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Preparing clinically expert faculty educators: an academic partnership model.

Minerva S Guttman¹, Elizabeth S Parietti, Patricia R Reineke

¹Fairleigh Dickinson University, Henry P. Becton School of Nursing & Allied Health, Teaneck, NJ 07666, USA. guttman@fdu.edu

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing

|December 7, 2011

Summary

This summary is machine-generated.

This study enhanced nursing education in New Jersey by preparing graduate students for faculty roles. Two innovative models successfully equipped scholars with clinical expertise for advanced practice and teaching.

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Area of Science:

Nursing Education
Faculty Development
Advanced Practice Nursing

Background:

The Robert Wood Johnson Foundation (RWJF) New Jersey Nursing Initiative (NJNI) aimed to expand nursing education capacity.
Grants were awarded to prepare graduate nursing students for clinical faculty positions.
A collaborative partnership was established to address this need.

Purpose of the Study:

To describe the experiences of a partnership preparing scholars for faculty roles.
To present two innovative models for developing clinically expert nursing faculty.
To evaluate the effectiveness of enhanced master's programs.

Main Methods:

Developed two distinct curriculum enhancement models for faculty preparation.
Integrated education courses and teaching practicums (Fairleigh Dickinson University).
Intensified clinical immersion within chosen concentrations (Monmouth University).
Utilized National League for Nursing nurse educator competencies as a framework.
Employed early socialization into the faculty role through academic and extracurricular activities.

Main Results:

All curriculum components were implemented, with plans for program sustainability.
Four of 14 scholars graduated, with 10 on track for projected graduation.
Enhanced master's programs successfully prepared graduates for dual advanced practice and faculty roles.

Conclusions:

The collaborative partnership successfully developed and implemented innovative faculty preparation models.
Curriculum enhancements improved existing master's programs, increasing capacity for advanced practice nurses.
The initiative demonstrated a viable strategy for addressing nursing faculty shortages through targeted graduate education.