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From Clinician to Educator: A Strategic Faculty Development Initiative During Rapid Undergraduate Nursing Program
Trina Arnold1, Lori Davis, Nicole Harder
1Author Affiliations: Senior Instructor (Mr Arnold), Instructor II (Mr Davis), and Professor (Dr Harder), College of Nursing, University of Manitoba, Winnipeg, Manitoba, Canada.
Background:
Amid a 50% surge in enrollment to address the nursing shortage, our undergraduate nursing program onboarded 17 new faculty within 16 months. Most were experienced clinicians with little or no teaching experience.
Problem:
Traditional onboarding focused on operational logistics and failed to address pedagogical development, leaving new hires underprepared for academic roles and increasing risk for burnout and attrition.
Approach:
A Director of Faculty Development role was created to lead a structured, multi-phase initiative. Key components included individual and group mentorship, peer observation, instructional workshops, and updated teaching resources. The program was refined over 2 years through ongoing feedback and evaluation.
Outcomes:
Participants reported greater teaching confidence, stronger peer connections, and improved role clarity. The initiative supported retention and instructional quality during a period of rapid change.
Conclusions:
Strategic onboarding that emphasizes mentorship, flexibility, and pedagogical support can facilitate faculty success and strengthen program stability during rapid expansion.
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