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Experienced faculty orientation offerings: do they meet faculty needs?

K H Morin¹, K C Romeo

¹Widener University School of Nursing, Chester, Pennsylvania.

The Journal of Nursing Education

|March 1, 1994

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Most experienced nurse faculty receive some orientation when changing academic positions. However, the orientation

Area of Science:

Nursing Education
Academic Faculty Development

Background:

Transitioning to new academic positions presents unique challenges for experienced nurse faculty.
Effective orientation is crucial for successful integration and retention of faculty in higher education.
Existing literature lacks comprehensive data on orientation practices for seasoned nurse faculty.

Purpose of the Study:

To identify current orientation protocols for experienced nurse faculty.
To determine which orientation components experienced nurse faculty find most beneficial.
To assess the scope and limitations of existing orientation programs.

Main Methods:

Descriptive study utilizing a two-part questionnaire adapted from Mills (1983).
Sample drawn from 460 NLN-accredited generic baccalaureate nursing programs.

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Data collected from 372 experienced nurse faculty employed between 1990-1992.

Main Results:

81% of experienced nurse faculty reported receiving some form of orientation.
27% of orientations were less than one day in duration.
Common orientation topics included curriculum, resources, and organizational structure; community integration was often omitted.

Conclusions:

Experienced nurse faculty generally receive orientation, but its scope is often limited.
Key areas such as clinical placement and student evaluation are frequently excluded from orientation.
There is a need to enhance orientation programs to better support faculty transitions.