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Related Experiment Video

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

A nursing department faculty-mentored research project.

Carolyn T Martin¹, Margaret Hodge

¹Department of Nursing, California State University, Stanislaus, Turlock, California 95382, USA. cmartin2@csustan.edu

|December 8, 2010

Summary

Master's-prepared nursing faculty can overcome limited research experience through collaborative, mentored projects. This model supports junior faculty in conducting and publishing scholarly work, aiding career advancement.

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Area of Science:

Nursing Education
Faculty Development
Scholarly Inquiry

Background:

Academic nursing faculty require achievements in teaching, scholarship, and service for retention, tenure, and promotion.
A significant portion of nursing faculty, over 50%, lack doctoral degrees.
Junior faculty in baccalaureate nursing programs often face limited opportunities for research mentorship and experience.

Purpose of the Study:

To present a model for implementing collaborative faculty-mentored research projects.
To support the scholarly activities of junior faculty in a baccalaureate nursing program.
To encourage and facilitate research conduct and publication among faculty.

Main Methods:

Development of a collaborative model for faculty-mentored research projects.
Implementation within a small baccalaureate nursing program setting.
Focus on supporting both junior and senior faculty engagement in research.

Main Results:

The model provides a framework for junior faculty to gain research experience.
It fosters collaboration between junior and senior faculty in research endeavors.
The initiative aims to increase research productivity and publications among faculty.

Conclusions:

Collaborative, mentored research projects can effectively support junior nursing faculty.
This model addresses the need for enhanced scholarly activity in programs with limited research infrastructure.
Implementing such a model can aid faculty in meeting academic expectations for career progression.