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Research on faculty orientation programs: guidelines and directions for nurse educators.

Karen H Morin1, Kathleen C Ashton

  • 1Bronson School of Nursing, Western Michigan University, 1903 W. Michigan Avenue, Kalamazoo, WI 49008, USA. karen.morin@wmich.edu

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing
|September 3, 2004
PubMed
Summary

This review highlights that effective faculty orientation programs are comprehensive, long-term, and foster an inclusive environment. Mentoring is crucial for easing new faculty transitions and improving immersion in academic settings.

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Area of Science:

  • Higher Education
  • Faculty Development
  • Academic Administration

Background:

  • Faculty orientation programs are essential for integrating new academics.
  • The quality of evidence for these programs requires systematic evaluation.
  • Understanding new faculty needs is critical for institutional success.

Purpose of the Study:

  • To review the literature on the quality of evidence for faculty orientation programs.
  • To identify practical and research implications for faculty development.
  • To synthesize current knowledge on effective orientation strategies.

Main Methods:

  • Comprehensive literature search using Medline, CINAHL, and ERIC databases.
  • Inclusion of articles published after 1980, focusing on faculty orientation and development.

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  • Review of 19 research reports (14 quantitative, 5 qualitative).

    • Main Results:

    • Effective orientation programs are prolonged, integrated into faculty development, create welcoming environments, cover the academic role, and include mentorship.
    • Most existing research is descriptive, indicating a need for higher-quality evidence.
    • Faculty participating in orientation may integrate more effectively into their institutions.

    Conclusions:

    • Faculty orientation programs, particularly those with mentoring components, can significantly ease faculty transitions.
    • Further research is needed to enhance the quality of evidence regarding faculty orientation effectiveness.
    • Well-structured orientation programs contribute to better faculty immersion and success.