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Supporting Clinical Faculty Through Standardized Orientation, Mentorship, and Evidence-Based Solutions: A
1About the Author Kendra J. Duran, PhD, RN, CHPN, is a recipient of the Joanne and William Conway PhD Fellowship and earned her PhD in Nursing from the M. Louise Fitzpatrick College of Nursing at Villanova University. This article was developed as part of her doctoral studies. The author used ChatGPT (GPT-5, OpenAI) for grammar review, formatting, and editorial organization assistance only. All intellectual content, interpretation, and analysis are the author's own. For more information, contact Dr. Duran at kendraduranphd@gmail.com .
Aim:
This study aimed to examine ongoing gaps in clinical nursing faculty preparation and identify evidence-based strategies to strengthen orientation, mentorship, and credentialing.
Background:
Clinical educators, particularly adjunct and part-time faculty, are central to translating classroom learning into practice, yet the literature consistently reports limited structured support and professional development for these roles.
Method:
This review examined 21 peer-reviewed studies published from 2009 to 2025 and identified recurring themes. Reports from professional organizations and national competency frameworks, including the American Association of Colleges of Nursing Essentials, the Quality and Safety Education for Nurses competencies, and the National League for Nursing certification standards, were also reviewed.
Results:
Four themes emerged: inconsistent orientation, limited mentorship, minimal use of credentialing frameworks, and fragmented collaboration across academic and professional groups.
Conclusion:
Standardized orientation, sustained mentorship, and accessible credentialing supports are needed to strengthen teaching quality, support faculty retention, and prepare clinical educators for contemporary practice.
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