Faculty openings, shortage, and mentoring in associate degree nursing programs

Oermann, Marilyn H.; Lynn, Mary R.; Agger, Charlotte A.

doi:10.1016/j.teln.2015.03.001

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…The most significant implication is related to resources. The shortage of nurse educators both in academia and in healthcare institutions is well known 18-20 . The ability to safely and effectively use bedside nurses to perform a clinical coaching role can decrease dependency on the limited pool of nursing educators, thereby allowing increased enrollment in ICU clinical training programs and redistribution of education resources.…”

Section: Discussionmentioning

confidence: 99%

“…The shortage of nurse educators both in academia and in healthcare institutions is well known. [18][19][20] The ability to safely and effectively use bedside nurses to perform a clinical coaching role can decrease dependency on the limited pool of nursing educators, thereby allowing increased enrollment in ICU clinical training programs and redistribution of education resources. In addition, training clinical coaches to perform this role may encourage clinical coaches who enjoy teaching to pursue careers in nursing education, which will increase the pool of nursing educators.…”

Section: Implications For Nurse Leadersmentioning

confidence: 99%

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Assessing the Effectiveness Between Nurse Educator and Clinical Coach Critical Care Training Programs for New Graduate Nurses in the ICU

Blass

McFee

Hunt

et al. 2023

JONA: The Journal of Nursing Administration

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OBJECTIVEThe aim of this study was to assess the differences in effectiveness between nurse educator–led and clinical coach–led intensive care unit (ICU) training programs for new graduate nurses.BACKGROUNDNew graduate ICU nurses require substantial clinical training, which is often provided by peers serving as clinical coaches who have not been formally trained for an educator role. Our medical center successfully transitioned from a nurse educator–led to clinical coach–led model for initial ICU education after formally training the clinical coaches.METHODSNurses enrolled in nurse educator–led (n = 114) or clinical coach–led (n = 166) ICU clinical training programs were compared on program pass rate, satisfaction, preparedness, turnover, and competence.RESULTSThere were no statistically significant differences between the groups on any of the identified measures of program effectiveness.CONCLUSIONSBoth educator-led and clinical coach–led models, with appropriate training, effectively prepared ICU nurses in this setting. Implementing a clinical coaching model for ICU training of new graduate nurses could assuage common resource issues, such as a shortage of nurse educators, as well as address the increasing demand for well-trained ICU nurses.

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Section: Discussionmentioning

confidence: 99%

Section: Implications For Nurse Leadersmentioning

confidence: 99%

Assessing the Effectiveness Between Nurse Educator and Clinical Coach Critical Care Training Programs for New Graduate Nurses in the ICU

Blass

McFee

Hunt

et al. 2023

JONA: The Journal of Nursing Administration

View full text Add to dashboard Cite

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Mentoring Nontenured Track Nursing Faculty

et al. 2017

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The purpose of this systematic review was to evaluate the effectiveness of mentoring strategies for nursing faculty progression and productivity in the nontenure track at institutions of higher education. Sixty articles were included in the review. Findings revealed that nontenure track nursing faculty require planned programs and mentoring strategies unique to their role and abilities. Schools of nursing can improve on faculty progression, scholarship, and career growth by providing structured mentoring activity.

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Implementation of a Dedicated Education Unit Model for ADN Students in a Rural Primary Care Setting

et al. 2019

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Background Dedicated education unit (DEU) clinical education models are an innovative, evidence-based approach to create effective learning environments for students. These models have been implemented primarily in acute care settings. Problem The gap between nursing education and clinical practice in rural health care settings is a growing concern, compounded by a nursing faculty shortage and decreased availability of clinical sites. Approach A descriptive study design was used to assess the outcomes of a DEU model of clinical practice with associate degree nursing students in a rural primary care clinic, using registered nurses (RNs) who were prepared as clinical nurse teachers. Outcomes Associate degree nursing students experienced the RN role in primary care, worked with nurses who wanted to teach them, and improved their nursing skills. Conclusions The DEU model is a positive clinical teaching pedagogy for students and staff nurses.

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Faculty openings, shortage, and mentoring in associate degree nursing programs

Cited by 3 publications

References 10 publications

Assessing the Effectiveness Between Nurse Educator and Clinical Coach Critical Care Training Programs for New Graduate Nurses in the ICU

Assessing the Effectiveness Between Nurse Educator and Clinical Coach Critical Care Training Programs for New Graduate Nurses in the ICU

Mentoring Nontenured Track Nursing Faculty

Implementation of a Dedicated Education Unit Model for ADN Students in a Rural Primary Care Setting

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