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Related Experiment Video

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Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

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Published on: November 15, 2024

Graduate student seminars as a faculty development activity.

Helen Zsohar¹, Jackie A Smith

¹University of Utah College of Nursing, Salt Lake City, Utah 84112, USA. helen.zsohar@nurs.utah.edu

The Journal of Nursing Education

|November 3, 2009

Summary

New nurse educators often lack teaching skills. A program allows graduate students to practice teaching in seminars, benefiting both students and faculty through shared knowledge and updated educational strategies.

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Area of Science:

Nursing Education
Faculty Development

Background:

New nurse academicians frequently transition from clinical practice without formal educator training.
This gap in pedagogical skills can hinder their effectiveness in academic settings.

Purpose of the Study:

To describe a faculty development program utilizing graduate students as peer educators.
To highlight the benefits of supervised teaching practice for novice nurse educators.

Main Methods:

Graduate students, termed faculty interns, conducted teaching seminars.
These seminars provided a supervised environment for practicing teaching skills.
Participants included peers, novice faculty, and seasoned faculty.

Main Results:

Teaching seminars led by graduate students proved to be a successful faculty development component.
Faculty interns shared newly acquired teaching skills and experiences.
Novice and seasoned faculty benefited from updated educational practices and strategies.

Conclusions:

Graduate student-led teaching seminars are an effective strategy for nurse educator faculty development.
This model addresses the need for practical teaching experience and continuous learning in nursing academia.