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Fostering a smooth transition to the faculty role
Patricia Dunphy Suplee1, Marcia Gardner
1Rutgers University, Camden, New Jersey, USA.
Journal of Continuing Education in Nursing
|November 13, 2009
Summary
Nursing faculty face challenges supporting diverse students and institutional demands. A university
Area of Science:
- Nursing Education
- Faculty Development
- Higher Education
Background:
- Nursing faculty nationwide struggle to balance diverse student needs with institutional research and stewardship obligations.
- Faculty development, encompassing mentorship and formal education, is crucial for career progression in nursing academia.
Purpose of the Study:
- To describe a university's faculty development program designed for nursing faculty.
- To examine the roles of mentors and administrators in faculty development.
- To present outcome data for two cohorts of new nursing faculty.
Main Methods:
- Description of a specific university's faculty development program.
- Inclusion of roles played by mentors and administrators.
- Analysis of outcome data from two cohorts of new nursing faculty participants.
Main Results:
- The program addresses the multifaceted demands on nursing faculty.
- Mentors and administrators play key roles in supporting faculty growth.
- Outcome data indicates the program's impact on new nursing faculty.
Conclusions:
- Continued faculty development and strategic partnerships are essential for nursing academia.
- The described program provides a model for supporting new nursing faculty.
- Effective faculty development initiatives are vital for retaining and advancing nursing educators.
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