (kinesthetic) was the method most used by faculty. Copyright © 2017 Elsevier Ltd. All rights reserved.
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Work-life balance of nursing faculty in research- and practice-focused doctoral programs.
Smeltzer, Suzanne C; Sharts-Hopko, Nancy C; Cantrell, Mary Ann; Heverly, Mary Ann; Jenkinson, Amanda; Nthenge, Serah
2015-01-01
The growing shortage of nursing faculty and the need for faculty to teach doctoral students to address the shortage call for examination of factors that may contribute to the shortage, including those that are potentially modifiable, including work-life balance.This descriptive study examined work-life balance of a national sample of nursing faculty teaching in research-focused and practice-focused doctoral programs. Data were collected through an online survey of 554 doctoral program faculty members to identify their perceptions of work-life balance and predictors of work-life balance. Work-life balance scores indicated better work-life balance than expected. Factors associated with good work-life balance included higher academic rank, having tenure, older age, years in education, current faculty position, and no involvement in clinical practice. Current faculty position was the best predictor of work-life balance. Although work-life balance was viewed positively by study participants, efforts are needed to strengthen factors related to positive work/life in view of the increasing workload of doctoral faculty as the numbers of doctoral students increase and the number of seasoned faculty decrease with anticipated waves of retirements. Copyright © 2015 Elsevier Inc. All rights reserved.
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Pain management knowledge and attitudes of baccalaureate nursing students and faculty.
Duke, Gloria; Haas, Barbara K; Yarbrough, Susan; Northam, Sally
2013-03-01
Pain affects approximately 76 million adults in the US. Though pain management has been targeted as a top priority, it continues to be inadequately addressed. Nursing faculty are in a unique position to significantly address the problem through facilitating the acquisition and utilization of knowledge by student nurses. The purpose of this study was to determine the knowledge of and attitudes toward pain in baccalaureate nursing students and faculty to establish a foundation for a systematic and comprehensive integration of pain content in the curricula. The descriptive design included a sample of 162 junior and senior students enrolled in a baccalaureate nursing program in Texas and 16 nursing faculty. The Knowledge and Attitudes Survey Regarding Pain (KASRP) was used to measure knowledge and attitudes toward pain. A direct correlation was found between the level of education and the percentage correct score. Differences found in knowledge and attitudes among the three levels of students and faculty were significant (df = 3.173; F = 14.07, p < .001). Senior students nearing graduation scored only 68% (SD = 6.8) with faculty scoring only slightly better with a mean of 71% (SD = 13). Significant differences also were found in assessment of pain through case scenarios of a patient who was smiling and talking as compared to a patient who was lying quietly and grimacing (X2 = 37.13, p < .05 (df = 24). Reevaluation of the way pain assessment and treatment are taught is indicated. Further studies are needed to assess changes in knowledge and attitudes toward pain as curricular revisions are made. Copyright © 2013 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.
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Using nurse managers' perceptions to guide new graduates toward positive nurse relationships.
Moore, Linda Weaver; Sublett, Cynthia; Leahy, Cathy; Bradley, Jennifer M
One of the greatest challenges new graduates confront when transitioning to practice is establishing positive relationships with experienced nurses. Nursing faculty must prepare graduates for this challenge. However, nursing faculty are often removed from everyday practice and must rely on the perceptions of those entrenched in practice in order to ground teaching endeavors in authenticity. Nurse managers are well positioned to provide knowledgeable insights to nursing faculty regarding nurse relationships. The purpose of this qualitative, descriptive study was to explore nurse managers' perceptions regarding new graduates' relationships with more experienced nurses. Researcher-participant audiotaped interviews were conducted with 13 nurse managers. A content analysis revealed that all participants believed nurse relationships were significant, that factors such as perceived inequities and stressful occurrences triggered poor relationships, that new graduates were often targeted for negative relationships, and that reasons for targeting of new graduates included prolonged dependence on experienced nurses and either over or under confidence of the new graduate. Providing a supportive, protective environment and hiring practices that promote team unity were posed as strategies that could help to prevent targeting of new graduates. Findings provide real-life, practice based information that can underpin nurse educators' teaching regarding nurse relationships and relationship building. Copyright © 2017 Elsevier Inc. All rights reserved.
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2013-01-01
Background India faces an acute shortage of nurses. Strategies to tackle the human resource crisis depend upon scaling up nursing education provision in a context where the social status and working conditions of nurses are highly variable. Several national and regional situation assessments have revealed significant concerns about educational governance, institutional and educator capacity, quality and standards. Improving educational capacity through nursing faculty development has been proposed as one of several strategies to address a complex health human resource situation. This paper describes and critically reflects upon the experience of one such faculty development programme in the state of Andhra Pradesh. Discussion The faculty development programme involved a 2 year partnership between a UK university and 7 universities in Andhra Pradesh. It adopted a participatory approach and covered training and support in 4 areas: teaching, research/scholarship, leadership/management and clinical education. Senior hospital nurses were also invited to participate. Summary The programme was evaluated positively and some changes to educational practice were reported. However, several obstacles to wider change were identified. At the programme level, there was a need for more intensive individual and institutional mentorship as well as involvement of Indian Centres of Excellence in Nursing to provide local (as well as international) expertise. At the organisational level, the participating Colleges reported heavy workloads, lack of control over working conditions, lack of control over the curriculum and poor infra-structure/resources as ongoing challenges. In the absence of wider educational reform in nursing and government commitment to the profession, faculty development programmes alone will have limited impact. PMID:23537273
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ERIC Educational Resources Information Center
Saied, Hala; James, Joemol; Singh, Evangelin Jeya; Al Humaied, Lulawah
2016-01-01
Clinical training is of paramount importance in nursing education and clinical evaluation is one of the most challenging responsibilities of nursing faculty. The use of objective tools and criteria and involvement of the students in the evaluation process are some techniques to facilitate quality learning in the clinical setting. Aim: The aim of…
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Online Faculty Mentoring and Transition Balance in Family Nurse Practitioner Students
ERIC Educational Resources Information Center
Poronsky, Cathlin B.
2011-01-01
The purpose of this study was to examine the effect of online faculty mentoring on Registered Nurse (RN) to Family Nurse Practitioner (FNP) role transition balance during graduate education. Making the transition from RN to an FNP can seem daunting and there is limited information in the literature about RN to FNP role transition during graduate…
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Nursing Faculty Experiences of Virtual Learning Environments for Teaching Clinical Reasoning
ERIC Educational Resources Information Center
Zacharzuk-Marciano, Tara
2017-01-01
Nurses need sharp, clinical reasoning skills to respond to critical situations and to be successful at work in a complex and challenging healthcare system. While past research has focused on using virtual learning environments to teach clinical reasoning, there has been limited research on the experiences of nursing faculty and there is a need for…
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Survey of Current Academic Practices for Full-Time Postlicensure Nursing Faculty Who Teach Online
ERIC Educational Resources Information Center
Hanford, Karen J.
2010-01-01
Purpose: The purpose of this study was to determine current academic practices of compensation, workload, rewards, and tenure and promotion for nursing faculty who teach graduate and postlicensure programs that are delivered 50% to 100% online. Deans and directors who are members of the American Association of Colleges of Nursing (AACN) were the…
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Enhancing critical thinking with case studies and nursing process.
Neill, K M; Lachat, M F; Taylor-Panek, S
1997-01-01
Challenged to enhance critical thinking concepts in a sophomore nursing process course, faculty expanded the lecture format to include group explorations of patient case studies. The group format facilitated a higher level of analysis of patient cases and more sophisticated applications of nursing process. This teaching strategy was a positive learning experience for students and faculty.
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ERIC Educational Resources Information Center
Buettner, Kevin Charles
2013-01-01
The purpose of this study was to better understand professional socialization in nurse anesthesia educational programs through an exploration of the attitudes and beliefs of faculty members and recent graduates. Participants for this cross-sectional, quasi-experimental online study included a convenience sample of 178 nurse anesthesia faculty…
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ERIC Educational Resources Information Center
Hoyer, Grace
2013-01-01
The purpose of this study was to explore transcultural self-efficacy in nursing education administrators/faculty and to gain understanding of confidence related to lesbian, gay, bisexual, transgender (LGBT) issues. The 83-item Transcultural Self-Efficacy Tool (TSET) with an additional 11 LGBT questions was administered to 535 nursing education…
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Experience of Adjunct Novice Clinical Nursing Faculty: An Interpretive Case Study
ERIC Educational Resources Information Center
Mann, Carol
2013-01-01
The purpose of this qualitative interpretive case study was to describe the experience of adjunct novice clinical nursing faculty who has less than three years teaching experience or feels novice in this setting. The nursing shortage in the United States is well documented and is forecasted to have significant impacts on the health care delivery…
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ERIC Educational Resources Information Center
Roush, Robert E.; And Others
This final report describes a Texas educational improvement project designed to: (1) increase the amount of geriatric content in the curricula of community college associate degree nursing (ADN) programs; (2) further the development of baccalaureate nursing faculty in a Historically Black College/University (HBCU); and (3) facilitate other Texas…
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Mentoring and Faculty-to-Faculty Incivility in the Community College Setting
ERIC Educational Resources Information Center
Hemba, Jessica K.
2015-01-01
The purpose of this study was to examine the relationship between mentoring and incivility among nursing faculty members and the intent to stay in nursing education at the community college level. Mentoring has been shown in the literature as a viable means to increase job satisfaction as well as a means to combat incivility in the workplace.…
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Nursing 1000: a mosaic of lessons learned from patients.
Quinlan-Colwell, Ann
2010-09-01
Throughout my nursing career, I have been most grateful for the education and lessons that I received from the many gifted women and men faculty in the nursing programs I attended. From learning how to give a bed bath and intramuscular injections to writing a doctoral research proposal, the information, wisdom, guidance, and resources they shared with me are invaluable. I also am fortunate to have had the privilege of caring for many patients from whom I also learned invaluable lessons. Together, this latter group of women and men formed the faculty of Nursing 1000. They are the patients who were instrumental in shaping me and my nursing career. Many of them are no longer alive, and all of our paths have diverged, yet they remain influential in how I work with patients on a daily basis. The lessons they taught me form a most special montage. This mosaic article is a way to share with others what the faculty of Nursing 1000 taught me. It is also, in a small way, a tribute to all of the unique men and women with whom, as a nurse, I have shared transpersonal caring experiences and from whom I have learned much. The faculty of Nursing 1000 is composed of a variety of patients for whom I cared and who taught me valuable lessons that guided me in how to better care for patients in the future. Although the Nursing 1000 faculty are no longer physically part of my life, each day they continue to influence how I interact with others. The lessons they taught form a very special mosaic. To protect their confidentiality, all patient names are pseudonyms.
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Alteen, Anna Marie; Didham, Paula; Stratton, Cathy
2009-06-01
In this article, the authors retrace their journey during the past 10 years as faculty members engaged in the implementation of a new bachelor of nursing (collaborative) program. They outline the major personal challenges related to increasing credentials and portfolio development for teachers within a university environment. The authors extrapolate from the relevant literature on teaching and scholarship, and thereby analyze the methodologies that enhanced the faculty development process for them during this time. Specifically, they discuss the methods that facilitated meaningful reflection on their new roles and responsibilities; nurtured their professional growth and afforded opportunities for refueling and reenergizing along the way; and provided a vision for reframing their practice as nurse educators in light of previous experiences. With reference to Boyer's model of scholarship, the authors also explore possible implications for further analysis of the faculty development process within the broader context of nursing scholarship.
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The Evolution of a Writing Program.
White, Bonnie J; Lamson, Karen S
2017-07-01
Scholarly writing is required in nursing, and some students are unable to communicate effectively through writing. Faculty members may struggle with the grading of written assignments. A writing team, consisting of a nursing faculty member, the school of nursing library liaison, and members from academic support services, implemented strategies including workshops, handouts, and use of exemplars to improve student writing and to provide support to faculty. Few students sought help from the writing team. An online writing center within the existing learning management system was developed to address nursing students' and faculty's scholarly writing needs. The writing center includes guides, tutorials, and exemplars. Anecdotal evidence indicates the use of the writing center during afternoons and evenings and prior to due dates of written assignments. Online writing resources were used more frequently than face-to-face support. Further research is needed to evaluate the effectiveness of the program. [J Nurs Educ. 2017;56(7):443-445.]. Copyright 2017, SLACK Incorporated.
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Variability of Passing Grades in Undergraduate Nursing Education Programs in New York State.
Reynolds, Diane
2015-01-01
The purpose of this descriptive study was to provide information about passing grades and their corresponding numeric grades for undergraduate nursing programs in New York State. An additional purpose was to report on differences in grading between faculty teaching in associate versus baccalaureate nursing programs, full-time versus adjunct faculty, and tenured versus nontenured faculty. There is a paucity of research on grade variability in undergraduate nursing programs. Three hundred eighty-four full-time and 96 adjunct faculty responded to an invitation to complete an online survey. Grades are not uniformly awarded across institutions. Passing grades ranged from 70 to 85 percent (C- to B+, respectively), with a mean of 74.79 percent. Wide variations in grades in different institutions across the country may undermine grade point average as a reliable measure of education, making it difficult to evaluate individual student performance.
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Owens, Rhoda A
This study explored two-year institution part-time nurse faculty's perceptions of their experiences during their role transitions from nurses in clinical practice to part-time clinical instructors. Part-time nurse faculty enter academia as expert clinicians, but most have little or no training in the pedagogy of effective student learning. A phenomenological study was used to explore the faculty role transition experiences. Findings support the proposition that six participants transitioned from their expert clinician to instructor identities; however, two continue in the process. Critical to this process are relationships with individuals in their environments, past and present experiences, the incentive to learn to be better instructors, and the importance of support and training. A model emerged, Process of Role Transition and Professional Identity Formation for Part-Time Clinical Instructors at Two-Year Institutions, that is potentially useful for administrators in developing individualized orientation and professional development programs.
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Business Continuity Planning for Nursing Schools: Preparation for Potential Disasters.
Zerwic, Julie J; Rosen, Denise
2016-01-01
Nursing schools are vulnerable to disasters, ranging from pandemics to weather emergencies, fires, and acts of terrorism. To ensure minimal disruptions to teaching, provision of care, research, and other critical missions, nursing faculty and administrative leaders should develop a business continuity plan. The business continuity plan can help faculty, students, and administration identify critical functions and alternative plans if an emergency occurs. We offer our experience as a guide for other nursing schools.
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The evolution of educational information systems and nurse faculty roles.
Nelson, Ramona; Meyers, Linda; Rizzolo, Mary Anne; Rutar, Pamela; Proto, Marcia B; Newbold, Susan
2006-01-01
Institutions of higher education are purchasing and/or designing sophisticated administrative information systems to manage such functions as the application, admissions, and registration process, grants management, student records, and classroom scheduling. Although faculty also manage large amounts of data, few automated systems have been created to help faculty improve teaching and learning through the management of information related to individual students, the curriculum, educational programs, and program evaluation. This article highlights the potential benefits that comprehensive educational information systems offer nurse faculty.
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Bryan, Venise D; Lindo, Jascinth; Anderson-Johnson, Pauline; Weaver, Steve
2015-01-01
Faculty members are viewed as nurturers within the academic setting and may be able to influence students' behaviors through the formation of positive interpersonal relationships. Faculty members' attributes that best facilitated positive interpersonal relationships according to Carl Rogers' Person-Centered Model was studied. Students (n = 192) enrolled in a 3-year undergraduate nursing program in urban Jamaica were randomly selected to participate in this descriptive cross-sectional study. A 38-item questionnaire on interpersonal relationships with nursing faculty and students' perceptions of their teachers was utilized to collect data. Factor analysis was used to create factors of realness, prizing, and empathetic understanding. Multiple linear regression analysis on the interaction of the 3 factors and interpersonal relationship scores was performed while controlling for nursing students' study year and age. One hundred sixty-five students (mean age: 23.18 ± 4.51years; 99% female) responded. The regression model explained over 46% of the variance. Realness (β = 0.50, P < .001) was the only significant predictor of the interpersonal relationship scores assigned by the nursing students. Of the total number of respondents, 99 students (60%) reported satisfaction with the interpersonal relationships shared with faculty. Nursing students' perception of faculty members' realness appeared to be the most significant attribute in fostering positive interpersonal relationships. Copyright © 2015 Elsevier Inc. All rights reserved.
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Nursing students in Iran identify the clinical environment stressors.
Najafi Doulatabad, Shahla; Mohamadhosaini, Sima; Ghafarian Shirazi, Hamid Reza; Mohebbi, Zinat
2015-06-01
Stress at clinical environment is one of the cases that could affect the education quality among nursing students. The study aims to investigate Iranian nursing students' perceptions on the stressors in clinical environment in the South Western part of Iran. A cross-sectional descriptive study was conducted in 2010 to include 300 nursing students after their completion of second clinical nursing course in a hospital environment. Data were collected using a researcher-made questionnaire, with focus on the clinical environment stressors from personal, educational and training viewpoints. Data analysis was performed using SPSS software (IBM Corporation, Armonk, NY, USA) and descriptive statistics tests. Among the various stressors, the highest scores were given to the faculty (71 ± 19.77), followed by the students' personal characteristics (43.15 ± 21.79). Given that faculty-related factors provoked more stress in nursing students, nursing administration should diligently evaluate and improve communication skills among faculty to reduce student stress and enhance learning. © 2014 Wiley Publishing Asia Pty Ltd.
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Brandt, Cheryl L; Boellaard, Melissa R; Zorn, Cecelia R
2013-07-01
The number of accelerated second baccalaureate degree nursing (ASBSN) programs has mushroomed over recent decades, with more than 225 currently in existence. Scholars have described students and programs, but research examining the faculty experience is limited. The purpose of this study was to describe the experiences and emotions of faculty teaching students in ASBSN programs. Using a descriptive qualitative survey design, faculty (N = 138) from 25 randomly selected programs in 11 midwestern states were surveyed using an instrument developed for this study and distributed online. Ten themes emerged, including (a) Engaging With Motivated, Mature, and Diverse Students, (b) Students Choosing Nursing for the "Wrong Reasons," (c) Too Much Work, Too Little Time for Students and Faculty, (d) Amazement, (e) Pride, and (f) Frustration. These findings will help novice and seasoned ASBSN faculty interpret their experiences, strengthen precepting and mentoring activities, and support administrators in determining staffing plans and designing ASBSN programs. Copyright 2013, SLACK Incorporated.
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Negotiating the role of the professional nurse: The pedagogy of simulation: a grounded theory study.
Walton, Joni; Chute, Elizabeth; Ball, Lynda
2011-01-01
Simulation is the mainstay of laboratory education in health sciences, yet there is a void of pedagogy-the art and science of teaching. Nursing faculty does not have adequate evidence-based resources related to how students learn through simulation. The research questions that were addressed were as follows: (a) How do students learn using simulation? (b) What is the process of learning with simulations from the students' perspective? (c) What faculty teaching styles promote learning? and (d) How can faculty support students during simulation? Grounded theory methodology was used to explore how senior baccalaureate nursing students learn using simulation. Twenty-six students participated in this research study. Sixteen nursing students who completed two semesters of simulation courses volunteered for in-depth audio-taped interviews. In addition, there were two focus groups with five senior students in each group who validated findings and identified faculty teaching styles and supportive interventions. Negotiating the Role of the Professional Nurse was the core category, which included the following phases (I) feeling like an imposter, (II) trial and error, (III) taking it seriously, (IV) transference of skills and knowledge, and (V) professionalization. Faculty traits and teaching strategies for teaching with simulation were also identified. A conceptual model of the socialization process was developed to assist faculty in understanding the ways students learn with simulation and ways to facilitate their development. These findings provide a midrange theory for the pedagogy of simulation and will help faculty gain insight and help to assimilate into teaching-learning strategies. Published by Elsevier Inc.
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Kim, Sujeong; Park, Chang; O'Rourke, Jennifer
2017-04-01
Best practice standards of simulation recommend standardized simulation training for nursing faculty. Online training may offer an effective and more widely available alternative to in-person training. Using the Theory of Planned Behavior, this study evaluated the effectiveness of an online simulation training program, examining faculty's foundational knowledge of simulation as well as perceptions and intention to adopt. One-group pretest-posttest design. A large school of nursing with a main campus and five regional campuses in the Midwestern United States. Convenience sample of 52 faculty participants. Knowledge of foundational simulation principles was measured by pre/post-training module quizzes. Perceptions and the intention to adopt simulation were measured using the Faculty Attitudes and Intent to Use Related to the Human Patient Simulator questionnaire. There was a significant improvement in faculty knowledge after training and observable improvements in attitudes. Attitudes significantly influenced the intention to adopt simulation (B=2.54, p<0.001). Online simulation training provides an effective alternative for training large numbers of nursing faculty who seek to implement best practice of standards within their institutions. Copyright © 2016 Elsevier Ltd. All rights reserved.
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ERIC Educational Resources Information Center
Cornelius, Fran; Glasgow, Mary Ellen Smith
2007-01-01
Technology's impact on the delivery of health care mandates that nursing faculty use all technologies at their disposal to better prepare students to work in technology-infused health care environments. Essential components of an infrastructure to grow technology-infused nursing education include a skilled team comprised of tech-savvy faculty and…
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Modeling and Measuring Caring Behaviors Among Nursing Education Faculty
ERIC Educational Resources Information Center
Miller, Ava S.; Anderson, Stoerm E.
2009-01-01
The curriculum revolution of the 90s placed new emphasis on caring. Faculty modeling of caring behaviors is a key determinant in the development of caring in nursing students. The focus of this study was the need to evaluate the implementation of caring as a core value to be taught to students in nursing programs. The purpose of this project was…
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ERIC Educational Resources Information Center
Byrne, Daria McConnell
2011-01-01
The purpose of this research was to determine if there was a relationship between the leadership style of the nursing department head and the level of professional satisfaction and organizational commitment by nursing faculty members. The survey instrument was a self-constructed four point Likert scale designed by the researcher to determine the…
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Wilson, Lynda; Moran, Laura; Zarate, Rosa; Warren, Nicole; Ventura, Carla Aparecida Arena; Tamí-Maury, Irene; Mendes, Isabel Amélia Costa
2016-01-01
Abstract Objective: to analyze qualitative comments from four surveys asking nursing faculty to rate the importance of 30 global health competencies for undergraduate nursing programs. Method: qualitative descriptive study that included 591 individuals who responded to the survey in English (49 from Africa and 542 from the Americas), 163 who responded to the survey in Spanish (all from Latin America), and 222 Brazilian faculty who responded to the survey in Portuguese. Qualitative comments were recorded at the end of the surveys by 175 respondents to the English survey, 75 to the Spanish survey, and 70 to the Portuguese survey. Qualitative description and a committee approach guided data analysis. Results: ten new categories of global health competencies emerged from the analysis. Faculty also demonstrated concern about how and when these competencies could be integrated into nursing curricula. Conclusion: the additional categories should be considered for addition to the previously identified global health competencies. These, in addition to the guidance about integration into existing curricula, can be used to guide refinement of the original list of global health competencies. Further research is needed to seek consensus about these competencies and to develop recommendations and standards to guide nursing curriculum development. PMID:27276020
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The Teacher-Scholar Project: how to help faculty groups develop scholarly skills.
Heinrich, Kathleen T; Hurst, Helen; Leigh, Gwen; Oberleitner, Melinda Granger; Poirrier, Gail P
2009-01-01
Nursing education's challenge in the new millennium is to prepare all nurses as scholars. With many nurse educators feeling like impostors when it comes to scholarship, this is no small task. Turning the millenial challenge into an opportunity, this article describes how a collaborative faculty development initiative is turning a National League for Nursing Center of Excellence school's "scholar-impostors" into teacher-scholars. This Teacher-Scholar Project will interest those in teaching intensive schools of nursing or in teaching tracks in research-intensive institutions.
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Kayama, Mami; Gregg, Misuzu F; Asahara, Kiyomi; Yamamoto-Mitani, Noriko; Okuma, Keiko; Ohta, Kikuko; Kinoshita, Yasuhito
2013-05-01
This study aimed to describe the process of mentoring doctoral students for qualitative research in Japanese graduate programs in nursing. Nine experienced faculty-seven nurse researchers and two sociologists-were interviewed. Participants were asked about their process of mentoring students for qualitative nursing dissertations. Data analysis was conducted using a qualitative descriptive method. Participants' age ranged from 48 to 60 years. The first theme in the mentoring process is about the individualized, one-on-one mentorship process. The second theme occurs in a group process. The third theme is coordinating mentors and establishing a network to support the evaluation system. The mentoring processes identified in this study will be useful for future faculty development. The study elucidated much room for improvement in doctoral education programs for qualitative research methods in nursing science. Copyright 2013, SLACK Incorporated.
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E-books: nurse faculty use and concerns.
Abell, Cathy H; Garrett-Wright, Dawn
2014-01-01
The purpose of this study was to identify nurse educators' stage of concern regarding e-books and examine relationships between stage of concern and demographic variables. The use of e-books is growing, and nursing faculty must be prepared to use this evolving technology. A descriptive design was used with a convenience sample of 50 nurse educators attending a professional conference. Data were collected using a demographic questionnaire and the Stages of Concern (SoC) questionnaire. Sixty-four percent of participants' first high stage was Stage 0 (awareness); 22 percent had a first high stage of Stage 1 (informational). Using ordinal regression, no statistical significance was noted with the highest Stage of Concern and age (p = .431) or experience as a nurse educator (p = .893). Findings indicate low usage, faculty concerns, and the need for ongoing education regarding e-books.
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Educating the educators at Hue Medical College, Hue, Viet Nam.
Pron, A L; Zygmont, D; Bender, P; Black, K
2008-06-01
In June 2005, four faculty members from Temple University, Philadelphia, USA, conducted a nursing educator workshop in Hue, Viet Nam. Didactic and clinical instruction addressed paediatric, maternity, psychiatric and surgical nursing content as well as instructional methods and student evaluation techniques. This educator workshop was requested as means of increasing the professionalization of nursing in Viet Nam. Student nurses in Viet Nam are taught by physician-faculty. Between the cultural and economic factors that contribute to the current status and practice of nursing in Viet Nam and the lack of nurse educator role models, the nursing profession has many obstacles to overcome in their quest for increased autonomy. During the workshop, in addition to modelling interactive teaching methods as they taught the classroom and clinical content, these authors also demonstrated the level of knowledge expected of nurses in the USA. Despite much advance planning for this workshop, there were many challenges for the USA faculty. Some of the lessons learned which might help others included having a sense of humour, maintaining flexibility in teaching styles and content, being prepared for the cultural and religious influences on health care, and utilizing all of one's nursing skills to find creative solutions when teaching nursing in another country.
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The Business Management Preceptorship within the Nurse Practitioner Program.
ERIC Educational Resources Information Center
Wing, Donna Marie
1998-01-01
A nurse practitioner business preceptorship provides students with knowledge of basic business, accounting, finance, economics, marketing, and reimbursement. A lack of qualified faculty can be offset with adjunct business faculty. Selection of placement sites should provide challenging management experiences. (SK)
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Armstrong, Deborah K; Asselin, Marilyn E
Given the recent calls for transformation of nursing education, it is critical that faculty be reflective educators. Reflective teaching practice is a process of self-examination and self-evaluation to gain insight into teaching to improve the teaching-learning experience. Limited attention has been given to this notion in the nursing education literature. An innovative reflective teaching practice approach for nursing education is proposed, consisting of question cues, journaling, and a process of facilitated meetings. The authors describe their perceptions of using this approach with faculty during the implementation of a new pedagogy and suggest areas for further research.
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Specht, Jennifer A
2013-01-01
This study explored the effect of mentoring on the levels of role conflict and role ambiguity experienced by novice nursing faculty related to their transitions into academe using a descriptive, comparative design. It also measured the relationship between the quality of mentoring experiences of novice nursing faculty and their levels of role conflict and role ambiguity using a correlational design. P. Benner's (1984) novice to expert model was utilized as a framework for successful role transition. J. R. Rizzo, R. J. House, and S. I. Lirtzman's (1970) role conflict and role ambiguity scale was used to measure the levels of role conflict and role ambiguity experienced by novice nursing faculty. Results indicate that participants (n = 224) who were mentored have significantly lower levels of role conflict (M = 3.57) and role ambiguity (M = 3.02) than those who were not mentored (M = 4.62 and M = 3.90, respectively). Also significant, the higher the participants' reported levels of quality of mentoring experiences were, the lower their levels of role conflict and role ambiguity were. The results of this study indicate that mentoring eases the transition of novice nursing faculty from practice into academe by decreasing the degree of role ambiguity and role conflict that they experience. © 2013.
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A mentor-protégé program for new faculty, Part II: Stories of mentors.
Wilson, Carol B; Brannan, Jane; White, Anne
2010-12-01
Mentorship has been identified as an influential factor in retaining new nursing faculty. A mentor-protégé program for novice faculty was implemented to promote development of the protégés in their role as nurse educators. A qualitative research study conducted to illuminate the meaning of experiences of mentors led to the emergence of four patterns: The Significance of the Mentor-Protégé Relationship, Communication as Important Between Mentor and Protégé, The Mentor-Protégé Program-Protégé's Perspectives, and The Mentoring Role as Expert Educator. The data from the study support the significance of providing mentorship to novice or new nurse educators. The data suggest that mentors benefit from participation in a mentor-protégé program as much as the protégés. Similar programs are needed in nursing if we are to mentor and encourage faculty to begin and remain in the role of educators to combat the future nurse educator shortage. Copyright 2010, SLACK Incorporated.
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Cross-sectional online survey of research productivity in young Japanese nursing faculty.
Oyama, Yumiko; Fukahori, Hiroki; Miyashita, Mitsunori; Narama, Miho; Kono, Ayumi; Atogami, Fumi; Kashiwagi, Masayo; Okaya, Keiko; Takamizawa, Emiko; Yoshizawa, Toyoko
2015-07-01
To investigate the factors affecting the research productivity of young nursing faculty in Japan. An online survey targeting young nursing scholars (aged ≤ 39 years) who were members of the Japan Academy of Nursing Science was conducted from October to November 2012. Of 1634 potential respondents, 648 completed the survey (39.7%), and 400 full-time faculty of a baccalaureate degree program were selected for the analysis. The numbers of English-language and Japanese publications in the past 3 years were regressed onto personal characteristics, such as academic degree and type of university. The mean numbers of publications in English and Japanese in the past 3 years were 0.41 and 1.63, respectively. Holding a doctoral degree was significantly related to a higher number of publications in English and Japanese (e(β) = 5.78 and e(β) = 1.89, respectively). Working at a national university (e(β) = 2.15), having a research assistant (e(β) = 2.05), and the ability to read research articles in English (e(β) = 2.27) were significantly related to more English-language publications. Having the confidence to conduct quantitative research (e(β) = 1.67) was related to a larger number of Japanese publications. The lack of mentoring (e(β) = 0.97) and university workload (e(β) = 0.96) were associated with a lesser number of Japanese publications. The research productivity of young nursing faculty appeared to be quite low. Strategies to enhance research productivity in young nursing faculty, such as encouraging the achievement of a doctoral degree or enrichment of research resources, should be undertaken. © 2014 The Authors. Japan Journal of Nursing Science © 2014 Japan Academy of Nursing Science.
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Voices of faculty of second-degree baccalaureate nursing students.
Cangelosi, Pamela R; Moss, Margaret M
2010-03-01
The limited research related to accelerated second-degree baccalaureate nursing programs primarily focuses on curricular issues or student experiences. The purpose of this study was to focus on the experiences of faculty teaching these students. Using a hermeneutic phenomenological approach, 14 second-degree faculty from the East Coast region of the United States were interviewed to understand their experiences teaching accelerated second-degree baccalaureate nursing students and how these experiences helped or hindered their teaching and learning practices with these students. The challenges associated with teaching these students were identified in the themes At the Top of My Game and Teaching to Think Like a Nurse. This article describes this study and the implications for teaching accelerated second-degree baccalaureate students. Copyright 2010, SLACK Incorporated.
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Laurencelle, Francine L; Scanlan, Judith M; Brett, Anne Liners
2016-04-01
The nursing faculty shortage affects the number of nurse graduates. Understanding the meaning of being a nurse educator and what attracts nurses with graduate degrees to academia, are important considerations in addressing the recruitment and retention of faculty. The aim of this study was to explore the meaning of being a nurse educator and how nurse educators' understand their attraction to academia. The sample population included 15 nurse educators with a master's or doctoral degree, currently teaching in an undergraduate or graduate nursing program in a western Canadian city. Data were collected through 15 face-to-face semi-structured interviews using an interview guide. The meaning of being a nurse educator and how nurse educators understand their attraction to academia illustrates, from the perspective of the participants, how they give meaning to being a nurse educator and how they understand their attraction to academia. Six subthemes emerged: (1) opportunities, (2) wanting to teach, (3) seeing students learn, (4) contributing to the profession, (5) the unattractive, and (6) flexibility. The faculty shortage is a complex issue, one that will persist into the foreseeable future. Understanding how nurse educators experience academia and how the meaning of these experiences attract them to academia, will facilitate the development of creative strategies to recruit and retain qualified nurse educators. Copyright © 2016 Elsevier Ltd. All rights reserved.
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From vocational training to academic education: the situation of the schools of nursing in Sweden.
Andersson, E P
1999-01-01
As a consequence of a college reform in 1993, nursing education in Sweden is changing from vocational training to academic education. Teacher competence is considered to be of strategic importance to the quality of education for nurses, and nurse educators are expected to have a doctorate or master's degree in nursing or social science. This article focuses on teaching competence as it is perceived by teachers and describes the strategies used by nurse educators to meet the educational changes. The data for this ethnographic study were collected by participant observations at three Swedish nursing schools and interviews with 59 nurse educators. Results indicate that nurse educators use three different strategies to cope with changing demands and to keep their knowledge and competence as faculty at a desirable level. A good nurse educator must: (a) be a "real" nurse; (b) be well prepared in different subject matters; or (c) have an academic degree (master's degree or PhD). The success of the change from vocational training of nurses to an academic education depends on the faculty composition and the culture of the school. As a result of the increased demands for competence, traditional strategies to cope with change are no longer appropriate. Nonacademic-educated faculty risk losing their identity as good educators.
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[Higher education in nursing: the faculty work process in different institutional contexts].
Leonello, Valéria Marli; Oliveira, Maria Amélia de Campos
2014-12-01
To analyze the characteristics of faculty work in nursing higher education. An exploratory qualitative study with a theoretical-methodological framework of dialectical and historical materialism. The faculty work process was adopted as the analytical category, grounded on conceptions of work and professionalism. Semi-structured interviews were conducted with 24 faculty members from three higher education institutions in the city of São Paulo, classified according to the typology of institutional contexts. The faculty members at these higher education institutions are a heterogeneous group, under different working conditions. Intensification and precarious conditions of the faculty work is common to all three contexts, although there are important distinctions in the practices related to teaching, research and extension. Faculty professionalization can be the starting point for analyzing and coping with such a distinct reality of faculty work and practice.
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ERIC Educational Resources Information Center
Moreland, Jack E.
2011-01-01
There is a nursing faculty shortage in the United States today and projections are that over the next decade nurses will retire at a rate faster than they are being replaced. The projected shortage at a time when the largest part of the population will begin to retire and enter the ranks of the elderly could potentially cause serious problems…
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ERIC Educational Resources Information Center
Harrell, Johnna C.; Reglin, Gary
2018-01-01
Problem was the community college recognized a decline in student retention rates from 2009 to 2012 in the School of Nursing. Purpose of this program evaluation was to evaluate a faculty advising program (FAP) in the School of Nursing at a community college in regard to students' satisfaction and retention. Evaluation period was from Fall 2012 to…
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ERIC Educational Resources Information Center
Michalski, Melissa S.
2013-01-01
The purpose of this paper is to discuss the results of a faculty mentoring program of first year traditional baccalaureate degree nursing students at a university in the mid-west with multiple campuses, including three nursing campuses. One campus site was chosen for this project. The students were asked to participate in the project and informed…
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Teaching transcultural nursing in a transcultural setting.
Baker, S S; Burkhalter, N C
1996-01-01
The application of Leininger's Theory of Culture Care Diversity and Universality to the dialogue between students and faculty regarding nursing education and practice provides the theoretical framework for evaluating a transcultural nursing curriculum in a transcultural, transnational setting on the Texas-Mexico border. In evaluating the first semester of this cultural encounter between the nurse-patient-community system and baccalaureate nursing education, faculty and students at Texas A&M International University School of Nursing in Laredo identified some particular challenges and assessed the effectiveness of approaches to meeting these challenges within the context of Leininger's Culture Care Theory and its three modes of action: culture care preservation, accommodation, and repatterning.
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Nurse faculty experiences in problem-based learning: an interpretive phenomenologic analysis.
Paige, Jane B; Smith, Regina O
2013-01-01
This study explored the nurse faculty experience of participating in a problem-based learning (PBL) faculty development program. Utilizing PBL as a pedagogical method requires a paradigm shift in the way faculty think about teaching, learning, and the teacher-student relationship. An interpretive phenomenological analysis approach was used to explore the faculty experience in a PBL development program. Four themes emerged: change in perception of the teacher-student relationship, struggle in letting go, uncertainty, and valuing PBL as a developmental process. Epistemic doubt happens when action and intent toward the PBL teaching perspective do not match underlying beliefs. Findings from this study call for ongoing administrative support for education on PBL while faculty take time to uncover hidden epistemological beliefs.
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From bedside to classroom: the nurse educator transition model.
Schoening, Anne M
2013-01-01
The purpose of this qualitative study was to generate a theoretical model that describes the social process that occurs during the role transition from nurse to nurse educator. Recruitment and retention of qualified nurse educators is essential in order to remedy the current staff nurse and faculty shortage in the United States, yet nursing schools face many challenges in this area. This grounded theory study utilized purposive, theoretical sampling to identify 20 nurse educators teaching in baccalaureate nursing programs in the Midwest. The Nurse Educator Transition (NET) model was created from these data.This model identifies four phases in the role transition from nurse to nurse educator: a) the Anticipatory/Expectation Phase, b) the Disorientation Phase, c) the Information-Seeking Phase, and d) the Identity Formation Phase. Recommendations include integrating formal pedagogical education into nursing graduate programs and creating evidence-based orientation and mentoring programs for novice nurse faculty.
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To Blog or Not to Blog: What Do Nursing Faculty Think?
Jones, Krista; Garrity, Mary Kate; VanderZwan, Kathryn J; Epstein, Iris; Burla de la Rocha, Arlene
2016-12-01
Nurse educators find themselves tasked with developing content that both is aesthetically appealing and engages today's technological learners while empowering them to apply their knowledge in clinical and classroom settings. Students engaging with social networking systems reported increased satisfaction with collaborative peer-to-peer learning experiences, socialization, self-reflection, peer critique, problem-solving skills, collation of evidence-based resources, and instructor performance. This project included identifying the needs of nursing faculty regarding the use of blogging in their courses and barriers faced by faculty with implementing blogging in nursing curricula. A convenience sampling method was used, with surveys e-mailed to 49 schools of nursing in Illinois and 38 in Ontario. One hundred twenty-two surveys were completed: 78 in Illinois and 44 in Ontario. Results suggest there are many pedagogical, philosophical, and ethical issues associated with using blogging and technology in nursing education. Although significant challenges exist, blogging and technology can be useful collaborative learning tools. [J Nurs Educ. 2016;55(12):683-689.]. Copyright 2016, SLACK Incorporated.
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Early exposure to geriatric nursing through an externship program.
Souder, Elaine; Beverly, Claudia J; Kitch, Stephanie; Lubin, Sandie A
2012-01-01
The Summer Geriatric Extern Program was developed in 2004 to provide nursing students between the junior and senior year an opportunity to learn more about careers in geriatric nursing.This full-time, eight-week commitment provides students with a stipend and a faculty mentor in their area of interest. Of the 24 externs since the inception of the program, seven have enrolled in graduate programs. The findings suggest that the summer geriatric externship program is effective in developing interest in a geriatric nursing career and providing exposure to nursing research and other aspects of the faculty role.
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Inclusion of disability-related content in nurse practitioner curricula.
Smeltzer, Suzanne C; Blunt, Elizabeth; Marozsan, Heather; Wetzel-Effinger, Lisa
2015-04-01
To examine the integration of disability-content in a national sample of nurse practitioner curricula. Responses of National Organization of Nurse Practitioner Faculties (NONPF) members to an online 34-item survey designed to assess disability-related content included in nurse practitioner (NP) curricula; populations of people with disabilities addressed; models of disability; and resources used to teach about disability, facilitators and barriers to inclusion of disability, and respondents' assessment of the adequacy of coverage of disability in their programs. A survey used previously to assess integration of disability content in undergraduate nursing programs was modified to make it relevant to NP curricula. Nursing faculty and people with disability validated the survey to ensure its completeness and sensitivity to the disability community. Participating programs represent 111 (33.6%) NP programs. Lack of disability-related content reported by NP faculty in the majority of programs suggests that there is considerable room for improvement in efforts to address this often vulnerable population. Because people with disabilities can be found in any setting where health care is provided, all NPs need to be prepared to care for people with disabilities across the life span. Strategies need to be developed and implemented to increase the awareness of NP faculty about the health issues of people with disabilities and integration of disability-related content without disrupting existing overloaded NP curricula. © 2014 American Association of Nurse Practitioners.
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Faculty Performance on the Genomic Nursing Concept Inventory.
Read, Catherine Y; Ward, Linda D
2016-01-01
To use the newly developed Genomic Nursing Concept Inventory (GNCI) to evaluate faculty understanding of foundational genomic concepts, explore relative areas of strength and weakness, and compare the results with those of a student sample. An anonymous online survey instrument consisting of demographic or background items and the 31 multiple-choice questions that make up the GNCI was completed by 495 nursing faculty from across the United States in the fall of 2014. Total GNCI score and scores on four subcategories (genome basics, mutations, inheritance, genomic health) were calculated. Relationships between demographic or background variables and total GNCI score were explored. The mean score on the GNCI was 14.93 (SD = 5.31), or 48% correct; topical category scores were highest on the inheritance and genomic health items (59% and 58% correct, respectively), moderate on the mutations items (54% correct), and lowest on the genome basics items (33% correct). These results are strikingly similar to those of a recent study of nursing students. Factors associated with a higher total score on the GNCI included higher self-rated proficiency with genetic/genomic content, having a doctoral degree, having taken a genetics course for academic credit or continuing education, and having taught either a stand-alone genetic/genomic course or lecture content as part of nursing or related course. Self-rated proficiency with genetic/genomic content was fair or poor (70%), with only 7% rating their proficiency as very good or excellent. Faculty knowledge of foundational genomic concepts is similar to that of the students they teach and weakest in the areas related to basic science information. Genomics is increasingly relevant in all areas of clinical nursing practice, and the faculty charged with educating the next generation of nurses must understand foundational concepts. Faculty need to be proactive in seeking out relevant educational programs that include basic genetic/genomic concepts. © 2015 Sigma Theta Tau International.
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Becoming a nursing faculty leader.
Young, Patricia K; Pearsall, Catherine; Stiles, Kim A; Horton-Deutsch, Sara
2011-01-01
Academic leaders are one component of a well-prepared faculty that is required to achieve and sustain excellent educational programs. But what is it like to become an academic leader? How does one become a leader? These questions were addressed in an interpretive study in which nurse faculty leaders were interviewed about the experience of becoming a leader. Interview texts were analyzed hermeneutically by a research team to uncover three themes (common, shared experiences): Being Thrust into Leadership, Taking Risks, and Facing Challenges, which are explicated in this article. This study develops the evidence base for leadership preparation at a time when there is a strong need for nursing education leaders in academia.
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[The pedagogical practice of nursing teachers and their knowledge].
Madeira, Maria Zélia de Araújo; Lima, Maria da Glória Soares Barbosa
2007-01-01
This article has as objectives investigate the faculty knowledge that embase the pedagogical practice of the nursing-professors, glimpsing to understand the meaning of this social practice in what it refers to the process to become a professional professor. The qualitative nature study, with methodological emphasis in verbal story, used as instruments of data collection semi-arranged interviews, and the data analysis starting from the content analysis. Among the results obtained from the analysis, it has proven that the faculty knowledge and the pedagogical practice positively incises for the consolidation of the process to become professional professor in the scope of the faculty in the nursing course at UFPI.
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The Development of a Clinical Nurse Scholar in Baccalaureate Education.
Beal, Judy A; Riley, Joan M
2015-01-01
The purpose of this national study was to explore the vision of chief academic officers for baccalaureate nursing education. We invited chief academic nursing officers, randomly selected from a representative sample of accredited baccalaureate nursing programs to participate in the study. Audiotaped interviews were conducted in focus groups at professional meetings or by telephone and were transcribed verbatim. Data collection continued until thematic saturation was reached (N = 29). Analysis of the findings revealed themes that described future vision for baccalaureate education that provides guidance to faculty as they develop curriculum. An overarching theme "We are all Stewards of the Profession" and three supporting themes emerged: "Learning Pathways are Varied," "Faculty Need to Grow," and "New Pedagogies Need to Focus on the Development of 'Who I Am' as a Clinical Scholar." Findings point to a future where diverse learning pathways are integrated throughout the curriculum. The curriculum of tomorrow will place greater emphasis on the development of professional identity as a nurse and calls for expanded stewardship for nursing education. Deans recommended that investing time and resources into well-designed faculty development programs will help all faculty, regardless of appointment, to adapt to changing student needs and rapidly evolving practice environments. Copyright © 2015 Elsevier Inc. All rights reserved.
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Diabetes Education as a Career Choice.
Dickinson, Jane K; Lipman, Ruth D; O'Brian, Catherine A
2015-12-01
The purpose of the study was to examine the field of diabetes education along with identifying facilitators and barriers for future health care professionals entering the specialty field of diabetes education. Faculty members who were currently teaching in a health-related discipline, the students of those faculty members, and nursing students who were members of the National Student Nursing Association were surveyed to gather descriptive data. While faculty members reported they are promoting diabetes education to their health professions students, many nursing students are not aware of this career path. Nursing students understand that diabetes is a significant problem and will be something they encounter in all areas of their careers, but many were not sure they wanted to specialize in it. There is a gap between what faculty members and students report as far as awareness of the diabetes education specialty. In addition, misinformation about diabetes and people living with diabetes may be a deterrent for potential future diabetes educators. American Association of Diabetes Educators, health professions faculty members, and practicing diabetes educators can do more to clear up misconceptions and promote diabetes education as a career path for students in the health professions. © 2015 The Author(s).
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Nurses for Wisconsin: A Collaborative Initiative to Enhance the Nurse Educator Workforce.
Young, Linda K; Adams, Jan L; Lundeen, Sally; May, Katharyn A; Smith, Rosemary; Wendt, L Elaine
2016-01-01
Wisconsin, like much of the nation, is currently suffering from a growing nursing shortage. The University of Wisconsin-Eau Claire College of Nursing and Health Sciences, in partnership with the University of Wisconsin-Madison, University of Wisconsin-Milwaukee, and University of Wisconsin Oshkosh nursing programs, took advantage of a University of Wisconsin System Incentive Grant for economic and workforce development to address this problem. With a $3.2 million award, the Nurses for Wisconsin goal is to increase the number of baccalaureate registered nurses by expanding the nursing education capacity within the University of Wisconsin System. Nurses for Wisconsin is accelerating the preparation of nursing faculty by supporting nurses to enroll in doctor of nursing practice or nursing doctor of philosophy programs with pre- and postdoctoral fellowship awards ranging from $21,500 to $90,000 and the recruitment of faculty with a loan repayment program of up to $50,000. In exchange for the financial support, fellows and faculty must make a 3-year commitment to teach in a UW System nursing program. Two conferences for program participants are also funded through the award. The first conference was held in October 2014. The second conference is scheduled for summer 2015. With the first year of the 2-year project completed, this article describes Nurses for Wisconsin from inception to implementation and midterm assessment with a focus on lessons learned. A follow-up article addressing final outcomes and next steps is planned. Copyright © 2016 Elsevier Inc. All rights reserved.
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Nursing and midwifery students' perceptions of instructors' unethical behaviors.
Rafiee, Ghazanfar; Moattari, Marzieh
2013-05-01
Although nursing faculties may believe that they possess a core of knowledge about ethical interactions with students, they may unwittingly risk crossing an ethical boundary in the learning environment. The ethical dimension in education exists because the instructor has authority to contribute to or impede the students' acquisition of knowledge. Therefore, this study aimed to determine the views of Iranian baccalaureate nursing and midwifery students regarding the occurrence rate of their faculties' unethical behaviors. In this study, 115 subjects, including 61 nursing and 54 midwifery students, completed a questionnaire (response rate = 67.6%). The questionnaire consisted of demographic data and 27 short statements which described the faculties' unethical behaviors. Reliability of instrument was confirmed (0.92) using Cronbach-Alpha. Delaying in announcing the exam results (40%), lack of a positive learning environment (35.7%), failure to keep regularly scheduled office appointments (35.7%), and failure to update lecture notes when teaching a course (31.3%) were reported by the students as the main faculties' unethical behaviors. Data analysis confirmed that there were no statistically significant differences between nursing and midwifery students' responses (the two-tailed t-test was not significant at alpha 0.05 levels; P > 0.05). The study findings suggest that more emphasis should be put on faculties being accessible for consultation out of class time, announcing the exam results in a timely manner, and creating a positive learning environment.
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Heinrich, Kathleen T
As academic institutions across the country raise the scholarly bar for retention, promotion, and tenure, academic leaders are being asked to scholar-ready nursing faculty. With the retirement of senior scholars and too few scholar-mentors to go around, leaders often find themselves squeezed between scholarly expectations on the rise and faculty groups less than ready to meet those expectations. Today's nursing faculty present a formidable scholarly development challenge. A diverse mix of master's-prepared clinicians and recent graduates from doctor of philosophy and doctor of nursing practice programs, they come with a broad range of scholarly learning needs. These inequities not only leave many faculty feeling like scholar-impostors but also they can breed competitions that erode collegial bonds and sow the seeds of incivilities that steal scholarly joy, slow scholarly progress, and stress academic workplaces. What if leaders began imagining something different for themselves and with faculty groups? This is what can happen when leaders expand their perspective on scholarly faculty development from individual challenge to collective responsibility. More essay than research paper, this article describes how scholarly joy-stealing patterns can infiltrate faculty groups, shares thought leaders' visions for supportive scholarly communities, and offers strategies leaders can use to invite faculty groups to co-create cultures of scholarly caring. Copyright © 2016 Elsevier Inc. All rights reserved.
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Changing times: the role of academe in health reform.
Hewlett, Peggy O'Neill; Bleich, Michael; Cox, Mary Foster; Hoover, Kim Welch
2009-01-01
What is the role of nursing educators in the politics surrounding health reform? This critical question is posed, and exemplars of how nurse faculty can and should become more involved in the political arena are shared. The authors issue a call to action for every nurse educator in the country to become actively engaged in health reform discussions to bring this all-important perspective to the table. Recognizing and overcoming traditional roles and barriers for nurse faculty on university campuses are essential parts of the political activism that must be assumed. Opening the doors for increased patient access will result in higher utilization of health care providers, and if the nursing shortage is not abated, then bottlenecking of qualified students in programs with critical faculty shortages will create immense pressure in an overloaded care delivery system. The full impact of legislated health reform changes on academe may not be fully realized until after the fact-and as often experienced in the past, this may come too late for policy makers to adequately address questions that should have been raised by the faculty corps beforehand. The time to get involved is now.
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Horton-Deutsch, Sara; Young, Patricia K; Nelson, Kristine A
2010-05-01
The aim of the present study was to explore the experience of becoming a nurse faculty leader. In a recent interpretation of 23 interviews conducted with nurse faculty leaders from across the United States about their experiences of becoming a leader three themes were identified: being thrust into leadership, taking risks and facing challenges. This interpretive phenomenological study further explicates three aspects of how nurse educators faced challenges in becoming and serving as a leader. Facing challenges meant reflecting, persevering through difficulties and learning to relate to others in new ways. Exemplars of participant experiences are provided for concreteness, to assist readers in determining how findings resonate with their own experience and how they can actualize this resonance in their own leadership practice. In the present study, reflecting, persevering through difficulties and learning to relate with others in a new way was how leaders faced challenges. Leadership development opportunities that facilitate self-exploration, caring and thoughtful interactions with others and values clarification serve as the foundation for becoming a nurse faculty leader who is, in turn, able to build leadership capacity in other individuals and organizations.
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Faculty Descriptions of Simulation Debriefing in Traditional Baccalaureate Nursing Programs.
Waznonis, Annette R
A study was conducted to describe simulation debriefing practices of faculty in accredited, traditional, baccalaureate nursing programs in the United States. Best debriefing practices include debriefing by a competent facilitator in a safe environment using a structured framework. Yet, structured frameworks and evaluation of debriefing are lacking in nursing education. This article reports the interview findings from the qualitative component of a large-scale mixed-methods study. Twenty-three full-time faculty members with an average of 6 years of simulation debriefing experience participated in interviews. Three themes emerged with subthemes: a) having the student's best interest at heart, b) getting over the emotional hurdle, and c) intentional debriefing evolves into learning. Gaps were found in faculty development, use of a structured framework, and evaluation. Research is warranted on use of video, postdebriefing assignments, cofacilitation, and debriefing effectiveness.
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Improving Online Teaching by Using Established Best Classroom Teaching Practices.
Price, Jill M; Whitlatch, Joy; Maier, Cecilia Jane; Burdi, Melissa; Peacock, James
2016-05-01
This pilot study explored the effectiveness of an online workshop provided to faculty teaching one course in a large online RN-to-baccalaureate nursing (BSN) program. This exploration helped to fill a gap in knowledge related to implementing best classroom teaching practices into distance education for online nursing students. Focus groups with purposeful sampling (three focus groups: two faculty focus groups with a total of 11 faculty and one student focus group with a total of six students) were used to assess the effectiveness of the workshop and faculty and student perceptions of the seven best classroom teaching practices. Themes derived from the faculty focus groups included reaffirmation, commitments from students, and opportunities for instructor improvement. Themes derived from the student focus group included engagement, availability, encouragement, and diverse learning. Online teaching recommendations, created from the emerged themes of the study, could be considered to improve teaching practices of online nurse educators. J Contin Educ Nurs. 2016;47(5):222-227. Copyright 2016, SLACK Incorporated.
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Promoting Occupational Health Nursing Training
Ward, Julie A.; Beaton, Randal D.; Bruck, Annie M.; de Castro, A. B.
2012-01-01
In 2009, occupational health nursing faculty and professionals at the University of Washington developed an innovative continuing nursing education offering, the OHN Institute. The OHN Institute was designed to meet the following objectives: (1) extend basic occupational health nursing training to non-occupational health nurses in Federal Region X, (2) target new occupational health nurses or those who possessed little or no advanced education in occupational health nursing, and (3) offer a hybrid continuing nursing education program consisting of on-site and distance learning modalities. Evaluation findings suggested that the various continuing nursing education modalities and formats (e.g., asynchronous vs. synchronous, online modules vs. live modules) were essentially comparable in terms of effectiveness. Perhaps most importantly, the OHN Institute evaluation demonstrated that quality continuing nursing education outcomes for occupational health nurses depended largely on knowledgeable and engaging faculty and a compelling vision of desired outcomes, including the application of learned content to professional practice. PMID:21877672
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Autonomy among Thieves: Template Course Design for Student and Faculty Success
ERIC Educational Resources Information Center
Huun, Kathleen; Hughes, Lisa
2014-01-01
Responding to a student-expressed need for consistency among courses within the online Baccalaureate Nursing Completion program at Midwestern University, an instructional designer and nursing faculty member collaborated to build a course evaluation rubric, learning management system template, and corresponding matrix to help support student…
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Re-Envisioning Nurse Faculty Mentoring: Developmental Network Connections That Count
ERIC Educational Resources Information Center
Kennedy, Margaret Babb
2012-01-01
Fears surrounding the nurse faculty shortage in the United States have prompted significant emphasis on supporting novice educators and those in transition to new roles within academia through mentoring. Yet a continued focus on traditionally held notions of a hierarchical dyad limits possibilities for facilitating rich, diverse, mentoring…
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Stephens, Tim; De Silva, A Pubudu; Beane, Abi; Welch, John; Sigera, Chathurani; De Alwis, Sunil; Athapattu, Priyantha; Dharmagunawardene, Dilantha; Peiris, Lalitha; Siriwardana, Somalatha; Abeynayaka, Ashoka; Jayasinghe, Kosala Saroj Amarasena; Mahipala, Palitha G; Dondorp, Arjen; Haniffa, Rashan
2017-04-01
To deliver and evaluate a short critical care nurse training course whilst simultaneously building local training capacity. A multi-modal short course for critical care nursing skills was delivered in seven training blocks, from 06/2013-11/2014. Each training block included a Train the Trainer programme. The project was evaluated using Kirkpatrick's Hierarchy of Learning. There was a graded hand over of responsibility for course delivery from overseas to local faculty between 2013 and 2014. Sri Lanka. Participant learning assessed through pre/post course Multi-Choice Questionnaires. A total of 584 nurses and 29 faculty were trained. Participant feedback was consistently positive and each course demonstrated a significant increase (p≤0.0001) in MCQ scores. There was no significant difference MCQ scores (p=0.186) between overseas faculty led and local faculty led courses. In a relatively short period, training with good educational outcomes was delivered to nearly 25% of the critical care nursing population in Sri Lanka whilst simultaneously building a local faculty of trainers. Through use of a structured Train the Trainer programme, course outcomes were maintained following the handover of training responsibility to Sri Lankan faculty. The focus on local capacity building increases the possibility of long term course sustainability. Copyright © 2016 Elsevier Ltd. All rights reserved.
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Evaluation of a team-building retreat to promote nursing faculty cohesion and job satisfaction.
Birx, Ellen; Lasala, Kathleen B; Wagstaff, Mark
2011-01-01
With the growing global shortage of nursing faculty, there is increased need to develop and evaluate strategies to promote nursing faculty job satisfaction. Using quantitative and qualitative research methods, a team-building faculty retreat including challenge course activities was evaluated to determine its effects on group cohesion and job satisfaction. Mean Job in General scores for the sample (n = 29) at the start of the study were comparable with national norms for employees with graduate degrees. There were statistically significant increases in Job in General scores and group cohesion scores from pretest to posttest on the day of the retreat. However, the positive changes were not maintained at the end of the semester when follow-up data were gathered. Content analysis of the retreat day reflections revealed the following themes: getting to know each other better, seeing commonalities and differences, spending time together, developing trust, and working as a group. Several themes were identified in the end of the semester reflections: getting to know each other, feeling closer as a group, setting a friendlier tone for the semester, and that the retreat was a positive experience. Based on these findings, we recommend the use of a faculty retreat with challenge course activities to promote nursing faculty cohesion and job satisfaction. However, follow-up activities are recommended to maintain positive results over time. 2011 Elsevier Inc. All rights reserved.
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Voldbjerg, Siri Lygum; Laugesen, Britt; Bahnsen, Iben Bøgh; Jørgensen, Lone; Sørensen, Ingrid Maria; Grønkjaer, Mette; Sørensen, Erik Elgaard
2018-06-01
To describe and discuss the process of integrating the Fundamentals of Care framework in a baccalaureate nursing education at a School of Nursing in Denmark. Nursing education plays an essential role in educating nurses to work within healthcare systems in which a demanding workload on nurses results in fundamental nursing care being left undone. Newly graduated nurses often lack knowledge and skills to meet the challenges of delivering fundamental care in clinical practice. To develop nursing students' understanding of fundamental nursing, the conceptual Fundamentals of Care framework has been integrated in nursing education at a School of Nursing in Denmark. Discursive paper using an adjusted descriptive case study design for describing and discussing the process of integrating the conceptual Fundamentals of Care Framework in nursing education. The process of integrating the Fundamentals of Care framework is illuminated through a description of the context, in which the process occurs including the faculty members, lectures, case-based work and simulation laboratory in nursing education. Based on this description, opportunities such as supporting a holistic approach to an evidence-based integrative patient care and challenges such as scepticism among the faculty are discussed. It is suggested how integration of Fundamentals of Care Framework in lectures, case-based work and simulation laboratory can make fundamental nursing care more explicit in nursing education, support critical thinking and underline the relevance of evidence-based practice. The process relies on a supportive context, a well-informed and engaged faculty, and continuous reflections on how the conceptual framework can be integrated. Integrating the Fundamentals of Care framework can support nursing students' critical thinking and reflection on what fundamental nursing care is and requires and eventually educate nurses in providing evidence-based fundamental nursing care. © 2018 John Wiley & Sons Ltd.
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Boellaard, Melissa R; Brandt, Cheryl L; Zorn, CeCelia R
2015-06-01
Despite a growing faculty shortage, accelerated second baccalaureate degree nursing programs (ASBSN) proliferate. To prepare faculty for this teaching role, guide their development, and enhance recruitment and retention, ASBSN faculty in this descriptive study offered advice to new ASBSN educators. Data were collected online from ASBSN faculty (N = 93) across the midwestern United States. Six themes emerged: (a) Plan for Program Intensity That Stresses Students and Faculty, (b) Be Available, Flexible, Open-Minded, and Patient, (c) Uphold Early-Established Expectations and Rigorous Standards, (d) Be Prepared for Challenging Questions: Know Your Material and Be Organized, (e) Integrate Students' Diversity Into Teaching and Learning, and (f) Adapt Content and Teaching Strategies to Align With Student and Program Characteristics. Consistency with the Suplee and Gardner new faculty orientation model was explored. Respondents viewed new ASBSN faculty as active agents who can influence their own effectiveness and success. [J Nurs Educ. 2015;54(6):343-346.]. Copyright 2015, SLACK Incorporated.
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Faculty Development: Not Just a Bandwagon.
ERIC Educational Resources Information Center
Hipps, Opal S.
1978-01-01
Considers problems in traditional faculty development programs, comments on the relation between faculty development and evaluation, and reviews the instructional development model, the organizational development approach, and the personal development model. Offers suggestions for nursing faculties and administrators in organizing a nursing…
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Using distance technology to learn across borders: a virtual travel course in nursing.
Gallagher-Lepak, Susan; Block, Derryl; Rojas, Yrene Esperanza Urbina; Birkholz, Lorri; Melgar Morán, Carlos Christian
2011-08-01
A 6-week online course was developed and delivered to nursing students and instructors at universities in two countries. The course exposed students and faculty to nursing and health concerns in both countries. All course communications were conducted in both English and Spanish, with support from online translation software as needed. Course content covered professional nursing, global health issues, and nursing interventions used with clinical problems. Although students were initially intimidated by the course language requirements, students valued the opportunity to learn about cultural and health issues. Faculty experienced a learning curve as well and enjoyed this international experience. Copyright 2011, SLACK Incorporated.
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Empowerment and job satisfaction in associate degree nurse educators.
Baker, Sandra L; Fitzpatrick, Joyce J; Griffin, Mary Quinn
2011-01-01
The purpose of this study was to examine empowerment, job satisfaction levels, and relationships among 139 associate degree nursing educators.The Conditions of Work Effectiveness II, Psychological Empowerment Scale, and Job Diagnostic Survey were used. Findings indicated that the majority of educators were satisfied with their jobs as nursing faculty and felt empowered in their workplaces. Psychological empowerment demonstrated the strongest positive correlation with job satisfaction. There were no significant differences in empowerment or job satisfaction based on educators' tenure status, educational level, evidence of scholarship, or academic rank. Based on the findings of this study, the authors recommend that deans use resources to provide faculty opportunities to expand their departmental influence and spend more time with students, as well as place faculty in positions that highlight their relevance to the college and nursing program.
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Stirling, Bridget V; Harmston, Jennie; Alsobayel, Hana
2015-01-01
The Middle Eastern Respiratory Syndrome Coronavirus is a serious and emerging issue in Saudi Arabia and the world. A response was required to reduce possible disease transmission between the hospital and university. College of Nursing academic staff developed a programme in response to the educational and emotional needs of participants. A MERS-CoV Task Force responded to the rapidly unfolding epidemic. The aim was to find out what nursing staff and nursing students in the college knew about MERS- CoV. While most gaps in knowledge were addressed after an intense information seminar, other learning needs were identified and responded to. The Task Force developed mandatory information sessions for all nursing faculty, students and staff. All staff were informed by email, letters and posters. There are 28 faculty staff, 84 support staff and 480 students in the College of Nursing. The information settings all took place within the College of Nursing, Princess Nourah University, Kingdom of Saudi Arabia. Questionnaires were given to faculty, students and staff to understand their baseline knowledge. After the sessions, faculty, students and staff were asked about what was learned through the sessions, and what educational needs still needed to be addressed. Approval was sought and received by the Ethics Committee for the College of Nursing. Participants completed informed consent forms and the voluntary nature of the study was explained. The total number of people attending the education sessions was133, including 65 students. 18 faculty members attended and 57 support staff. Data was gathered on gaps in participant knowledge and a plan was developed to address the gaps. Policies were established around student participation in clinical and return to work practices for staff with any symptoms. In hospitals there is above average risk for exposure to infectious diseases. Student nurses travel between hospital and university, with the capacity to act as a conduit of pathogens to large, susceptible populations. Nursing colleges must respond thoroughly to protect students and staff and prevent spread of disease into the university community in the midst of an epidemic.
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Gender discrimination and nursing: α literature review.
Kouta, Christiana; Kaite, Charis P
2011-01-01
This article aims to examine gender stereotypes in relation to men in nursing, discuss gender discrimination cases in nursing, and explore methods used for promoting equal educational opportunities during nursing studies. The literature review was based on related databases, such as CINAHL, Science Direct, MEDLINE, and EBSCO. Legal case studies are included in order to provide a more practical example of those barriers existing for men pursuing nursing, as well as statistical data concerning gender discrimination and male attrition to nursing schools in relation to those barriers. These strengthen the validity of the manuscript. Literature review showed that gender discrimination is still prevalent within nursing profession. Nursing faculty should prepare male nursing students to interact effectively with female clients as well. Role modeling the therapeutic relationship with clients is one strategy that may help male students. In general, the faculty should provide equal learning opportunities to nursing students. Copyright © 2011 Elsevier Inc. All rights reserved.
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Staebler, Suzanne; Campbell, Jane; Cornelius, Patsy; Fallin-Bennett, Amanda; Fry-Bowers, Eileen; Kung, Ying Mai; LaFevers, David; Miller, Janice
To better understand policy/advocacy concepts and methodology utilized in all levels of nursing educational programs and develop clarity concerning structure of policy content and integration across all levels of education. Cross-sectional analysis of data obtained from a survey sent to 19,043 nursing faculty in the United States; 598 total responses; 514 complete responses. Quantitative data points were analyzed using SPSS and qualitative data was grouped and analyzed by theme. Barriers and perceptions of student engagement and student learning outcomes along with institutional and faculty development barriers were explored in baccalaureate, masters, and doctoral level nursing programs. Thirty-six percent of respondents reported having experience in development and implementation of policy, ranging from local to international spheres and 21% reported active involvement in current state and federal policy development. Seventy percent of respondents have advocated for the nursing profession through professional organizations while 44% report current activity in legislative advocacy. The value of nursing policy education, advocacy, and analysis must be valued in higher education. Copyright © 2017 Elsevier Inc. All rights reserved.
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A successful academic collaborative to increase nurse faculty in New Jersey.
Louie, Kem; Campbell, Minnie; Donaghy, Claire P; Rice, Leslie; Sabatini, Michelle
2011-01-01
The purpose of this article was to describe a successful academic collaboration of 4 New Jersey state colleges and universities. The aim of the collaborative is to prepare and graduate students in a dual role as advanced clinical/practice nurses and nurse faculty within an innovative master of nursing educational program. This effort was funded by a 4-year grant from the Robert Wood Johnson Foundation NJ Nursing Initiative and the New Jersey Chamber of Commerce. The New Jersey Nursing Education Collaborative (NJNEC) is discussed using E. O'Neil and P. Krauel's (2004) factors for an effective collaborative. The four factors for an effective partnership include a coherent institutional strategy, partners that bring value and assets to the collaborative, mutually beneficial goals, and accountability to each other. The NJNEC is composed of four independent state colleges and universities with separate governing structures and student characteristics. The four schools are located in different geographical locations in the state. Several challenging issues in preparation of faculty and maintaining a collaborative will be presented for future consideration. Copyright © 2011 Elsevier Inc. All rights reserved.
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Programmatic and teaching initiatives for ethnically diverse nursing students: a literature review.
Torregosa, Marivic B; Morin, Karen H
2012-06-01
The purpose of this study was to examine the evidence of programmatic and teaching initiatives implemented by nursing faculty to enhance the academic success rates of ethnically diverse students (EDS). A search of the literature in the Cumulative Index to Nursing and Allied Health Literature and MEDLINE databases, wherein primary sources about programmatic and teaching initiative to promote academic success among EDS, was conducted. Using specific the Cumulative Index to Nursing and Allied Health Literature subject headings and Medical Subject Headings, 230 articles were retrieved from both databases. A total of 22 peer-reviewed articles published between 2000 and 2011 were included in the literature review. We found that evidence on the predominant programmatic and teaching initiatives for EDS academic success was inconclusive. The most common programmatic and teaching initiatives implemented by nursing faculty were peer mentoring, faculty-student mentoring, social networking, academic support, and financial support. Although positive student outcomes were reported about programmatic and teaching initiatives for EDS, the evidence remained inconclusive. Recommendations for policy and future research in this area of nursing education research were provided. Copyright © 2012. Published by Elsevier B.V.
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Burnout and Humor Usage among Community College Nursing Faculty Members.
ERIC Educational Resources Information Center
Talbot, Laura A.
2000-01-01
Assesses the correlation of burnout among community college nursing faculty members and their use of humor to mediate academic stress related to burnout. Differences in burnout between high versus low humor usage respondents showed a higher sense of personal accomplishment with high humor usage. Of those with low humor usage, workload was related…
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Faculty Narratives: Teaching, Technology, and the Nursing Professoriate
ERIC Educational Resources Information Center
Miller, Ava S.
2010-01-01
The use of the Internet and its associated technology in education are necessities at the 21st century university. Nursing faculty has, and continues to be, influenced by changes in the manner in which education is delivered. The changes are superimposed upon the traditional scholarship roles involving teaching, research, and service. In order to…
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ERIC Educational Resources Information Center
Afam, Clifford C.
2012-01-01
Using a correlational, cross-sectional study design with self-administered questionnaires, this study explored the extent to which leadership practices of deans and department heads influence faculty job satisfaction in baccalaureate degree nursing programs. Using a simple random sampling technique, the study survey was sent to 400 faculty…
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The Existence of Implicit Racial Bias in Nursing Faculty
ERIC Educational Resources Information Center
Fitzsimmons, Kathleen A.
2009-01-01
This study examined the existence of implicit racial bias in nursing faculty using the Implicit Association Test (IAT). It was conducted within a critical race theory framework where race was seen as a permanent, pervasive, and systemic condition, not an individual process. The study was fueled by data showing continued disparate academic and…
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Improving Faculty Perceptions of and Intent to Use Simulation: An Intervention Project
ERIC Educational Resources Information Center
Tucker, Charles
2013-01-01
Human patient simulation is an innovative teaching strategy that can facilitate practice development and preparation for entry into today's healthcare environment for nursing students. Unfortunately, the use of human patient simulation has been limited due to the perceptions of nursing faculty members. This project sought to explore those…
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Examination of Badges to Increase Nursing Student Engagement: A Quasi-Experimental Study
ERIC Educational Resources Information Center
Moritz, Sharon Carol
2017-01-01
Finding ways to help nursing students understand the application of didactic content can be challenging for faculty. One challenge faculty face is motivating students with thought provoking and memorable content using traditional methods. Educational games and gaming attributes have been shown to affect student motivation and support learning. The…
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Technology-based strategies for promoting clinical reasoning skills in nursing education.
Shellenbarger, Teresa; Robb, Meigan
2015-01-01
Faculty face the demand of preparing nursing students for the constantly changing health care environment. Effective use of online, classroom, and clinical conferencing opportunities helps to enhance nursing students' clinical reasoning capabilities needed for practice. The growth of technology creates an avenue for faculty to develop engaging learning opportunities. This article presents technology-based strategies such as electronic concept mapping, electronic case histories, and digital storytelling that can be used to facilitate clinical reasoning skills.
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Faculty Perceptions of Online Teaching Effectiveness and Indicators of Quality.
Frazer, Christine; Sullivan, Debra Henline; Weatherspoon, Deborah; Hussey, Leslie
2017-01-01
Online education programs in nursing are increasing rapidly. Faculty need to be competent in their role and possess the skills necessary to positively impact student outcomes. Existing research offers effective teaching strategies for online education; however, there may be some disconnect in the application of these strategies and faculty perceptions of associated outcomes. Focus groups were formed to uncover how nursing faculty in an online program define and describe teaching effectiveness and quality indicators in an asynchronous online environment. A semistructured interview format guided group discussion. Participants ( n = 11) included nurse educators from an online university with an average of 15 years of experience teaching in nursing academia and 6 years in an online environment. Teaching effectiveness, indicators of quality, and student success were three categories that emerged from the analysis of data. What materialized from the analysis was an overarching concept of a "dance" that occurs in the online environment. Effective online teachers facilitate, connect, lead, and work in synchrony with students to obtain indicators of quality such as student success, student improvement over time, and student application of knowledge to the professional role.
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Faculty Perceptions of Online Teaching Effectiveness and Indicators of Quality
Sullivan, Debra Henline; Weatherspoon, Deborah; Hussey, Leslie
2017-01-01
Online education programs in nursing are increasing rapidly. Faculty need to be competent in their role and possess the skills necessary to positively impact student outcomes. Existing research offers effective teaching strategies for online education; however, there may be some disconnect in the application of these strategies and faculty perceptions of associated outcomes. Focus groups were formed to uncover how nursing faculty in an online program define and describe teaching effectiveness and quality indicators in an asynchronous online environment. A semistructured interview format guided group discussion. Participants (n = 11) included nurse educators from an online university with an average of 15 years of experience teaching in nursing academia and 6 years in an online environment. Teaching effectiveness, indicators of quality, and student success were three categories that emerged from the analysis of data. What materialized from the analysis was an overarching concept of a “dance” that occurs in the online environment. Effective online teachers facilitate, connect, lead, and work in synchrony with students to obtain indicators of quality such as student success, student improvement over time, and student application of knowledge to the professional role. PMID:28326195
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Exploring the issue of failure to fail in a nursing program.
Larocque, Sylvie; Luhanga, Florence Loyce
2013-05-18
A study using a qualitative descriptive design was undertaken to explore the issue of "failure to fail" in a nursing program. Individual in-depth interviews were conducted with nursing university faculty members, preceptors, and faculty advisors (n=13). Content analysis was used to analyze the data. Results indicate that: (a) failing a student is a difficult process; (b) both academic and emotional support are required for students and preceptors and faculty advisors; (c) there are consequences for programs, faculty, and students when a student has failed a placement; (d) at times, personal, professional, and structural reasons exist for failing to fail a student; and (e) the reputation of the professional program can be diminished as a result of failing to fail a student. Recommendations for improving assessment, evaluation, and intervention with a failing student include documentation, communication, and support. These findings have implications for improving the quality of clinical experiences.
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An Academic-Service Partnership: A System-Wide Approach and Case Report.
Bay, Esther H; Tschannen, Dana J
2017-06-01
An academic-service partnership was formed to increase educational capacity, improve evidence-based nursing at the point of care, and engage staff nurses, clinical faculty, and students in patient and family care. This case report reflects an overview of the first year of full implementation, and survey results from nurse leaders and faculty at the 3-year time point. Following its third year of an academic-service partnership, the shared mission, vision, and values have resulted in stronger NCLEX-RN results, improved quality initiatives, and trends for improvements in patient outcomes. Alignment with faculty and mentors surrounding student expectations has improved, as well as shared evidence-based practices. Sustaining an academic-service partnership requires dedicated leaders, faculty, and mentors. This partnership continues to thrive and move toward excellence in patient- and family-centered outcomes and undergraduate clinical education. [J Nurs Educ. 2017;56(6):373-377.]. Copyright 2017, SLACK Incorporated.
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Schutt, Michelle A; Hightower, Barbara
2009-02-01
The American Association of Colleges of Nursing advocates that professional nurses have the information literacy skills essential for evidence-based practice. As nursing schools embrace evidence-based models to prepare students for nursing careers, faculty can collaborate with librarians to create engaging learning activities focused on the development of information literacy skills. Instructional technology tools such as course management systems, virtual classrooms, and online tutorials provide opportunities to reach students outside the traditional campus classroom. This article discusses the collaborative process between faculty and a library instruction coordinator and strategies used to create literacy learning activities focused on the development of basic database search skills for a Computers in Nursing course. The activities and an online tutorial were included in a library database module incorporated into WebCT. In addition, synchronous classroom meeting software was used by the librarian to reach students in the distance learning environment. Recommendations for module modifications and faculty, librarian, and student evaluations are offered.
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Becoming a nurse faculty leader: doing your homework to minimize risk taking.
Pearsall, Catherine; Pardue, Karen T; Horton-Deutsch, Sara; Young, Patricia K; Halstead, Judith; Nelson, Kristine A; Morales, Mary Lou; Zungolo, Eileen
2014-01-01
Risk taking is an important aspect of academic leadership; yet, how does taking risks shape leadership development, and what are the practices of risk taking in nurse faculty leaders? This interpretative phenomenological study examines the meaning and experience of risk taking among formal and informal nurse faculty leaders. The theme of doing your homework is generated through in-depth hermeneutic analysis of 14 interview texts and 2 focus group narratives. The practice of doing one's homework is captured in weighing costs and benefits, learning the context, and cultivating relationships. This study develops an evidence base for incorporating ways of doing one's homework into leadership development activities at a time when there is a tremendous need for nurse leaders in academic settings. Examining the practices of doing one's homework to minimize risk as a part of leadership development provides a foundation for cultivating nurse leaders who, in turn, are able to support and build leadership capacity in others. Copyright © 2014 Elsevier Inc. All rights reserved.
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Lesson Plans: Road Maps for the Active Learning Classroom.
Moore-Cox, Annie
2017-11-01
Lesson planning is a documentation process used extensively in education from kindergarten through 12th grade, but rarely in higher education, including undergraduate, prelicensure nursing education. Lesson plans help teachers plan what will happen during a class period from moment to moment. Trends in nursing education, such as the incorporation of active learning strategies in the classroom, make lesson plans a timely addition to the nurse educator's toolkit. This article describes the components of a lesson plan and offers an author-developed template for use in nursing education. Using the template helps nurse educators map out activities for all class participants, such as students, student pairs and teams, and faculty. The lesson plan enables faculty to plot out the many dynamic components of an active learning class period. It also serves as a road map for subsequent faculty, which is an important feature as the profession faces a wave of retirements in the coming decade. [J Nurs Educ. 2017;56(11):697-700.]. Copyright 2017, SLACK Incorporated.
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Educating a new generation: teaching baby boomer faculty about millennial students.
Mangold, Kara
2007-01-01
This review examines the impact of generational influences on the faculty-student relationship. Specifically, the baby boomer faculty-millennial learner dyad is explored, as these two generations are most representative of the faculty-student demographic. Teaching and learning preferences are emphasized, and implications and recommendations for nursing faculty are presented.
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The development of a conceptually based nursing curriculum: an international experiment.
Meleis, A I
1979-11-01
Nursing programmes in the United States of America are based on a conceptual framework. Not only do faculty and students ascribe to the necessity of such programmes but the national accreditation agency also provides its accreditation approval for the institution only after all criteria are met, including the requirement of a well-defined, operationalized and implemented framework. Can a nursing programme be developed in other nations utilizing the esoteric, American-based idea of the necessity for a conceptually based curriculum? The author answers this question. The manuscript presents both the process utilized in selecting a conceptual framwork for a new junior college programme in Kuwait and discusses the selected framework. The idea of a conceptual framework to guide the curriculum was as foreign in Kuwait as it was to nursing curricula in the United States 15 years ago. Though initially rejected by the faculty in Kuwait, the idea of a conceptual framework was reintroduced after much faculty discussion and questions related to nursing knowledge vis-a-vis medical knowledge, and what should be included in and excluded from the programme. By the end of the second year, a definite framework had been operationalized into courses and content. The selection of the framework evolved from faculty participation in the operationalization of the framework. This point is quite significant particularly in an international assignment, as it is the faculty who are left with the monumental task of supporting and continuing the work which has been done. Strategies used to develop and implement a conceptual framework included confrontation of faculty of the existing situation, lectures, seminars, workshops, and the identification of a critical review board.
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Community nursing research. Nuevo Leon, Mexico.
Rappsilber, C; Castillo, A A; Gallegos, E C
1998-01-01
After a 10-year history of community health nursing research conducted by graduate students at the Universidad Autónoma de Nuevo León in Monterrey, Mexico, the faculty recognized a need to synthesize their work into a monograph. The purpose was to guide nursing practice, incorporate the findings into the body of nursing knowledge, and identify future research needs. Starting in 1994, three faculty members reviewed 29 theses written by community nursing majors from 1986 to 1993 to meet the requirements for the master's degree in nursing. They classified the studies according to their principal focus and synthesized the findings to derive common phenomena and themes. The endeavor resulted in a 40-page document and a proposed model in the form of an unpublished monograph.
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[Nurse-teacher: a dialogue with pedagogical education].
Rodrigues, Malvina Thaís Pacheco; Sobrinho, José Augusto de Carvalho Mendes
2007-01-01
College faculty presents itself as an important subject matter in a moment of transformation on nursing education characterized by syllabus and methodological changes. This assignment aimed to reflect upon the pedagogical education of the nurse-teacher in order to make this education appropriate to assist the new educational demands of society which are considered by the Syllabus Guidelines of Nursing Graduation. It is about a bibliographical study. The literature review permits to state that pedagogical education is necessary for the nurse-teacher to educate a nurse capable of acting in all care dimensions as a promoter for the health of the citizen, the family and the community. In this context, the reflecting practice is pointed out as guideline to the development of faculty education.
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Student perceptions of the links between nursing and the liberal arts.
Peck, M L; Jennings, S
1989-11-01
This article examines the extent to which nursing students are aware of the importance of liberal arts in their professional education. Based on a survey of nursing students and alumnae from a small, New York state college, the project further explored the channels through which they became aware of the significant links between these two aspects of their education. One finding is that nursing students give a relatively high weight to the importance of the liberal arts in their total learning process. The more important conclusion is that students, on the whole, believe that they have made the links between liberal arts and nursing themselves. To the extent that other agents help forge these links, the most important seem to be nursing labs and clinicals, other nursing students, and nursing texts and modules. Students perceive that nursing faculty help draw links more often than liberal arts faculty, but neither rank very high.
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Faculty Practice: Something for Everyone.
ERIC Educational Resources Information Center
Nichols, Carol
1985-01-01
Faculty practice (a clinical practice based in the educational institution and staffed and directed by faculty who participate in that practice) is examined as it applies to nursing educators. Elements discussed include faculty responsibility and group functioning, director role, clinical secretary role, clinical setting, patient characteristics,…
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[Centennial retrospective on the evolution and development of nursing education in Taiwan].
Yeh, Mei Chang
2014-08-01
Nursing education in Taiwan has developed significantly over the past one hundred years. Throughout the first half of the 20th century, nursing education in Taiwan ended at the high school level. However, over the most recent 50 years, this level has been gradually raised, and nursing doctoral programs are now offered today. Changes in the nursing profession over the past century have been influenced by social and political factors, war, the health care policies, and national education policies. Areas of nursing education that have presented key challenges to change and innovation include the nursing faculty, curriculum, teaching materials, and quality of teaching. Today, key future goals for nursing education in Taiwan are: Raising the entry level of generic nursing education from junior high to the high-school level, improving the curricula for master's and doctoral students, cultivating advanced practice nurses, improving the quality of nursing faculties, and establishing a mechanism to ensure the consistent quality of nursing education.
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Munchausen syndrome and Munchausen syndrome by proxy in a student nurse.
Yonge, Olive; Haase, Mary
2004-01-01
Most faculty are not prepared for the possibility of encountering Munchausen syndrome (MS) in nursing students and Munchausen syndrome by proxy (MSP) in nursing students' children. When confronted with MS or MSP, their first reaction is often hostility coupled with a sense of betrayal. Given that individuals with this condition are attracted to helping professions, the authors describe both conditions in a case in which a nursing student presented with MS and the student's daughter was a victim of MSP. The focus is on protection of any children and the public, psychiatric treatment for the offender, and assistance for faculty.
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Cultural Diversity in Nursing Education: Perils, Pitfalls, and Pearls
Bednarz, Hedi; Schim, Stephanie; Doorenbos, Ardith
2010-01-01
Increasing diversity in the classroom challenges nursing educators to identify issues that complicate teaching (perils), analyze barriers for themselves and their students (pitfalls), and select new strategies for working with nontraditional students (pearls). This article identifies concerns arising from attitudes and values within nursing and common approaches to diversity education, and then discusses key issues in nursing education that relate to human nature, culture, faculty workload, and student demographics. Finally, some strategies are proposed for increasing the effectiveness of professional preparation with diverse students through a focus on culturally congruent education and development of faculty cultural competence. PMID:20143759
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Cultural diversity in nursing education: perils, pitfalls, and pearls.
Bednarz, Hedi; Schim, Stephanie; Doorenbos, Ardith
2010-05-01
Increasing diversity in the classroom challenges nursing educators to identify issues that complicate teaching (perils), analyze barriers for themselves and their students (pitfalls), and select new strategies for working with nontraditional students (pearls). This article identifies concerns arising from attitudes and values within nursing and common approaches to diversity education, and then discusses key issues in nursing education that relate to human nature, culture, faculty workload, and student demographics. Finally, some strategies are proposed for increasing the effectiveness of professional preparation with diverse students through a focus on culturally congruent education and development of faculty cultural competence.
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A teaching mentorship program to facilitate excellence in teaching and learning.
Slimmer, Lynda
2012-01-01
The impact of decreasing faculty numbers on the nursing shortage has been well documented. Mentoring is recognized as the most significant way to grow and nurture nurse educators. The purpose of this article was to describe the Teaching Mentorship Program within the College of Nursing Department of Biobehavioral Health Science at a Midwestern state university. The program activities are designed to facilitate new faculty members' transition from the role of nurse clinician to the role of nurse educator, to support the implementation of evidence-based teaching practices, and to encourage the development of teaching scholarship. Outcomes of the program include retention of new faculty, improved student satisfaction with the quality of instruction, and increased teaching scholarship activities. The program demonstrates the three hallmarks of an effective mentoring program. First, the program is supported by an institutional culture that values mentoring and provides it with an organizational home. Second, the Associate Department Head and primary mentor has been an educator for 37 years with expertise in curriculum development, program evaluation, and teaching methodologies. Third, because the associate department head's principle role is to implement the program and serve as the primary mentor, her commitment is to provide flexible, timely access to faculty. Copyright © 2012 Elsevier Inc. All rights reserved.
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Ross, Jennifer Gunberg; Bruderle, Elizabeth; Meakim, Colleen
2015-03-01
Faculty in a 4-year baccalaureate nursing program were concerned with students' failure to retain the patient care skills of vital signs, breath sounds, and heart sounds learned in freshman and sophomore courses and consequent inability to transfer these high-frequency skills into the clinical setting. Because nursing is a practice profession, new graduates must be prepared to demonstrate specific competencies that are designed to improve practice. To address faculty concerns, support more positive learning outcomes, and engage in evidence-based nursing education, faculty developed and implemented an assignment that incorporated deliberate practice and peer mentoring into a sophomore course on the essentials of nursing practice. The purpose of this article is to describe the rationale, development and implementation, and feedback for a deliberate practice and peer mentoring assignment designed to enhance skill mastery and retention. Copyright 2015, SLACK Incorporated.
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Group Empowerment in Nursing Education.
Friend, Mary Louanne
2015-12-01
Nursing education is experiencing rapid changes, as nurses are expected to transform and lead health care delivery within the United States. The ability to produce exceptional graduates requires faculty who are empowered to achieve goals. The Sieloff-King Assessment of Group Empowerment Within Organizations (SKAGEO) was adapted and administered online to a stratified sample of administrators and faculty in American Association of Colleges of Nursing-member schools. Participants' scores were within high ranges in both empowerment capacity and capability; however, administrator group scores were higher. Data analyses indicated that administrator leadership competencies were associated with group empowerment. This study suggests that empowered faculty and administrator groups anticipate changing health care trends and effect student outcomes and competencies by their interventions. Also, it can be inferred that as a result of administrators' competencies, participants teach in empowered work environments where they can model ideal behaviors. Copyright 2015, SLACK Incorporated.
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A model for scholarship in nursing: the case of a private liberal arts college.
Nelson, M L
2001-01-01
Faculty in the Department of Nursing at Augustana College, Sioux Falls, SD, focused their faculty development efforts for the 1997-1998 academic year on the creation of a scholarship model that would be both discipline-specific and relevant to Augustana's private liberal arts college identity. Rooted in Boyer's seminal re-examination of scholarship in academia, the Augustana model defines scholarship in nursing and delineates dimensions of scholarship, as well as the qualities of a scholar and criteria for evaluating scholarly endeavors. This evolving model has proven useful as a framework for faculty self-evaluation and peer review, as a guide for orienting undergraduate and graduate students to their own scholarly development, and as a framework to define criteria for final graduate student projects. The model is presented as an invitation to individual and collective scholarship development for every clinician, educator, theorist, and researcher in nursing.
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Collaborating for a cause--Creating partnerships between IT and academia.
Cato, Jim; Abbott, Patricia
2006-01-01
An international nursing shortage is driving the redesign of nursing education curriculum. Providing nursing students with an opportunity for hands on use of advanced healthcare technology is critical to the development of highly competent nurses who are prepared not only to fully interact in the healthcare domain, but to also participate in its re-engineering via IT. The academic institution with an integrated IT solution in clinical simulation labs can become a place where students can learn the skills, understand the potential, participate in the selection and evaluation of software systems and eventually help to craft IT solutions that benefit both the patient and the practice of nursing and medicine. As the healthcare environment continues to change - pushing curricular redesign, the expectation that educators will increase the integration of IT into coursework and clinical experiences is increasing. The challenge however, is not only to educate the students, but to also educate faculty who often possess limited amounts of IT knowledge. Faculties, like students, have limited time and learning outcomes are enhanced when hands-on and practical educational opportunities are available. This presentation therefore will not only focus on the student; instead, the gestalt of integrated teaching/learning from faculty and student perspectives will be addressed. The challenges, including identifying partnership opportunities, identifying financial resources to support such partnerships, gaining institutional support, determining criteria to evaluate student performance, and strategies for engendering faculty support will be discussed, along with solutions on how they can be overcome. The presentation will also highlight the benefits of the partnership for both the institution and the industry vendor. The institution can benefit from the access to the vendor's software, hardware, and expertise. By using advanced clinical solutions in the classroom and hospital setting, students and faculty can benefit from access to evidence based content and knowledge management. Opportunities for faculty and student research also become possible. In turn, the vendor has access to the institution's intellectual capital, participation in research studies co-authorship in academic publications, and enhancements of product design. The outcome is a nursing informatics educational partnership empowering nurses to utilize and drive the enhancements of advanced technology to improve the delivery of patient care.
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What does an innovative teaching assignment strategy mean to nursing students?
Neuman, Lois H; Pardue, Karen T; Grady, Janet L; Gray, Mary Tod; Hobbins, Bonnie; Edelstein, Jan; Herrman, Judith W
2009-01-01
The concept of innovation in nursing education has been addressed in published literature on faculty-defined and faculty-created teaching strategies and instructional methods. In this project, innovation is defined as "using knowledge to create ways and services that are new (or perceived as new) in order to transform systems" (Pardue, Tagliareni, Valiga, Davison-Price, & Orchowsky, 2005). Studies on nursing student perceptions of innovation are limited, and it is unclear how undergraduate and graduate students conceptualize innovative learning experiences. This project explored students' perceptions of their experiences with instructor-defined, innovative teaching/learning strategies in four types of nursing education programs. Issues nurse educators should consider as they apply new techniques to their teaching are discussed.
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AACN White Paper: Distance Technology in Nursing Education.
ERIC Educational Resources Information Center
American Association of Colleges of Nursing, Washington, DC.
Technological advances have increased opportunities for nursing education, affording increased collaboration among nursing faculties in teaching, practice, and research. In an era when nurses are in demand, technology may help the profession educate nurses, prepare future educators, and advance the science of nursing. Several factors should be…
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Ward, Julie A; Beaton, Randal D; Bruck, Annie M; de Castro, A B
2011-09-01
In 2009, occupational health nursing faculty and professionals at the University of Washington developed an innovative continuing nursing education offering, the OHN Institute. The OHN Institute was designed to meet the following objectives: (1) extend basic occupational health nursing training to non-occupational health nurses in Federal Region X, (2) target new occupational health nurses or those who possessed little or no advanced education in occupational health nursing, and (3) offer a hybrid continuing nursing education program consisting of on-site and distance learning modalities. Evaluation findings suggested that the various continuing nursing education modalities and formats (e.g., asynchronous vs. synchronous, online modules vs. live modules) were essentially comparable in terms of effectiveness. Perhaps most importantly, the OHN Institute evaluation demonstrated that quality continuing nursing education outcomes for occupational health nurses depended largely on knowledgeable and engaging faculty and a compelling vision of desired outcomes, including the application of learned content to professional practice. Copyright 2011, SLACK Incorporated.
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Matching Social Support and Sources of Stress in Female Nursing Faculty Pursuing Doctoral Study.
ERIC Educational Resources Information Center
Kenty, Janet R.
This study surveyed 111 women faculty in four-year nursing education programs who were also enrolled in doctoral study to determine the stresses involved in balancing the two roles of teacher and student. The theoretical framework was an extension of Cutrona and Russell's social support model which proposes that stressful life events impact…
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Crib sheets or security blankets?
Drake, V K; Freed, P; Hunter, J M
1998-01-01
This article describes the sanctioned use of crib sheets as a nursing intervention to decrease test anxiety when the classroom is the practice setting for psychiatric/mental health nursing faculty. The products that the students created offered additional unsuspected benefits. The faculty were convinced that the use of crib sheets can be a sound intervention to reduce students' test-taking anxiety.
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ERIC Educational Resources Information Center
Scarbrough, John E.
2011-01-01
Objective: Student-faculty trust and related concept characteristics have been shown to be factors associated with successful student learning. Research investigating the role of trust in communications and education has been conducted with students in other disciplines but not with nursing students. The purpose of the research is to investigate…
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ERIC Educational Resources Information Center
Kimbrough-Walls, Vickie J.
2012-01-01
Student success is dependent on effective instruction. Yet, effective teaching is difficult to define and described differently by students, faculty, and administrators. Nursing and dental hygiene education programs require faculty to teach in both classroom and clinical environments. However, accreditation agencies for these programs mandate…
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Faculty perceptions of academic advising: "I don't get no respect".
Harrison, Elizabeth
2009-01-01
Best practices in teaching and learning may begin with effective academic advising. Nursing research and scholarship in the area of advising, however, is virtually nonexistent. The purpose of this exploratory study was to determine nurse faculty perceptions of the characteristics and functions of an effective academic adviser. The study was conducted at a comprehensive state university in southeastern Minnesota. Content analysis of 17 completed questionnaires was consistent with extant education and pedagogical research. Authenticity and accountability were unique characteristics of an effective adviser identified by participants in this study. The findings will facilitate faculty development in the area of academic advising and help improve services to students. Further, the results have helped identify areas for continuing scholarship in nursing.
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Information-seeking behavior of health sciences faculty: the impact of new information technologies.
Curtis, K L; Weller, A C; Hurd, J M
1997-10-01
This paper reports on an ongoing investigation into health sciences faculty's information-seeking behavior, including their use of new information technologies. A survey was administered to all faculty in medicine, nursing, and pharmacy at the University of Illinois at Chicago. It was similar to one administered to the same population in 1991. The survey asked about faculty's use of electronic resources, documented any shift from the use of print to electronic formats, and measured the utilization of library training. The response rate was 48.5% for medicine faculty, 45.0% for nursing, and 62.5% for pharmacy. The study found that use of the print Index Medicus among faculty was in transition: While 30.5% continued to use the print resources, 68.0% of faculty accessed MEDLINE through electronic means. Faculty preferred accessing electronic databases from their offices to doing so from the library. Health sciences faculty used a wide variety of databases, in addition to MEDLINE, to fill their information needs. Most faculty did not take advantage of either in-house or electronic training sessions offered by librarians. The study concluded that the training preferences of faculty need to be further explored.
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NASA Astrophysics Data System (ADS)
Delahoyde, Theresa
Nursing education is experiencing a generational phenomenon with student enrollment spanning three generations. Classrooms of the 21st century include the occasional Baby Boomer and a large number of Generation X and Generation Y students. Each of these generations has its own unique set of characteristics that have been shaped by values, trends, behaviors, and events in society. These generational characteristics create vast opportunities to learn, as well as challenges. One such challenge is the use of teaching methods that are congruent with nursing student preferences. Although there is a wide range of studies conducted on student learning styles within the nursing education field, there is little research on the preferred teaching methods of nursing students. The purpose of this quantitative, descriptive study was to compare the preferred teaching methods of multi-generational baccalaureate nursing students with faculty use of teaching methods. The research study included 367 participants; 38 nursing faculty and 329 nursing students from five different colleges within the Midwest region. The results of the two-tailed t-test found four statistically significant findings between Generation X and Y students and their preferred teaching methods including; lecture, listening to the professor lecture versus working in groups; actively participating in group discussion; and the importance of participating in group assignments. The results of the Analysis of Variance (ANOVA) found seventeen statistically significant findings between levels of students (freshmen/sophomores, juniors, & seniors) and their preferred teaching methods. Lecture was found to be the most frequently used teaching method by faculty as well as the most preferred teaching method by students. Overall, the support for a variety of teaching methods was also found in the analysis of data.
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Encompassing multiple moral paradigms: a challenge for nursing educators.
Caldwell, Elizabeth Shirin; Lu, Hongyan; Harding, Thomas
2010-03-01
Providing ethically competent care requires nurses to reflect not only on nursing ethics, but also on their own ethical traditions. New challenges for nurse educators over the last decade have been the increasing globalization of the nursing workforce and the internationalization of nursing education. In New Zealand, there has been a large increase in numbers of Chinese students, both international and immigrant, already acculturated with ethical and cultural values derived from Chinese Confucian moral traditions. Recently, several incidents involving Chinese nursing students in morally conflicting situations have led to one nursing faculty reflecting upon how moral philosophy is taught to non-European students and the support given to Chinese students in integrating the taught curriculum into real-life clinical practice settings. This article uses a case study involving a Chinese student to reflect on the challenges for both faculty members and students when encountering situations that present ethical dilemmas.
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NASA Astrophysics Data System (ADS)
Kitko, Jennifer V.
2011-12-01
Nursing educators face the challenge of meeting the needs of a multi-generational classroom. The reality of having members from the Veteran and Baby Boomer generations in a classroom with Generation X and Y students provides an immediate need for faculty to examine students' teaching method preferences as well as their own use of teaching methods. Most importantly, faculty must facilitate an effective multi-generational learning environment. Research has shown that the generation to which a person belongs is likely to affect the ways in which he/she learns (Hammill, 2005). Characterized by its own attitudes, behaviors, beliefs, and motivational needs, each generation also has distinct educational expectations. It is imperative, therefore, that nurse educators be aware of these differences and develop skills through which to communicate with the different generations, thereby reducing teaching/learning problems in the classroom. This is a quantitative, descriptive study that compared the teaching methods preferred by different generations of associate degree nursing students with the teaching methods that the instructors actually use. The research study included 289 participants; 244 nursing student participants and 45 nursing faculty participants from four nursing departments in colleges in Pennsylvania. Overall, the results of the study found many statistically significant findings. The results of the ANOVA test revealed eight statistically significant findings among Generation Y, Generation X and Baby boomers. The preferred teaching methods included: lecture, self-directed learning, web-based course with no class meetings, important for faculty to know my name, classroom structure, know why I am learning what I am learning, learning for the sake of learning and grade is all that matters. Lecture was found to be the most frequently used teaching method by faculty as well as the most preferred teaching methods by students. Overall, the support for a variety of teaching methods was also found in the analysis of the data.
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Health science center faculty attitudes towards interprofessional education and teamwork.
Gary, Jodie C; Gosselin, Kevin; Bentley, Regina
2018-03-01
The attitudes of faculty towards interprofessional education (IPE) and teamwork impact the education of health professions education (HPE) students. This paper reports on a study evaluating attitudes from health professions educators towards IPE and teamwork at one academic health science center (HSC) where modest IPE initiatives have commenced. Drawing from the results of a previous investigation, this study was conducted to examine current attitudes of the faculty responsible for the training of future healthcare professionals. Survey data were collected to evaluate attitudes from HSC faculty, dentistry, nursing, medicine, pharmacy and public health. In general, positive HSC faculty attitudes towards interprofessional learning, education, and teamwork were significantly predicted by those affiliated with the component of nursing. Faculty development aimed at changing attitudes and increasing understanding of IPE and teamwork are critical. Results of this study serve as an underpinning to leverage strengths and evaluate weakness in initiating IPE.
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Collaborative teaching models for health professionals.
Falk-Kessler, Janet; Macrae, Nancy; Dyer, Jean
2005-01-01
Multidisciplinary faculty collaboration within the health professions educational system is explored. The definitions for the concepts of intradisciplinary, multidisciplinary, interdisciplinary and transdisciplinary faculty teams are provided along with the strengths and weaknesses of collaborative teaching and course development across various health profession programs. Examples of these teaching models are described using case studies to illustrate collaborative course development by faculty from Occupational Therapy, Nursing, Physician Assistant, Social Work and Dental Hygiene, Nurse Anesthesia, and Health Services Management programs offered at the University of New England in Portland, Maine, United States of America.
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ERIC Educational Resources Information Center
Woolley, Alma S.
1981-01-01
In studying the nurse's image at a liberal arts college, it was found that faculty and administrators view nurses as long-suffering drones. On the whole, the image of nursing was positive, with those who had the most contact with the nursing program having a more enlightened image. (CT)
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[The Role of Nursing Education in the Advancement of the Nursing Profession].
Chang Yeh, Mei
2017-02-01
The present article discusses the role of nursing education in the advancement of the nursing profession in the context of the three facets of knowledge: generation, dissemination, and application. Nursing is an applied science and the application of knowledge in practice is the ultimate goal of the nursing profession. The reform of the healthcare delivery model requires that nurses acquire and utilize evidence-based clinical knowledge, critical thinking, effective communication, and team collaboration skills in order to ensure the quality of patient care and safety. Therefore, baccalaureate education has become the minimal requirement for pre-licensure nursing education. Schools of nursing are responsible to cultivate competent nurses to respond to the demands on the nursing workforce from the healthcare system. Attaining a master's education in nursing helps cultivate Advanced Practice Registered Nurses (APRNs) to further expand the roles and functions of the nursing profession in order to promote the quality of care in clinical practice. Nursing faculty and scholars of higher education institutions generate nursing knowledge and develop professional scholarship through research. Attaining a doctoral education in nursing cultivates faculties and scholars who will continually generate and disseminate nursing knowledge into the future.
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Assessing the critical thinking skills of faculty: What do the findings mean for nursing education?
Zygmont, Dolores M; Schaefer, Karen Moore
2006-01-01
The purpose of this study was twofold: to determine the critical thinking skills of nurse faculty and to examine the relationship between epistemological position and critical thinking. Most participants reported having no education on critical thinking. Data were collected using the California Critical Thinking Skills Test (CCTST) and the Learning Environment Preferences (LEP). Findings from the CCTST indicated that faculty varied considerably in their ability to think critically; LEP findings suggested that participants had not reached the intellectual level needed for critical thinking. In addition, 12 faculty participated in one-hour telephone interviews in which they described experiences in which students demonstrated critical thinking. Despite a lack of clarity on the definition of critical thinking, faculty described clinical examples where students engaged in analysis, inference, and evaluation. Based on these findings, it is recommended that faculty transfer their ability to engage students in critical thinking in the clinical setting to the classroom setting. Benchmarks can be established based on the ability of faculty to engage in critical thinking.
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Advancing a Program of Research within a Nursing Faculty Role
Nolan, Marie T.; Wenzel, Jennifer; Han, Hae-Ra.; Allen, Jerilyn K.; Paez, Kathryn A.; Mock, Victoria
2008-01-01
Doctoral students and new faculty members often seek advice from more senior faculty on how to advance their program of research. Students may ask whether they should choose the manuscript option for their dissertation or whether they should seek a postdoctoral fellowship. New faculty members wonder whether they should pursue a career development (K) award and whether they need a mentor as they strive to advance their research while carrying out teaching, service, and practice responsibilities. In this paper, we describe literature on the impact of selected aspects of pre and postdoctoral training and faculty strategies on scholarly productivity in the faculty role. We also combine our experiences at a school of nursing within a research-intensive university to suggest strategies for success. Noting the scarcity of research that evaluates the effect of these strategies we are actively engaged in collecting data on their relationship to the scholarly productivity of students and faculty members within our own institution. PMID:19022210
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Kim, Mi Ja; Holm, Karyn; Gerard, Peggy; McElmurry, Beverly; Foreman, Mark; Poslusny, Susan; Dallas, Constance
2009-01-01
Nursing has a shortage of doctorally-prepared underrepresented minority (URM) scientists/faculty. We describe a five-year University of Illinois at Chicago (UIC) Bridges program for URM master's students' transition to doctoral study and factors in retention/graduation from the PhD program. Four master' students from two partner schools were recruited/appointed per year and assigned UIC faculty advisors. They completed 10 UIC credits during master's study and were mentored by Bridges faculty. Administrative and financial support was provided during transition and doctoral study. Partner schools' faculty formed research dyads with UIC faculty. Seventeen Bridges students were appointed to the Bridges program: 12 were admitted to the UIC PhD program since 2004 and one graduated in 2007. Eight Bridges faculty research dyads published 5 articles and submitted 1 NIH R03 application. Mentored transition from master's through doctoral program completion and administrative/financial support for students were key factors in program success. Faculty research dyads enhanced the research climate in partner schools.
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Learning from business: incorporating the Toyota Production System into nursing curricula.
Serembus, Joanne Farley; Meloy, Faye; Posmontier, Bobbie
2012-12-01
The faculty at Drexel University decided to investigate a new model to transform nursing education, aiming to produce a new skill set that would serve to improve the transition of nursing graduates from academic settings to practice, to better serve the needs of patients and reduce medical error. Faculty looked to the Toyota Production System (TPS), which has established credibility in industry and health care settings. TPS has demonstrated increased efficiency and effectiveness, reduced cost, and enhanced achievement of stated goals. Drexel University is the first academic institution to incorporate the principles of the TPS into nursing education. Copyright © 2012 Elsevier Inc. All rights reserved.
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Implementing a writing course in an online RN-BSN program.
Stevens, Carol J; D'Angelo, Barbara; Rennell, Nathalie; Muzyka, Diann; Pannabecker, Virginia; Maid, Barry
2014-01-01
Scholarly writing is an essential skill for nurses to communicate new research and evidence. Written communication directly relates to patient safety and quality of care. However, few online RN-BSN programs integrate writing instruction into their curricula. Nurses traditionally learn how to write from instructor feedback and often not until midway into their baccalaureate education. Innovative strategies are needed to help nurses apply critical thinking skills to writing. The authors discuss a collaborative project between nursing faculty and technical communication faculty to develop and implement a writing course that is 1 of the 1st courses the students take in the online RN-BSN program.
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Leadership profile: HealthAchieve 2013 Nursing Leadership Award Winner, Tiziana Rivera.
Rivera, Tiziana
2014-03-01
Tiziana Rivera, the winner of the 2013 Nursing Leadership Award at the November HealthAchieve conference, is chief nursing executive and chief practice officer at Mackenzie Health. As such, she provides strategic leadership for the development and implementation of a shared vision for professional practice, nursing and all disciplines to promote innovative care and the development of care delivery models that will improve quality of care and population health.Prior to assuming her position at Mackenzie Health, Rivera provided strategic leadership for the Seniors' Health Program at Trillium Health Centre, where her role focused on the development of seniors' health services across the continuum of care. She has published numerous articles in refereed journals, conducted several research studies and presented her papers provincially, nationally and internationally. Rivera has a clinical appointment at the University of Toronto Faculty of Nursing, a faculty adviser position at Ryerson and an adjunct faculty position at the School of Health Sciences, York University and at the School of Health Sciences, Humber Institute of Technology and Advanced Learning.In the following Q and A, Rivera shares her thoughts on leadership in nursing and perspectives on several critical issues.
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ERIC Educational Resources Information Center
Elliott, Jo Eleanor
Forty-five abstracts represent projects prepared by faculty personnel from Western Council on Higher Education for Nursing (WCHEN) member schools who were participants in a short-term course, "Improving Instruction Through the Use of Selected Tools and Techniques." Programed instruction projects involve various clinical areas and deal with such…
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Using Self-Efficacy to Assess the Readiness of Nursing Educators and Students for Mobile Learning
ERIC Educational Resources Information Center
Kenny, Richard F.; Van Neste-Kenny, Jocelyne M. C.; Burton, Pamela A.; Park, Caroline L.; Qayyum, Adnan
2012-01-01
The purpose of this study was to assess the self-efficacy of nursing faculty and students related to their potential use of mobile technology and to ask what implications this technology has for their teaching and learning in practice education contexts. We used a cross-sectional survey design involving students and faculty in two nursing…
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Work Environment: A Profile of the Social Climate of Nursing Faculty in an Academic Setting.
ERIC Educational Resources Information Center
Doughty, Jana; May, Barbara; Butell, Sue; Tong, Vivian
2002-01-01
The perceptions of 15 full-time and 7 part-time nursing faculty regarding their work environment at a liberal arts college were gathered using the Moos Work Environment Scale. Scores were congruent in 7 of 10 social climate subscales. Widest discrepancies were in the areas of work pressures, physical comfort, and managerial control. (Contains 42…
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Merrill, Jacqueline A; Yoon, Sunmoo; Larson, Elaine; Honig, Judy; Reame, Nancy
2013-01-01
The nursing profession has seen a dramatic rise in the number of schools offering both DNP and PhD nursing programs. Information is limited on the impact of this parallel approach in doctoral education on the quality and scope of scholarly interactions or institutional culture.The authors studied collaboration characteristics across the DNP and PhD programs of a research-intensive university school of nursing, before and after programmatic enhancements. An IRB-approved online survey was delivered to faculty and students of both programs at baseline and one year after curricular changes. Response rates were 70% and 74%, respectively. The responses were analyzed by using social network analysis and descriptive statistics to characterize the number and strength of connections between and within student groups, and between students and faculty. At baseline, the flow of communication was centralized primarily through faculty. At Time 2, density of links between students increased and network centralization decreased, suggesting more distributed communication. This nonlinear quantitative approach may be a useful addition to the evaluation strategies for doctoral education initiatives. Copyright © 2013 Elsevier Inc. All rights reserved.
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Doyle, Rose Marie
2004-09-01
Planning an international practice experience for nursing students is a challenging, but rewarding, opportunity. Kwantlen University College faculty members' experience of planning for 8 Bachelor of Science in Nursing students to study abroad was no exception. Faculty members' and students' interest prompted a request for a placement in Nepal. The faculty members involved in the planning were dedicated to using a process that would enable them to remain true to the program philosophy and theoretical underpinnings throughout the entire experience, from the planning phase to the follow-up presentation. Using Wheatley's theory, the students and faculty members reexamined their personal leadership styles to ensure they remained relationship focused, rather than task focused. Wheatley maintained that because the potentiality lies in building strong relationships, it is important to support the creative power that lies in those involved in a project. This article describes new science leadership and relates it to the planning phase for the practice experience in Nepal. Then, reflections on how the philosophy of the program may have influenced the experience are shared. Finally, critical reflection on using this theory in nursing education is presented.
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Preceptor rewards: How to say thank you for mentoring the next generation of nurse practitioners.
Campbell, Suzanne Hetzel; Hawkins, Joellen W
2007-01-01
To answer the question how do faculty nurture and reward clinical preceptors and what supports do preceptors require? Data came from the literature and from surveying a purposive sample of 26 faculty members teaching clinical courses and arranging precepted experiences for nurse practitioner (NP) students at 26 public and private institutions across the United States. The vehicles for the survey were personal contact and e-mail. Schools offer preceptor rewards varying widely in their monetary value, from tuition and continuing education vouchers, verification of hours toward recertification, access to services and events on campus, reduced price or free admission to museums, cultural and sports events, and lectures. Faculty nurture preceptors by nominating them for awards, providing letters of reference, editing manuscripts, and collaborating on research projects. Supports for preceptors from the literature reflected National Organization of Nurse Practitioner Faculties guidelines (2000), and the policies of schools and clinical agencies, such as providing copies of program objectives and student credentials. IMPLICATIONS FOR PRACTICE AND EDUCATION: As NP programs have proliferated, there is increased pressure on faculty to find, nurture, reward, and retain good preceptors. Faculty must continue to work with program and agency administrators to comply with policies and create preceptor rewards to recognize their gifts to us, to our schools, and to the profession.
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Motivating Nursing Faculty to Use Active Learning Strategies: A Qualitative Multiple Case Study
ERIC Educational Resources Information Center
Hardell, Traci Lee
2011-01-01
The nursing shortage remains of great concern to the nursing profession and to nursing educators. With the projected need for Registered Nurses high and the attrition rate in nursing programs remaining high, a focus on retention of qualified nursing students may be needed. One way to contribute to enhanced retention is using active learning…
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Yingling, Charles T; Cotler, Karen; Hughes, Tonda L
2017-09-01
To describe our experience in incorporating lesbian, gay, bisexual and transgender health content into the family nurse practitioner curriculum at a Midwestern college of nursing in the United States. Globally, lesbian, gay, bisexual and transgender people face disparities in the domains of physical health, behavioural risks, mental health and victimisation. There remains a paucity of nursing research on most aspects of lesbian, gay, bisexual and transgender health and access to care. To date, nursing leadership and curricular bodies have not provided clear guidance on the role of nurse educators in preparing nursing students to provide care to lesbian, gay, bisexual and transgender people. Discursive paper describing the development of a lesbian, gay, bisexual and transgender health learning module for inclusion in a family nurse practitioner programme. We summarise health disparities experienced by lesbian, gay, bisexual and transgender people, describe the process of module development and outline the learning content included in the module. We also discuss challenges faced in incorporating lesbian, gay, bisexual and transgender content into nursing curricula. Despite the lack of formal direction from the nursing sector, nursing faculty should prepare nursing students to provide culturally sensitive and competent care to lesbian, gay, bisexual and transgender people. Our experience incorporating lesbian, gay, bisexual and transgender-specific content into the family nurse practitioner programme has proven to be positive for both students and faculty. Given their large numbers and presence across systems of care, nurses are uniquely positioned to address barriers to care faced by lesbian, gay, bisexual and transgender people. Modules such as the one described here can be used by nurse faculty to guide the inclusion of lesbian, gay, bisexual and transgender-specific content in family nurse practitioner or other nursing courses-as well as to guide the development of nursing competencies in the care of lesbian, gay, bisexual and transgender people. © 2016 John Wiley & Sons Ltd.
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Brackney, Dana E; Lane, Susan Hayes; Dawson, Tyia; Koontz, Angie
2017-11-01
This descriptive field study examines processes used to evaluate simulation for senior-level Bachelor of Science in Nursing (BSN) students in a capstone course, discusses challenges related to simulation evaluation, and reports the relationship between faculty evaluation of student performance and National Council Licensure Examination for Registered Nurses (NCLEX-RN) first-time passing rates. Researchers applied seven terms used to rank BSN student performance (n = 41, female, ages 22-24 years) in a senior-level capstone simulation. Faculty evaluation was correlated with students' NCLEX-RN outcomes. Students evaluated as "lacking confidence" and "flawed" were less likely to pass the NCLEX-RN on the first attempt. Faculty evaluation of capstone simulation performance provided additional evidence of student preparedness for practice in the RN role, as evidenced by the relationship between the faculty assessment and NCLEX-RN success. Simulation has been broadly accepted as a powerful educational tool that may also contribute to verification of student achievement of program outcomes and readiness for the RN role.
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Online teaching: "are you there, and do you care?".
Mastel-Smith, Beth; Post, Jerri; Lake, Pamela
2015-03-01
Much of nursing education is moving online, and faculty must learn to deliver content and communicate differently. A hybrid model of concept development provided insight into faculty's perceptions and expressions of online caring presence. Phase one of concept development revealed many related concepts. Phase two involved (a) six qualitative interviews with doctoral-prepared nursing faculty who taught 100% online, and (b) Watson's Ten Caritas Processes were revised for application in online nursing education and used as a guide for course review. Four themes emerged from the interview data: (a) online teaching experiences, (b) similarities and differences between online and face-to-face teaching, (c) online presence, and (d) online caring presence. Course review suggested that faculty promoted helping-trusting-caring relationships and addressed individual learning needs. Phase three integrated findings from phases one and two; a comprehensive definition of online caring presence was developed. Recommendations regarding technology and communication skill acquisition and Caritas Process application are suggested. Copyright 2015, SLACK Incorporated.
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Predictors of Retention and Passing National Council Licensure Examination for Registered Nurses
ERIC Educational Resources Information Center
Elkins, Nancy
2013-01-01
The current nursing shortage has challenged colleges to educate nurses at a faster pace than in previous times. Successful completion of the nursing programs and passing the National Council Licensure Examination for Registered Nurses (NCLEX-RN) exam is important for the students, faculty, and nursing programs. The purpose of this retrospective…
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E-mentoring in public health nursing practice.
Miller, Louise C; Devaney, Susan W; Kelly, Glenda L; Kuehn, Alice F
2008-09-01
Attrition in the public health nursing work force combined with a lack of faculty to teach public health prompted development of a "long-distance" learning project. Practicing associate degree nurses enrolled in an online course in population-based practice worked with experienced public health nurse "e-mentors." Student-mentor pairs worked through course assignments, shared public health nursing experiences, and problem-solved real-time public health issues. Nursing faculty served as coordinators for student learning and mentor support. Over 3 years, 38 student-mentor pairs participated in the project. Students reported they valued the expertise and guidance of their mentors. Likewise, mentors gained confidence in their practice and abilities to mentor. Issues related to distance learning and e-mentoring centered around use of technology and adequate time to communicate with one another. E-mentoring is a viable strategy to connect nurses to a learning, sharing environment while crossing the barriers of distance, agency isolation, and busy schedules.
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New Nursing Faculty and Incivility: Applying Mindfulness-Based Strategies.
Green, Cheryl
Workplace incivility remains a problem within the nursing profession. As nurse leaders, we must recognize and not ignore the complexity of cultures that have adapted incivility into the work environment. Nursing education is a discipline that requires collaborative team work, independent drive, and commitment. New nursing faculty experiencing incivility can use mindfulness-based meditation approaches to cope with uncivil behaviors experienced within the workplace. Nurse educators applying the concepts of mindfulness can learn how to provide themselves self-care by reducing stress, as enhanced daily awareness of peace and calm are incorporated into their lifestyle. Mindfulness provides a realization that control can only be given to other persons when an individual allows or accepts another's negative behaviors. Awareness of the value and importance of oneself can assist the nurse educator experiencing incivility to maintain his or her emotional, physical, and spiritual health despite the volatility of the work environment.
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Lapidus-Graham, Joanne
2012-01-01
The purpose of this qualitative phenomenological research study was to obtain vivid descriptions of the lived experience of nurses who participated in a student nursing association (SNA) as students. Nursing graduates from five nursing programs in Long Island, New York were identified using a purposive sampling strategy. During individual interviews, the themes of the lived experiences of the participants emerged: (1) leadership: communication, collaboration and resolving conflict, (2) mentoring and mutual support, (3) empowerment and ability to change practice, (4) professionalism, (5) sense of teamwork, and (6) accountability and responsibility. Recommendations from the study included an orientation and mentoring of new students to the SNA by senior students and faculty. Additionally, nursing faculty could integrate SNA activities within the classroom and clinical settings to increase the awareness of the benefits of participation in a student nursing organization. Recommendations for future research include a different sample and use of different research designs.
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Incorporating bioterrorism content in the nursing curriculum: a creative approach.
Carter, Melondie R; Gaskins, Susan W
2010-07-01
The community health faculty has developed a creative and comprehensive approach with community agencies to present bioterrorism content that could be useful to community health faculty in other schools of nursing. Since September 11, 2001, the United States has recognized that the threat of bioterrorism is real. Nurses are recognized by the American Association of Colleges of Nursing as key players in disaster response efforts. However, bioterrorism knowledge among nurses and nursing students has been reported to be low, and textbooks do not include comprehensive information about bioterrorism preparedness. Our college of nursing has collaborated with the U.S. Public Health Department to design a creative educational experience for community health students on bioterrorism and disaster preparedness. Content areas include the National Stockpile, the Planned Response to Pandemic Influenza provided by the U.S. Public Health Department, recognition and treatment of biological threats, and the care of patients with smallpox. Copyright 2010, SLACK Incorporated.
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Learning community health nursing concepts from clinical experience.
Lasater, Kathie; Luce, Linda; Volpin, Miriam; Terwilliger, Allison; Wild, Jackson
2007-01-01
Clinical faculty often struggle to design competency demonstrations that promote quality learning experiences. A nursing program in Oregon combined mental health and community health nursing practica and required well-planned, integrated competency demonstrations. This requirement became the impetus for students to promote the health of clients and learn clinical concepts that are difficult to experience in a typical term. Faculty coached students to make a significant contribution that would last beyond their clinical practica. A case study in competency demonstration design is described, and implications for curriculum development are presented.
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Transforming Associate Degree Nursing Education with Internet Technology
ERIC Educational Resources Information Center
Tremel, Maureen D.
2004-01-01
In light of today's dynamic health care delivery system, nursing education cannot be passive and still produce competent and effective registered nurses. Registered nurses must be able to communicate confidently in order to advocate for their patients and themselves. The nursing faculty at Seminole Community College have accepted the challenge to…
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ERIC Educational Resources Information Center
Lutz, Kristin F.; Hassouneh, Dena; Akeroyd, Jen; Beckett, Ann K.
2013-01-01
This report of findings from a grounded theory study conducted with 23 faculty of color (FOC) in predominately Euro American schools of nursing presents the central process used by FOC as they navigate academic careers as persons of color. As FOC struggled to progress in their careers and influence their academic environments they engaged in a…
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ERIC Educational Resources Information Center
Hannah, Kathryn
Since August of 1976, the Faculty of Nursing at the University of Calgary has developed and implemented a four-phase computer assisted instruction (CAI) project. In Phase I, the pilot project to demonstrate effectiveness of CAI as an alternative teaching strategy in that setting has been completed and replication is on-going. In Phase II,…
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Virtual reality simulation: using three-dimensional technology to teach nursing students.
Jenson, Carole E; Forsyth, Diane McNally
2012-06-01
The use of computerized technology is rapidly growing in the classroom and in healthcare. An emerging computer technology strategy for nursing education is the use of virtual reality simulation. This computer-based three-dimensional educational tool simulates real-life patient experiences in a risk-free environment, allows for repeated practice sessions, requires clinical decision making, exposes students to diverse patient conditions, provides immediate feedback, and is portable. The purpose of this article was to review the importance of virtual reality simulation as a computerized teaching strategy. In addition, a project to explore readiness of nursing faculty at one major Midwestern university for the use of virtual reality simulation as a computerized teaching strategy is described where faculty thought virtual reality simulation would increase students' knowledge of an intravenous line insertion procedure. Faculty who practiced intravenous catheter insertion via virtual reality simulation expressed a wide range of learning experiences from using virtual reality simulation that is congruent with the literature regarding the barriers to student learning. Innovative teaching strategies, such as virtual reality simulation, address barriers of increasing patient acuity, high student-to-faculty ratio, patient safety concerns from faculty, and student anxiety and can offer rapid feedback to students.
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Hassouneh, Dena
2006-07-01
Despite the significant effects of systems of oppression on health, nursing education tends not to include anti-racist pedagogy in its curricula, preferring instead to focus more narrowly on culture. This narrow focus allows nurses to depoliticize discussions of race and other social differences, largely ignoring the influence that systems of oppression, imperialism, and historical trauma have had on health in marginalized populations. In contrast, anti-racist pedagogy educates students in ways that make racialized power relations explicit, deconstruct the social construction of race, and analyze interlocking systems of oppression that serve to marginalize and exclude some groups while privileging others. This article describes anti-racist pedagogy from the perspective of a faculty member of color, drawing on personal experience and a review of the anti-racist pedagogical literature. Specifically, this article highlights some of the personal and professional challenges faced by faculty of color when engaged in anti-racist pedagogy in predominantly white schools of nursing.
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Impact of the economic downturn on nursing schools.
Terry, Allison J; Whitman, Marilyn V
2011-01-01
The challenges posed by the economic downturn on baccalaureate nursing schools in the southeast as it relates to their perceptions of changes in the number of applicants, acceptance rates, employer recruitment efforts, and student clinical and job placement were explored. Responses from deans and program directors indicated nursing schools are experiencing negative effects of the economic downturn in the form of graduates having difficulty finding employment, decreased recruitment efforts from prospective employers, difficulty locating clinical placements for students, and no change in faculty applicants despite an increase in undergraduate student applicants as well as graduate student applicants. These multiple factors combined could signal the death knell for programs that are ill-prepared to deal with such a crisis. Programs need to be aggressive in their efforts to draw health care recruiters as well as qualified faculty applicants to their campuses. Nursing schools must be able to clearly show why their graduates are superior to other programs' graduates when competing for both highly qualified faculty applicants and prospective student employers.
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Raterink, Ginger
2016-02-01
Critical thinking, clinical decision making, and critical reflection have been identified as skills required of nurses in every clinical situation. The Educating Nurses: A Call for Radical Transformation report suggested that critical reflection is a key to improving the educational process. Reflective journaling is a tool that helps develop such skills. This article presents the tool of reflective journaling and the use of this process by educators working with students. It describes the use of reflective journaling in graduate nursing education, as well as a scoring process to evaluate the reflection and provide feedback. Students and faculty found the journaling to be helpful for reflection of a clinical situation focused on critical thinking skill development. The rubric scoring tool provided faculty with a method for feedback. Reflective journaling is a tool that faculty and students can use to develop critical thinking skills for the role of the advanced practice RN. A rubric scoring system offers a consistent format for feedback. Copyright 2016, SLACK Incorporated.
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Brody, Abraham A; Edelman, Linda; Siegel, Elena O; Foster, Victoria; Bailey, Donald E; Bryant, Ashley Leak; Bond, Stewart M
2016-01-01
As the retirement rate of senior nursing faculty increases, the need to implement new models for providing mentorship to early career academics will become key to developing and maintaining an experienced faculty. This evaluation of a peer mentorship program for predoctoral and postdoctoral gerontological nurses examined its efficacy, utility, and potential for improvement. A web-based survey was developed, implemented, and completed by 22 mentees and 17 mentors (71% and 61% response rates, respectively) as part of the evaluation. The peer mentorship program was found to be valuable by both mentors (64.7%) and mentees (72.7%) in helping mentees further develop their careers and networks and providing mentors with supported mentorship experience. The peer mentorship program could serve as a model for other professional organizations, academic institutions, and consortiums to enhance and extend the formal vertical mentorship provided to early academic career individuals. Published by Elsevier Inc.
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Brody, Abraham A.; Edelman, Linda; Siegel, Elena O.; Foster, Victoria; Bailey, Donald E.; Bryant, Ashley Leak; Bond, Stewart M.
2018-01-01
Background As the retirement rate of senior nursing faculty increases, the need to implement new models for providing mentorship to early career academics will become key to developing and maintaining an experienced faculty. Purpose This evaluation of a peer mentorship program for predoctoral and postdoctoral gerontological nurses examined its efficacy, utility, and potential for improvement. Methods A web-based survey was developed, implemented, and completed by 22 mentees and 17 mentors (71% and 61% response rates, respectively) as part of the evaluation. Discussion The peer mentorship program was found to be valuable by both mentors (64.7%) and mentees (72.7%) in helping mentees further develop their careers and networks and providing mentors with supported mentorship experience. Conclusion The peer mentorship program could serve as a model for other professional organizations, academic institutions, and consortiums to enhance and extend the formal vertical mentorship provided to early academic career individuals. PMID:27156778
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ERIC Educational Resources Information Center
Gillespie, Maria
2012-01-01
Low pass rates on the National Council Licensure Exam for Registered Nurses have directed nursing faculty to examine how to predict the readiness of the nursing student. Exit exam testing that predicts readiness has become one way to assess the nursing student's readiness. Nursing students at the research site's school of nursing are…
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Revitalizing academic-service partnerships to resolve nursing faculty shortages.
Connolly, Maria A; Wilson, Carol Jo
2008-01-01
Vacancy rates of nursing faculty are on the increase as fewer educators are being prepared and nurses at the bedside are in short supply. Advanced practice nurses--uniquely suited to provide clinical education for undergraduate and graduate students--are underutilized. However, without release time, preparation as educators, ongoing support from education and administration, and remuneration for providing both evidence-based education and evidence-based patient care, they can hardly be expected to assume additional responsibilities. This article reviews academic-service partnerships, noting a general lack of published efficacy and cost-effectiveness data, and highlights 21st-century innovations for academia and service to share resources for the benefit of all stakeholders--especially patients and students.
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Handheld computers in nursing education: PDA pilot project.
Koeniger-Donohue, Rebecca
2008-02-01
Interest in the use and application of handheld technology at undergraduate and graduate nursing programs across the country is growing rapidly. Personal digital assistants (PDAs) are often referred to as a "peripheral brain" because they can save time, decrease errors, and simplify information retrieval at the point of care. In addition, research results support the notion that PDAs enhance nursing clinical education and are an effective student learning resource. However, most nursing programs lack the full range of technological resources to implement and provide ongoing support for handheld technology use by faculty and students. This article describes a 9-month pilot project for the initial use of PDAs by novice faculty and students at Simmons College.
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Surviving Nursing's Enrollment Slump.
ERIC Educational Resources Information Center
Geach, Barbara
1989-01-01
The author suggests that nursing faculty who are facing declining enrollments in nursing programs may want to consider volunteering to teach in university remedial programs. Benefits of such service are discussed, as are the difficulties. The author reveals how her teaching experience has improved her nursing classes. (CH)
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Carson, Anne; Troy, Douglas
2007-01-01
Nursing and computer science students and faculty worked with the American Red Cross to investigate the potential for information technology to provide Red Cross disaster services nurses with improved access to accurate community resources in times of disaster. Funded by a national three-year grant, this interdisciplinary partnership led to field testing of an information system to support local community disaster preparedness at seven Red Cross chapters across the United States. The field test results demonstrate the benefits of the technology and the value of interdisciplinary research. The work also created a sustainable learning and research model for the future. This paper describes the collaborative model employed in this interdisciplinary research and exemplifies the benefits to faculty and students of well-timed interdisciplinary and community collaboration. PMID:18600129
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75 FR 60419 - Submission for OMB Review; Comment Request
Federal Register 2010, 2011, 2012, 2013, 2014
2010-09-30
.... Title and OMB Number: Retired Troops to Nurse Teachers Survey; OMB Control Number 0720-TBD. Type of... of the provision in the Troops to Nurse Teachers (TNT) Act of 2008. Specifically, DoD will examine... military nurses to take faculty positions in nursing schools, for the purpose of encouraging more nurse...
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Review of Nursing Literature: Evolution of Gerontological Education in Nursing.
ERIC Educational Resources Information Center
Philipose, Vimala; And Others
1991-01-01
A literature review found that (1) many students and nurses held negative views of the elderly, affecting career choices; (2) gerontological content in baccalaureate nursing programs ranged from little or none to adequate; and (3) a severe shortage of faculty prepared to teach gerontological nursing and negative attitudes toward this…
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Measuring mobbing experiences of academic nurses: development of a mobbing scale.
Ozturk, Havva; Sokmen, Serap; Yilmaz, Fatma; Cilingir, Dilek
2008-09-01
The aims of this study were to develop a mobbing scale for academic nurses and to determine their mobbing experiences. Data were collected between January and June 2006 with a 60-item mobbing scale and a questionnaire composed of 6 questions concerning demographics and 10 questions regarding nurses' opinions about mobbing. For the Mobbing Scale for Academic Nurses, the content validity index was 88%, item-to-total correlations ranged from .41 to .73, Cronbach alpha was .97, and Kaiser-Meyer-Olkin measure of sampling adequacy was .72. Barlett's test yielded quite significant results (chi2= 7905.47, p = .000). The scale was composed of eight subscales. One fifth of the academic nurses experienced mobbing, and there was evidence of mobbing at university nursing schools. The mobbing scale for academic nurses can be used to collect reliable and accurate data about mobbing experienced by academic nurses. If there is mobbing in nursing faculties and schools, appropriate precautions should be taken to protect people against mobbing, and a safe and comfortable atmosphere must be created in nursing faculties and schools.
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Bowman, Candice C; Johnson, Linda; Cox, Malcolm; Rick, Catherine; Dougherty, Mary; Alt-White, Anna C; Wyte, Tamar; Needleman, Jack; Dobalian, Aram
2011-01-01
In 2007, the Department of Veterans Affairs (VA) established the VA Nursing Academy (VANA), a 5-year, $60-million pilot program funding 15 partnerships between schools of nursing and local VA health care facilities nationwide, to expand nursing faculty, enhance clinical faculty development, increase nursing student enrollment, and promote educational innovations. VA is an ideal setting for educating nursing students owing to a well-educated registered nurse staff, an array of traditional and nontraditional settings, a state-of-the-art computerized electronic health record system, and a unique patient population. Challenges related to the complex nature of VANA partnerships, conceptualized as strategic alliances created between disparate subunits, each embedded in a larger organization, require careful governance to ensure smooth implementation. To ensure the program's aims are met, a 6-year national evaluation has been funded to help identify which strategies best achieve VANA's goals. The speed of economic recovery and the resulting changes in the nursing workforce are important determinants of VANA's future. Published by Mosby, Inc.
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Bridging the gap: strategies to integrate classroom and clinical learning.
Flood, Lisa Sue; Robinia, Kristi
2014-08-01
Nursing students often feel their classroom (didactic) learning and clinical (practice) experiences are disconnected which can lead to a rejection of academe and dissatisfaction with the profession. This classroom/clinical divide may be exacerbated because of the increased use of part-time clinical faculty, who are often isolated from their didactic peers. If clinical faculty, either novice or experienced, are disconnected from didactic faculty, is it any wonder students feel their learning is fragmented? The purpose of this paper is to discuss strategies to help bridge the gap between didactic and clinical learning. Specific integration strategies for faculty are presented using examples from a baccalaureate adult nursing didactic course and its related clinical course. The role of a clinical coordinator in facilitating course integration and support for part-time clinical faculty is described. Ideas for using technology to enhance learning and suggestions to promote socialization to decrease faculty isolation are also discussed. Copyright © 2014 Elsevier Ltd. All rights reserved.
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Mentorship in nursing academia: a systematic review protocol.
Nowell, Lorelli; White, Deborah E; Mrklas, Kelly; Norris, Jill M
2015-02-21
Mentorship is perceived as vital to attracting, training, and retaining nursing faculty members and to maintaining high-quality education programs. While there is emerging evidence to support the value of mentorship in academic medicine, the extant state of the evidence for mentorship in nursing academia has not been established. We describe a protocol for a mixed-methods systematic review to critically appraise the evidence for mentorship in nursing academia. Studies examining the effectiveness of mentorship interventions with nursing faculty who teach in registered nursing education programs will be included. Mentee, mentor, and nursing education institutional outcomes will be explored. Quantitative, qualitative, and mixed method studies will be eligible for inclusion, without restrictions on publication status, year of publication, or language. We will search electronic databases (for example, MEDLINE, CINAHL, ERIC) and gray literature (for example, conference proceedings, key journals, relevant organizational websites) for relevant citations. Using pilot-tested screening and data extraction forms, two reviewers will independently review the studies in three steps: (1) abstract/title screening, (2) full-text screening of accepted studies, and (3) data extraction of accepted studies. Studies will be aggregated for meta-synthesis (qualitative) and meta-analysis (quantitative), should the data permit. This study is the first systematic review of existing global evidence for mentorship in nursing academia. It will help identify key evidence gaps and inform the development and implementation of mentorship interventions. The mentorship outcomes that result from this review could be used to guide the practice of mentorship to increase positive outcomes for nursing faculty and the students they teach and ultimately effect improvements for the patients they care for. This review will also identify key considerations for future research on mentorship in nursing academia and the enhancement of nursing science.
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Implementation and Outcomes of a Faculty-Based, Peer Review Manuscript Writing Workshop.
Kulage, Kristine M; Larson, Elaine L
2016-01-01
The publication of scholarly work and research findings is an important expectation for nursing faculty; however, academic writing is often neglected, leaving dissemination through manuscript writing an area of concern for the nursing profession. Writing initiatives have been utilized to promote scholarly dissemination in schools of nursing, but those described in the literature have been primarily non-United States based and student focused. This article describes a faculty-based manuscript writing workshop, assesses participants' impressions, and describes its impact on scholarly output. The workshop is a collaborative learning process utilizing peer review to improve manuscript quality and model behaviors for improving writing and peer-reviewing skills. Seventeen workshop participants including three predoctoral students, 6 postdoctoral fellows, and 8 faculty members completed an anonymous workshop survey (81% response rate). All but 1 of 17 manuscripts reviewed in the workshop are published, accepted, or in the review process. All participants indicated that the workshop was a valuable use of time and would recommend it to colleagues. The greatest reported workshop benefit was its function as an impetus to complete and submit manuscripts. We recommend the manuscript writing workshop model for other schools of nursing seeking ways to expand their scholarly output and create accountability for dissemination through manuscript writing. Copyright © 2016 Elsevier Inc. All rights reserved.
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The origins of a two-tier profession: a nursing school at a Poor Law infirmary.
McCrae, Niall; Kuzminska, Katerina
2017-03-09
Niall McCrae, Lecturer, and Katerina Kuzminska, Postgraduate Nursing Student, Florence Nightingale Faculty of Nursing and Midwifery, King's College, London, chart the influences of Nightingale's Poor Law infirmary reforms.
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Munoz, Elizabeth G; Collins, Michelle
2015-01-01
The use of labor doulas is beneficial for mothers and newborns, but availability and cost can be barriers. The Nashville Volunteer Doula Program was formed to provide labor support to clients of a faculty nurse-midwifery practice. The volunteer doula pool is comprised of both nurse-midwifery students who have trained as doulas and community doulas. Training and coordination of volunteers are managed by nurse-midwifery students with faculty support. Students gain valuable exposure to providing supportive care during labor and birth, which augments their nurse-midwifery education. This novel program operates at a low cost and offers benefits to students as well as women who use the doula service. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health. © 2015 by the American College of Nurse-Midwives.
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The Experience of Teaching Online in Nursing Education.
Gazza, Elizabeth A
2017-06-01
Online education has become a key instructional delivery method in nursing education; however, limited understanding exists about what it is like to teach online. The aim of this study was to uncover the experience of teaching online in nursing education. The sample for this phenomenological study included 14 nursing faculty who completed at least 50% of their teaching workload assignment in fully online courses in baccalaureate, master's, or doctoral nursing programs. Data were collected through the use of a demographic questionnaire and personal interviews. Four themes emerged from the data: (a) Looking at a Lot of Moving Parts, (b) Always Learning New Things, (c) Going Back and Forth, and (d) Time Is a Blessing and a Curse. Online teaching in nursing education differs from traditional classroom teaching in a variety of ways. Policies and guidelines that govern faculty teaching should encompass the identified intricacies of online teaching. [J Nurs Educ. 2017;56(6):343-349.]. Copyright 2017, SLACK Incorporated.
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Interpreting the NLN Jeffries Framework in the context of Nurse Educator preparation.
Young, Patricia K; Shellenbarger, Teresa
2012-08-01
The NLN Jeffries Framework describing simulation in nursing education has been used widely to guide construction of human patient simulation scenarios and serve as a theoretical framework for research on the use of simulation. This framework was developed with a focus on prelicensure nursing education. However, use of human patient simulation scenarios is also a way of providing practice experiences for graduate students learning the educator role. High-fidelity human patient simulation offers nurse educator faculty a unique opportunity to cultivate the practical knowledge of teaching in an interactive and dynamic environment. This article describes how the components of The NLN Jeffries Framework can help to guide simulation design for nurse educator preparation. Adapting the components of the framework-which include teacher, student, educational practices, design characteristics, and outcomes-helps to ensure that future faculty gain hands-on experience with nurse educator core competencies. Copyright 2012, SLACK Incorporated.
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Social media use in nursing education.
Schmitt, Terri L; Sims-Giddens, Susan S; Booth, Richard G
2012-09-30
As technological advances continue to expand connectivity and communication, the number of patients and nurses engaging in social media increases. Nurses play a significant role in identification, interpretation, and transmission of knowledge and information within healthcare. Social media is a platform that can assist nursing faculty in helping students to gain greater understanding of and/or skills in professional communication; health policy; patient privacy and ethics; and writing competencies. Although there are barriers to integration of social media within nursing education, there are quality resources available to assist faculty to integrate social media as a viable pedagogical method. This article discusses the background and significance of social media tools as pedagogy, and provides a brief review of literature. To assist nurse educators who may be using or considering social media tools, the article offers selected examples of sound and pedagogically functional use in course and program applications; consideration of privacy concerns and advantages and disadvantages; and tips for success.
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Jukkala, Angela; Greenwood, Rebecca; Motes, Terry; Block, Velinda
2013-01-01
The new Clinical Nurse Leader (CNL) nursing role was developed to meet the complex health care needs of patients, families, and health care systems. This article describes the process used by nurse leaders at the University of Alabama at Birmingham School of Nursing and Hospital to develop Model C CNL practicum courses, recruit and prepare clinical preceptors, prepare clinical microsystems for CNL students, and develop additional practice partnerships throughout the region. MANAGEMENT AND OUTCOME: Critical to the success of the CNL role is a dynamic partnership between academic and practice leaders.The partnership allows faculty to develop curricula that are relevant and responsive to the rapidly changing health care system. Clinical leaders become more aware of trends and issues in nursing education. Continued growth and success of the CNL role is largely dependent on the ability of faculty and practice partners to collaborate on innovative educational programs and models of care delivery.
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Establishing a program of global initiatives for nursing education.
Kulage, Kristine M; Hickey, Kathleen T; Honig, Judy C; Johnson, Mary P; Larson, Elaine L
2014-07-01
In the global nursing community, schools of nursing are increasingly developing initiatives and networks across national boundaries. This article describes the process undertaken at a school of nursing to determine its global health priorities and develop a program of global initiatives for nursing education. A series of meetings were held to determine faculty global activities and gauge interest in designing a 5-year strategic plan for the program. A volunteer Strategic Planning Work-group was convened to formalize a mission, vision, and strategic plan for the program, which were presented to, refined by, and vetted by an advisory board and the faculty at large. We recommend this process to schools committed to developing or expanding a program dedicated to global initiatives and a global perspective in educational planning. Involving stakeholders, building on current strengths, and aligning with mission and vision are essential elements for developing a meaningful program of global initiatives for nursing education. Copyright 2014, SLACK Incorporated.
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Improving Technological Competency in Nursing Students: The Passport Project
ERIC Educational Resources Information Center
Edwards, Julie; O'Connor, Patricia A.
2011-01-01
Integration of informatics competency into a nursing curriculum is important to ensure success throughout the education and career of contemporary nursing students. As enrollment in nursing programs increases, the diverse population of students from many different cultural and socioeconomic backgrounds presents a challenge for faculty in…
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VanDenKerkhof, Elizabeth; Sears, Nancy; Edge, Dana S; Tregunno, Deborah; Ginsburg, Liane
2017-04-01
Practical nurses have experienced an increasing scope of practice, including an expectation to care for complex patients and function on interdisciplinary teams. Little is known about the degree to which patient safety principles are addressed in practical nursing education. To examine self-reported patient safety competencies of practical nurses. A cross-sectional online survey (July 2014) and face-to-face interviews (June 2015). Ontario, Canada. Survey participants were practical nurses newly registered with the College of Nurses of Ontario between January 2012 and December 2013. Interview participants were faculty and students in a practical nursing program in Ontario. Survey respondents completed the Health Professional Education in Patient Safety Survey online. Self-reported competencies in various patient safety domains were compared between classroom and clinical settings. Faculty members were interviewed about educational preparation of practical nurses and students were interviewed to provide insight into interpretation of survey questions. The survey response rate was 28.4% (n=1104/3883). Mean domain scores indicated a high level of confidence in patient safety competence (<4.0/5.0). Confidence was highest in respondents registered with the College of Nurses of Ontario >2years and in those who obtained their education outside of Canada. Faculty believed their approach to teaching and learning instilled a deep understanding of the limits to practical nurse autonomous practice. Practical nurses were confident in what they learned about patient safety in their educational programs. The high degree of patient safety competence may be a true reflection of practical nurses understanding of, and comfort with, the limits of their knowledge and, ultimately, the limits of their individual autonomous practice. Further exploration as to whether the questionnaire requires additional modification for use with practical nurse populations is warranted. However, this study provides the first examination of practical nurses' perspectives and perceptions about patient safety education. Copyright © 2017 Elsevier Ltd. All rights reserved.
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ERIC Educational Resources Information Center
Wilson, Deborah S.
2017-01-01
The shortage of nursing faculty is limiting the number of students community colleges are able to enroll (National League for Nursing, 2014). The use of adjunct clinical nursing instructors may help lessen the impact of this shortage, while allowing nurses to gain valuable academic experience. An understanding of the process these nurses go…
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CE: Original Research: Exploring How Nursing Schools Handle Student Errors and Near Misses.
Disch, Joanne; Barnsteiner, Jane; Connor, Susan; Brogren, Fabiana
2017-10-01
: Background: Little attention has been paid to how nursing students learn about quality and safety, and to the tools and policies that guide nursing schools in helping students respond to errors and near misses. This study sought to determine whether prelicensure nursing programs have a policy for reporting and following up on student clinical errors and near misses, a tool for such reporting, a tool or process (or both) for identifying trends, strategies for follow-up with students after errors and near misses, and strategies for follow-up with clinical agencies and individual faculty members. A national electronic survey of 1,667 schools of nursing with a prelicensure registered nursing program was conducted. Data from 494 responding schools (30%) were analyzed. Of the responding schools, 245 (50%) reported having no policy for managing students following a clinical error or near miss, and 272 (55%) reported having no tool for reporting student errors or near misses. Significant work is needed if the principles of a fair and just culture are to shape the response to nursing student errors and near misses. For nursing schools, some essential first steps are to understand the tools and policies a school has in place; the school's philosophy regarding errors and near misses; the resources needed to establish a fair and just culture; and how faculty can work together to create learning environments that eliminate or minimize the negative consequences of errors and near misses for patients, students, and faculty.
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Quality and Safety Education for Nurses Implementation: Is It Sustainable?
Cooper, Elizabeth
Is the Quality and Safety Education for Nurses (QSEN) initiative still advancing in prelicensure nursing education? The purpose of this article is to report a 2-part evaluation regarding QSEN within the curricula. The evaluation included an online survey and conference for faculty in the San Francisco Bay Area (SFBA). This article discusses survey results and the ideas and suggestions of SFBA faculty that were made at the conference. The results were positive. Most schools continue to advance QSEN into their curricula. Ten ways to strengthen integration of QSEN in the curriculum and barriers are identified.
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Development of bilingual tools to assess functional health patterns.
Krozy, R E; McCarthy, N C
1999-01-01
The theory and process of developing bilingual assessment tools based on Gordon's 11 functional health patterns. To facilitate assessing the individual, family, and community in a student clinical practicum in a Spanish-speaking country. Multiple family and community health promotion theories; translation theories, Gordon's Manual of Nursing Diagnosis (1982); translation/back-translation involving Ecuadorian faculty and students; student community assessments; faculty and staff workshops in Ecuador. Bilingual, culturally sensitive health assessment tools facilitate history taking, establish nursing diagnoses and interventions, and promote mutual learning. These outcomes demonstrate potential application to other systems in the international nursing community.
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Lepp, Margret; Zorn, CeCelia R; Duffy, Patricia R; Dickson, Rana J
2003-01-01
Reflection, a process grounded in distancing from the self to enhance self-awareness, can be used as a pedagogic activity to promote students' transition to a greater authenticity and professionalism and, therefore, improve patient care and nursing practice. In this international educational project (implemented in 2001) using interactive videoconferencing technology (IVC), Swedish and U.S. nursing students and faculty incorporated reflective journaling, drama in education, photolanguage, and off-air meeting discussions to enhance personal and professional development. Highlights from the literature, a description of the project, and student and faculty appraisals are presented.
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75 FR 81623 - Agency Information Collection Activities: Submission for OMB Review; Comment Request
Federal Register 2010, 2011, 2012, 2013, 2014
2010-12-28
..., March 23, 2010). Under the NELRP, registered nurses and nurse faculty are offered the opportunity to... percent for the optional third year. In exchange, the nurses agree to serve full-time for a minimum of 2 years as a registered nurse at a health care facility with a critical shortage of nurses or as nurse...
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Faculty Evaluation in a Professional School.
ERIC Educational Resources Information Center
McManigal, Shirley A.
This paper describes the faculty evaluation process at the Health Sciences Center at Texas Tech University. It covers the Center's five disciplines: allied health, dentistry, medicine, nursing, and pharmacy. Faculty members in these disciplines must usually have certification and/or licensure in the profession as well as typical academic…
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Initial evaluation of the Robert Wood Johnson Foundation Nurse Faculty Scholars program.
Hickey, Kathleen T; Hodges, Eric A; Thomas, Tami L; Coffman, Maren J; Taylor-Piliae, Ruth E; Johnson-Mallard, Versie M; Goodman, Janice H; Jones, Randy A; Kuntz, Sandra; Galik, Elizabeth; Gates, Michael G; Casida, Jesus M
2014-01-01
The Robert Wood Johnson Foundation Nurse Faculty Scholars (RWJF NFS) program was developed to enhance the career trajectory of young nursing faculty and to train the next generation of nurse scholars. Although there are publications that describe the RWJF NFS, no evaluative reports have been published. The purpose of this study was to evaluate the first three cohorts (n = 42 scholars) of the RWJF NFS program. A descriptive research design was used. Data were derived from quarterly and annual reports, and a questionnaire (seven open-ended questions) was administered via Survey Monkey Inc. (Palo Alto, CA, USA). During their tenure, scholars had on average six to seven articles published, were teaching/mentoring at the graduate level (93%), and holding leadership positions at their academic institutions (100%). Eleven scholars (26%) achieved fellowship in the American Academy of Nursing, one of the highest nursing honors. The average ratings on a Likert scale of 1 (not at all supportive) to 10 (extremely supportive) of whether or not RWJF had helped scholars achieve their goals in teaching, service, research, and leadership were 7.7, 8.0, 9.4, and 9.5, respectively. The majority of scholars reported a positive, supportive relationship with their primary nursing and research mentors; although, several scholars noted challenges in connecting for meetings or telephone calls with their national nursing mentors. These initial results of the RWJF NFS program highlight the success of the program in meeting its overall goal-preparing the next generation of nursing academic scholars for leadership in the profession. Copyright © 2014 Elsevier Inc. All rights reserved.
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A Quantitative Analysis of Evidence-Based Testing Practices in Nursing Education
ERIC Educational Resources Information Center
Moore, Wendy
2017-01-01
The focus of this dissertation is evidence-based testing practices in nursing education. Specifically, this research study explored the implementation of evidence-based testing practices between nursing faculty of various experience levels. While the significance of evidence-based testing in nursing education is well documented, little is known…
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ERIC Educational Resources Information Center
Fuller, Dorothy; Rosenaur, Janet Allan
1974-01-01
Use of a nursing assessment/patient history tool developed by project faculty at the school of nursing, University of California, San Francisco and used in a primary care clinic assisted nursing students in collecting patient information, making home visits, functioning as team members, recording data, and in defining their nursing role. (EA)
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Is Academic Nursing Preparing Practitioners to Meet Present and Future Societal Needs?
ERIC Educational Resources Information Center
Felton, Geraldene
The adequacy of nursing education programs in preparing nurses to meet current and future societal needs is addressed, with attention directed to baccalaureate programs, faculty, and graduates. It is suggested that research findings and anecdotal reports have validated the dysfunction phenomena between baccalaureate nursing education, the practice…
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Technology in Nursing Classrooms: A Qualitative Phenomenological Interpretative Study
ERIC Educational Resources Information Center
Martinez, Ose G.
2016-01-01
Nursing students have to learn how to critically think and pass a licensure examination to practice their profession. Current students seem to be bored by lecture strategies most commonly applied by seasoned nurse educators. A gap in the literature regarding lived experiences of seasoned nursing faculty members applying technological applications…
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ERIC Educational Resources Information Center
Mooneyhan, Esther L.; And Others
1986-01-01
Results of a national survey of undergraduate and graduate nursing programs to determine the extent of curriculum content and faculty training in international health issues are reported. The importance of this aspect of nursing education is discussed. (MSE)
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Predicting Success Using HESI A2 Entrance Tests in an Associate Degree Nursing Program
ERIC Educational Resources Information Center
Bodman, Susan
2012-01-01
A challenge presented to nurse educators is retention of nursing students. This has led nursing faculty to review admission requirements and question how well entrance tests predict success in Associate Degree Nursing Programs. The purpose of this study was to investigate the relationship between the HESI Admission Assessment Exam (HESI A2) and…
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Cepanec, Diane; Humphries, Amanda; Rieger, Kendra L; Marshall, Shelley; Londono, Yenly; Clarke, Diana
2016-05-01
With the global shortage of doctor of philosophy-prepared nursing faculty and an aging nursing professorate, the nursing profession is at risk of having fewer nurses doing research and fewer faculty to supervise the next generation of nurse researchers. A research training award for graduate nursing students was piloted with the intent of providing a research-intensive experiential learning opportunity that would contribute to graduate students' future roles as nurse researchers. This article describes the program design, implementation, and evaluation. The Graduate Student Research Training Awards afforded students an opportunity to develop research and methodologic skills and achieve student-centered outcomes. These awards build their capacity as future researchers by both empowering them and increasing their confidence in research. The input and evaluation from graduate students was integral to the success of the program. Graduate student research training awards can be a valuable experiential learning opportunity in research intensive graduate programs. [J Nurs Educ. 2016;55(5):284-287.]. Copyright 2016, SLACK Incorporated.
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McDowell, Alex; Bower, Kelly M
2016-08-01
Transgender people experience high rates of discrimination in health care settings, which is linked to decreases in physical and mental wellness. By increasing the number of nurses who are trained to deliver high-quality care to transgender patients, health inequities associated with provider discrimination can be mitigated. At present, baccalaureate nursing curricula do not adequately prepare nurses to care for transgender people, which is a shortcoming that has been attributed to limited teaching time and lack of guidance regarding new topics. We developed transgender health content for students in a baccalaureate nursing program and used a student-faculty partnership model to integrate new content into the curriculum. We incorporated new transgender health content into five required courses over three semesters. We mitigated common barriers to developing and integrating new, diversity-related topics into a baccalaureate nursing curriculum. Added transgender health content was well received by students and faculty. [J Nurs Educ. 2016;55(8):476-479.]. Copyright 2016, SLACK Incorporated.
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Hermann, Carla P; Head, Barbara A; Black, Karen; Singleton, Karen
2016-01-01
Interprofessional educational experiences for baccalaureate nursing students are essential to prepare them for interprofessional communication, collaboration, and team work. Nurse educators are ideally positioned to develop and lead such initiatives. The purpose of this article is to describe the development and implementation of an interprofessional education (IPE) project involving students in nursing, medicine, social work, and chaplaincy. The Interdisciplinary Curriculum for Oncology Palliative Care Education project uses team-based palliative oncology education as the framework for teaching students interprofessional practice skills. The need for IPE is apparent, but there are very few comprehensive, successful projects for nurse educators to use as models. This article describes the development of the curriculum by the interprofessional faculty team. Issues encountered by nursing faculty members as they implemented the IPE experience are discussed. Solutions developed to address the issues and ongoing challenges are presented. This project can serve as a model of a successful IPE initiative involving nursing students. Copyright © 2016 Elsevier Inc. All rights reserved.
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Teaching Perspectives and Usage of Journal Writing by Clinical Faculty
ERIC Educational Resources Information Center
Alschuler, Mari L.
2012-01-01
The purpose of this study was to investigate the associations between teaching perspectives (TPs), faculty usage and perceptions of reflective journaling (RJ), and demographic characteristics among clinical faculty in nursing, social work, and counseling. A combination of causal-comparative and correlational designs was utilized, with stratified…
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Nursing Faculty Experiences with Student Evaluations
ERIC Educational Resources Information Center
Beck, Debbie
2016-01-01
Faculty members are often evaluated primarily on the results of student end-of-course surveys (SEOCSs) for promotion, teaching contract renewals, and offers of teaching assignments. Consequently, SEOCSs have become a primary focus in faculty evaluations. Rigor in a course and the assignment of grades associated with assessments can be a source of…
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DeBrew, Jacqueline Kayler; Lewallen, Lynne Porter
2014-04-01
Making the decision to pass or to fail a nursing student is difficult for nurse educators, yet one that all educators face at some point in time. To make this decision, nurse educators draw from their past experiences and personal reflections on the situation. Using the qualitative method of critical incident technique, the authors asked educators to describe a time when they had to make a decision about whether to pass or fail a student in the clinical setting. The findings describe student and faculty factors important in clinical evaluation decisions, demonstrate the benefits of reflective practice to nurse educators, and support the utility of critical incident technique not only as research methodology, but also as a technique for reflective practice. Copyright © 2013 Elsevier Ltd. All rights reserved.
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McNeal, Gloria J
2008-01-01
This article describes a mobile ambulatory care nurse-managed center on wheels designed to address the healthcare needs of at-risk inner city residents. A grant-funded initiative, the Project uniquely joins nursing academe with community-based organizations in a partnership that brings healthcare services directly to those communities most in need. In addition to providing healthcare services, the Project serves as a site for faculty practice and community clinical rotations for nursing and medical students. The broad objectives of this nurse-faculty managed mobile healthcare project are: (1) to screen, identify and provide health promotion/disease management services for at-risk populations, (2) to foster community involvement in the health assessment and referral process; and, (3) to provide culturally and linguistically sensitive health promotion/disease management health education.
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Strategies for lowering attrition rates and raising NCLEX-RN pass rates.
Higgins, Bonnie
2005-12-01
This study was designed to determine strategies to raise the NCLEX-RN pass rate and lower the attrition rate in a community college nursing program. Ex-post facto data were collected from 213 former nursing student records. Qualitative data were collected from 10 full-time faculty, 30 new graduates, and 45 directors of associate degree nursing programs in Texas. The findings linked the academic variables of two biology courses and three components of the preadmission test to completion of the nursing program. A relationship was found between one biology course, the science component of the preadmission test, the HESI Exit Examination score, and the nursing skills course to passing the NCLEX-RN. Qualitative data indicated preadmission requirements, campus counselors, remediation, faculty, test-item writing, and teaching method were instrumental in completion of the program and passing the NCLEX-RN.
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Expanding educational capacity through an innovative practice-education partnership.
Murray, Teri A
2007-07-01
This article describes a unique demonstration project using a collaborative practice and education partnership to expand baccalaureate student education capacity by 75% in an accelerated nursing program. Components of the project include using hospital-paid (donated) master's clinicians as clinical faculty; using online course delivery for the non-clinical theory nursing courses, thereby decreasing the need for classroom space; employing a Web instructional designer to convert the existing master's nurse educator program to an online format in an effort to increase the pipeline of nursing faculty; renovating existing space to expand the nursing skills laboratory; and purchasing equipment and supplies for the simulated patient environment modules in the expanded skills laboratory space. Both formative and summative measures will be used to evaluate the project, which is expected to produce 24 additional workforce-ready baccalaureate-prepared RNs in 15 months.
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[A participating study on the didactic-pedagogical education of nursing teachers].
Guariente, M H; Berbel, N A
2000-04-01
Through the participant-research framework, this collective study was carried out by a group of faculty nurses responsible for the course of Nursing Fundamentals at Londrina State University. Considering the discussion that emerged from the participative process and based on the Historical-Critical Pedagogy, the most relevant concepts and pedagogic practices were selected, through the presentation and discussion of the following categories: Goals, Contents, Methodology and Evaluation. Authors concluded that the reflections emerged by and with the group about pedagogic aspects effected the performance of the involved faculty as well as that the collective process must be continuous in order to support the pedagogic development of these professionals, who are educational agents concerned with the improvement of nurses' formation.
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Perceived uncivil behaviour in Indonesian nursing education.
Eka, Ni Gusti Ayu; Chambers, Derek; Narayanasamy, Aru
2016-09-01
Uncivil behaviour is a phenomenon that has attracted a growing number of investigations, particularly in Western based nurse education. Unlike the West, uncivil behaviour is a relatively new field of study to Indonesia. However, with the incidence of incivility becoming a growing problem within Indonesian nurse education it is one that warrants investigation. This study investigated; the construct of uncivil behaviour and how it is perceived by students and faculty within the Indonesia context. The impact that socio economic status may play in its manifestation is also explored. The study was conducted in two faculties of nursing in the west of Indonesia. Findings suggest that religion is strongly implicated in the way that uncivil behaviour is perceived. Copyright © 2016 Elsevier Ltd. All rights reserved.
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Mager, Diana R; Kazer, Meredith W; Conelius, Jaclyn; Shea, Joyce; Lippman, Doris T; Torosyan, Roben; Nantz, Kathryn
2014-06-03
For many years, an area of research in higher education has been emerging around the development and implementation of fair and effective peer evaluation programs. Recently, a new body of knowledge has developed regarding the development and implementation of fair and effective peer evaluation programs resulting in formative and summative evaluations. The purpose of this article is to describe the development, implementation, and evaluation of a peer review of teaching (PRoT) program for nursing faculty, initiated at one small comprehensive university in the northeastern United States. Pairs of nursing faculty evaluated each other's teaching, syllabi, and course materials after collaborating in a pre-evaluation conference to discuss goals of the classroom visit. Qualitative data gathered in post project focus groups revealed that faculty found their modified PRoT process to be a mutually beneficial experience that was more useful, flexible and collegial, and less stressful than their previous evaluation process.
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ERIC Educational Resources Information Center
Edmonds, Michelle
2013-01-01
Recruitment of nursing students is not the issue. Each year, nursing programs across the country turn away highly qualified applicants due to faculty shortage and limited clinical space. Therefore, it is imperative to retain those who secure one of these valuable spots as a nursing student. An "Introduction to Nursing" course was offered…
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Building locally relevant ethics curricula for nursing education in Botswana.
Barchi, F; Kasimatis Singleton, M; Magama, M; Shaibu, S
2014-12-01
The goal of this multi-institutional collaboration was to develop an innovative, locally relevant ethics curriculum for nurses in Botswana. Nurses in Botswana face ethical challenges that are compounded by lack of resources, pressures to handle tasks beyond training or professional levels, workplace stress and professional isolation. Capacity to teach nursing ethics in the classroom and in professional practice settings has been limited. A pilot curriculum, including cases set in local contexts, was tested with nursing faculty in Botswana in 2012. Thirty-three per cent of the faculty members indicated they would be more comfortable teaching ethics. A substantial number of faculty members were more likely to introduce the International Council of Nurses Code of Ethics in teaching, practice and mentoring as a result of the training. Based on evaluation data, curricular materials were developed using the Code and the regulatory requirements for nursing practice in Botswana. A web-based repository of sample lectures, discussion cases and evaluation rubrics was created to support the use of the materials. A new master degree course, Nursing Ethics in Practice, has been proposed for fall 2015 at the University of Botswana. The modular nature of the materials and the availability of cases set within the context of clinical nurse practice in Botswana make them readily adaptable to various student academic levels and continuing professional development programmes. The ICN Code of Ethics for Nursing is a valuable teaching tool in developing countries when taught using locally relevant case materials and problem-based teaching methods. The approach used in the development of a locally relevant nursing ethics curriculum in Botswana can serve as a model for nursing education and continuing professional development programmes in other sub-Saharan African countries to enhance use of the ICN Code of Ethics in nursing practice. © 2014 International Council of Nurses.
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ERIC Educational Resources Information Center
Findley, Daniel E.
2012-01-01
The purpose of this study was to understand the impact of faculty-to-faculty mentoring programs on the experiences of both mentors and first-year instructor proteges in Career and Technical Education (CTE) programs with an emphasis on practitioner-educators in nursing and in welding-fabrication. The study was undertaken for four reasons: (a)…
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Diversity dynamics: The experience of male Robert Wood Johnson Foundation nurse faculty scholars.
Brody, Abraham A; Farley, Jason E; Gillespie, Gordon L; Hickman, Ronald; Hodges, Eric A; Lyder, Courtney; Palazzo, Steven J; Ruppar, Todd; Schiavenato, Martin; Pesut, Daniel J
Managing diversity dynamics in academic or clinical settings for men in nursing has unique challenges resulting from their minority status within the profession. The purpose of this study was to share challenges and lessons learned identified by male scholars in the Robert Wood Johnson Foundation Nurse Faculty Scholars program and suggest strategies for creating positive organizations promoting inclusive excellence. Multiple strategies including informal mentored discussions and peer-to-peer dialogue throughout the program, formal online surveys of scholars and National Advisory Committee members, and review of scholar progress reports were analyzed as part of the comprehensive evaluation plan of the program. Diversity dynamic issues include concerns with negative stereotyping, microaggression, gender intelligence, and differences in communication and leadership styles. Male nurse faculty scholars report experiencing both opportunities and challenges residing in a predominately female profession. This article attempts to raise awareness and suggest strategies to manage diversity dynamics in service of promoting the development of a culture of health that values diversity and inclusive excellence for both men and women in academic, research, and practice contexts. Copyright © 2017 Elsevier Inc. All rights reserved.
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Does Faculty Incivility in Nursing Education Affect Emergency Nursing Practice?
NASA Astrophysics Data System (ADS)
Stokes, Pamela
Incivility in nursing education is a complicated problem which causes disruptions in the learning process and negatively affects future nursing practice. This mixed method research study described incivility as well as incivility's effects through extensive literature review and application of a modified Incivility in Nursing Education (INE) survey. The INE included six demographic items, four quantitative sections, and five open-ended questions. The survey examined emergency nurses' perceptions of incivility and how the experience affected their personal nursing practice. The INE was initially tested in a 2004 pilot study by Dr. Cynthia Clark. For this research study, modifications were made to examine specifically emergency nurse's perceptions of incivility and the effects on their practice. The population was a group of nurses who were members of the emergency nurses association in a Midwestern state. In the quantitative component of the Incivility in Nursing Education (INE) survey, the Likert scale questions indicated that the majority of the participants reported witnessing or experiencing the uncivil behaviors. In the qualitative section of the INE survey, the participants reported that although they have not seen incivility within their own academic career, they had observed faculty incivility with nursing students when the participants were assigned as preceptors as part of their emergency nursing practice.
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SREB Study Indicates Serious Shortage of Nursing Faculty.
ERIC Educational Resources Information Center
Southern Regional Education Board, Atlanta, GA. Council on Collegiate Education for Nursing.
The Southern Regional Education Board (SREB) Council on Collegiate Education for Nursing appointed an ad hoc committee to study the implications of nursing shortages for nursing education programs in the 16 SREB states and the District of Columbia. In May 2001, surveys were sent to 491 colleges and universities that prepare students for licensure…
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Using Concept Maps with Simulation: Learning Experiences of Associate Degree in Nursing Students
ERIC Educational Resources Information Center
O'Halloran, Bernadette D.
2017-01-01
Graduate nurses have experienced a difficult transition to clinical practice. With the continuing gap in educational preparation and clinical nursing practice leading to errors in health care delivery, the nurse faculty remains challenged in performing innovative changes to the curriculum to improve and maintain quality and safe patient care. The…
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ERIC Educational Resources Information Center
Beard, Kenya V.
2009-01-01
Racial and ethnic health care disparities continue to plague the United States, placing a tremendous personal and societal burden on individuals. A culturally diverse nursing work force can help eliminate these disparities and improve the quality of health care that is delivered. However, the nursing profession does not reflect the nation's…
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Introduction to nursing. Creative strategies for generating interest in the major.
Kopp, A M
1999-01-01
Beginning nursing students have a limited understanding of nursing as a major and a profession. Evaluation of previous Introduction to Nursing courses led faculty to a redesign which included classroom exercises and assignments that actively engage students in a wider variety of experiences. Increased student involvement had the effect of presenting a more realistic picture of nursing as a profession.
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ERIC Educational Resources Information Center
Brookdale Community Coll., Lincroft, NJ.
A program was developed to facilitate the transition of Licensed Practical Nurses (LPNs) into a program to become registered nurses (RNs) and acquire an associate degree in allied health at Brookdale Community College (New Jersey). A committee of four nursing faculty compared the curriculum of an exemplary practical nursing program with…
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ERIC Educational Resources Information Center
Millett, Catherine M.; Stickler, Leslie M.; Wang, Haijiang
2015-01-01
The Study of Teaching and Learning in Accelerated Nursing Degree Programs explores how nurse educators are adapting their teaching practices for accelerated, second-degree nursing program students. To provide findings on topics including instructional practices and the roles and attitudes of faculty, a web survey was administered to almost 100…
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ERIC Educational Resources Information Center
Mousa, Marwa Abd El-Gawad Ahmed
2015-01-01
Empathy is an ability and skill that can be learned and developed through appropriate education and practice. While the importance of nurses' empathy is widely acknowledged, little is known about the impact of passing through the psychiatric nursing and mental health educational experience at the Faculty of Nursing, Alexandria University on…
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Cultural competencies for graduate nursing education.
Clark, Lauren; Calvillo, Evelyn; Dela Cruz, Felicitas; Fongwa, Marie; Kools, Susan; Lowe, John; Mastel-Smith, Beth
2011-01-01
Nursing is challenged to meet the health needs of ethnic and socioculturally diverse populations. To this end, American Association of Colleges of Nursing (AACN) charged an expert nursing faculty advisory group to formulate competencies for graduate nursing education, expanding them to integrate leadership and scholarship. The Cultural Competency in Baccalaureate Nursing Education served as the springboard for the initiative. In formulating the graduate cultural competencies and the toolkit, the advisory group reviewed all AACN Essentials documents and the cultural competency literature, drew upon their collective experiences with cultural diversity, and used cultural humility as the supporting framework. Six core competencies were formulated and endorsed by the AACN board of directors and key professional nursing organizations. A companion toolkit was compiled to provide resources for the implementation of the competencies. A 1-day conference was held in California to launch the cultural competencies and toolkit. Dissemination to graduate nursing programs is in process, with emphasis on faculty readiness to undertake this graduate educational transformation. The AACN Cultural Competencies for Graduate Nursing Education set national standards to prepare culturally competent nurses at the graduate level who will contribute to the elimination of health disparities through education, clinical practice, research, scholarship, and policy. 2011 Elsevier Inc. All rights reserved.
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Clinical track faculty: merits and issues.
Lee, Won-Hee; Kim, Cho Ja; Roh, Young Sook; Shin, Hyunsook; Kim, Mi Ja
2007-01-01
Clinical track faculty (CTF) has been in operation for more than two decades in the United States, and 12 of the top 20 schools of nursing with the highest National Institutes of Health funding in the United States have CTF in place. Yet, only limited articles have been published regarding the merits and issues related to its operation. This article examines the advantages/merits of establishing CTF in schools of nursing, discusses the qualification criteria and types of appointment for CTF, and analyzes issues related to operating CTF in Korea. A questionnaire survey and two workshops were conducted involving faculty from a college of nursing and clinical nurse managers from university-affiliated medical centers and community agencies. Most of the respondents indicated that establishing CTF was advantageous. Merits included the following: increasing reality-based clinical education and training; decreasing the reality shock of students; increasing student satisfaction; and linking education, practice, and research more effectively. Major issues were as follows: getting the approval of medical centers/universities; developing an agreement on CTF operation between the college of nursing and clinical agencies; clarifying types and criteria of appointment and promotion; and developing a statement on role and compensation policies. Most issues are similar to what U.S. schools of nursing have faced, except for the first one. In conclusion, establishing CTF in Korea appears to be highly desirable. Merits outweigh issues/concerns, and Korean nursing schools may look for an opportune time for obtaining the approval of medical centers/universities. Nursing schools in other countries that face a similar challenge of providing clinical teaching with high research performance may consider instituting CTF.
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Health information literacy: hardwiring behavior through multilevels of instruction and application.
Leasure, A Renee; Delise, Donna; Clifton, Shari C; Pascucci, Mary Ann
2009-01-01
To produce a healthcare provider who is competent in accessing health information, nursing faculty members, in tandem with medical librarians, play a crucial role in establishing the knowledge base for student competency in health information literacy. The time to prepare nursing students to meet the information challenges and opportunities of today's healthcare environment is not after graduation, but rather while they are in school. By incorporating health information literacy skill building throughout the curriculum, nursing faculty members can prepare their students to enter the workforce equipped with the skills they need to find, retrieve, appraise, and apply information to their clinical practice.
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ERIC Educational Resources Information Center
Walsh, Linda V.; DeJoseph, Jeanne
2003-01-01
Ten nursing students and two faculty mentors participated in an immersion experience in Guatemala. Themes from interviews included the experience of being "other," growth as a professional nurse, and expansion of world views. (Contains 16 references.) (SK)
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Benefits of Simulation and Role-Playing to Teach Performance of Functional Assessments.
Trail Ross, Mary Ellen; Otto, Dorothy A; Stewart Helton, Anne
The use of simulation is an innovative teaching strategy that has proven to be valuable in nursing education. This article describes the benefits of a simulation lab involving faculty role-play to teach baccalaureate nursing students how to properly assess the functional status of older adults. Details about the simulation lab, which involved functional assessments of two elderly community-dwelling residents, are presented, along with student and faculty evaluations of this teaching modality.
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Clayton, Margaret F; Supiano, Katherine; Wilson, Rebecca; Lassche, Madeline; Latendresse, Gwen
Simulation is a standard clinical nursing educational approach; however, simulation is rarely used in nonclinical nursing education. In doctor of philosophy (PhD) programs, ethical content about responsible conduct of research (RCR) is traditionally didactic, presented early in the program of study. Ethics content merits review before students begin the dissertation phase; thus, the purpose of this project was to design and implement simulated scenarios to help students apply RCR principles prior to beginning independent research. Two scenarios were developed: (a) a potential protocol change discussed in a research team meeting and (b) an in-home data collection experience with an elderly participant and her daughter. Actors were trained faculty volunteers, playing roles outside their usual academic positions. Faculty facilitated scenarios by posing questions as cues related to desired learning outcomes as scenarios unfolded. Eleven nursing PhD students and 6 faculty participated. Debriefing facilitated discussion of RCR principles, common research quandaries, and suggested scenario revisions. Faculty, expert observation, and video-review showed that younger and less experienced students tried to give the "right" answer rather than implement RCR appropriate solutions. Students with more clinical experience had difficulty adopting the less familiar researcher role. Overall, simulation is a novel and useful way to enhance RCR content in PhD programs. Copyright © 2016 Elsevier Inc. All rights reserved.
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The impact of simulation education on self-efficacy towards teaching for nurse educators.
Garner, S L; Killingsworth, E; Bradshaw, M; Raj, L; Johnson, S R; Abijah, S P; Parimala, S; Victor, S
2018-03-23
The objective of this study was to assess the impact of a simulation workshop on self-efficacy towards teaching for nurse educators in India. Additionally, we sought to revise and validate a tool to measure self-efficacy in teaching for use with a global audience. Simulation is an evidence-based teaching and learning method and is increasingly used in nursing education globally. As new technology and teaching methods such as simulation continue to evolve, it is important for new as well as experienced nurse educators globally to have confidence in their teaching skills and abilities. The study included (1) instrument revision, and measures of reliability and validation, (2) an 8-h faculty development workshop intervention on simulation, (3) pre- and post-survey of self-efficacy among nurse educators, and (4) investigation of relationship between faculty socio-demographics and degree of self-efficacy. The modified tool showed internal consistency (r = 0.98) and was validated by international faculty experts. There were significant improvements in total self-efficacy (P < 0.001) and subscale scores among nurse educators after the simulation workshop intervention when compared to pre-survey results. No significant relationships were found between socio-demographic variables and degree of self-efficacy. Strong self-efficacy in teaching among nurse educators is crucial for effective learning to occur. Results indicated the simulation workshop was effective in significantly improving self-efficacy towards teaching for nurse educators using an internationally validated tool. The Minister of Health in India recently called for improvements in nursing education. Introducing nursing education on simulation as a teaching method in India and globally to improve self-efficacy among teachers is an example of a strategy towards meeting this call. © 2018 The Authors International Nursing Review published by John Wiley & Sons Ltd on behalf of International Council of Nurses.
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Nkosi, Zethu; Pillay, Padmini; Nokes, Kathleen M
2013-01-01
Case-based education has a long history in the disciplines of education, business, law and the health professions. Research suggests that students who learn via a case-based method have advanced critical thinking skills and a greater ability for application of knowledge in practice. In medical education, case-based methodology is widely used to facilitate knowledge transfer from theoretical knowledge to application in patient care. Nursing education has also adopted case-based methodology to enhance learner outcomes and critical thinking. The objectives of the study was to describe a decentralised nursing management education programme located in Durban, South Africa and describe the perceptions of nursing faculty facilitators regarding implementation of this teaching method. Data was collected through the use of one-on-one interviews and also focus groups amongst the fifteen facilitators who were using a case-based curriculum to teach the programme content. The average facilitator was female, between 41 and 50 years of age, working part-time, educated with a baccalaureate degree, working as a professional nurse for between 11 and 20 years; slightly more than half had worked as a facilitator for three or more years. The facilitators identified themes related to the student learners, the learning environment, and strengths and challenges of using facilitation to teach the content through cases. Decentralised nursing management educational programmes can meet the needs of nurses who are located in remote areas which are characterised by poor transportation patterns and limited resources and have great need for quality healthcare services. Nursing faculty facilitators need knowledgeable and accessible contact with centrally based full-time nursing faculty in order to promote high quality educational programmes.
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Sanders, Carla L; Kleinert, Harold L; Free, Teresa; Slusher, Ida; Clevenger, Kim; Johnson, Stephanie; Boyd, Sara E
2007-12-01
Nurses play a vital role in providing health care to children with developmental disability (DD) throughout the United States. Unfortunately, most nurses continue to report that they receive little or no clinical education in the area of DDs. In response to this need, a core development team consisting of nurse practitioners and nursing faculty from three universities, one physician assistant faculty, parents of children with DD, and educational specialists developed two multimedia (virtual patient) pediatric instructional modules in CD-ROM format--one involving a child with Down syndrome, and the other involving an infant born at 26 weeks' gestation. Participants were required to make clinical decisions throughout the cases. The modules on CD were piloted with nursing students from three universities. Results of the effectiveness study demonstrated significant gains in knowledge and comfort level regarding the care of children with DD.
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Graduate Students' Experiences: Developing Self-efficacy.
Laurencelle, Francine; Scanlan, Judith
2018-01-09
The nurse educator shortage continues without an increase in the numbers of graduate prepared nurses. Studies identified challenges in recruitment of nursing graduate students. No studies explore the experiences of nurses during graduate education. The framework used was Bandura's self-efficacy theory. The population for this study included 15 nurse educators with a master's or doctoral degree currently teaching in an undergraduate or graduate program in a western Canadian city. In semi-structured interviews, participants shared their experiences. Two themes emerged from the data: i) the hurdles of learning and ii) being a graduate student. The purpose of this article is to report the findings of faculty members' experiences as graduate students. Understanding these experiences will help graduate faculty understand how graduate students develop self-efficacy throughout their graduate programs. Moreover, findings of this study will help graduate students succeed in a graduate program. Finally, issues related to recruitment and retention are addressed.
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Academic nursing administrators' workplace satisfaction and intent to stay.
Emory, Jan; Lee, Peggy; Miller, Michael T; Kippenbrock, Thomas; Rosen, Chris
In nursing education, the academic administrator is critical given the multitude of challenges associated with program delivery (e.g., shortages of faculty, strict and changing regulations for program accreditation, and the sheer demand for more nurses). Unfortunately, with the focus on recruiting and retaining new novice faculty to teach students, academic nursing administrators have been overlooked in recent studies. As such, this study aims to explore the workplace satisfaction and intent to stay of academic nursing administrators by considering their relation to a variety of demographic and work related variables. A secondary data source was used from the Collaborative on Academic Careers in Higher Education (COACHE). One-way Analysis of Variance (ANOVA) with post hoc Fisher's Least Significant Difference tests and t-tests were used in the analysis. Results indicate that several modifiable work factors positively relate to both job satisfaction and intent to stay. Copyright © 2016 Elsevier Inc. All rights reserved.
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A community college model to support nursing workforce diversity.
Colville, Janet; Cottom, Sherry; Robinette, Teresa; Wald, Holly; Waters, Tomi
2015-02-01
Community College of Allegheny County (CCAC), Allegheny Campus, is situated on the North Side of Pittsburgh. The neighborhood is 60% African American. At the time of the Health Resources and Services Administration (HRSA) application, approximately one third of the students admitted to the program were African American, less than one third of whom successfully completed it. With the aid of HRSA funding, CCAC developed a model that significantly improved the success rate of disadvantaged students. Through the formation of a viable cohort, the nursing faculty nurtured success among the most at-risk students. The cohort was supported by a social worker, case managers who were nursing faculty, and tutors. Students formed study groups, actively participated in community activities, and developed leadership skills through participation in the Student Nurse Association of Pennsylvania. This article provides the rationale for the Registered Nurse (RN) Achievement Model, describes the components of RN Achievement, and discusses the outcomes of the initiative.
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Strategies for addressing the evolving nursing crisis.
2003-01-01
The shortage of registered nurses, which is already having ill effects on the U.S. health care delivery system, is burgeoning at a time when patient acuity is high, care is complex, and demand for services often exceeds capacity. This is a prescription for danger. Some hospitals fare better in recruiting and retaining nurses than others. Top-level managers who provide nurses with delegated authority, adequate staffing, competitive compensation, and a collaborative culture have a built-in resistance to cyclical nursing shortages--theirs is too good a place to work to leave. The shortage of nurses is mirrored by a corresponding shortage of nursing faculty. As nursing educator attrition continues, it is unclear where the future nursing school faculty will come from. Federal funding of nursing education is modest. Structured postgraduate training programs for nurses could provide an opportunity for skill building in real clinical settings. Although there is clearly a business case for creating a culture of nursing staff retention-based on lower turnover, lower costs, higher profitability, and better outcomes--there is just as clear a need for the investment of new dollars in hospitals to establish a new base of response capacity. For hospitals to be truly able to invest in nursing and to resolve the problems that have led to the impending nurse staffing crisis, new federal monies specifically targeted for nursing need to be made available.
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The Workplace Environment for African-American Faculty Employed in Predominately White Institutions.
Whitfield-Harris, Lisa; Lockhart, Joan Such
2016-01-01
Diversity in academia requires attention, especially with the expected increase in minority populations in the United States (American Association of Colleges of Nursing, (AACN) 2014). Despite theoretical papers that suggest that several challenges are encountered by minority faculty employed in predominately White institutions, a dearth of research on this topic has been published. The purpose of this literature review was to analyze the published research that addressed the workplace environment of African-American faculty employed in predominately White institutions. In utilizing the keywords in various combinations, 236 articles were retrieved through multiple databases. After applying inclusion and exclusion criteria, 15 studies were reviewed with only three related to nursing. Two themes were extracted from the review: 1) the cultural climate of the workplace environment and, 2) underrepresentation of African-American faculty. It is apparent from this review that additional research is needed to understand the experiences of this group of faculty to target effective recruitment and retention strategies.
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Experiences of faculty and students using an audience response system in the classroom.
Thomas, Christine M; Monturo, Cheryl; Conroy, Katherine
2011-07-01
The advent of innovative technologies, such as the audience response system, provides an opportunity to engage students and enhance learning. Based on their experiences, three nursing faculty evaluated the use of an audience response system in four distinct nursing courses through the use of informal survey results. When using the audience response system, the faculty experienced an increased perception of student attentiveness and engagement, high level of class attendance, and enhanced learning. Faculty feelings were mixed concerning the burden in adapting to increased classroom time and increased preparation time. Students' perception of the value of audience response system use was mostly positive, except when responses were included as part of the grade. The majority of the students indicated that use of the audience response system enhanced learning and was a helpful learning method when used with NCLEX-style questions. Overall, faculty believed that the benefits of student engagement and enhanced learning outweighed the burdens of incorporating this new technology in the classroom.
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Casualisation of the teaching workforce: implications for nursing education.
Halcomb, Elizabeth J; Andrew, Sharon; Peters, Kath; Salamonson, Yenna; Jackson, Debra
2010-08-01
Internationally, nursing faculty shortages have been reported and there is a potential for them to worsen into the next decade as existing faculty age. To, in part, address this issue, across disciplines there is clearly an international trend towards the increasing casualisation of the higher education workforce. Despite the potential impact of this two-tiered workforce structure, there has been limited examination of the discipline specific issues related to the employment of a growing number of sessional nursing staff. This paper provides a critical review of the literature related to the employment of sessional teachers in higher education. The paper advances the discourse around the role and implications of employing sessional teachers in undergraduate nursing schools. Recommendations for supporting sessional staff and further research are presented. Copyright 2009 Elsevier Ltd. All rights reserved.
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Teaching, Practice, and Research: An Integrative Approach Benefiting Students and Faculty.
ERIC Educational Resources Information Center
Fawcett, Jacqueline; Aber, Cynthia; Weiss, Marianne
2003-01-01
Nursing students received research training and used clinical assessment tools to gather information from women after cesarean births. The project enhanced skills for clinical assessment and helped students understand the relationship between the nursing process and nursing research. (Contains 16 references.) (SK)
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Spiritual Nursing Care Education An Integrated Strategy for Teaching Students.
White, Donna M; Hand, Mikel
The failure of nursing schools to integrate spiritual nursing care education into the curriculum has contributed to a lack in nurses' spiritual care ability. Developing, integrating, and testing a Spiritual Care Nursing Education strategy in an Associates of Science nursing program significantly increased the perceived spiritual care competence of student nurses. Utilizing a faculty team to develop learning activities to address critical spiritual care attributes offers a method to integrate spiritual nursing care content throughout the curriculum in ASN and BSN programs.
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ERIC Educational Resources Information Center
Field, William E., Jr., Ed.
Thirty-five papers on the measurement of outcomes of nursing practice, education, and administration are presented from the 1981 research conference of the Southern Council on Collegiate Education for Nursing. Papers and authors include the following: "Why Nursing Research?" (Hildegard E. Peplau); "Job Satisfaction in Nurse Faculty: Test of a…
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Evolution of a nursing education program delivered to baccalaureate-prepared Haitian nurses.
Lev, Elise L; Lindgren, Teri G; Pearson, Gayle A; Alcindor, Hilda
2013-01-01
Haiti has high morbidity and mortality rates, a large proportion of people living in poverty, and a shortage of nurses and nursing faculty members. A partnership program between a US and Haitian university was formed to deliver a certificate program in nursing education. The authors describe their experiences developing, delivering, and evaluating the blended on-site and online program and their future goals.
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Bologna Process and Basic Nursing Education in 21 European Countries.
Humar, L; Sansoni, J
2017-01-01
The Bologna Process and the Directives of the European Union have had a profound impact on nursing education in Europe. The aim of this study was to identify the similarities and differences within nursing education framework at entry level in 2014 in European countries. A questionnaire was devised by the researchers and distributed via e-mail to the nursing associations/nursing regulatory bodies of 30 European countries. Data were collected from January to May 2014. Responses were received from 21 European Countries. Results indicated that while a completion of 12 years of general education was a requirement to access nursing education in almost all respondent countries, other admission requirements differed between countries. Nursing courses were offered mostly by Faculties of Nursing and Faculties of Health Sciences (in higher education Institutions) and lecturers and management staff were mainly nurses. The results indicated significant different educational requirements for nurse educators. A foreign language was mandatory in half of the respondent countries. Nursing profession was represented at government level in just over half of the respondent countries, often with a Directorate position. The Bologna Process has helped harmonise initial nursing education in Europe but clear standards for nursing education need to be set up. Therefore, the research about the influence of the Bologna process on the development of the nursing profession should be further encouraged.
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Creating a Learner-Centered Environment in Nursing Education: An Immersion Experience
ERIC Educational Resources Information Center
Steiner, Susan H.; Floyd, Evelyn; Hewett, Beverly J.; Lewis, Nicole C.; Walker, Eldon H.
2010-01-01
A call for change in nursing education has been issued in order to prepare the nurse of the future in a changing health care delivery system with increasing complexity. The learning environment is changing, including the faculty role. Innovative research-based pedagogies are suggested as a way to challenge traditional nursing education. The…
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ERIC Educational Resources Information Center
Davis, Kelly
2017-01-01
Transformative change is occurring in the nursing profession, higher education, and healthcare. There is increased employer demand for baccalaureate prepared nurses. Currently, associate degree programs educate the majority of entry-level nurses in the United States. One solution to meet the increased demand for baccalaureate prepared nurses is to…
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ERIC Educational Resources Information Center
Deans, Cecil; Congdon, Graham; Sellers, Eileen T.
2003-01-01
Nurse educators in English universities (543 responses from 1,612) expressed their predictions and preferences for nursing education in 2008. There were concerns about parity with other disciplines, resources, faculty workload, and cohesiveness of the profession. Many preferred options were not considered likely to happen. (Contains 15…
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The Status of Nursing Education in the California Community Colleges
ERIC Educational Resources Information Center
Academic Senate for California Community Colleges, 2005
2005-01-01
The nursing shortage in California has prompted legislators to propose solutions that may be well intentioned but fail to recognize the complexity of the issues they are trying to address. In April 2005, the Academic Senate convened a nursing task force, comprised of community college nursing faculty from across the state, to examine the issues…
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ERIC Educational Resources Information Center
Miller, Charman L.; Leadingham, Camille; Vance, Ronald
2010-01-01
Associate Degree Nursing (ADN) faculty are challenged by the monumental responsibility of preparing students to function as safe, professional nurses in a two year course of study. Advances in computer technology and emphasis on integrating technology and active learning strategies into existing course structures have prompted many nurse educators…
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Selection and Implementation of a Simulated Electronic Medical Record (EMR) in a Nursing Skills Lab
ERIC Educational Resources Information Center
Curry, David G.
2011-01-01
SUNY Plattsburgh has a baccalaureate nursing program that has been active in integrating technology in nursing education for many years. Recently, the faculty implemented human simulation (Laerdal's SimMan) in the Nursing Skills Lab (NSL) to provide some uniform clinical experiences (high frequency or high risk scenarios) not always available in…
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Global health competencies according to nursing faculty from Brazilian higher education institutions
Ventura, Carla Aparecida Arena; Mendes, Isabel Amélia Costa; Wilson, Lynda Law; de Godoy, Simone; Tamí-Maury, Irene; Zárate-Grajales, Rosa; Salas-Segura, Susana
2014-01-01
Objectives to identify the agreement of faculty affiliated with Brazilian higher education institutions about the global health competencies needed for undergraduate nursing students' education and whether these competencies were covered in the curriculum offered at the institution where they were teaching. Method exploratory-descriptive study, involving 222 faculty members who answered the Brazilian version of the "Questionnaire on Core Competencies in Global Health", made available electronically on the website Survey Monkey. Results participants predominantly held a Ph.D. (75.8%), were women (91.9%) and were between 40 and 59 years of age (69.3%). The mean and standard deviation of all competencies questioned ranged between 3.04 (0.61) and 3.88 (0.32), with scores for each competency ranging from 1 "strongly disagree" to 4 "strongly agree". The results demonstrated the respondents' satisfactory level of agreement with the global health competencies. Conclusions the study demonstrated a high mean agreement level of the nursing faculty from Brazilian HEI with the global health competencies in the questionnaire. The curricula of the HEI where they teach partially address some of these. The competencies in the domain "Globalization of health and health care" are the least addressed. PMID:26107823
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Integrating Reiki and community-engaged scholarship: an interdisciplinary educational innovation.
Bremner, Marie N; Bennett, David N; Chambers, Donna
2014-09-01
To provide students with a meaningful holistic care experience while integrating community-engaged scholarship, students partnered with a Reiki-prepared faculty member within a nurse-managed community clinic to offer Reiki to the clients and participate in the evaluation of the effectiveness of the modality. This article describes how students and faculty integrated holistic care, scholarship, and community engagement. This experience provided the students with an opportunity to embrace the art and science of holistic nursing while obtaining experience in measuring outcomes.
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Developing a Quality Improvement Process to Optimize Faculty Success
ERIC Educational Resources Information Center
Merillat, Linda; Scheibmeir, Monica
2016-01-01
As part of a major shift to embed quality improvement processes within a School of Nursing at a medium-sized Midwestern university, a faculty enrichment program using a Plan-Do-Act-Study design was implemented. A central focus for the program was the development and maintenance of an online faculty resource center identified as "My Faculty…
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Is History of Nursing Alive and Well?
ERIC Educational Resources Information Center
Kalisch, Beatrice J.; Kalisch, Philip A.
1976-01-01
Responses from 936 schools to a nationwide survey of all basic nursing education programs revealed that while faculty believe history of nursing content to be valuable, they do not believe that students find it interesting. Better texts, teachers and audiovisuals are recommended to change the situation. (Author/MS)
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Wisconsin's Nursing Alignment Idea is Catching On
ERIC Educational Resources Information Center
Jorgensen, Haley
2005-01-01
Faculty and administrators from each of Wisconsin's 16 technical colleges recently implemented a collaborative curriculum development project focused on alleviating the state's nursing shortage. Beginning last fall, learners could enroll in a statewide, "one-plus-one" nursing program at any one of Wisconsin's 16 technical colleges.…
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Arthur, David; Drury, John; Sy-Sinda, Maria Teresita; Nakao, Ramonita; Lopez, Arsenia; Gloria, Grace; Turtal, Rowena; Luna, Evelyn
2006-01-01
Primary health care (PHC) nursing is widely practiced in the Philippines yet little is published about the nurses working in this field nor by these nurses. This paper describes a PHC nursing curriculum conducted in an island in the south of the Philippines and examines the experience of nurses working as faculty and simultaneously providing service to the local community. Data were collected from a convenience sample of faculty by interview and analysed using Huserrlian (descriptive) phenomenology and Colaizzi's method of data analysis. From 102 formulated meanings emerged four theme clusters: teaching PHC; external influences; the working reality and practicing PHC, and these are presented with exemplars from the interviews. The data gives a clear impression of the experience of implementing PHC and working with small communities and highlights the educational and clinical issues inherent in this unique model. The insights gained from the analysis of the interviews are contrasted with current literature and recommendations for future research are made.
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Sedgwick, Monique; Kellett, Peter; Kalischuck, Ruth Grant
2014-03-01
Nursing programs across Canada have begun to implement at an unprecedented rate second-degree nursing programs in response to consumer demands and a nursing shortage. While these types of programs are enjoying considerable popularity among prospective students and employers, it is imperative that nursing programs assess their graduates' ability to meet Registered Nursing entry-to-practice competencies (ETCs). This study sought to determine if second-degree undergraduate nursing students achieved the entry-to-practice competencies established by the provincial regulatory body for registered nurses of Alberta, Canada. The study took place in southern Alberta, Canada as the first cohort of second-degree undergraduate nursing students were completing the final practice course for the program. In this exploratory study, quantitative and qualitative data generation approaches were used. Quantitative data were collected using the nursing program's standardized Clinical Evaluation Tool which is mapped to the 119 ETCs established by the regulatory body. Qualitative data were generated by conducting focus group interviews with students, faculty advisors, and preceptors. A convenience sample consisting of both male and female students (n=14) submitted their mid-term and final clinical evaluations for inclusion in the dataset. Thirteen preceptors submitted mid-term and final clinical evaluations. Three students, three faculty advisors, and two preceptors participated in focus group interviews. At mid-term, statistically significant differences were noted on 31% of the indicators within the clinical evaluation tool between students and preceptors with preceptors consistently ranking students higher than the students' ratings of their performance. Student and preceptor ratings of students' clinical performance were more consistent on the final evaluation. However, where there were differences, preceptors rated students higher than student ratings. Qualitative data analysis suggests that the concept of competence is complex and multifaceted and understood differently by students, preceptors, and advisors. The findings of this study suggest that there is ambiguity among second-degree students, preceptors and faculty advisors surrounding the concept of competence. In order to develop an understanding of competence, nursing program administrators must encourage faculty advisors, preceptors and students to engage in a discussion at the outset of the preceptored practice experience in regard to what is meant by competence within various practice setting. Further, we suggest nursing programs in collaboration with their clinical partners and re-examine their practice evaluation tools to determine the degree to which they are sensitive to the clinical practice context. Copyright © 2013 Elsevier Ltd. All rights reserved.
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Faculty perception of the effectiveness of EBP courses for graduate nursing students.
Zeleníková, Renáta; Beach, Michael; Ren, Dianxu; Wolff, Emily; Sherwood, Paula
2014-12-01
Effective teaching is key in preparing students to become successful evidence-based healthcare professionals. The effectiveness of graduate evidence-based practice (EBP) pedagogy is not often a subject of research studies. The purpose of this study was to determine how faculty from the 50 top graduate nursing schools in the United States perceived the effectiveness of EBP courses for graduate nursing students. A descriptive cross-sectional design was used to explore faculty perception of the effectiveness of EBP courses. A web-based survey was used for data collection. A total of 45 questionnaires were subjected to statistical analysis. The mean perception of the effectiveness of EBP courses for the whole sample, on a scale from 1 to 7, was 5.58 (min. 4.29; max. 6.73), a higher score signifying higher perceived effectiveness. The highest rated item concerned a school's access to different databases. The strongest correlations were found between the total score and the scores for items describing students' opportunities to strengthen and apply their EBP skills (rs = .66). The internal consistency of the Perception of Effectiveness of EBP Courses scale, based on standardized Cronbach's alpha, was .84, which signifies strong internal consistency. Faculty perceived themselves as most competent at the following EBP skills: (a) "Asking questions regarding patients' care" (6.56), (b) "Considering patient preferences when implementing EBP" (6.40), and (c) "Critically appraising the relevant body of evidence to address clinical questions" (6.40). To strengthen the effectiveness of EBP courses, students should have more opportunities to implement their EBP knowledge and skills after completing EBP courses. Evaluation of faculty perceptions of the effectiveness of EBP courses can help to guide the development of nursing school curricula that better integrate EBP. Further evaluation of the psychometric properties of the instrument used to measure perception of the effectiveness of EBP courses is required along with objective measures of faculty knowledge and skills in teaching EBP. © 2014 Sigma Theta Tau International.
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Mentors' perspectives on supporting nurse faculty scholars.
Swanson, Kristen M; Larson, Elaine L; Malone, Beverly
Describe mentors' perceptions of the purpose, processes, outcomes, and challenges of mentoring; self-ratings of effectiveness in performing aspects of the mentoring role; and overall ratings of the quality of their mentoring relationship and the likely contributions of their junior faculty fellow to academia and the profession, the body of knowledge related to health and healthcare, and mitigation of the nursing faculty shortage. Fifty-one (of 86 possible) mentors of junior faculty who participated in a competitive methods: qualitative and quantitative data were gathered via an online investigator-developed survey. Narrative texts were content analyzed. Quantitative data were analyzed using measures of central tendency and association. For the most part mentors rated themselves as effective in their roles and indicated program and mentor-mentee goals were met. The overall purpose, processes, outcomes, and challenges of mentoring are described. Copyright © 2017 Elsevier Inc. All rights reserved.
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Curriculum considerations for enhancing baccalaureate learning for international students.
Pardue, Karen T; Haas, Barbara
2003-01-01
International students studying nursing in the United States present unique teaching opportunities and challenges. Student language, culture, and academic expectations are major factors for faculty to consider in delivering international education. An RN to BSN program provides baccalaureate completion study for registered nurses residing in Israel. Students can choose to complete the final semester in the United States. Israeli nursing students demonstrate a strong collectivistic orientation to their academic work. Issues related to English language fluency and academic paper preparation were identified. Success in international teaching endeavors is facilitated when faculty carefully evaluate course materials and assignments. Clarity of language, cultural expectations, and availability of academic resources are important considerations for promoting student success.
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Organizational learning in a college of nursing: A learning history.
Lyman, Bret; Cowan, Lisa A; Hoyt, Hannah C
2018-02-01
College of nursing leaders can foster organizational learning as a means of achieving their desired organizational outcomes. Organizational learning has not previously been studied in colleges of nursing, leaving college administrators and faculty little guidance as they strive to improve outcomes in their own colleges. The purpose of this study was to discover new insights related to organizational learning in a college of nursing. The learning history method was used to document and describe organizational learning in a college of nursing. This study was conducted with a college of nursing situated in a private, religious-based university in the western United States. Six stakeholders and 16 individuals familiar with the college's history were purposively recruited for this study. Participants included college administrators, faculty, students, alumni, and individuals with university-level responsibilities related to the college. Semi-structured interviews and college artifacts were used to gather data. Data was reviewed and themes identified through a process called "distillation." The college's vision, "Learning the Healer's Art" provides purpose and motivation within the college. Four themes provide additional insight into how the college established a learning culture and fosters behavior conducive to organizational learning: (1) Character and Quality, (2) Long-Term Perspective, (3) Collaborative Leadership and Adaptation, and (4) Mentoring. College of nursing leaders can foster organizational learning and pursue improvement within their colleges. Recommended actions include developing a shared vision for the college, building a cadre of qualified faculty and students who have strong personal character, maintaining a long-term perspective, using a collaborative approach to leadership and adaptation, and facilitating mentoring. Copyright © 2017 Elsevier Ltd. All rights reserved.
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Hurtado-Pardos, Barbara; Casas, Irma; Lluch-Canut, Teresa; Moreno-Arroyo, Carmen; Nebot-Bergua, Carlos; Roldán-Merino, Juan
2018-01-02
The aim of this study was to design and validate an instrument to measure the wellness among university nursing faculty. The study was performed in two phases. Phase I consisted of the development of the instrument with discussion groups and participant consensus. We designed an instrument including the 21 items or psychosocial risk factors identified and estimated an index by evaluating the frequency and intensity of each item. The items were grouped into 3 dimensions: teaching work demands, curricular demands, and organizational difficulties. Phase II, we evaluated the psychometric properties of the tool in a sample of 263 participants. Exploratory factor analysis showed a 3-factor structure that explained 53% of the total variance. The internal consistency of the instrument was 0.91 for the whole instrument. The results indicate that the tool developed is valid and reliable and may be a good instrument to monitor the wellness of university nursing faculty.
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Budd, Geraldine M; Wolf, Andrea; Haas, Richard Eric
2015-03-01
Primary care is a growing area, and nurse practitioners (NPs) hold promise for meeting the need for additional providers. This article reports on the future plans of more than 300 primary care NP students in family, adult, and adult gerontology programs. The sample was obtained through NP faculty, and data were collected via an online survey. Results indicated that although these students chose primary care, only 48% anticipated working in primary care; 26% planned to practice in rural areas, and 16% planned to work in an inner city. Reasons cited as important for pursuing a primary care position included the long-term patient relationship, faculty and preceptor mentors from the NP program, and clinical experiences as a student. Implications include providing more intensive faculty mentoring to increase the number of individuals seeking primary care positions after graduation and help with future career planning to meet personal career and nursing profession needs. Copyright 2015, SLACK Incorporated.
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Nurse faculty as international research collaborators.
O'Keefe, Louise C; Frith, Karen H; Barnby, Elizabeth
2017-03-01
Nursing faculty who desire to expand their research portfolios will benefit from collaboration with researchers with complimentary interests from different universities across the world. International collaboration can enhance the productivity of researchers who seek to conduct studies with similar populations in different environments, and who desire a larger impact based on the findings of their studies. International collaborative teams have the potential to make important discoveries that affect the health of populations across the world. Communication is a critical step in defining the roles and professional relationships of researchers involved in international collaboration. Researchers need to be cognizant of rules affecting data security, intellectual property, data ownership, and funding sources in each country. International collaborative research can be exciting and rewarding, especially when participants are culturally aware, respect universities' policies, and are mindful of the ethical and legal principles for the countries in which the research is conducted. This article describes ways to enhance the success of nursing faculty who desire a rich experience with international research collaborators. © 2016 John Wiley & Sons Australia, Ltd.
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Schwind, Jasna K; Beanlands, Heather; Lapum, Jennifer; Romaniuk, Daria; Fredericks, Suzanne; LeGrow, Karen; Edwards, Susanna; McCay, Elizabeth; Crosby, Jamie
2014-06-01
Person-centered care (PCC) is grounded in principles of respect, autonomy, and empowerment and requires the development of interpersonal relationships. For nursing students to engage in PCC, they need to intentionally develop personal knowing, which is an essential attribute of therapeutic relationships. Developing personal knowing, as well as professional knowledge, positions students to enact PCC in their practice. Faculty members play a vital role in fostering the development of personal knowing by creating opportunities for students in which genuine and respectful dialogue, reflection, self-awareness, and critical thinking can take place. This article explores several creative approaches faculty have used to actualize these qualities in their teaching-learning encounters with nursing students at various stages of their students' professional development. These approaches offer experiential teaching-learning opportunities that foster the development of personal knowing, as well as constructive and respectful relationships between faculty and students, therefore laying the groundwork for PCC in practice settings. Copyright 2014, SLACK Incorporated.
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Puplampu, Vivian
2017-07-28
There is evidence supporting student-centered learning (SCL) as an effective pedagogy to prepare professionals to work in the evolving health care system of the twenty-first century. SCL has many benefits, among them that it helps students to learn to work in teams and develop problem-solving, critical thinking and communication skills. The focus on the student means that the teacher's power is decreased. This, along with openness of the approach, can make the transition to SCL a challenge. This study used an exploratory descriptive qualitative design to explore how comfortable nursing students and faculty members were in a context-based learning (CBL) program, a version of SCL. Nursing students and faculty discussed common challenges of trusting the CBL process. They also discussed the emphasis on self-directed learning and how it could mean that tutors are not as involved with students. To enhance a smooth transition, recommendations have been made, including clarifying the CBL philosophy at orientation, and mentoring and reassuring students.
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Hendricks, Susan; DeMeester, Deborah; Stephenson, Evelyn; Welch, Janet
2016-05-01
Understanding the strengths and challenges of various clinical models is important for nursing education. Three long-standing clinical models (preceptored, hybrid, and traditional) were compared on several outcome measures related to satisfaction, learning opportunities, and student outcomes. Students, faculty, and preceptors participated in this study. Although no differences were noted in satisfaction or standardized examination scores, students in the preceptored clinical model were able to practice more psychomotor skills. Although participants in the preceptored model reported spending more time communicating with staff nurses than did those in the other models, students in the traditional model spent more time with faculty. No differences were noted among groups in student clinical observation time. All clinical learning models were focused on how clinical time was structured, without an emphasis on how faculty and preceptors work with students to develop nursing clinical reasoning skills. Identifying methodology to impact thinking in the clinical environment is a key next step. [J Nurs Educ. 2016;55(5):271-277.]. Copyright 2016, SLACK Incorporated.
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Processes and Strategies for Implementation of Learning Modules in a Nursing Curriculum
ERIC Educational Resources Information Center
Swendsen, Leslee; And Others
1977-01-01
Explains the processes and strategies utilized by the faculty at the University of California, San Francisco, School of Nursing, to implement modularization in the undergraduate nursing program. Presents goals for modularization and discusses problems and constraints encountered during the implementation. Available from: Journal of…
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Simulation for Nurse Anesthesia Program Selection: Redesigned
ERIC Educational Resources Information Center
Roebuck, John Arthur
2017-01-01
Purpose: This project is meant to answer the research question: What applicant character traits do Nurse Anesthesia Program Directors and Faculty identify as favorable predictors for successful completion of a nurse anesthesia program, and what evaluation methods are best to evaluate these traits in prospective students? Methods: A prospective…
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Nursing Student Peer Mentorship: A Review of the Literature
ERIC Educational Resources Information Center
Rohatinsky, Noelle; Harding, Katie; Carriere, Terra
2017-01-01
The benefits of peer student mentorship programs are making them increasingly popular in nursing education. This manuscript reviews and synthesizes 20 articles outlining key elements, outcomes, and barriers of nursing student peer mentorship programs to allow educators to create mentorship programs that meet the needs of their students, faculty,…
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Enhancing Student Learning: RN CAT Advisement Program.
ERIC Educational Resources Information Center
Donaldson, Susan K.
This document describes a community college advisement program that was implemented to improve the student pass rate for the national nursing licensure examination. The nursing faculty at Manatee Community College (Florida) recently instituted an advisement system during the final semester of the two-year nursing program. First, students were…
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Nursing Reference Center: a point-of-care resource.
Vardell, Emily; Paulaitis, Gediminas Geddy
2012-01-01
Nursing Reference Center is a point-of-care resource designed for the practicing nurse, as well as nursing administrators, nursing faculty, and librarians. Users can search across multiple resources, including topical Quick Lessons, evidence-based care sheets, patient education materials, practice guidelines, and more. Additional features include continuing education modules, e-books, and a new iPhone application. A sample search and comparison with similar databases were conducted.
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Cooperative m-learning with nurse practitioner students.
Wyatt, Tami H; Krauskopf, Patricia B; Gaylord, Nan M; Ward, Andrew; Huffstutler-Hawkins, Shelley; Goodwin, Linda
2010-01-01
New technologies give nurse academicians the opportunity to incorporate innovative teaching-learning strategies into the nursing curricula. Mobile technology for learning, or m-learning, has considerable potential for the nursing classroom but lacks sufficient empirical evidence to support its use. Based on Mayer's multimedia learning theory, the effect of using cooperative and interactive m-learning techniques in enhancing classroom and clinical learning was explored. The relationship between m-learning and students' learning styles was determined through a multimethod educational research study involving nurse practitioner students at two mid-Atlantic universities. During the 16-month period, nurse practitioner students and their faculty used personal digital assistants (PDAs) to participate in various m-learning activities. Findings from focus group and survey responses concluded that PDAs, specifically the Pocket PC, are useful reference tools in the clinical setting and that all students, regardless of learning style, benefited from using PDAs. It was also demonstrated that connecting students with classmates and other nurse practitioner students at distant universities created a cooperative learning community providing additional support and knowledge acquisition. The authors concluded that in order to successfully prepare nurse practitioner graduates with the skills necessary to function in the present and future health care system, nurse practitioner faculty must be creative and innovative, incorporating various revolutionary technologies into their nurse practitioner curricula.
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Minor psychiatric disorders among nurses university faculties.
Tavares, Juliana Petri; Beck, Carmem Lúcia Colomé; Magnago, Tânia Solange Bosi de Souza; Zanini, Roselaine Ruviaro; Lautert, Liana
2012-01-01
This cross-sectional study addresses 130 nursing faculty members in federal universities from Rio Grande do Sul, Brazil. It investigated the psychological demands and decision latitude (the Demand-Control Model by Karasek) and their association with Minor Psychological Disorders (MPDs). The Brazilian versions of the Self-Report-Questionnaire-20 and the Job Stress Scale were used. MPDs were prevalent in 20% of the studied individuals. After adjusting for potential confounders, the chances of participants presenting mental disorders were higher in the quadrant 'active strain jobs' (OR=14.23, 95% CI 1.55 to 130.73), followed by the 'high strain jobs' quadrant (OR=10.05, 95% CI 1.23 to 82.44), compared to nursing professors classified in the 'low strain jobs' quadrant. We conclude that high psychological demands and low control over work can cause disorders in nursing professors, among them, MPDs.
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Academic Leadership Development: A Case Study.
Berman, Audrey
2015-01-01
A dean at a private school of nursing implemented a leadership development program for early- to mid-career nursing faculty consisting of one 4-hour evening session per academic quarter for 7 quarters. Eight faculty members who had expressed interest in assuming a leadership role or been recommended by their supervisors as having strong leadership potential were invited to join. Program topics included leadership pathways, legal issues, budgeting and governance, diversity, the political arena, human resources, and student issues. Interviews with participants revealed 6 themes: the support a peer cohort provided, a desire for real-life application, a lack of previous exposure to related content or experiences, new perceptions of themselves as academic nurse leaders, the value of the program as preparation for academic nursing leadership roles, and broad program applicability. Copyright © 2015 Elsevier Inc. All rights reserved.
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ERIC Educational Resources Information Center
Astrella, Julie A.
2017-01-01
The United States is in the midst of a nursing faculty shortage, particularly those that provide clinical instruction. Clinical instructors play an integral role in undergraduate nursing education by bridging the gap between theoretical knowledge and nursing practice; this position is also the most difficult to recruit for and retain. The factors…
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Developing the next generation of nurse scientists.
Burkhart, Patricia V; Hall, Lynne A
2015-01-01
This article describes an undergraduate nursing research internship program in which students are engaged in research with a faculty mentor. Since 2002, more than 130 undergraduate nursing students have participated. Interns coauthored publications, presented papers and posters at conferences, and received awards. This highly successful program provides a model that can be easily replicated to foster the development of future nurse scientists.
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ERIC Educational Resources Information Center
Betts, Kelly J.; Shirley, Janet A.; Kennedy, Robert
2017-01-01
Background: Student success in a baccalaureate nursing program is of utmost importance at a southern College of Nursing (CON).CON faculty wanted to understand better what academic/ social risk factors attributed to attrition in the first year of the nursing program. The purpose of this study was to determine academic and social risk factors…
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ERIC Educational Resources Information Center
Costanzo, Ryan D.; Fitzpatrick, Amanda
2012-01-01
While clinical competence and hands-on ability are crucial to nursing, students in college-based nursing programs face almost certain failure if they lack skills and strategies for textbook reading. Faculty and staff at a small liberal arts college with a two-year nursing program used focus groups consisting of first-semester and final-semester…
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ERIC Educational Resources Information Center
Nagtalon-Ramos, Jamille Kristine
2017-01-01
Although Filipino and Filipino American nurses represent an impressive share of the nursing workforce, they are not well represented in advanced practice, faculty, and executive leadership positions. Obtaining a graduate degree in nursing has the potential to open a wider range of opportunities to meet the healthcare demands of a population that…
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Integrating an Academic Electronic Health Record: Challenges and Success Strategies.
Herbert, Valerie M; Connors, Helen
2016-08-01
Technology is increasing the complexity in the role of today's nurse. Healthcare organizations are integrating more health information technologies and relying on the electronic health record for data collection, communication, and decision making. Nursing faculty need to prepare graduates for this environment and incorporate an academic electronic health record into a nursing curriculum to meet student-program outcomes. Although the need exists for student preparation, some nursing programs are struggling with implementation, whereas others have been successful. To better understand these complexities, this project was intended to identify current challenges and success strategies of effective academic electronic health record integration into nursing curricula. Using Rogers' 1962 Diffusion of Innovation theory as a framework for technology adoption, a descriptive survey design was used to gain insights from deans and program directors of nursing schools involved with the national Health Informatics & Technology Scholars faculty development program or Cerner's Academic Education Solution Consortium, working to integrate an academic electronic health record in their respective nursing schools. The participants' experiences highlighted approaches used by these schools to integrate these technologies. Data from this project provide nursing education with effective strategies and potential challenges that should be addressed for successful academic electronic health record integration.
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Wong, Jeffrey G; Son, Daisuke; Miura, Wakako
2017-12-01
Faculty development programs, studied both home and abroad, have been shown to be helpful for enhancing the scholarly and academic work of nonacademic clinicians. Interprofessional education and faculty development efforts have been less well studied. This project investigated the effect of a well-studied faculty development program applied in an interprofessional fashion across health profession educators in medicine and nursing. A faculty cohort of nurse and physician educators at The University of Tokyo underwent training in the Stanford Faculty Development Center (SFDC) model of clinical teaching through a sequence of 7 workshops. The workshops were performed in English with all materials translated into Japanese. A validated, retrospective pretest and posttest instrument was used to measure study outcomes on global assessment of teaching abilities and specific teaching behaviors (STBs) at 1 and 12 months after intervention. Successful completion of Commitment to Change statements were also assessed at 12 months. In total, 19 faculty participants completed the study. All participants found the workshops valuable. For global assessment, significant improvement in self-reported teaching abilities was seen comparing the mean pretest scores of 27.26 (maximum score = 55, standard deviation [SD] = 8.61) with mean scores at both 1 month (36.81, SD = 7.48, P < 0.001) and at 1 year (34.67, SD = 7.32, P < 0.001). For STBs, significant improvement was also seen comparing the mean group pretest score of 82.11 (maximum score = 145, SD = 15.72), to the posttest mean score of 111.11 (SD = 14.48, P < 0.001) and the 1-year mean score of 103.76 (SD = 12.87, P < 0.001). In total, 27/42 Commitment to Change statements were successfully completed at 1 year. Faculty development for improving clinical teaching can be performed across the cultures of medicine and nursing, as well as across the cultures of the United States and Japan. Copyright © 2017 Southern Society for Clinical Investigation. Published by Elsevier Inc. All rights reserved.
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Owen, D C; Boswell, C; Opton, L; Franco, L; Meriwether, C
2018-06-01
Baseline information was obtained from a School of Nursing faculty and staff about perceptions of job satisfaction, empowerment, and engagement in the workplace before the introduction of an integrated faculty and staff shared governance system. Governance structure in schools of nursing has the potential to enhance or impose constraints on the work environment for faculty, staff, and stakeholders. RESULTS: Faculty and staff perceptions of job satisfaction and engagement in the workplace before the introduction of a new model of shared governance are presented. Statistical differences were found between faculty and staff responses on the overall or total scales and select subscales, and group patterns of relationships differed. We provided a description of the first shared governance structure derived from the perspective of shared governance as defined and operationalized in Magnet Hospital health care systems and includes administrators, faculty, and staff in decision-making councils. As academia embarks on this change in governance structure from hierarchical to a more flattened approach findings support examining levels of work engagement, structural and psychological empowerment, and job satisfaction as key monitors of the work environment. Copyright © 2018 Elsevier Inc. All rights reserved.
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Reluctant gerontologists: integrating gerontological nursing content into a prelicensure program.
Miller, Joanne M; Coke, Lola; Moss, Angela; McCann, Judith J
2009-01-01
Integration of readily available resources on care of older adults increased student and faculty interest and knowledge of gerontological nursing. The authors describe their use of these practical and easy-to-implement resources.
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Creative classroom strategies for teaching nursing research.
Phillips, Regina Miecznikoski
2014-01-01
Faculty are constantly challenged to find interesting classroom activities to teach nursing content and engage students in learning. Nursing students and graduates need to use research skills and evidence-based practice as part of their professional care. Finding creative and engaging ways to teach this material in undergraduate nursing programs are essential. This article outlines several successful strategies to engage nursing students in research content in the time and space constraints of the classroom.
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Crossing the "line": College students and academic integrity in nursing.
Bultas, Margaret W; Schmuke, Ashley D; Davis, Renée L; Palmer, Janice L
2017-09-01
Researchers have shown a relationship between academic integrity in the classroom and acts of dishonest behavior in the clinical setting which is concerning for nursing faculty and the health care field. The purpose of this study was to compare the attitudes toward academic integrity and the frequency of behaviors related to academic dishonesty in nursing and non-nursing students at a religiously affiliated institution. A cross-sectional, descriptive design was used to collect data regarding the knowledge, behavior, perceptions, and attitudes related to academic integrity via an online survey. Nursing students and non-nursing students who attended a religiously affiliated (Jesuit) University in the United States were surveyed for this study. Results of the study suggest upper division and second degree nursing students are less tolerant and more condemnatory of cheating than younger students. Frequent dishonest classroom behaviors include asking and telling other students what was on the exam while the most frequent dishonest clinical behaviors included documenting findings that were not assessed or findings that were false. Recommendations for nursing faculty include frequent and timely discussion of expected behaviors and values of nurses in order to support students' development of honesty and integrity beyond the classroom and into the clinical setting. Copyright © 2017 Elsevier Ltd. All rights reserved.
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Growing up and role modeling: a theory in Iranian nursing students' education.
Mokhtari Nouri, Jamileh; Ebadi, Abbas; Alhani, Fatemeh; Rejeh, Nahid
2014-11-16
One of the key strategies in students' learning is being affected by models. Understanding the role-modeling process in education will help to make greater use of this training strategy. The aim of this grounded theory study was to explore Iranian nursing students and instructors' experiences about role modeling process. Data was analyzed by Glaserian's Grounded Theory methodology through semi-structured interviews with 7 faculty members, 2 nursing students; the three focus group discussions with 20 nursing students based on purposive and theoretical sampling was done for explaining role modeling process from four nursing faculties in Tehran. Through basic coding, an effort to comprehensive growth and excellence was made with the basic social process consisting the core category and through selective coding three phases were identified as: realizing and exposure to inadequate human and professional growth, facilitating human and professional growth and evolution. The role modeling process is taking place unconscious, involuntary, dynamic and with positive progressive process in order to facilitate overall growth in nursing student. Accordingly, the design and implementation of the designed model can be used to make this unconscious to conscious, active and voluntarily processes a process to help education administrators of nursing colleges and supra organization to prevent threats to human and professional in nursing students' education and promote nursing students' growth.
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Systematic Preparation for Teaching in a Nursing Doctor of Philosophy Program.
Fiedler, Ruth; Degenhardt, Marguerite; Engstrom, Janet L
2015-01-01
Lack of preparation for the faculty role, particularly for teaching, has long been an area of concern in graduate nursing education. This article describes a systematic approach to preparing students in a doctor of philosophy (PhD) program for their future roles as nurse educators. All PhD students at Rush University are required to take a nursing education course that contains four modules: the teacher, learner, and learning environment; the basics of curriculum and course design; evaluation of the learner, course, program, and institution; and the new faculty member. Students also complete a practicum in the course. Students are interviewed before the course begins and complete a self-assessment of their teaching experiences. Based on their learning needs, students are enrolled in the course for variable credit. The course has received excellent evaluations since its inception. The success of this course demonstrates that an education course can be an essential component of the nursing PhD curriculum. Copyright © 2015 Elsevier Inc. All rights reserved.
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Integrating genomics into undergraduate nursing education.
Daack-Hirsch, Sandra; Dieter, Carla; Quinn Griffin, Mary T
2011-09-01
To prepare the next generation of nurses, faculty are now faced with the challenge of incorporating genomics into curricula. Here we discuss how to meet this challenge. Steps to initiate curricular changes to include genomics are presented along with a discussion on creating a genomic curriculum thread versus a standalone course. Ideas for use of print material and technology on genomic topics are also presented. Information is based on review of the literature and curriculum change efforts by the authors. In recognition of advances in genomics, the nursing profession is increasing an emphasis on the integration of genomics into professional practice and educational standards. Incorporating genomics into nurses' practices begins with changes in our undergraduate curricula. Information given in didactic courses should be reinforced in clinical practica, and Internet-based tools such as WebQuest, Second Life, and wikis offer attractive, up-to-date platforms to deliver this now crucial content. To provide information that may assist faculty to prepare the next generation of nurses to practice using genomics. © 2011 Sigma Theta Tau International.
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Gdanetz, Lorraine M; Hamer, Mika K; Thomas, Eileen; Tarasenko, Lindsey M; Horton-Deutsch, Sara; Jones, Jacqueline
2018-04-01
A main concern that remains with the continued growth of online nursing education programs is the way educator and student relationships can be affected by new technologies. This interpretive study aims to gain an understanding of how technology influences the development of interpersonal relationships between the student and faculty in a virtual learning environment. Using an established structured approach to qualitative metasynthesis, a search was conducted using PubMed, EBSCO, CINAHL, Medline, ProQuest, Ovid Nursing databases, and Google Scholar, focused on caring and relational aspects of online nursing education. Technology alters communication, thereby positioning the intentionality of the educator at the heart of interpersonal relationship development in virtual learning spaces. This interpretive synthesis of prior qualitative research supports the development of a framework for online nursing courses, the need for continuing education of nursing faculty, the value of caring intentions, and enhancement of the educator's technological proficiency. [J Nurs Educ. 2018;57(4):197-202.]. Copyright 2018, SLACK Incorporated.
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Having influence: faculty of color having influence in schools of nursing.
Hassouneh, Dena; Lutz, Kristin F
2013-01-01
Faculty of color (FOC) play an important role in mentoring students and other FOC in schools of nursing. However, the unique nature of mentoring that FOC provide, which includes transmission of expert knowledge of the operations of racism in nursing academe, is not well understood. Furthermore, the influence FOC have on school cultures has not been well documented. To address this gap in knowledge we conducted a critical grounded theory study with 23 FOC in predominately Euro-American schools of nursing. Findings indicate that FOC Having Influence is a key process that explicates the influence FOC wield, exposing their work, which is often taken for granted, hidden, and, unacknowledged. FOC Having Influence occurred in two areas: 1) the survival and success of students and FOC and 2) shaping practices in schools of nursing and impacting health in communities. Implications for educational practice and future research are presented, based on study findings. Copyright © 2013 Elsevier Inc. All rights reserved.
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Improving Adjunct Nursing Instructors' Knowledge of Student Assessment in Clinical Courses
ERIC Educational Resources Information Center
Johnson, Kelly Vowell
2014-01-01
Utilization of adjunct nursing instructors to teach clinical courses is a common occurrence in nursing programs. Adjunct clinical instructors are often expert clinicians, but they have limited experience in teaching and lack the expertise needed to be successful in the educator role, such as knowledge of student assessment. Faculty development…
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ERIC Educational Resources Information Center
McKnight, Kelly; Muzzin, Linda
2014-01-01
College faculty teaching in the health professions work within a unionized, neoliberal system designed to produce competent graduates trained to work in the health care hierarchy. The workers trained include community care assistants, two levels of nurses (practical nurses and baccalaureate nurses, the latter in collaboration with university…
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ERIC Educational Resources Information Center
Vitale, Gail A.
2011-01-01
The purpose of this study was to examine how nursing efficacy for drug-dosage calculation instruction is determined. Medication administration is a critical function of nurses in healthcare settings. An essential component of safe medication administration is accurate drug-dosage calculation, but instruction in drug-dosage calculation methods…
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ERIC Educational Resources Information Center
Walker, Patricia Hinton
1994-01-01
The University of Rochester's community nursing center is an entrepreneurial model for faculty practice based on sound business principles to enhance financial success. These principles include development and pricing of the product of nursing services, consumer dialogue instead of advertising monologue, and a diversified income base. (SK)
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The Analysis of a Core Course for Community College Nursing Students.
ERIC Educational Resources Information Center
Grippando, Gloria M.
An extensive review of the literature and a survey of nursing faculties revealed the incompleteness and obsolescence of current texts to meet the needs of the Associate Degree Nursing (ADN) course in current trends. It became evident while researching course content materials for the current trends course that the personal and vocational…
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ERIC Educational Resources Information Center
Rayno, Marisue
2010-01-01
Nursing student attrition in community colleges negatively affects students, faculty, colleges, and the nursing profession. The purpose of this quantitative correlational retrospective research study was to examine the possible relationships between each of the independent variables of academic preparedness (as measured by NET mathematics and…
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Experiences of Japanese Nurse Scholars: Insights for U.S. Faculty.
ERIC Educational Resources Information Center
Doutrich, Dawn
2001-01-01
Phenomenological analysis of interviews with 22 Japanese nurses with graduate degrees from U.S. schools and 3 Japanese nurse consultants showed how graduate education changed their ways of being and sense of self. They became more verbal, direct, and articulate about personal preferences. Some experienced a sense of loss or alienation upon…
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Community Health Crisis: Solving the Nurse Shortage.
ERIC Educational Resources Information Center
Vitiello, Erie
2003-01-01
Describes how Los Rios Community College District (LRCCD), California, the major provider of nursing graduates to the Sacramento area, addressed the issue of the nursing shortage crisis. LRCCD faced the dual issues of student/faculty ratio restrictions of 10/1 and funding that accommodated a 40/1 ratio. Describes LRCCD's new off-campus,…
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Improving Academic Writing in Nursing Education
ERIC Educational Resources Information Center
Mattsson, Janet
2016-01-01
Background: At a specialist nursing education in intensive care, located at a University college in Sweden, there was a desire among the faculty to develop their ability to support specialist nursing students in their academic development, as well as in their academic writing, to improve the overall quality of the master theses. A quality…
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ERIC Educational Resources Information Center
Argüelles, Carlos
2016-01-01
This article describes a strategy to integrate information literacy into the curriculum of a nursing program in a community college. The model is articulated in four explained phases: preparatory, planning, implementation, and evaluation. It describes a collaborative process encouraging librarians to work with nursing faculty, driving students to…