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Ross JG, Dunker KS, Morrell M, Duprey MD, Parson T, Kim L. Clinical Faculty Orientation Practices in the United States: A Descriptive Study. Nurse Educ 2024; 49:278-283. [PMID: 38564703 DOI: 10.1097/nne.0000000000001625] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/04/2024]
Abstract
BACKGROUND Due to the nursing faculty shortage, expert clinical nurses are working as novice clinical instructors (CIs). Orientation is needed to prepare these nurses to teach; however, lack of evidence-based guidelines for orientation programs can lead to variability among institutions. PURPOSE The purpose of this study was to describe clinical nursing faculty orientation practices in the United States. METHODS A descriptive convergent mixed methods design was used. RESULTS One hundred thirteen CIs participated. Of these, 70.8% were not provided with a formal orientation to their role. Duration, modality, and content varied widely among orientations. Four themes were derived from the qualitative data: Administrative Requirements, Transition to Clinical Educator, Mentorship, and Resilience. CONCLUSIONS Clinical faculty orientation practices vary widely in the United States. Evidence-based guidelines are needed to streamline orientations to provide CIs with the requisite knowledge and skills to support clinical students.
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Affiliation(s)
- Jennifer Gunberg Ross
- Associate Professor (Dr Ross), Former BSN Student (Ms Morrell), Adjunct Clinical Instructor (Ms Kim), Villanova University, M. Louise Fitzpatrick College of Nursing, Villanova, Pennsylvania; Chair of Nursing and Health Science Department (Dr Dunker), Pacific Union College, Angwin, California; Clinical Associate Professor, Master of Science Program Director (Dr Duprey), College of Nursing and Health Sciences, University of Massachusetts-Dartmouth, Dartmouth, Massachusetts; Associate Professor of Nursing (Dr Parson), Lorain County Community College, Elyria, Ohio
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Heidari O, Adhia A, Gondwe KW, Shin MB, Suárez-Baquero DFM, Ward TM. Experiences of recruitment and retention in academia: A collaborative autoethnography of early-career faculty members of color. Nurs Outlook 2024; 72:102200. [PMID: 38815431 PMCID: PMC11330730 DOI: 10.1016/j.outlook.2024.102200] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2023] [Revised: 05/04/2024] [Accepted: 05/08/2024] [Indexed: 06/01/2024]
Abstract
BACKGROUND Recruitment and retention of diverse faculty in schools of nursing continues to be an important challenge but little has been written from the perspectives of early-career faculty of color on their decision to join academia and their retention. PURPOSE We aim to understand the perspectives of a cluster hire of early-career faculty of color on their recruitment, mentorship and support received, and resources needed for long-term retention. METHODS Five faculty members conducted a joint autoethnography of their perspectives through recruitment, hiring, and first year as faculty. Two group discussions were analyzed for emergent themes using thematic analysis, maintaining reflexivity. DISCUSSION Four themes were identified: Intentionality to diversity faculty, Plan for professional development, Clear antiracism diversity equity and inclusion standards, and Retention enablers and barriers. CONCLUSION We provide strategies (e.g., targeted resources, diverse cluster hires, building community) to inform recruitment and retention of early-career faculty of color.
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Affiliation(s)
- Omeid Heidari
- University of Washington, School of Nursing, Department of Child, Family, and Population Health Nursing, Seattle, WA.
| | - Avanti Adhia
- University of Washington, School of Nursing, Department of Child, Family, and Population Health Nursing, Seattle, WA
| | - Kaboni W Gondwe
- University of Washington, School of Nursing, Department of Child, Family, and Population Health Nursing, Seattle, WA
| | - Michelle B Shin
- University of Washington, School of Nursing, Department of Child, Family, and Population Health Nursing, Seattle, WA
| | - Daniel F M Suárez-Baquero
- University of Washington, School of Nursing, Department of Child, Family, and Population Health Nursing, Seattle, WA
| | - Teresa M Ward
- University of Washington, School of Nursing, Department of Child, Family, and Population Health Nursing, Seattle, WA; University of Washington, School of Medicine, Department of Pediatrics; Center for Child Health, Behavior, and Development, Seattle Children's Research Institute, Seattle, WA
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Vardaman SA, Logan L, Davis SP, Sciarra E, Doria JB, Baker J, Feeney S, Pajarillo EJY, Seibold-Simpson S, Bajwa M. Addressing the Shortage of Academic Nurse Educators: Recommendations for Educational Institutions Based on Nominal Group Technique Research. Nurs Educ Perspect 2024; 45:201-207. [PMID: 38602384 DOI: 10.1097/01.nep.0000000000001264] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/12/2024]
Abstract
AIM The purpose of this qualitative study was twofold: 1) explore factors contributing to the shortage of academic nurse educators (ANEs) and 2) identify opportunities to address these factors from the perspectives of nursing education institutions. BACKGROUND The nurse faculty shortage is a major national concern, with inadequate recruitment and retention. Addressing the nursing faculty shortage is important to maintain a sustained nursing workforce. METHOD Using a nominal group technique (NGT), a group of 45 diverse nurse educators from across the United States formed a virtual workgroup. RESULTS Findings led to an action plan formulated to guide educational institutions with ways to decrease the ANE shortage through recruitment and retention. CONCLUSION The evidence demonstrates the need for educational institutions to concentrate efforts on recruiting and retaining ANEs to combat the nursing shortage. The analysis offers recommendations to institutions to increase the number of qualified ANEs.
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Affiliation(s)
- Shellye A Vardaman
- About the Authors Shellye A. Vardaman, PhD, RN-BC, NEA-BC, CNE, is professor, Troy University School of Nursing, Troy, Alabama. Laura Logan, MSN, RN, CCRN, is clinical instructor, Stephen F. Austin University, Nacogdoches, Texas. Suja P. Davis, PhD, RN, is clinical associate professor, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina. Erica Sciarra, PhD, DNP, APN, AGNP-C, CNE, is assistant professor, Monmouth University, West Long Branch, New Jersey. Jenneth B. Doria, DNP, MS, RN, is associate professor (clinical), University of Utah, Salt Lake City, Utah. Jordan Baker, MSN, APRN, FNP-BC, CNE, is clinical instructor, Stephen F. Austin University. Sheryl Feeney, MSN, RN, NPD-BC, is nursing professional development specialist, Cleveland Clinic Foundation, Cleveland, Ohio. Edmund J. Y. Pajarillo, PhD, RN-BC, CPHQ, NEA-BC, ANEF, FAAN, is professor, College of Nursing and Public Health, Adelphi University, Garden City, New York. Susan Seibold-Simpson, PhD, MPH, RN, FNP, is adjunct faculty, State University of New York-Delhi, Delhi, New York, and research specialist, Center for Nursing Research/Center for Nursing, Foundation of NY State Nurses, Guilderland, New York. Maria Bajwa, PhD, MBBS, MSMS, RHIT, CHSE, is adjunct faculty, MGH Institute of Health Professions, Boston, Massachusetts. The authors, members of the National Consortium of Academic Nurse Educators, wish to extend their appreciation to the other members who participated in this research: Dr. Frederick Brown, Dr. Annemarie Dowling-Castronovo, Dr. Rachael Farrell, Dr. Tracy Holt, Dr. Edwin-Nikko R. Kabigting, Dr. Dulcinea M. Kaufman, Dr. Valerie Esposito Kubanick, Dr. Jan L. Lee, Janice Le Platte, Rae Mello-Andrews, Dr. Kristi S. Miller, Dr. Jill M. Olausson, Catherine Quay, Dr. Zelda Suzan, Dr. Roseminda Santee, Dr. Kelly Simmons, Dr. Cynthia Wall, and Dr. Shari L. Washington. For more information, contact Dr. Vardaman at
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Thiel LM, Wodwaski N, Webber ED. Preparing Compassionate Nurses: Infusing School Mission and Values in Undergraduate Education. J Christ Nurs 2023:00005217-990000000-00016. [PMID: 38112635 DOI: 10.1097/cnj.0000000000001144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2023] Open
Abstract
ABSTRACT In preparation for a curriculum revision, a cross-sectional, descriptive mixed-method research study sought to describe senior-level students' perspectives of Mercy and Jesuit faith-based tradition values integration in a pre-licensure BSN program. Integration of values was examined in both clinical settings and didactic classes. Students strongly articulated the importance of the school's values and mission to their future role as professional nurses. However, although value integration is occurring, greater attention to mission and values is needed in the clinical area.
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Clubbs BH, Banares L, Desselle SP, Malewski D, Wasem V, Canedo J, Carpio S, Kali-Rai R. Part-Time and Cofunded Pharmacy Faculty and Their Perceptions of Professional and Organizational Identity Formation. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100102. [PMID: 37380259 DOI: 10.1016/j.ajpe.2023.100102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Revised: 10/18/2022] [Accepted: 10/21/2022] [Indexed: 06/30/2023]
Abstract
OBJECTIVE To gain a better understanding of professional and organizational identity formation and workplace climate issues among part-time and cofunded pharmacy faculty. METHODS This study had a cross-sectional, prospective design using a semistructured interview guide developed by the researchers of this study. The interview guide drew themes from motivating language theory, social provisions, and previous research on professional identity. Pharmacy faculty with varying part-time and cofunded appointments, representing a cross section of demographic characteristics, and working in different types of practice sites and institutions, were invited to participate. RESULTS Data saturation was reached at 14 participants. Participants had a variety of professional roles, namely teaching and precepting, as well as clinical, research, service, and administrative responsibilities. Three general themes emerged: (1) the struggle with having multiple aspects of professional identity, (2) facing the perception that academia is a "lifestyle" that not all faculty can fully participate, and (3) the need for properly constructed and tailored communication from peers and supervisors. CONCLUSION A key component to mitigating the struggle with multiple aspects of professional identity and the feeling that part-time and cofunded faculty cannot fully participate in the academic lifestyle seemed to be informed, empathetic, inclusive, and tailored communication from supervisors.
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Affiliation(s)
- Brooke Hildebrand Clubbs
- Southeast Missouri State University, College of Education, Health, and Human Studies, Cape Girardeau, MO, USA
| | - Linda Banares
- Touro University California College of Pharmacy, Vallejo, CA, USA.
| | - Shane P Desselle
- Touro University California College of Pharmacy, Vallejo, CA, USA
| | - David Malewski
- Touro University California College of Pharmacy, Vallejo, CA, USA
| | - Valerie Wasem
- Touro University California College of Pharmacy, Vallejo, CA, USA
| | - Joanne Canedo
- University of Mississippi, Department of Pharmacy Administration, Oxford, MS, USA
| | - Sarah Carpio
- Touro University California College of Pharmacy, Vallejo, CA, USA
| | - Ranjit Kali-Rai
- Touro University California College of Pharmacy, Vallejo, CA, USA; University of the Pacific, Stockton, CA, US
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Sabato E, Doubleday AF, Lee CT, Correa LP, Huja S, Crain G. Recommendations for remaining agile in the face of a dental faculty workforce shortage. J Dent Educ 2023; 87:295-302. [PMID: 36251365 DOI: 10.1002/jdd.13118] [Citation(s) in RCA: 9] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Revised: 08/18/2022] [Accepted: 09/17/2022] [Indexed: 11/11/2022]
Abstract
PURPOSE Dental education is facing a faculty workforce shortage. Lack of preparation risks faculty, student, and staff morale and is an impediment to institutional growth and innovation. Administrators and faculty must consider strategies to better prepare for, and be successful within, a faculty shortage environment. METHODS We review strategies utilized by health professional institutions that have confronted faculty workforce shortages. RESULTS These strategies were grouped into four domains reflecting the organizational units that typically direct and initiate change within dental education institutions: budget and finance, human resources, organizational structure, and curricular structure. Recommendations using a four-pronged approach based on these domains have been developed for remaining agile in the face of a faculty workforce shortage. CONCLUSIONS Local needs assessments and strategic planning are the first steps in highlighting institutional strengths and identifying gaps within each of the domains. Faculty development and retention efforts, as well as increasing curricular efficiencies, are essential for success across all domains.
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Affiliation(s)
- Emily Sabato
- Office of Academic Affairs, Department of Community Health, Rutgers School of Dental Medicine, Newark, New Jersey, USA
| | - Alison F Doubleday
- Department of Oral Medicine and Diagnostic Sciences, University of Illinois at Chicago, College of Dentistry, Chicago, Illinois, USA
| | - Chun-Teh Lee
- Department of Periodontics and Dental Hygiene, The University of Texas Health Science Center at Houston, Houston, Texas, USA
| | - Leopoldo P Correa
- Department of Diagnostic Sciences, Craniofacial Pain Center, Tufts University School of Dental Medicine, Boston, Massachusetts, USA
| | - Sarandeep Huja
- Dean, Medical University of South Carolina - College of Dental Medicine, Charleston, South Carolina, USA
| | - Geralyn Crain
- Innovative Faculty Development & Interprofessional Collaboration, Roseman University of Health Sciences South Jordan Campus, South Jordan, Utah, USA
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Raymond C, Penconek T, Dahlke S. Nurse Educators' Experiences With a Faculty Navigator Program: A Mixed-Methods Study. J Nurs Educ 2022; 61:587-590. [PMID: 36197306 DOI: 10.3928/01484834-20220803-06] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
BACKGROUND There is a gap in studies examining formal mentorship programs designed for ongoing faculty support. METHOD A mixed-methods explanatory research design was used to examine nurse educators' experiences of a navigation-based mentoring program in a baccalaureate nursing program in Western Canada. Descriptive statistics were used to examine the means of three subsets of the Capabilities of Nurse Educators (CONE) questionnaire. Interviews were conducted, and data were analyzed using qualitative descriptive methods. RESULTS The findings highlight the positive effects the faculty navigator program had on faculty's confidence and development as educators. The most significant finding was the in-time relational support that faculty navigators provided to prevent new faculty from feeling alone in their new role. CONCLUSION The faculty navigator program is effective for its setting. This program could be expanded to facilitate stronger learner-centered approaches to teaching in various settings with faculty of varying expertise. [J Nurs Educ. 2022;61(10):587-590.].
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McCloskey R, Keeping-Burke L, Witherspoon R, Cook J, Morris P. Experiences of faculty and staff nurses working with nursing students during clinical placement in residential aged care facilities: a systematic review of qualitative evidence. JBI Evid Synth 2022; 20:1176-1208. [PMID: 34882103 DOI: 10.11124/jbies-21-00033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
OBJECTIVE The objective of this review was to synthesize evidence on the experiences of faculty and staff nurses working with nursing students in clinical placement in residential aged care facilities. INTRODUCTION Nursing education helps prepare students to provide quality care to older adults. Nursing programs across the globe are championing the integration of content on the care of older adults into their curricula as well as recognizing the value of clinical placements that focus exclusively on this population. Staff nurses who work in residential aged care facilities often work alongside students. In this role, they can support faculty and mentor students. This review explored faculty and staff experiences of nursing student placements in such facilities. INCLUSION CRITERIA This review considered qualitative studies that address the experiences of faculty and staff nurses working with nursing students in residential aged care facilities. Studies published in English from 1995 onward were included. METHODS The literature search was conducted in CINAHL, MEDLINE, Embase, and ERIC. The search for unpublished articles included Proquest Dissertations and Theses and Google searches of the Canadian Nurses Association and American Nurses Association websites. Papers were screened by two reviewers independently against the inclusion criteria. Those meeting the criteria were appraised using the JBI critical appraisal checklist for qualitative research. Key findings from included studies were extracted using a standardized tool and classified as unequivocal, credible, or not supported. This review followed the principles of meta-aggregration in line with the JBI approach. RESULTS Six studies, published between 2001 and 2017, were included in the review. A total of 32 findings were extracted and aggregated into nine categories. From the nine categories, four synthesized findings were developed: i) students enhance the environment, whereby faculty and staff perceive that student presence enhances the residential aged care work and living environment, ii) effort is required by faculty and staff to make the experience work, reflecting a need for faculty and staff to accept and work with negativities, iii) residential aged care facilities provide rich learning experiences, indicating an appreciation for available learning opportunities, and iv) importance of a residential aged care-academic partnership for a collaborative approach in creating positive experiences for faculty and staff working with students in this setting. CONCLUSION Faculty and staff experiences highlight that residential aged care has the potential to provide students with valuable learning experiences, including how to provide comprehensive and quality nursing care to older adults. A lack of resources in residential aged care inspires faculty and staff to be creative in how they work with students. However, working with students can be challenging for faculty who lack interest and expertise in caring for older adults in this setting. Additionally, staff can become frustrated when they perceive that students do not value the learning opportunities that are available or do not appreciate the expertise required to work with older adults. Partnerships between residential aged care facilities and academic programs can ensure that faculty and staff have the support and resources required to optimize the clinical placements for students. SYSTEMATIC REVIEW REGISTRATION NUMBER PROSPERO CRD42020168698.
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Affiliation(s)
- Rose McCloskey
- Department of Nursing & Health Sciences, University of New Brunswick, Saint John, NB, Canada
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence, The University of New Brunswick, Saint John, NB, Canada
| | - Lisa Keeping-Burke
- Department of Nursing & Health Sciences, University of New Brunswick, Saint John, NB, Canada
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence, The University of New Brunswick, Saint John, NB, Canada
| | - Richelle Witherspoon
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence, The University of New Brunswick, Saint John, NB, Canada
- UNB Libraries, University of New Brunswick, Fredericton, NB, Canada
| | - Jessica Cook
- Department of Nursing & Health Sciences, University of New Brunswick, Saint John, NB, Canada
| | - Patricia Morris
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence, The University of New Brunswick, Saint John, NB, Canada
- School of Graduate Studies, University of New Brunswick, Fredericton, NB, Canada
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Ard N, Beasley SF. Mentoring: A key element in succession planning. TEACHING AND LEARNING IN NURSING 2022. [DOI: 10.1016/j.teln.2022.01.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Mulli J, Nowell L, Swart R, Estefan A. Undergraduate nursing simulation facilitators lived experience of facilitating reflection-in-action during high-fidelity simulation: A phenomenological study. NURSE EDUCATION TODAY 2022; 109:105251. [PMID: 34922140 DOI: 10.1016/j.nedt.2021.105251] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Revised: 12/01/2021] [Accepted: 12/10/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Reflective practice is an essential step to learning in high-fidelity simulation, yet, reflection-in-action is an often overlooked yet important opportunity to support student learning. OBJECTIVES To explore and describe the lived experience of undergraduate nursing simulation facilitators use of reflection-in-action during high-fidelity simulation. DESIGN A descriptive phenomenological study. SETTING A western Canadian province. PARTICIPANTS Undergraduate nursing simulation facilitators with experience in nursing education and simulation facilitation. METHODS We conducted 11 semi-structured interviews and utilized Colaizzi's seven step process of analysis to discover the essence of undergraduate nursing simulation facilitators use of reflection-in-action during high-fidelity simulation. RESULTS Simulation facilitators were able to identify reflection-in-action during high-fidelity simulation when students paused, collaborated, shared their thinking aloud, and changed their course of action. Barriers to reflection-in-action included learner fear and anxiety, poor simulation design, and inadequately prepared students and facilitators. Simulation facilitators supported reflection-in-action through prebriefing, facilitator curiosity, and providing cue, prompts, and facilitated paused. Some of the noted benefits to reflection-in-action include promoting collaborative learning, building confidence and critical thinking, and embedding reflection into practice. CONCLUSIONS The insights from this research can be used to guide reflection-in-action strategy development and future research in high-fidelity simulation.
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Affiliation(s)
- Jessica Mulli
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB T2N 1N4, Canada.
| | - Lorelli Nowell
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB T2N 1N4, Canada.
| | - Ruth Swart
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB T2N 1N4, Canada.
| | - Andrew Estefan
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB T2N 1N4, Canada.
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Beiranvand S, Mohammad Khan Kermanshahi S, Memarian R, Almasian M. From clinical expert nurse to part-time clinical nursing instructor: design and evaluation of a competency-based curriculum with structured mentoring: a mixed methods study. BMC Nurs 2022; 21:10. [PMID: 34983502 PMCID: PMC8725388 DOI: 10.1186/s12912-021-00797-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2021] [Accepted: 12/21/2021] [Indexed: 11/25/2022] Open
Abstract
BACKGROUND Transition from a clinical expert nurse to a part time clinical nursing instructor (PTCNI) poses several challenges. Designing a professional development curriculum to facilitate the transition from a clinical expert nurse to a PTCNI is critical to effective education. A comprehensive competency-based curriculum was developed and implemented with structured mentoring to prepare clinical expert nurses as PTCNIs. METHODS A mixed-methods study with a sequential-exploratory approach was conducted in Iran in 2019. In the qualitative phase, Saylor et al.'s (1981) seven-step model was used, consisting of (1) collecting evidence from a systematic review, (2) conducting interviews with learners, (3) setting goals and objectives, (4) design, (5) implementation, (6) evaluation, and (7) feedback. In the quantitative phase, curriculum domains were evaluated. Additionally, the effective professional communication skills module was implemented using a quasi-experimental study with a pre-test post-test single-group design for 5 PTCNIs in a pilot study. RESULTS After integrating the findings of the literature review and field interviews in the analysis stage, a curriculum was developed with a total of 150 h, six modules, and 24 topics. Results of the pilot study showed a significant improvement in the confidence of PTCNIs as a result of the implementation of the effective communication skills module using the mentoring method (t = - 16.554, p = 0.0005). CONCLUSIONS This competency-based curriculum was based on the evidence and needs of PTCNIs and provides a complete coverage of their clinical education competencies. It is suggested that managers of educational institutes that offer nursing programs use this curriculum to prepare them in continuing education programs. Further studies are needed to thoroughly evaluate the learning outcomes for students.
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Affiliation(s)
| | | | - Robabeh Memarian
- School of Nursing, Tarbiat Modares University, Jalal-e Al Ahmad Highway, P.O. Box 14155-4838, Tehran, Iran
| | - Mohammad Almasian
- School of Medicine, Lorestan University of Medical Sciences, Khorramabad, Iran
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Dahlke S, Raymond C, Penconek T, Swaboda N. An Integrative Review of Mentoring Novice Faculty to Teach. J Nurs Educ 2021; 60:203-208. [PMID: 34038278 DOI: 10.3928/01484834-20210322-04] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Novice nursing faculty require support and guidance as they transition from clinical practice to teaching in an academic faculty. Mentoring is an important part of faculty development during the transitional experience. Currently, the learning needs of novice nursing faculty and the effects of formal mentorship programs are not well understood. METHOD An integrative literature review was conducted from five electronic databases. The articles included in the review described primary research studies focused on formal mentorship programs that supported novice faculty in developing their teaching expertise and identified their learning needs. RESULTS The review yielded eight studies that explored different aspects of the mentoring experience. Socialization to Academia and Navigating Mentorship were two key themes developed from the data. CONCLUSION Included studies described mentoring programs and a clear need for some type of formalized orientation and mentorship process or program to enhance novice nursing faculty transition to the academic setting and role. [J Nurs Educ. 2021;60(4):203-208.].
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Randall CS, Randall CE. Critical Incident Videos: Developing a Cognitive Strategy in Simulation for Faculty Development. J Nurs Educ 2021; 60:81-89. [PMID: 33528578 DOI: 10.3928/01484834-20210120-05] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2020] [Accepted: 08/12/2020] [Indexed: 11/20/2022]
Abstract
BACKGROUND Despite recommendations put forth by the National League for Nursing to incorporate a scope of practice and develop core competencies for nurse educators, nursing education is experiencing the effects of a faculty shortage. Many schools of nursing find it necessary to hire faculty members who have limited preparation as educators. The purpose of this study was to develop critical incident videos (CIVs) and evaluate how CIVs captured common teaching challenges. METHOD This mixed-methods study used a participatory action research approach and involved three parts: an online survey, development of CIVs, and focus groups. RESULTS The survey captured challenging teaching situations that were operationalized for development of 10 CIVs. Using CIVs in focus groups revealed six key themes: Role Clarification, Isolation, Teaching Communication, Teaching Learning to Learn, Teacher Development, and Usefulness. CONCLUSION CIVs were successful in capturing realistic teaching challenges and created opportunities for participants to use cognitive rehearsal, in the form of role-playing, to respond to these challenges. [J Nurs Educ. 2021;60(2):81-89.].
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Abstract
ABSTRACT As educators and administrators, we are challenged to find processes that support faculty entering educational roles whether in part-time, full-time, or tenured positions. This article focuses on guiding elements that bring about transition from the new or novice nurse instructor to the faculty role. Supporting elements for transition include mentoring, pedagogical instruction, and continued knowledge acquisition. Without formal role preparation, many nurse faculty experience conflict and ongoing deficits in the knowledge that is needed to be successful in an academic setting.
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Knowles S. Initiation of a Mentoring Program: Mentoring Invisible Nurse Faculty. TEACHING AND LEARNING IN NURSING 2020. [DOI: 10.1016/j.teln.2020.02.001] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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McPherson S, Candela L. A Delphi Study to Understand Clinical Nursing Faculty Preparation and Support Needs. J Nurs Educ 2019; 58:583-590. [DOI: 10.3928/01484834-20190923-05] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2019] [Accepted: 07/17/2019] [Indexed: 11/20/2022]
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