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Artigos de revistas 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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1

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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4

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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7

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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10

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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11

Leidl, Donald M. "Troublesome Knowledge: A New Approach to Quality Assurance in Mental Health Nursing Education." Canadian Journal of Nursing Research 50, no. 2 (2018): 72–80. http://dx.doi.org/10.1177/0844562117753856.

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Background Quality assurance and quality enhancement processes in nursing education are vital to the establishment of a strong program. Existing quality assurance methods in nursing education such as professional self-regulation and external examination rely on provincial and national nursing associations for evaluation, putting minimal responsibility and accountability on internal program examiners. Threshold concepts and troublesome knowledge provide a framework as outlined by Land that utilizes internal examiners from both student and faculty groups and represents an alternative to traditio

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12

Boyden, Kathleen M. "Development of new faculty in higher education." Journal of Professional Nursing 16, no. 2 (2000): 104–11. http://dx.doi.org/10.1016/s8755-7223(00)80023-x.

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13

Singh, Mina D., F. Beryl Pilkington, and Linda Patrick. "Empowerment and Mentoring in Nursing Academia." International Journal of Nursing Education Scholarship 11, no. 1 (2014): 101–11. http://dx.doi.org/10.1515/ijnes-2013-0070.

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AbstractIn 2011, there was an expected shortage of 200 full-time faculty. While there are an estimated 322 graduate students in Nurse Practitioner and Masters/PhD programs in Canada today, the supply of potential new faculty falls short of the anticipated demand in the years ahead (Canadian Association of Schools of Nursing). This mixed method study explored how organizational culture and the perceived level of psychological and structural empowerment are associated with one’s work environment among Canadian nursing faculty and to explore the state of mentorship in schools of nursing.

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14

Grady, Patricia A. "Developing New Nursing Faculty: Extramural Research Training Opportunities from NINR." Nursing Outlook 56, no. 2 (2008): 90–92. http://dx.doi.org/10.1016/j.outlook.2008.01.005.

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15

Wold, Kay L., and Gretchen Flesher Moon. "A New Image of Nursing Faculty Participation in Undergraduate Education." Nurse Educator 21, no. 4 (1996): 5. http://dx.doi.org/10.1097/00006223-199607000-00004.

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16

Payne, Judith K., and Sarah E. Yenser. "Use of General Clinical Research Centers for Nursing Research." Biological Research For Nursing 9, no. 2 (2007): 142–46. http://dx.doi.org/10.1177/1099800407307469.

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This study examines to what extent academic nursing faculty members understand the purpose of general clinic research centers (GCRCs) and use this resource in their programs of research. GCRCs provide a controlled research-oriented infrastructure to conduct safe, innovative, and multidisciplinary studies. Survey questionnaires were sent to associate deans of research at schools of nursing accredited by the Commission on Collegiate Nursing Education or the National League for Nursing Accrediting Commission within 60 miles of a GCRC. They were asked to distribute questionnaires to 20% of faculty

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17

He, Qilian, Yanfen Fu, Yunpeng Su, and Yuquan Luan. "Understanding Chinese Nursing Education and Practice for Developing International Nursing Partnerships." Journal of Transcultural Nursing 31, no. 4 (2019): 406–12. http://dx.doi.org/10.1177/1043659619872798.

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Introduction: Modern nursing was introduced into China by Western missionaries in the 19th century; since then, significant changes continued to occur, which provides beneficial areas of international collaboration based on trends in globalization. Methods and Materials: The description was developed through reviews of published literature, policy documents that inform Chinese nursing practice, education, and the firsthand working experiences between American and Chinese nurses and faculty. Results: 82 articles and 13 governmental documents were included. Chinese nursing has undergone signific

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18

Holly, Cheryl, Timothy J. Legg, Dale Mueller, and Deborah S. Adelman. "Online Teaching: Challenges for a New Faculty Role." Journal of Professional Nursing 24, no. 4 (2008): 254–58. http://dx.doi.org/10.1016/j.profnurs.2007.07.003.

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19

Cook, Sarah Sheets, and Lyn Finelli. "Faculty practice: A new perspective on academic competence." Journal of Professional Nursing 4, no. 1 (1988): 23–29. http://dx.doi.org/10.1016/s8755-7223(88)80070-x.

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20

Evans, Connie Joan, Eileen Francis Shackell, Selma Jean Kerr-Wilson, Glynda Joan Doyle, Jodie Anita McCutcheon, and Bernice Budz. "A Faculty Created Strategic Plan for Excellence in Nursing Education." International Journal of Nursing Education Scholarship 11, no. 1 (2014): 19–29. http://dx.doi.org/10.1515/ijnes-2013-0066.

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AbstractStrategic 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 fa

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21

Boellaard, Melissa R., Cheryl L. Brandt, and CeCelia R. Zorn. "Faculty to Faculty: Advice for Educators New to Teaching in Accelerated Second Baccalaureate Degree Nursing Programs." Journal of Nursing Education 54, no. 6 (2015): 343–46. http://dx.doi.org/10.3928/01484834-20150515-06.

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22

Mohr, Lynn D., Jennifer Rousseau, Shannon O'Shea, and Patricia Zillweger Kuehn. "Nursing student and faculty perspectives following involvement in women, children, family scholars pilot program." Journal of Nursing Education and Practice 11, no. 4 (2020): 36. http://dx.doi.org/10.5430/jnep.v11n4p36.

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Background: Mentoring by experienced faculty can provide opportunities for nursing students to grow personally and professionally in their pursuit of establishing a clinical specialty focus. At a Midwest pre-licensure nursing (pre-licensure clinical nurse leader) program, faculty sought to assist students in pursuing knowledge and experiences within the Women, Children, and Family Nursing (WCFN) specialty.Methods: After completing an application process, selected scholars were matched with a faculty mentor to discuss student objectives/goals, project work, and engage in post-program employment

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23

Agger, Charlotte A., Mary R. Lynn, and Marilyn H. Oermann. "Mentoring and Development Resources Available to New Doctorally Prepared Faculty in Nursing." Nursing Education Perspectives 38, no. 4 (2017): 189–92. http://dx.doi.org/10.1097/01.nep.0000000000000180.

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24

Reilly, Lyn, and Karen H. Morin. "Faculty Roles in Supporting New Deans and Directors." Journal of Nursing Education 43, no. 11 (2004): 520–23. http://dx.doi.org/10.3928/01484834-20041101-09.

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25

Choudhry, U. K. "New Nurse Faculty: Core Competencies for Role Development." Journal of Nursing Education 31, no. 6 (1992): 265–72. http://dx.doi.org/10.3928/0148-4834-19920601-08.

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26

Cacayan, Edmelyn B., Ma Elizabeth C. Baua, and Angelito Estoesta Alvarado. "Challenges in Nursing Education in the New Normal: Basis for Faculty Enhancement Program." Health Notions 4, no. 8 (2020): 234–47. http://dx.doi.org/10.33846/hn40801.

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Education s vital to every Filipino especially the delivery of quality education without compromising the health and safety of the students amidst COVID 19 pandemic. With the current global health crisis and government pronouncements prohibiting the conduct of face-to-face classes both in basic education (DepEd) and Higher education (CHED). Isabela State University has decided to roll out and launched its new approach, called telEducation. It has ramped up its efforts in fully implementing flexible remote learning for its students to ease its transition to what might become the new normal for

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27

Matzo, Marianne, and Maureen O'Reilly. "Integrating gerontologic nursing into clinical settings: A new role for faculty." Geriatric Nursing 14, no. 2 (1993): 92–94. http://dx.doi.org/10.1016/s0197-4572(09)90144-6.

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28

Megel, Mary Erickson. "New Faculty in Nursing: Socialization and the Role of the Mentor." Journal of Nursing Education 24, no. 7 (1985): 303–6. http://dx.doi.org/10.3928/0148-4834-19850901-12.

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29

Krisman-Scott, Mary Ann, Rose M. Kershbaumer, and Joyce E. Thompson. "Faculty Preparation: A New Solution to an Old Problem." Journal of Nursing Education 37, no. 7 (1998): 318–20. http://dx.doi.org/10.3928/0148-4834-19981001-11.

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30

Cox, Catherine Wilson, Elizabeth T. Jordan, Theresa M. Valiga, and Qiuping Zhou. "New Faculty Orientation for Nurse Educators: Offerings and Needs." Journal of Nursing Education 60, no. 5 (2021): 273–76. http://dx.doi.org/10.3928/01484834-20210420-06.

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31

Shirin Caldwell, Elizabeth, Hongyan Lu, and Thomas Harding. "Encompassing multiple moral paradigms: A challenge for nursing educators." Nursing Ethics 17, no. 2 (2010): 189–99. http://dx.doi.org/10.1177/0969733009355539.

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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 confli

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32

Macy, Rosemary, and Vivian Schrader. "Pediophobia: A New Challenge Facing Nursing Faculty in Clinical Teaching by Simulation." Clinical Simulation in Nursing 4, no. 3 (2008): e89-e91. http://dx.doi.org/10.1016/j.ecns.2008.07.001.

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33

Kruizinga, Julia, Chloe Coulson, Stephanie Saunders, and Nicole Ning. "SWEP’d up for the Summer: Survey of participants’ experiences of a nursing student research internship." Journal of Nursing Education and Practice 10, no. 9 (2020): 65. http://dx.doi.org/10.5430/jnep.v10n9p65.

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Background: Queen’s University (Ontario, Canada) has been offering the Summer Work Experience Program (SWEP) - a subsidized work opportunity for university undergraduate students - since 1995. The Queen’s University Nursing and Health Research Internship program, established in May 2017, involves nursing SWEP students. The program was designed to build research knowledge and experience for nursing students. The aim of this article is to describe the program components, and intern and faculty insights.Methods: To obtain feedback from current and past interns and faculty, an electronic survey wa

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Levitt, Cheryle, Marguerite Goulet, Jamie Murphy, Rebecca Norman-Eck, and Ami Bhatt. "Nursing education during a pandemic: Perspectives of students and faculty." Journal of Nursing Education and Practice 11, no. 4 (2020): 19. http://dx.doi.org/10.5430/jnep.v11n4p19.

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Purpose: Nurses working on the frontlines of the COVID-19 pandemic have experienced a combination of physical, psychological, logistical, professional, and personal challenges. Those nurses enrolled in baccalaureate and graduate nursing degree programs were affected significantly in their ability to remain focused on meeting course expectations while contending with pandemic-induced challenges. Nursing faculty in a public state-based university school of nursing in upstate New York responded by developing initiatives to support students and foster their success.Results: Supported by unsolicite

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Bobroff, Maria Cristina Cescatto, Pedro A. Gordan, and Mara Lúcia Garanhani. "Total educational costs of an integrated nursing curriculum." Revista Latino-Americana de Enfermagem 17, no. 1 (2009): 14–20. http://dx.doi.org/10.1590/s0104-11692009000100003.

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Innovative changes in undergraduate Nursing programs have brought about new methodologies and the need for cost evaluation. This study aims to develop a model for cost estimation, and to estimate educational costs of an integrated Nursing curriculum at a public university. This is a case study conducted in stages: model development, data collection, analysis and interpretation. The cost-construction model consisted of six steps: data collection; educational and support activity costs; four-year course educational costs; educational support costs; joint product costs and total educational costs

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36

Waddell, Janice, Karen Spalding, Justine Navarro, and Gianina Gaitana. "Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum: Part III. Impact on Faculty’s Career Satisfaction and Confidence in Providing Student Career Coaching." International Journal of Nursing Education Scholarship 12, no. 1 (2015): 183–90. http://dx.doi.org/10.1515/ijnes-2015-0070.

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AbstractAs 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

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Chauvet, Christine S., Maya R. Kalogirou, and Olive Yonge. "Using a developmental evaluation approach to create a supportive curriculum for first year students." Journal of Nursing Education and Practice 11, no. 3 (2020): 1. http://dx.doi.org/10.5430/jnep.v11n3p1.

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Background and objectives: First year students experience a significant transition when entering nursing school. The purpose of this research was to explore first year nursing students’ experiences to enhance and innovate the undergraduate nursing program at a large public Canadian university.Methods: The Faculty of Nursing approached their curriculum redesign process utilizing a Developmental Evaluation (DE) framework. Nineteen first year students participated in semi structured interviews and focus groups where they discussed their personal experiences as well as the perceived strengths and

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38

Gerolamo, Angela M., Kara Conroy, Grace Roemer, Aline Holmes, Susan Salmond, and Jennifer Polakowski. "Long-term outcomes of the New Jersey nurse faculty preparation program scholars." Nursing Outlook 65, no. 5 (2017): 643–51. http://dx.doi.org/10.1016/j.outlook.2017.03.008.

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Gunawan, Joko, Yupin Aungsuroch, and Mary L. Fisher. "Nurse education today: Between teaching and publication focus." Belitung Nursing Journal 7, no. 4 (2021): 262–66. http://dx.doi.org/10.33546/bnj.1798.

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“Publish or Perish” is no longer an imagination. On the contrary, it is considered a new reality in nursing education today. All nurse scholars, researchers, faculty members, and students are eager and compete with each other to publish their research works in academic journals. Success in this challenge brings personal benefits, especially for academic reputation and promotion, as well as organizational benefits, such as university ranking and sponsorship. However, despite the advantages of faculty publication, the pros and cons of this topic are on the rise. Therefore, this article aims to d

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Mager, Diana R., Meredith W. Kazer, Jaclyn Conelius, et al. "Development, Implementation and Evaluation of a Peer Review of Teaching (PRoT) Initiative in Nursing Education." International Journal of Nursing Education Scholarship 11, no. 1 (2014): 113–20. http://dx.doi.org/10.1515/ijnes-2013-0019.

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AbstractFor 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.

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Colyar, Margaret R. "Leader behavior, timing, type, and faculty acceptance of changes initiated by new deans." Journal of Professional Nursing 12, no. 1 (1996): 16–23. http://dx.doi.org/10.1016/s8755-7223(96)80070-6.

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Min, Haeyoung, and Jenny O'Rourke. "Faculty Attitudes and Adoption of Simulation: Pilot Testing of a New Instrument." Journal of Nursing Education 56, no. 6 (2017): 356–59. http://dx.doi.org/10.3928/01484834-20170518-07.

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White, Anne, Jane Brannan, and Carol B. Wilson. "A Mentor-Protégé Program for New Faculty, Part I: Stories of Protégés." Journal of Nursing Education 49, no. 11 (2010): 601–7. http://dx.doi.org/10.3928/01484834-20100630-04.

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Wilson, Carol B., Jane Brannan, and Anne White. "A Mentor-Protégé Program for New Faculty, Part II: Stories of Mentors." Journal of Nursing Education 49, no. 12 (2010): 665–71. http://dx.doi.org/10.3928/01484834-20100730-08.

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Phillips, Candice, Kellie Bassell, and Laura Fillmore. "Storytelling And Reflective Pedagogy: Transforming Nursing Education Through Faculty Development." American Journal of Health Sciences (AJHS) 8, no. 1 (2017): 7–18. http://dx.doi.org/10.19030/ajhs.v8i1.9953.

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Nurse educators require pedagogical approaches beyond traditional methods to facilitate student learning of new competencies to practice in complex health care environments. However, little direction is available about how to effectively transform education. The purpose of this quality improvement project was to develop and implement steps to initiate change in both systems and processes of teaching and learning; to provide an efficient, sustainable method to incorporate transformative pedagogies through innovative faculty development; and, to collect outcomes of an e-Learning course to suppor

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46

Karayurt, Özgül, and Aklime Dicle. "THE RELATIONSHIP BETWEEN LOCUS OF CONTROL AND MENTAL HEALTH STATUS AMONG BACCALAUREATE NURSING STUDENTS IN TURKEY." Social Behavior and Personality: an international journal 36, no. 7 (2008): 919–30. http://dx.doi.org/10.2224/sbp.2008.36.7.919.

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In this descriptive cross-sectional study we explored the relationship between locus of control (LOC) and mental health status of students enrolled in a four year Bachelor of Science in Nursing program that uses problem-based learning. There was a significant, positive, moderate relationship between the general health and LOC scores. First- and second-year students had lower internal LOC and were at higher risk of mental health problems, compared to third- and fourth-year students, suggesting that they require increased support from faculty staff as they make the transition from school to univ

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Holmgren, Jessica, and Mia Kraft. "A global nursing framework in the Swedish Red Cross undergraduate nursing program." Nordic Journal of Nursing Research 38, no. 3 (2017): 167–74. http://dx.doi.org/10.1177/2057158517741268.

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Alongside a globalized world and a demographic shift in Sweden, future nurses must provide globally significant nursing care based on relevant knowledges and skills. To contribute to the global nursing discourse, this article aims to describe the process undertaken in developing and implementing a global nursing approach and curriculum in the Swedish Red Cross undergraduate nursing program. A comprehensive process of educational change was carried out, targeting both faculty and students with various academic activities. The new global-oriented curriculum was evaluated positively by nursing st

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48

Tobbell, Dominique A. "“Coming to Grips with the Nursing Question”: The Politics of Nursing Education Reform in 1960s America." Nursing History Review 22, no. 1 (2014): 37–60. http://dx.doi.org/10.1891/1062-8061.22.37.

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The 1950s and 1960s were decades of change for the American nursing profession. A new generation of nurse educators sought to create greater professional autonomy for the nurse by introducing new models of education that emphasized science-based learning over technical skills and bedside care, and creating new clinical roles for the nurse, based on advanced graduate education. They confronted resistance from an older generation of nurses who feared becoming “second-class citizens” in increasingly academic nursing schools, and from academic health care institutions all too comfortable with the

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Brannan, Jane D., Anne White, and Janice Long. "Learning Styles: Impact on Knowledge and Confidence in Nursing Students in Simulation and Classroom." International Journal of Nursing Education Scholarship 13, no. 1 (2016): 63–73. http://dx.doi.org/10.1515/ijnes-2015-0052.

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AbstractNurse Educators must develop nursing curriculum with engaging learning strategies that promote the knowledge and confidence needed for safe, effective nursing practice. Faculty should explore new methods of teaching that consider how students learn. Studies have shown mixed results regarding student learning styles, academic achievement, and development of confidence in nursing practice. An experimental study using Felder and Soloman’s (2004). Index of learning styles instrument was conducted to examine nursing student learning styles and their impact on confidence and knowledge in tra

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Yancey, Nan Russell. "Shame in Teaching-Learning: A Humanbecoming Perspective." Nursing Science Quarterly 34, no. 2 (2021): 125–29. http://dx.doi.org/10.1177/0894318421993171.

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In a discussion on the phenomenon of shame, intriguing questions are raised for consideration by teachers of nursing. Raising concerns about the perceived emergence of societal norms that seem to encourage the shaming of others along with technology and social media platforms that enable public shaming brings one to ponder the meaning of shame in the sciencing and art of teaching-learning in nursing, especially in an era of virtual learning. From the unique perspective of humanbecoming, reflections on selected stories of the student experience of shame give rise to several suggestions for facu

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