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Getting off to a good start: faculty development in professional programs.

H Frederick Sweitzer1

  • 1University of Hartford, West Hartford, Connecticut 06117, USA.

Journal of Continuing Education in Nursing
|December 3, 2003
PubMed
Summary

This study offers a reflective approach to faculty development for new nursing and professional program educators. It aids in professional growth and preparation for academic reviews.

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Area of Science:

  • Nursing Education
  • Faculty Development
  • Higher Education Pedagogy

Background:

  • Faculty retention in professional programs faces unique challenges.
  • New faculty require tailored development strategies.
  • Integrating teaching and scholarship is crucial for academic careers.

Purpose of the Study:

  • To present a faculty development approach for new educators in nursing and professional programs.
  • To emphasize a reflective practice model for teaching and scholarship.
  • To guide faculty in preparing for academic reviews and career progression.

Main Methods:

  • Describing a faculty development model centered on reflective practice.
  • Providing recommendations for creating a teaching philosophy.

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  • Outlining strategies for developing a scholarly plan.

    • Main Results:

    • A reflective approach supports both faculty growth and review preparation.
    • Structured guidance aids in articulating teaching philosophies.
    • A clear scholarship plan facilitates academic advancement.

    Conclusions:

    • The proposed reflective approach effectively addresses faculty development needs.
    • Developing a teaching philosophy and scholarship plan are key outcomes.
    • This model enhances faculty retention and success in professional programs.