The Experience of Being a Full-Time Nursing Faculty Member in a Baccalaureate Nursing Education Program

Gazza, Elizabeth A.

doi:10.1016/j.profnurs.2009.01.006

Cited by 40 publications

(41 citation statements)

References 11 publications

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“…Emerging evidence suggests that an environment of incivility in the workplace is often the reason for employee attrition [29, 30]. In fact, nurse educators who experience incivility are more likely to leave their employment and sometimes leave nursing altogether [31, 32]. Improving the workplace environment primarily through establishing collegial relationships has been one of the most effective strategies in faculty retention [33].…”

Section: Findings and Discussionmentioning

confidence: 99%

Best Practices in Academic Mentoring: A Model for Excellence

Nick

Delahoyde

Prato

et al. 2012

Nursing Research and Practice

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Mentoring is important for the recruitment and retention of qualified nurse faculty, their ongoing career development, and leadership development. However, what are current best practices of mentoring? The purpose of this paper is to provide an overview of a model for excellence in establishing a formal mentoring program for academic nurse educators. Six themes for establishing a formal mentoring program are presented, highlighting best practices in mentoring as culled from experience and the literature. Themes reflect aims to achieve appropriately matched dyads, establish clear mentorship purpose and goals, solidify the dyad relationship, advocate for and guide the protégé, integrate the protégé into the academic culture, and mobilize institutional resources for mentoring support. Attending to the six themes will help mentors achieve important protégé outcomes, such as orientation to the educator role, integration into the academic community, development of teaching, scholarship, and service skills, as well as leadership development. The model is intended to be generalizable for faculty teaching in a variety of academic nursing institution types and sizes. Mentoring that integrates the six themes assists faculty members to better navigate the academic environment and more easily transition to new roles and responsibilities.

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Section: Findings and Discussionmentioning

confidence: 99%

Best Practices in Academic Mentoring: A Model for Excellence

Nick

Delahoyde

Prato

et al. 2012

Nursing Research and Practice

View full text Add to dashboard Cite

show abstract

“…It is acknowledged that faculty advisors as well as preceptors need support and guidance from colleagues and educational institutions to carry out their role, [42] particularly to make critical decisions about student clinical performance and grading. In general, faculty advisors in this study had positive comments about the kind of support and guidance they received from colleagues and course professors and coordinators.…”

Section: Discussionmentioning

confidence: 99%

The role of faculty advisors in preceptorship: From a faculty point of view

Luhanga

Koren

Yonge

et al. 2014

JNEP

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Objective: The purpose of this study was twofold: 1) to explore the psychosocial process involved when senior baccalaureate students were being evaluated as unsafe by their preceptors; and 2) to understand how faculty play a role in that process.Method: A grounded theory method was employed. Data were generated from six faculty via semi-structured interviews and analyzed using constant comparative analysis. Results:The process of 'Facilitating student success' emerged as the core variable. Intrinsic to this process were six major categories and their inherent subcategories: 1) recognizing red flags of unsafe practice; 2) strategies for managing students who display unsafe practice; 3) using evaluation strategies to foster success; 4) deciding to fail a student; 5) guiding and supporting the student and preceptor; and 6) guiding and supporting faculty. The six major categories represent the processes that faculty advisors used to facilitate student learning and success in the clinical setting. In this article, only findings related specifically to the last category 'Guiding and supporting faculty', and subcategories: 'role preparation', 'faculty advisor perceived roles', and 'guidance and support received from the educational program' will be discussed. The other categories have been reported elsewhere. Conclusion:The findings from this study can contribute to our understanding of: a) the process involved in working with final year nursing students who display unsafe clinical practice; b) identifying preparatory and support needs of faculty who oversee the preceptorship experience; and c) the value of the development and implementation of preceptorship support programs.

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“…After all, you are ultimately in your position to educate the next generation of students. Gazza [3] found that making a difference in the student, profession, and the world was a major theme uncovered by a hermeneutic phenomenological study to understand the experience of being a full-time nursing faculty member (average years of experience 6.1 years) in a baccalaureate nursing program.…”

Section: Rescuementioning

confidence: 99%

Pre-tenures remain survival wise: How to survive your first year in a tenure-track nursing faculty position

Newman

2017

JNEP

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Objective: There are many challenges when starting a nursing tenure track position. This experience exchange paper reflects on a pre-tenured faculty member's experience during their first year in their position in a university setting. Methods: Tips for surviving the first year of a pre-tenured faculty position using Grylls' four survival priorities are reflected. Bear Grylls' advice for outdoor survival adventures can be applied to academia. The survival priorities of Protection, Rescue, Shelter and Water (Food) (or Pre-tenures Remain Survival Wise) are discussed in terms of knowledge gained, development of relationships and the pursuit of opportunities and resources available. Results: It is essential to maintain a positive attitude and learn as much as possible to launch an academic career successfully. Practical tips are explored and exchanged. Conclusions: It is important contemplate in this academic survival scenario, enacting in nursing tenure-track position, the concept of the Darwinian theory of evolution. Reminding us the continued existence of organisms that are best adapted to their environment, with the extinction of others who are not. There is a need to be flexible, resourceful and open-minded when entering academic position.

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The Experience of Being a Full-Time Nursing Faculty Member in a Baccalaureate Nursing Education Program

Cited by 40 publications

References 11 publications

Best Practices in Academic Mentoring: A Model for Excellence

Best Practices in Academic Mentoring: A Model for Excellence

The role of faculty advisors in preceptorship: From a faculty point of view

Pre-tenures remain survival wise: How to survive your first year in a tenure-track nursing faculty position

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