Expert clinician to clinical teacher: Developing a faculty academy and mentoring initiative

Easing the Transition From Clinician to Nurse Educator: An Integrative Literature Review

“…This was a consistent theme reported in the literature (Cangelosi et al, 2009;Gardner, 2014;Santisteban & Egues, 2014;Schoening, 2013;White et al, 2010). To ease this transition, clinicians need formal preparation for the teaching role, which can include topics such as defining the faculty role, planning and guiding student experiences, using formative and summative evaluations, understanding ethical and legal considerations, dealing with difficult students, and incorporating simulation (Cangelosi et al, 2009;Reid et al, 2013;Schoening, 2013). Formal preparation can be offered as a face-to-face Clinical Nurse Academy (Cangelosi et al, 2009), as a 3 to 6 week online course (CNL, 2014;IUSON, 2014), or as a hybrid course such as the Eastern Shore Faculty and Mentorship Initiative (ES-FAMI), a 30-contact hour hybrid program that includes face-to-face meeting, teaching/learning simulation, and online components (Reid et al, 2013).…”

“…Clinicians often find themselves unprepared for setting teacher-student relationship boundaries and experiencing negative encounters with students (Schoening, 2013). Using simulation to practice managing difficult student scenarios within the safety of the community can also be effective (Hunt et al, 2013;Reid et al, 2013). Mentors facilitate this integration process through their advocacy and guidance.…”

“…Because teaching nursing skills to students is very different from performing these skills as an expert clinician, mentors can serve as guides as their mentees become teachers (Jacobsen & Sherrod, 2012). Based on the individual needs of their mentees, topics for dialogue might include managing multiple faculty roles (Reid et al, 2013), navigating the unwritten rules that exist in all organizations (Wilson et al, 2010), using pedagogical resources, and accessing faculty development opportunities offered by their university or college, nursing education conferences, or online (Jacobsen & Sherrod, 2012;Slimmer, 2012). Strategies that can build new faculty's confidence include opportunities to observe their mentors teach a course or plan a clinical day and to receive oral or written feedback about their own teaching and classroom/clinical management (Blauvelt and Spath, 2008;Gardner, 2014).…”

Exploring mentorship programs and components in nursing academia: A qualitative study

“…Others have found the group mentorship model to help in reducing the costs associated with recruiting and training clinical faculty, maximizing resources, and benefiting more mentees than would be possible with the traditional dyad model. [22][23][24][25] The findings from this study, and the nursing literature, indicate that peer mentorship may be a useable model for mentees who are in a similar career trajectory and are looking for a safe environment to express apprehensions. [26,27] Constellation mentoring models were also identified in our study and within the literature.…”

Factors that impact implementation of mentorship programs in nursing academia: A sequential-explanatory mixed methods study

“…This shortage of qualified nursing faculty is an issue across jurisdictions, and one that is anticipated to worsen if solutions are not found. [3] Mentorship has been identified as one way to address the nursing faculty shortage by encouraging registered nurses to enter and remain in nursing faculty roles. [4][5][6][7] Confusion exists regarding the nature, definitions, and role of mentorship within nursing and across the broader literature.…”