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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...

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Innovative Nursing Faculty Education for Novice Educators.

Elizabeth N Austin, Kathleen T Ogle, Nancy M Hannafin

The Journal of Nursing Education

|September 18, 2024

Summary

A new course equips clinical nursing experts with essential academic teaching skills, addressing the nursing faculty shortage. This program enhances their classroom management, evaluation techniques, and understanding of faculty responsibilities.

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Area of Science:

Nursing Education
Academic Pedagogy

Background:

The United States faces a significant nursing faculty shortage, impacting qualified applicant enrollment.
Clinical nursing experts are being recruited to fill faculty roles but often lack academic content knowledge.
Essential academic content includes classroom management, evaluation strategies, and legal considerations for educators.

Purpose of the Study:

To describe a course designed to provide new nursing faculty with essential classroom teaching information.
To equip clinical nursing experts with the necessary pedagogical skills for academic roles.

Main Methods:

Nursing faculty were recruited from various education programs.
Participants enrolled in one of three sections of a course for new nurse educators.
Learners engaged in activities covering curriculum development, evaluation methods, and academic roles.

Main Results:

Focus group evaluations revealed key themes from participants' experiences.
Emergent themes included improved classroom teaching, enhanced learning experiences, and a deeper understanding of nursing education.
Participants gained knowledge regarding the full scope of nursing faculty responsibilities.

Conclusions:

The course provided valuable experience in nursing education pedagogy and practice.
Participants developed broader teaching expertise and increased awareness of the faculty role in the classroom.
This initiative supports the integration of clinical experts into academic nursing roles.