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Trends in nursing are multifactorial and associated with changes in society, within the nursing profession, and in other professions. Notably, telehealth and remote nursing contribute to successful healthcare delivery for numerous patients and help reduce stress for nurses due to nursing shortages. Nurses can reach patients, monitor their conditions, and interact with them using computers, audio, visual accessories, and telephones—for example, remote patient monitoring systems. Likewise,...
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Nursing organizations assume a significant role in consistently developing the nursing profession through education, research studies, establishing practice standards, and reforming health policies. Typically, nursing organizations operate at the regional, national, and international levels. For example, the International Council of Nurses (ICN) represents more than 28 million nurses worldwide. In contrast, the American Nurses Association (ANA) is a membership organization representing nurses...
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Maintaining nurses' educational and administrative records in healthcare settings, including hospitals and nursing schools, is paramount. Here's a breakdown of the types of academic records mentioned:
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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Faculty Development Needs in Southeastern Conference Nursing Schools.

Victoria Niederhauser, Demetrius Porche, Suzanne Prevost

    The Journal of Nursing Education
    |January 6, 2025
    PubMed
    Summary

    Nurse faculty interests in teaching, scholarship, and professional development vary significantly by rank, experience, and setting. Investing in faculty development is crucial for academic nursing education quality.

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    Area of Science:

    • Nursing Education Research
    • Academic Nursing
    • Faculty Development

    Background:

    • Examined nurse faculty interests in teaching, scholarship, and professional development.
    • Focused on nursing schools within the Southeastern Conference (SEC).
    • Assessed needs based on academic experience, rank, and healthcare settings.

    Purpose of the Study:

    • To identify nurse faculty teaching, scholarship, and professional development interests.
    • To evaluate how these interests differ based on faculty characteristics and work environments.

    Main Methods:

    • Cross-sectional study utilizing Rosenthal and Stanberry's faculty development framework.
    • Online survey distributed to faculty at 12 SEC nursing schools.
    • Data collected from 470 nurse faculty members (57% response rate).

    Main Results:

    • Identified top faculty interests across teaching, scholarship/research, and professional development.
    • Found significant differences in interests related to rank, years in academia, tenure status, and employment setting (AHC vs. non-AHC).

    Conclusions:

    • Academic nursing leaders must prioritize and invest in faculty development.
    • Faculty development is a critical action for advancing nursing professional development.
    • Investing in faculty development is essential for delivering excellent academic nursing education.