Bibliografias temáticas / New Nursing Faculty

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Literatura científica selecionada sobre o tema "New Nursing Faculty"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 5 de fevereiro de 2022

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Artigos de revistas sobre o assunto "New Nursing Faculty"

Green, Cheryl. "New Nursing Faculty and Incivility." Holistic Nursing Practice 32, no. 1 (2018): 4–7. http://dx.doi.org/10.1097/hnp.0000000000000246.

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Cacchione, Pamela Z. "Publishing Considerations for New Academic Nursing Faculty." Clinical Nursing Research 24, no. 1 (2015): 3–6. http://dx.doi.org/10.1177/1054773814566357.

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Gies,, Mary Lou. "Mentoring Clinical Adjunct Nursing Faculty." International Journal of Human Caring 17, no. 3 (2013): 35–40. http://dx.doi.org/10.20467/1091-5710.17.3.35.

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Mentoring is a recognized means of enlisting and retaining employees in a profession. Expert nursing clinicians often begin in an educator’s role as adjunct faculty, at remote clinical settings that could deprive them of information critical for a successful start. Their job satisfaction may be threatened by unclear expectations of administrators. Novice nursing faculty can benefit from being part of a well-thought-out mentoring program. This review of the literature on mentoring of clinical adjunct faculty reveals that there is a minimal amount of information on their specific needs. The lite

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Oden, Kristy, and Jenny Dawson. "Transitioning Nurse Practitioners into Assistant Professors." International Journal for Innovation Education and Research 3, no. 1 (2015): 69–77. http://dx.doi.org/10.31686/ijier.vol3.iss1.301.

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As the nursing shortage continues to increase, there is a need for qualified nursing faculty. The development of the Doctorate of Nursing Practice, a terminal degree with a focus on clinical practice, has the potential to bridge the gap of nursing faculty. Nurse practitioners are transition into education. Nurse practitioners are experts in various practice areas but novice nursing faculty. Mentoring of new faculty by seasoned faculty is a way to grow excellent nursing faculty and increase retention of employees. Many resources exist to make this transition smooth.

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Rudy, Ellen B., Nancy A. Anderson, Linda Dudjak, Shirley N. Kobert, and Ruth Ann Miller. "Faculty practice: Creating a new culture." Journal of Professional Nursing 11, no. 2 (1995): 78–83. http://dx.doi.org/10.1016/s8755-7223(05)80022-5.

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Vélez-McEvoy, Margarita. "Faculty Role in Retaining Hispanic Nursing Students." Creative Nursing 16, no. 2 (2010): 80–83. http://dx.doi.org/10.1891/1078-4535.16.2.80.

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Hispanics, the fastest-growing minority population in the United States, make up only 5% of the nursing workforce. To help eliminate health care disparities, recruiting and retaining Hispanic nursing students is a necessary step. This article discusses barriers that Hispanic students encounter and responsibilities of nursing faculty in retaining Hispanic students, and proposes the use of frameworks that enhance a new paradigm to encourage more inclusive teaching in a positive environment.

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Ross, Jennifer Gunberg, and Kimberly Silver Dunker. "New Clinical Nurse Faculty Orientation." Nursing Education Perspectives 40, no. 4 (2019): 210–15. http://dx.doi.org/10.1097/01.nep.0000000000000470.

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Bellack, Janis P. "Advice for New (and Seasoned) Faculty." Journal of Nursing Education 42, no. 9 (2003): 383–84. http://dx.doi.org/10.3928/0148-4834-20030901-03.

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Lavoie-Tremblay, Mélanie, Christine Maheu, Daphné Octeau, Gilbert Primeau, and Genevieve L. Lavigne. "Evaluation of a mentorship program for new and more-experienced nursing faculty." Journal of Nursing Education and Practice 9, no. 7 (2019): 1. http://dx.doi.org/10.5430/jnep.v9n7p1.

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Objective: Evaluation of a nursing faculty mentorship program available to every faculty member regardless of seniority.Methods: Design: The faculty mentorship program was developed and implemented in a university-affiliated nursing department in Montreal in 2018. Mentors and mentees evaluated the program using self-reported surveys one-year post-implementation. The surveys addressed three main themes: (a) determining goals of the mentoring partnership; (b) overall level of satisfaction with the program; and (c) characteristics of each dyad’s mentoring agreement (strategies used to communicate

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Diekelmann, Nancy. "Experienced Practitioners as New Faculty: New Pedagogies and New Possibilities." Journal of Nursing Education 43, no. 3 (2004): 101–3. http://dx.doi.org/10.3928/01484834-20040301-04.

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Teses / dissertações sobre o assunto "New Nursing Faculty"

Flanigan, Kelly. "Nurses' Perceptions of Supports and Barriers in Transitioning to the Nurse Faculty Role." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2727.

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This project study addressed nurses' perceptions of supports and barriers in transitioning from a clinician to a faculty role in a 3-year diploma nursing program located in Eastern Pennsylvania. This problem is significant at both the local and national level due to the shortage of qualified nursing faculty members. A qualitative case study design using in-depth interviews was used. The framework to guide the study was Schoening's Nurse Educator Transition (NET) Model. The guiding question addressed perceptions of new nursing faculty members regarding supports and barriers of transitioning to

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Washington, Georgita T. "Surviving the First Year as a New Faculty Member." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7603.

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Walton-Nunez, Henrietta. "Qualitative Study of Nursing Faculty Implementing a New Concept-Based Curriculum." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7349.

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In 2009, the National League for Nurses (NLN) encouraged nursing programs to transition from traditional ways of teaching to concept-based curricula. Previous research revealed that nursing faculty exhibited a lack of expertise to maintain changes in new curricula. The purpose of this qualitative study was to address the Level 1 faculty members' difficulty in sustaining a new concept-based curriculum by understanding what strategies may assist faculty in facilitating students' learning through concept-based curriculum and which strategies may present barriers. The Level 1 faculty members were

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Livros sobre o assunto "New Nursing Faculty"

Choudhry, Ushvendra Kaur *. New nurse faculty in nursing: core competencies for role development. 1990.

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Dunkley, Norma Adezma. THE PERCEPTIONS AND ATTITUDES OF CUNY NURSING FACULTY AND ADMINISTRATORS TOWARD FACULTY DEVELOPMENT (NEW YORK). 1990.

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A, Pennington Elisabeth, and National League for Nursing, eds. Understanding the academic role: A handbook for new faculty. National League for Nursing, 1986.

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Clark, Mary Jo. NEW FACULTY ORIENTATION PRACTICES IN BACCALAUREATE AND HIGHER DEGREE PROGRAMS IN NURSING. 1988.

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McDonald, Jane Christine. From practice to teachingn: The experiences of new nurse educators. 2004.

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Melchionne, Frances Migdol. DIABETES EDUCATION OF FACULTY IN SELECTED NEW JERSEY ELEMENTARY SCHOOLS AS PERCEIVED BY PARENTS, SCHOOL NURSES AND ADMINISTRATORS (DIABETES MANAGEMENT). 1994.

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Capítulos de livros sobre o assunto "New Nursing Faculty"

"Legal Issues for Nursing Faculty." In The New Nurse Educator. Springer Publishing Company, 2017. http://dx.doi.org/10.1891/9780826181831.0011.

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Malloy, Pam, and Andra Davis. "Nursing Education." In Oxford Textbook of Palliative Nursing, edited by Betty Rolling Ferrell and Judith A. Paice. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190862374.003.0072.

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Educating nursing students, clinicians, faculty, and researchers in palliative care is needed tremendously in this era of an aging population and the development of new technological ways of extending the lives of those with complex illness and/or injury. With new evidence-based resources being developed to enhance education, including guidelines, competencies, videos, standards, and procedures, educators have a plethora of materials to promote and disseminate palliative care education. Nurses, who represent the largest healthcare profession in the nation, can only practice and teach what they know. Because nurses spend more time at the bedside and out in the community consulting and providing care to those who are seriously ill and to their families, it is vital they be educated to provide competent and compassionate care to those who are most vulnerable.

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Gallagher-Lepak, Susan, and Christine Vandenhouten. "E-Learning and Faculty Development in Higher Education." In Advances in Educational Technologies and Instructional Design. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0466-5.ch012.

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Growth of online higher education and advances in technology justify and encourage new models of faculty development related to e-learning. This chapter describes a multi-campus faculty development program using distance technology, a Community Of Practice (COP) model, and an e-learning framework. The Flexible Framework for E-Learning by Khan (2005) guided planning and implementation of the faculty development program. A variety of strategies were used to deliver the faculty development program including use of campus-based site leaders, participating scholars, monthly videoconferences, a faculty development handbook, hands-on use of new e-learning technologies, and a year-end conference. The program also included an evaluation of the interface design of courses used in a collaborative online nursing program with findings reported to faculty. Along with strategies used, barriers and evaluation of the multi-campus faculty development model are presented so that the faculty development model can be replicated across other universities and disciplines.

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Goodchild, Tim, and Sam Chenery-Morris. "Educational Podcasts at University Campus Suffolk." In Mobile Technologies and Handheld Devices for Ubiquitous Learning. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-849-0.ch011.

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This chapter will explore the introduction and development of podcasts at University Campus Suffolk (UCS). The podcasts discussed in this chapter have all been developed in relation to pre-registration health and social care courses within the Faculty of Health at UCS. UCS is a relatively new university, and has a wide range of professional courses including nursing, midwifery, radiography, operating department practice and social work. The chapter will begin with a discussion of where podcasts sit in the paradigm of mobile learning and then a brief history of podcasting. The introduction of podcasts at UCS has been ad-hoc and mostly in response to ideas for developing the wider student learning experience. This ad-hoc approach has led to the development of a model for their educational use. Three case studies will be outlined, followed by presentation of the model. These case studies will show how podcasts came to be utilised, and the progression of our thoughts and experiences which have informed their current and future development at UCS. Small scale evaluations throughout the developmental period, and informal student feedback have helped inform the progression of podcasting at UCS. These evaluations have driven the increased use of podcasts at UCS, with students enjoying the experience of using podcasts, and also the ability to digest the podcasts at a time of their choosing. However, it should be noted that because of the nature of the developmental process, full scale evaluative research is only now being undertaken.

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Trabalhos de conferências sobre o assunto "New Nursing Faculty"

Sunderland, Ann, and Lewis Newton. "OP08 Supporting faculty to prepare for the new undergraduate nursing curriculum." In Abstracts from the HEE Yorkshire and the Humber Clinical Skills and Simulation Conference, Leeds, UK, 10th July 2019. The Association for Simulated Practice in Healthcare, 2019. http://dx.doi.org/10.1136/bmjstel-2019-heeconf.8.

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Masita, Elly Dwi, and Adenia Dwi Ristanti. "The Effect of Cognitive Behavior Therapy and Elip Methods on Bounding Breastfeeding among Madura Tribe Blues Post Partum." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.14.

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ABSTRACT Background: Until now, the prevalence of post partum blues has increased every year in all countries. In developed countries such as America, the prevalence of post partum blues from 25% in 2010 to 85% in 2015. In Asia 20%-60% of postpartum women experience post partum blues out of 1000 live births, while in Indonesia it reaches 15%. which was carried out in February 2020 in the northern Surabaya region with the target of postpartum mothers 48 hours to the seventh, 27 out of 33 postpartum mothers showed symptoms of post partum blues with various levels. This figure means that 81% of m

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