Nursing faculty members' response to bullying in the eyes of their students: A pilot study in Pangasinan

BACKGROUND

Bullying is a pervasive issue that can occur in any setting, including among nursing students and within the nursing profession. Faculty members have a vital role in resolving bullying.

OBJECTIVES

To examine the nursing faculty members' responses to incidents of bullying within two nursing institutions in Pangasinan.

DESIGN

Descriptive- comparative design.

SETTINGS

Two Colleges of Nursing in a city in Pangasinan, Philippines.

PARTICIPANTS

Nursing students from first to fourth year BS Nursing students.

METHODS

An online survey was the main tool in this study, Lynch formula was utilized to calculate the sample size. There are 458 nursing students who participated in this study. Frequency, percentage, mean, standard deviation, one-way ANOVA, and t-test were used to analyze the data.

RESULTS

It was revealed that faculty members sometimes address bullying by group discussion (M = 3.26, SD = 1.27), and they almost never utilized non-intervention in bullying (M = 2.33, SD = 0.85). There is a variation in terms of group discussion with a one-way ANOVA score of F (2, 455) = 3.22, p = 0.04, when faculty members are grouped according to their degrees. Regarding the difference between the faculty members' responses to bullying when grouped according to gender, there is a significant difference between male and female for mediation (t(457) = 2.10, p = 0.04), group discussion (t(457) = 2.79, p = 0.01), victim support (t(457) = 2.54, p = 0.01), and disciplinary methods (t(457) = 2.66, p = 0.01).

CONCLUSION

The study emphasizes the complex nature of tackling bullying among nursing students. It highlights the efficacy of several solutions used by faculty members, such as group discussions, mediation, victim assistance, and disciplinary measures. The findings indicate that a comprehensive understanding of the dynamics involved in addressing bullying is necessary. This understanding highlights the significance of a cooperative and compassionate strategy that includes all individuals involved in the educational setting. It is clear that a standardized approach may not be enough, and customized techniques that take into account the particular circumstances and requirements of the persons involved are essential.

The relationship between faculty diversity and workplace civility in nursing education: A correlational analysis

AIM

The aim of this study was to explore the relationship between faculty diversity and workplace civility in nursing programs.

BACKGROUND

Diversity is needed in healthcare and in nursing education. A diverse workforce contributes to positive organizational culture and optimal learning environments for students and faculty in nursing programs. However, nursing faculty with diverse backgrounds often experience incivility more often than the rest of the population. Effects of incivility for all faculty can be detrimental and commonly include both physical and emotional symptoms. Civility encompasses respect for diversity and inclusion. It involves consistent, intentional acts to welcome and celebrate individual differences as well as different ways of thinking and acting. The relationship between level of faculty diversity and workplace civility has not previously been studied. Understanding this relationship will be an important step in increasing workplace civility in nursing education.

DESIGN

Correlational design METHODS: Nursing faculty (n=528) from across the United States completed the Workplace Incivility/Civility Survey (WICS). Participants were grouped based on their self-reported level of faculty diversity at the nursing program where they were employed. Several questions from the WICS were analyzed to determine the experience and perceived incidence of incivility by the faculty participants. Descriptive statistics were used to calculate means and frequencies for the survey questions and Pearson correlation coefficient was calculated to determine if significant relationships existed between variables.

RESULTS

A significant negative correlation was found between the level of faculty diversity and workplace incivility. As faculty diversity increased, workplace incivility decreased.

CONCLUSIONS

Nursing programs with more diverse faculty tend to have lower levels of workplace incivility. Nursing program administrators should make every effort to diversify their faculty body.

A novel administrative structure supporting academic nursing practice-based scholarship

BACKGROUND

Practice-based scholarship (PBS) is critical for advancing nursing science, and for changing and saving lives.

PURPOSE

The purpose of this paper is to share two major initiatives implemented at a Midwest College of Nursing (CON) to improve support for PBS.

METHODS

The CON's Office of Research and Scholarship and Office of Faculty Practice were strategically redesigned to integrate and support practice scholarship across the CON.

CONCLUSION

We share this example as a call to action and blueprint for other schools interested in elevating and advancing PBS.

Interventions to enhance the research productivity of academic staff in higher education schools of nursing: A systematic review

AIM

Synthesize and present peer-reviewed evidence of interventions that enhance the research productivity of academics in Schools of Nursing in Higher Education Institutions.

BACKGROUND

Pressures on academics in Schools of Nursing worldwide to increase or maintain high research productivity persist and numerous Higher Education Institutions across the world have developed interventions to increase productivity. Given evidence that the COVID-19 pandemic has resulted in a withdrawal from research, understanding which interventions best support and improve research productivity is urgent. Increasing research capacity is crucial but only one element in increasing productivity. No recent attempt has been made to synthesise the knowledge gained from these more wide-ranging initiatives.

DESIGN

A mixed-methods systematic review, registered in PROSPERO, searching four academic databases (CINAHL, ERIC, MEDLINE, PsycINFO) from 1/01/2010-20/04/2022. All primary research studies of relevant interventions were included if they described the intervention, reported its outcomes and were published in the English language in peer-reviewed journals.

RESULTS

1637 studies were assessed against eligibility criteria, resulting in 20 included studies. No studies were excluded based on quality. Data pertaining to understandings of 'research productivity', barriers to research productivity, interventions and outcomes of interventions were extracted. The most often used measures were the frequency or staff-output ratio of funding, publications and presentations, while the less commonly used were the number of conference abstracts submitted/accepted and awards. Subjective measures were less commonly used. Barriers to research productivity fell into three broad categories: resource constraints, lack of priority for research and barriers related to the attitudes, knowledge and skills of School of Nursing academics. Interventions covered nine broad areas. Half of the interventions were multi-stranded, including a wide range of components to increase research productivity while the other half comprised one component only, such as writing groups and mentoring. All interventions had a positive impact on research productivity, however, heterogeneity in the measurement of impact, the duration of interventions, sources of comparative data and research design made comparison of interventions challenging.

CONCLUSIONS

The review identified a need for future research to explore the barriers among under-represented groups of academics in Schools of Nursing across a broader geographical area; and what works for various sub-groups of academics. It also identified a need for a valid, standardised tool to assess the effectiveness of interventions to increase research productivity of academics in Schools of Nursing.

Desired and received support as experienced by faculty of color in nursing academia: A qualitative study

BACKGROUND

Faculty of color are crucial to the development of a diverse nursing workforce but remain underrepresented in nursing academia.

PURPOSE

The purpose of this current study is to identify elements of support received and desired by nursing faculty of color for retention and promotion in academia.

METHODS

A semi-structured interview was used to collect data from 16 faculty of color from nursing schools across the United States. Conventional content analysis was used to identify emerging themes.

RESULTS

An analysis of the interviews revealed six major themes pertaining to mechanisms of support for faculty of color: Instill inclusive excellence; value diversity in leadership; intentional faculty development; mentoring to belong; uniqueness of the lived experience; and harnessing the power of networks.

CONCLUSION

This study identifies insights important to the support and development of a diverse nursing academia and discusses implications for academic institutions seeking to enhance support for nursing faculty of color.

Burnout among academic nursing faculty

BACKGROUND

Nurse faculty burnout is a growing concern in the United States. There are limited studies exploring the level of burnout in nursing faculty.

PURPOSE

To assess the prevalence of burnout among nurse faculty in undergraduate and graduate programs and its relationship with specific demographic and organizational variables.

METHODS

A descriptive cross-sectional research design was employed to examine the level of burnout of nursing faculty. An internet-based survey was administered to nursing faculty in over 1000 schools of nursing in the United States. Burnout was measured using the Oldenburg Burnout Inventory.

RESULTS

A total of 3556 surveys were returned. Among all participants, most of the sample exhibited moderate levels of burnout, exhaustion, and disengagement. Based on the findings from the OBI, a moderate/high exhaustion level was reported in 85.5 % of participants, while disengagement was moderate/high in 84.9 %, and overall burnout was at moderate/high levels in 85.2 % of the nursing faculty.

CONCLUSIONS

The nation's nurse faculty population is experiencing a moderate to high level of burnout, exhaustion, and disengagement. Academic nursing leaders are encouraged to identify ways and take action to reduce faculty burnout and promote faculty wellness and resilience.

Faculty-to-faculty incivility in nursing academia: A qualitative systematic review

BACKGROUND

There is limited research evidence to show that faculty-to-faculty incivility exists in nursing academia.

PURPOSE

This systematic literature review aimed to synthesize the current qualitative evidence on experiences of incivility between faculty colleagues.

METHODS

A meta-aggregation approach was applied according to guidelines established by the Joanna Briggs Institute. Studies published from inception to January 31, 2022 were searched from the databases including PubMed, CINAHL, Embase, Web of Science, SCOPUS, ERIC, PQDT, Ebook Central, and ProQuest Central Korea.

RESULTS

Thirteen qualitative studies were included, resulting in the following six synthesized findings: (1) incivility tactics, (2) nursing academic environment that enabled incivility, (3) individual characteristics that aggravated incivility, (4) reactions to incivility, (5) coping strategies, and (6) impacts of incivility.

CONCLUSIONS

Based on the synthesized findings listed above, this study offers the following four recommendations: (1) the academic culture should be improved, (2) institutional policies and procedures should be prepared, (3) faculty members should be educated on respectful communication skills, and (4) better mentoring programs should be provided to newcomers and novice faculty members. As all relevant studies were conducted in Western countries, it is important for future research to focus on issues pertaining to faculty-to-faculty incivility in Eastern culture.

REGISTRATION

PROSPERO CRD42022321261.

The experiences of doctorally prepared nurses and doctoral nursing students with being mentored in the Nurse-Lead programme: A focus group study

AIM

to explore experiences of being mentored and the contribution of the mentoring to leadership and professional development of doctorally prepared nurses and doctoral nursing students participating in the Nurse-Lead programme.

BACKGROUND

Mentoring is considered important for career development of academic nurses. Doctorally prepared nurses need a wide range of professional competences to develop sustainable careers. Therefore, they may benefit from a larger network of mentors, outside their own organization, to support their professional development. Therefore, a web-based leadership and mentoring programme was developed - the Nurse Lead programme.

DESIGN

A descriptive study with semi-structured focus groups.

METHOD

Three focus groups were conducted during an on-site programme meeting in 2019 with twenty-one doctorally prepared nurses and doctoral nursing students. The interview guide included questions about mentoring relationships and meaning of mentoring for leadership and professional development. The interviews were thematically analysed.

RESULTS

Five themes were identified: "Preferred characteristics of mentors", "Developing trusting relationships", "Engagement of the mentors", "Becoming a proficient researcher and team leader" and "Becoming an empowered and confident professional".

CONCLUSION

Mentoring supported the leadership and professional development of doctorally prepared nurses and doctoral nursing students. Participants were engaged in rewarding mentoring trajectories. The results indicate that a similar approach could be followed when developing mentoring programmes in the future.

Incorporating the AACN Essentials 'spheres of care' into nursing curricula

In 2021 the American Association of Colleges of Nursing (AACN) published new education standards for nursing programs offering degrees at the baccalaureate-level and higher. The new standards, The Essentials: Core Competencies for Professional Nursing Education (AACN, 2021), represent an educational shift and an opportunity to transform the nursing profession through a better-prepared workforce. One important new standard that must be incorporated for entry-level (Level 1) programs is preparation for practice within four spheres of care. This article will provide clarity and context to the concept of "spheres of care" with suggestions regarding ways to incorporate this educational expectation within the curriculum.

A virtual training program for improving cultural competence among academic nurse educators

BACKGROUND

Everyday, nursing students interact with culturally diverse clients. Nursing education recognizes that cultural competence is a necessary outcome of nursing programs. Nurse educators expect all nursing students to provide culturally congruent care to multicultural clients. Therefore, nurse educators must be culturally competent in order to prepare culturally competent nursing students for clinical practice. This study aimed to evaluate the effect of virtual training program on the cultural competence of academic nurse educators.

METHODS

This randomized controlled study included nurse educators working in six nursing schools affiliated with medical universities of Kerman province in southeastern Iran. Sixty-nine nurse educators were randomly assigned to the intervention (n = 35) and control (n = 34) groups. The training program consisted of three 2-hour sessions for a month. Cultural Diversity Questionnaire for Nurse Educators Revised (CDQNE-R) was used to evaluate the cultural competence of educators before and one month after the virtual training program.

RESULTS

Both the intervention (3.29 ± 0.58) and control (3.24 ± 0.58) groups demonstrated a similar level of cultural competence before the training program (t = 0.05, p = 0.95). After the training, the intervention group showed a significant increase in cultural competence (3.80 ± 0.7) compared to the control group (3.23 ± 0.67). This improvement resulted in culturally competent participants becoming culturally proficient, as evidenced by a large effect size (t = -4.76, p = 0.001).

CONCLUSION

The virtual training program had a positive impact on the cultural competence of nurse educators. Given the importance of cultural competence in nursing education, continuing education programs that focus on strengthening the cultural competence of nurse educators should be prioritized. The experiences gained from implementing virtual training programs can serve as a valuable resource for nurse educators seeking to enhance their cultural competence.

Motivators for nurse educators to persist in their profession: A phenomenological research study

BACKGROUND

Nursing education has increasing challenges for recruiting and retaining nurse educators. Qualitatively understanding nurse educators' motivators to persist within the field assisted in understanding nursing education practices that retained participants.

OBJECTIVES

This study explored nurse educators' motivators to uncover factors that influenced their decisions to persist in the profession.

DESIGN

Phenomenological qualitative study.

SETTINGS

Participants worked in one of three purposefully selected universities-two in the midwestern and one in the southwestern United States.

PARTICIPANTS

Nurse educators (n = 16) who were teaching in nursing academic settings, had taught in academia for at least five concurrent years, and planned to continue teaching in nursing. All participants had worked as nurses in clinical settings prior to becoming nurse educators.

METHODS

This qualitative study followed Moustakas' (1994) phenomenological methodology, utilizing criterion sampling, semi-structured interviews, and verbatim transcription. Analyses included open coding, theming, and horizontalization. Researchers established methodological rigor through data saturation, audit trails, confirmability audits, dependability audits, emic and etic triangulations, epoche, member checking, inquiry audit, negative case analysis, prolonged engagement with data, reflexivity, and thick descriptions.

RESULTS

Findings included intrinsic and extrinsic motivators comprising participants' persistence in the professional field of nursing education. Sub-aspects of intrinsic motivators included love of teaching, desire to learn more, satisfaction from professional service, and seeking professional challenges. Sub-aspects of extrinsic motivators included flexibility and professional advancement/opportunities.

CONCLUSIONS

Participants experienced more intrinsic than extrinsic motivators regarding their persistence in the profession. Nurse educators were attracted to and remained in academia when academic settings provided them with the opportunity to advance their formal education.

Where are nurse-scientists? academic nursing research at critical crossroads

BACKGROUND

Academic nursing research is at a critical impasse after the great retirement and resignation during COVID-19. Sustaining and replenishing senior nurse-scientist faculty that are clinical experts with real-world clinical practice is critical. Leveraging the mission of nursing scholarship within the business of building and sustaining externally funded research enterprises in schools of nursing presents conundrums, especially with persistent nursing faculty vacancies.

PURPOSE AND METHODS

Through a lens of intersectionality within the context of academic bias and nursing education regulation, we address challenges in NIH funding for nurse-scientist faculty. Publicly available data reveal equity, inclusion, and advancement issues that make it an unequal playing field for nurse-scientist faculty if expected to achieve similar NIH funding as faculty in schools of public health and medicine.

DISCUSSION

Understanding research enterprises requires appreciation of the complex interplay between academic nursing units, university infrastructures, and academic budgetary models. Creative support for both nursing deans and their faculty is needed.

Mentoring novice nurse educators: Goals, principles, models, and key practices

Nurses who transition from clinical practice to nursing education practice is often had trouble and experience transition shock. Academic nurse leaders (ANLs) should proactively address the transition concerns of novice nurse educators (NNEs) to reduce dissatisfaction and turnover rates. NNEs can be eased into their new roles through mentoring activities and programs. ANLs or senior nurse educators mentor the NNEs in the many different aspects of academia. This paper discusses the goals, principles, models, and key practices in mentoring NNEs. ANLs should intentionally design mentoring programs that enhance the sense of efficacy, competence, and satisfaction of the NNEs in their new role. Mentoring programs for NNEs can use several models to achieve these desired outcomes. The integration of key practices could improve outcomes achievement. Ensuring that schools of nursing have adequate numbers of qualified nurse educators is essential in addressing the nursing shortage.

Prevalence of burnout and related factors in nursing faculty members: a systematic review

PURPOSE

The current study aimed to identify the prevalence of burnout and related factors in nursing faculty members through a systematic review of the literature.

METHODS

A comprehensive search of electronic databases, including Scopus, PubMed, Web of Science, Iranmedex, and Scientific Information Database was conducted via keywords extracted from Medical Subject Headings, including burnout and nursing faculty, for studies published from database inception to April 1, 2022. The quality of the included studies in this review was assessed using the appraisal tool for cross-sectional studies.

RESULTS

A total of 2,551 nursing faculty members were enrolled in 11 studies. The mean score of burnout in nursing faculty members based on the Maslach Burnout Inventory (MBI) was 59.28 out of 132. The burnout score in this study was presented in 3 MBI subscales: emotional exhaustion, 21.24 (standard deviation [SD]=9.70) out of 54; depersonalization, 5.88 (SD=4.20) out of 30; and personal accomplishment, 32.16 (SD=6.45) out of 48. Several factors had significant relationships with burnout in nursing faculty members, including gender, level of education, hours of work, number of classroom, students taught, full-time work, job pressure, perceived stress, subjective well-being, marital status, job satisfaction, work setting satisfaction, workplace empowerment, collegial support, management style, fulfillment of self-expectation, communication style, humor, and academic position.

CONCLUSION

Overall, the mean burnout scores in nursing faculty members were moderate. Therefore, health policymakers and managers can reduce the likelihood of burnout in nursing faculty members by using psychosocial interventions and support.

Nursing students' and faculty members' experiences of online education during COVID-19 across Southeast Asia: A Photovoice study

BACKGROUND

The COVID-19 pandemic has caused extraordinary disruptions to education systems globally, forcing a rapid switch from conventional to online education. Although some qualitative studies have been carried out exploring the online education experiences of nursing students and faculty members during the COVID-19 pandemic, to our knowledge, no study has used the Photovoice approach.

OBJECTIVES

To explore the experiences of nursing students and faculty members as related to online education during the COVID-19 pandemic.

DESIGN

A descriptive qualitative design using Photovoice was adopted.

SETTING

The study took place across five countries and one city in Southeast Asia (Indonesia, Malaysia, the Philippines, Thailand, Vietnam, and Hong Kong).

PARTICIPANTS

Fifty-two nursing students and twenty-eight nursing faculty members who participated in online education during the COVID-19 pandemic.

METHODS

Each participant submitted one photo substantiated with written reflections. Data were analysed using thematic analysis. Ethical approval was obtained from institution-specific ethics boards.

RESULTS

Three themes and eleven sub-themes emerged from the data. The three main themes were: 1) Psychological roadblocks to online education; 2) Developing resilience despite adversities; and 3) Online education: What worked and what did not.

CONCLUSION

Through Photovoice, the reflections revealed that nursing students and faculty members were generally overwhelmed with the online education experience. At the same time, participants were satisfied with the flexibility and convenience, opportunities for professional and personal development and safety afforded by online education. However, concerns over academic integrity, practical skills and clinical competencies, engagement and participation, the duality of technology and social isolation out-shadowed the advantages. It is worthwhile to explore the concerns raised to enhance online education across the nursing curriculum.

A scoping review of Q methodology nursing education studies

OBJECTIVES

The purpose of this review was to examine the characteristics of published Q methodology nursing education studies including the purposes, the methodological variations, and the major implications to inform best practices.

DESIGN

Scoping review design using the Preferred Reporting Items for Systematic Reviews Extension for Scoping Reviews.

DATA SOURCES

Academic Search Complete, CINAHL Complete, Education Research Complete, Embase, ERIC, Proquest Nursing and Allied Health, PubMed, PsycInfo, SocINDEX, and the Web of Science Core Collection.

REVIEW METHODS

A comprehensive search of English language journal articles was conducted for Q methodology studies published between 2015 and 2020 that used undergraduate nursing students or nursing faculty as participants. Data were extracted using a modified version of the Assessment Review Instrument for Q Methodology.

RESULTS

Eighteen studies from five countries met inclusion criteria. The majority were single-site studies and used nursing students as participants. The number of stimuli for sorting in the Q sample ranged from 21 to 60. Study aims fell into three broad domains: attitudes about patient populations or settings (N = 7), perceptions about teaching methods (N = 9), or beliefs about professional/practice issues (N = 2). Seven studies specifically explored simulation. Unique viewpoints discovered ranged from one to five in each study. Findings were used to inform teaching, create curricula, evaluate programs, and to generate more questions for study. Strategies for reporting the Q methodology research steps and findings varied significantly.

CONCLUSION

Q methodology is a useful research approach to discover variations in perspectives to inform best educational practices. Use of a standardized flow sheet could enhance reporting the Q methodological approach which may lead to a better understanding and acceptance of the method in the discipline.

Exploring mentoring and nurse faculty: An integrative review

BACKGROUND

Mentoring is recommended as an intervention to assist nurses in adjusting to the faculty role. While research on academic mentoring for nurse faculty is growing, the findings of this body of research have not been summarized to inform the development of mentoring programs.

PURPOSE

The purpose of this integrative review is to summarize and synthesize the research regarding mentoring relationships and mentoring programs in academia for nurse faculty.

METHOD

Whittemore and Knafl's (2005) methodology for integrative reviews guided this work. Electronic databases that were searched using the following terms: mentorship, mentors, mentor, nursing faculty, faculty, educational personnel, nurses, nursing, and nursing education. Primary research studies were included that examined mentoring relationships among nurse faculty, mentoring program components, and mentoring outcomes in academia.

RESULTS

A total of 18 studies were included in the review. Five main topics were identified: (1) prevalence of mentoring programs and relationships, (2) priorities within mentoring programs and relationships, (3) perceived quality of mentoring programs and relationships, (4) outcomes of mentoring programs and relationships, and (5) challenges within mentoring relationships.

CONCLUSION

More research is needed to inform nurse faculty and leaders as they design effective mentoring programs and support the development of collaborative and enriching mentoring relationships.

Alcohol use and binge drinking in baccalaureate nursing students: A descriptive study

BACKGROUND

Current literature validates that drinking is a problem on many college and university campuses. While educators are aware that drinking negatively impacts learning, it is imperative that nursing educators understand why this behavior exists and recognize strategies and opportunities to mitigate drinking for students in the nursing major.

PURPOSE

The purposes of this study were to understand the prevalence of and reasons for alcohol use and binge drinking in undergraduate baccalaureate nursing students in the United States and identify ways faculty may promote a healthy learning environment to decrease the incidence of alcohol use and binge drinking.

METHOD

This descriptive study used a web-based survey methodology. The survey contained a demographic questionnaire, alcohol use survey, and open-ended questions to address reasons for drinking and stressors. The survey was randomly distributed to baccalaureate nursing programs throughout the United States.

RESULTS

The final sample included 937 participants. Nursing students abuse alcohol for a variety of reasons including lack of understanding of binge drinking, peer pressure, dealing with mental health issues, and as a way to cope with multifaceted life stressors. Slightly over half (51%) of these participants reported drinking behavior that would be considered hazardous and 3% were in the alcohol dependent category on the alcohol use survey.

CONCLUSION

These findings are consistent with social concerns about alcohol use. Nursing students yearned for help and support from faculty regarding how to handle stress and desired faculty to be role models. Faculty who form collaborative partnerships with students, foster healthy coping strategies which may promote academic success and more importantly favorable outcomes as future practicing nurses.

Objective structured clinical examination vs traditional clinical examination to evaluate students' clinical competence: A systematic review of nursing faculty and students' perceptions and experiences

BACKGROUND

Assessment of clinical competence of nursing students is an essential requirement in professional nursing education. This article summarizes the current published evidence indicating the nursing faculty and students' perceptions and experiences on benefits of OSCE over TCE.

METHODS

A systematic review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) recommendations. Electronic databases including Scopus, Medline, Science Direct, CINAHL, EBSCO, PsychINFO, and Pubmed Central were used to identify relevant articles. The studies published between January 1, 2010 and December 31, 2020 and fourteen full-text articles that met all the inclusion criteria were included in the review.

RESULTS

The review identified five themes namely: a) Student's perception of OSCE; b) student's satisfaction regarding OSCE as an examination approach; c) students' perception of TCE as an examination approach; d) student's level of stress and anxiety towards OSCE vs TCE; and e) faculty member's perception and experience of OSCE.

CONCLUSION

We conclude that OSCE is a more credible assessment format to evaluate the clinical competence of undergraduate nursing students compared to the TCE method.

A Multicenter Study About Resilience of Nursing Students and Faculty in Online Courses

BACKGROUND

Resilience is the process of adapting well in adverse situations. Due to the challenges of teaching in online programs and the adaptations needed by students, it is important that faculty and students maintain a high level of resilience.

PURPOSE

The purpose of this study was to assess the resilience level of undergraduate and graduate nursing students and faculty who interact in an online environment and to determine factors that impact resilience.

METHODS

This study employed a descriptive cross-sectional study design using a convenience sample of undergraduate and graduate students and faculty at six accredited universities in the United States. Faculty and student resilience were measured using the Connor Davidson 10 Resilience scale instrument.

RESULTS

The sample included 92 faculty who taught at least one online course and 200 students who were enrolled in at least one online course. There was no difference in faculty or student resilience by generation or program. Overall resilience scores were at the moderate level for both students and faculty.

CONCLUSION

Resilience has multiple benefits for both students and faculty, and is a critical concept for focus in nursing education at all levels.

Covid-19 vaccine confidence and hesitancy in nursing students and faculty at a large academic medical center

Background

Little is known about nursing faculty and nursing student's confidence or potential hesitancy to receive the Covid-19 vaccine once it was available.

Methods

An anonymous electronic survey of nursing students and faculty was conducted at a large academic center in the eastern U.S.

Findings

Both students and faculty reported they were fairly or completely confident that the vaccine was safe (n = 235, 89.4%) and that it would effectively mitigate their risk (n = 230, 87.5%). There was a 52.6% decrease in vaccine hesitancy from 6 months prior (p <.01); 22% (n = 58) of those currently willing to receive the vaccine reported moderate to high concern about its side-effects and/or long-term efficacy. Access to vaccine research, vaccine education, and watching others be inoculated, had mitigated their concerns from the previous six months.

Discussion

While both nursing students and faculty reported having high confidence in the efficacy and safety of the Covid-19 vaccine, concerns remained.

Perception of online teacher self-efficacy: A multi-state study of nursing faculty pivoting courses during COVID 19

BACKGROUND

COVID-19 forced many colleges and schools of nursing to abruptly pivot face-to-face learning to online formats. Online teaching is not new, but some faculty have not taught in a virtual environment and rapidly transitioning courses online was challenging. It is not known if teacher self-efficacy was impacted by these circumstances.

OBJECTIVES

We aimed to assess online teacher self-efficacy of nursing faculty who transitioned at least one-face-to face course to an online format. We hypothesized that faculty with previous online teaching experience and greater self-rated instructional support would demonstrate higher online teacher self-efficacy scores compared to faculty who had little or no online teaching experience or reported less satisfaction with instructional support.

DESIGN

A cross-sectional, descriptive design was used.

SETTING

Faculty from ten universities across the United States were recruited.

PARTICIPANTS

Nursing faculty (N = 84) who transitioned at least one face-to-face course to an online format during COVID-19 were included in the study.

METHODS

Participants completed the 32-item Michigan Nurse Educators Sense of Efficacy for Online Teaching (MNESEOT) instrument and a demographic questionnaire which included items about prior online teaching experience and instructional support.

RESULTS

Participants scored overall teacher self-efficacy high (75th percentile). "Computer skills" were scored highest while "student engagement" scored lowest. Prior online teaching was a predictor of higher online teacher self-efficacy; however, instructional support was not a predictor of higher online teacher self-efficacy.

CONCLUSION

Nursing faculty reported a high level of online teacher self-efficacy during an abrupt pivot from face-to-face teaching to a virtual format. Pre-emptive opportunities to teach online can build self-efficacy for novice faculty. Faculty and students will benefit from improving student engagement skills, especially during isolating and overwhelming events such as the COVID-19 pandemic.

Pre-licensure nursing students' experiences of psychological safety: A qualitative descriptive study

BACKGROUND

Organizational learning is essential for consistently providing safe, efficient, high-quality patient care. Psychological safety is foundational for organizational learning. For pre-licensure nursing students psychological safety is crucial for both their learning and patient safety. Understanding pre-licensure nursing students' experiences of psychological safety can guide efforts to cultivate clinical environments conducive to learning and excellent patient care.

OBJECTIVES

The objective of this study was to gain insight into pre-licensure nursing students' first-hand experiences with psychological safety in clinical settings.

DESIGN

A qualitative, descriptive design was used for this study.

SETTINGS

Participants were recruited from 12 different nursing programs across eight states.

PARTICIPANTS

A total of 26 pre-licensure nursing students participated in this study. Included were students who had completed at least one clinical rotation, but had not yet obtained licensure as a registered nurse.

METHOD

Semi-structured interviews were conducted via telephone. Interviews were analyzed using a constant comparative approach to thematic analysis.

RESULTS

Four primary themes emerged from the data, two of which had sub-themes: 1) Feeling Self-Conscious, with the sub-themes Expecting Expectations and Interpreting Feedback; 2) Engaging; 3) Learning and Performing; and 4) Moving Forward, with the sub-themes Using Coping Strategies and Developing Confidence.

CONCLUSIONS

This study reinforces the importance of psychological safety for nursing students' learning and for patient safety. Feeling psychologically safe allowed students to engage in the clinical setting, to learn from their experiences, and to perform their very best. With these insights, faculty and clinical preceptors can cultivate effective learning environments where patients can also receive safe, high-quality patient care.

Nursing educators' and undergraduate nursing students' beliefs and perceptions on evidence-based practice, evidence implementation, organizational readiness and culture: An exploratory cross-sectional study

AIMS

To describe the undergraduate nursing students' and nursing educators' evidence-based practice beliefs, their extent of evidence-based practice implementation and their perspectives regarding organizational culture for evidence-based practice. To identify any relationship between the mentioned variables.

BACKGROUND

The integration of evidence-based practice in nursing curricula is crucial to educate nursing students to incorporate evidence-based practice in their future clinical practice. Therefore, to promote its integration within nursing education, it is important to deeply understand how prepared academic institutions are for teaching about and supporting evidence-based practice integration.

DESIGN

Cross-sectional study.

METHODS

Nursing educators and undergraduate nursing students from nine Portuguese nursing schools were invited to participate in this study through an electronic survey comprising socio-demographic questions and the scales.

RESULTS

Sixty-eight nursing educators replied to the survey. Most were female, have PhD and have evidence-based practice training. They showed mean scores of 88.92 ± 8.18 for evidence-based practice beliefs, 40.20 ± 18.93 for evidence-based practice implementation and 80.59 ± 17.52 for evidence-based practice organizational culture and readiness. Concerning nursing educator sample, there were moderate and statistically significant relationship between: evidence-based practice beliefs and implementation; and evidence-based practice beliefs and organizational culture and readiness for school-wide integration of evidence-based practice. Between evidence-based practice implementation and organizational culture and readiness for school-wide integration of evidence-based practice, there was a small relationship. One hundred and sixty-seven undergraduate nursing students answered the survey. Mostly, they were female and were in third or fourth year of their nursing degree. Similarly, to educators, students showed mean scores of 58.69 ± 6.92 for evidence-based practice beliefs, 32.37 ± 16.97 for evidence-based practice implementation and 84.20 ± 23.48 for evidence-based practice organizational culture and readiness. Regarding undergraduate nursing student sample, there were moderate and statistically significant relationship between the different variables.

CONCLUSIONS

Both nursing educators and undergraduate nursing students had strong evidence-based practice beliefs, but low levels of evidence-based practice implementation. In nursing educators' and undergraduate nursing students' perspectives, there were opportunities in their schools for the development of an evidence-based practice culture. Based on results, support for development and testing of interventions, specifically tailored for promoting evidence-based practice implementation in nursing educational contexts, is recommended.

Areas of satisfaction and challenges to success of mid-career nurse scientists in academia

BACKGROUND

Mid-career nurse scientists in academia face many challenges that can lead to burnout and exiting the profession. Finding ways to increase satisfaction and support will help retain these critical faculty in research positions.

PURPOSE

Describe areas of satisfaction and challenges to success in the faculty role for mid-career nurse scientists in academia.

METHOD

Cross-sectional, descriptive. A total of 65 self-identified mid-career nurse scientists completed an online survey.

FINDINGS

Mid-career nurse scientists were most satisfied with their role at their organization, least satisfied with time for research and opportunities to receive mentoring. They felt moderately supported by colleagues and deans, least supported by their ADR. Differences in satisfaction among nurse scientists in different levels of research institutions were noted.

DISCUSSION

Challenges to success in mid-career nurse scientists exist. Loss of nurse scientists at mid-career threatens to undermine the knowledge base of the individuals who mentor the next generation of scientists. The discipline must support mid-career scientists in their efforts to be successful in research.

Courageous caring conversations: Promoting faculty wellbeing

Courageous Caring Conversations was designed to support faculty wellbeing and a culture of caring and civility in nursing academe. This innovative strategy involves an adaptation of Schwartz Healthcare Rounds for nursing education to establish a culture of respect and caring among nursing faculty. The process is guided by Chinn's Peace and Power process. Courageous Caring Conversations encourage faculty to discuss ethical dilemmas and challenging academic or collegial situations that occur over the course of the semester. The process begins with a shared meal offering an informal opportunity for faculty to connect and establish relatedness. Faculty then enter into a shared discussion intended to provide a venue to debrief the challenges of the semester with the goal of deepening understanding, empathy, and compassion among faculty. This practice supports the development of a healthy academic workplace where conflict is viewed as transformative and open communication and civility flourish.

National Model for a Nursing Faculty Affairs Office

This article describes the creation and work of an Office of Faculty Affairs (OFA) and an Associate Dean for Academic Affairs (ADFA) within a Graduate School of Nursing. The OFA supports the development and career advancement of faculty and the ADFA serves as a faculty mentor and advocate to promote faculty excellence in teaching, scholarship, practice and professional service. The ADFA has focused responsibility to partner with faculty, academic programs, and administration to provide programs and resources that assist and promote faculty growth and accomplishment. The ADFA must be a cross-boundary manager and consultant committed to monitoring, evaluating, developing and implementing educational and administrative programs to meet both faculty and program requirements. Responsibilities of and initiatives created by the ADFA are presented, along with metrics used to evaluate the effectiveness of the office and the role.

Sexual health attitudes and beliefs among nursing faculty: A correlational study

BACKGROUND

Sexual health is an integral part of nursing care across the life span. Nurses internal and external factors influenced their knowledge, experiences, and competencies. These impact nursing education and professional practice. There was no known research regarding the nursing faculty's sexual health attitudes and beliefs and the relationship with predictive factors.

OBJECTIVES

The purpose aims to identify any statistical relationships between nursing faculty age, nursing educational level, nursing specialty, years of work, and years of teaching in nursing to predict their sexual health attitudes and beliefs.

DESIGN

This is nonexperimental and quantitative research of predictive correlational design with multiple linear regression statistical analyses.

SETTINGS

Data gathered from nursing faculty across the United States.

PARTICIPANTS

Nursing faculty teaching at the baccalaureate, master, and or advanced practice nursing programs.

METHODS

Online survey of sexuality attitudes and beliefs (SABS).

RESULTS

A convenience sample of 371 nursing faculty. The results showed a statistically significant and a moderate correlation (R = 0.35, R² = 0.12, F(9, 361) = 5.68, p < 0.01) of their sexual health attitudes and beliefs and the predictors. This indicated nursing faculty with a doctorate, women's health specialty, and increased years for age, nursing practice, and teaching showed lower SABS scores or barriers to addressing sexual health. The social cognitive theory and Benner's novice to expert model explained the relationship between predictors and sexual health attitudes and beliefs.

CONCLUSIONS

The findings of this study showed personal, educational, and professional factors as predictors affecting positively or negatively the faculty's sexual health attitudes and beliefs. Awareness of those findings should promote changes in nursing education, decrease sexual health barriers, and prepare faculty, students, and nurses to provide sexual health care across the life span.

The perceived reality and environment of the mid-career nurse scientist

BACKGROUND/PURPOSE

A qualitative study was designed to explore facilitators and barriers to success from the perspectives of self-identified mid-career nurse scientists.

METHODS

Data were collected from 84 respondents using open-ended items as part of an electronic survey of self-identified mid-career nurse scientists who were members of regional nursing research societies.

DISCUSSION/CONCLUSION

Two main themes emerged: "Perceived Realities" and "What's Needed to Achieve Career Success." Mid-career nurse scientists experience both joy from teaching and research roles and dissatisfaction with research support; difficulty balancing heavy teaching workload, administrative responsibilities, and research, and ineffective mentoring. Based on the challenges in their environment, respondents identified numerous ways to enhance career success including (1) increasing or enhancing release time for research activities, (2) formal infrastructure to support research activities, and (3) targeted, effective mentoring by senior scientists.

Educating PhD students in research-intensive nursing doctorate programs regarding teaching competencies

In October 2019 an invitational summit was held addressing nursing PhD program competencies within research-intensive universities. One topic of discussion was related to whether or not teaching competencies should be included in the PhD program curricula of research-intensive universities, and where competencies should be learned. The discussion indicated a lack of uniform consensus. Rather, schools should be clear about their goals-to focus solely on developing nurse scientists, or a broader mission of preparing graduates to embrace the full scope of academic work inclusive of discovery, teaching, application and integration, or even possibly roles outside of academia. The discussion group coalesced around the notion that preparation in teaching be dependent upon mission clarification. Schools could then decide whether to incorporate teaching competencies or whether the best way to achieve their mission was to limit the acquisition of teaching competencies to elective experiential learning alone, or a combination of didactics, supervised practica and experiential learning. Based upon the summit conversation, this is something that each PhD program will have to decide based upon its own purpose and the environment it is preparing graduates to occupy. Nevertheless, preparing for a too narrow and specific career trajectory may not accommodate flexibility in the marketplace.

Perceptions of support by nursing faculty of color

BACKGROUND

Racial and ethnic minority faculty members within nursing academia are critical to the recruitment and training of a diverse health care workforce. Effective strategies and opportunities for the success of minorities within nursing faculty must be identified and explored.

PURPOSE

The purpose of this paper is to identify strategies for support being utilized by nursing faculty of color, and support systems that practicing faculty of color believe would aid their success in academia.

METHOD

This descriptive survey used an 18-item online survey distributed to faculty of color in nursing academic institutions throughout the United States. Of the completed surveys, 116 responses met inclusion criteria.

RESULTS

Common themes from faculty of color emerged regarding the importance of mentorship, faculty development, networking and acknowledgement.

CONCLUSION

Respondents noted their experience with successful support systems and strategies and support systems they found to be lacking. Strategies were recommended for promoting faculty of color in schools and colleges of nursing.

Lessons learned from a fulbright experience

The Fulbright School Award is an opportunity to fulfill dreams of learning by immersion in another culture. The Award encourages nursing faculty to teach and conduct research in another country. This paper describes the Fulbright history, application process, and experiences at the Jordan University of Science and Technology. In addition, you will find tips for a successful application, possible challenges and potential solutions.

Critical self-reflection for nurse educators: Now more than ever!

The dynamic healthcare world and increased demands on nurses call for a parallel shift in nursing education that is optimally geared toward effectiveness. Just as student nurses are taught to reflect on their practice to effectively meet clients’ needs, educators also need to be well versed in self-reflection to enhance their teaching methods. Self-reflection is the deliberate consideration of experiences, which when guided by the literature helps an individual gain insight and improve practice. Educators should not only opt for personal reflection but should also seek the views of their students and peers. Self-reflection becomes critical when it goes beyond mere reflection, questioning teaching assumptions, and addressing their social and political context. Given the remarked benefits of using self-reflection in education, and the current COVID-19 global repercussions which have urged faculties to try alternative methods of teaching, a concise guide to self-reflection is hereby provided for use by nurse educators.

An evaluation of early career academic nurses' perceptions of a support program designed to build career-resilience

Early career academic nurses can struggle to meet the demands of career development due to feelings of being overwhelmed. Studies indicate that programs targeting these challenges are often sporadic and inconsistent, leading to dissatisfaction and missed opportunities.This paper reports on findings evaluating a program designed to build career-resilience in a group of early career academic nurses who, through the provision of a structured program of support, were enabled to succeed and thrive in the academy. This six session program was informed by Knowles' adult learning theory, Mezirow's transformational learning theory and Lord's reliance on critical transactions.This study was undertaken in a large metropolitan university in Sydney, Australia. Participants included nine early career academic nurses. All had been full-time academics from one to six years. A qualitative descriptive design was employed using Braun and Clarke's six stage process for data analyses. Three themes emerged: the program fostered connections, strengthened expertise and clarified directions. This analysis provided deep insights into the value of collegial relationships to galvanise career success. The program's strength was its ability to lessen participants' feelings of isolation and to develop behaviours that enhance career-resilience.

Igniting Change: Supporting the Well-Being of Academicians Who Practice and Teach Critical Care

Academicians who maintain a critical care clinical practice encounter numerous stressors, especially during the COVID-19 pandemic, which can influence well-being. This article provides historical perspectives on the stressors inherent in working in the critical care environment as well as the stressors of working in the academic environment. It proposes the application of the synergy model as a framework to help improve the well-being of academicians who practice and teach critical care. The most valuable strategy to improve professional well-being is for organizations to take a systems approach. The article focuses on approaches that are potentially within each individual's control.

Nurse trainees' perception of effective clinical instructor characteristics

Objectives

Clinical education and experience in the clinical environment play an important role in shaping the clinical experience. Effective clinical teaching improves the clinical practice of the nursing trainees which in turn improves the quality of patient care. It mandates for the clinical instructor with desired qualities, to have a positive influence in clinical education. This study examined nurse trainees’ perceptions of clinical instructor characteristics.

Methods

The current study was conducted in a multi-cultural tertiary setting using a cross-sectional descriptive design. Using convenience sampling, 302 trainees were chosen as participants for the study, and there were 296 respondents. The data were collected from the participants using the Nursing Clinical Teacher Effectiveness Inventory (NCTEI) tool.

Results

The findings of the study revealed that the clinical instructors have scored high in personality (scoring percentage = 84.0%) and relatively low in teaching ability (scoring percentage = 81.3%). Also, the overall perception was almost the same among all the trainees though there was a slight variation in their rating of each dimension.

Conclusions

Nursing trainees indicated the instructors as having good personality and relatively low teaching ability. This mandates the clinical instructors in the clinical environment to empower themselves in this area of improvement. This helps the teaching institutions to consider all the domains of effective clinical instructor characteristics while recruitment and also organize programs giving emphasis on building and developing these characteristics to create effective instructors.

A model to facilitate transformative learning in nursing education

Objective

Transformative learning is a learner-centered process of learning. Learners are actively engaged through critical reflection and discourse to question assumptions and expectations. The purpose of this article is to describe a model to facilitate transformative learning in nursing education.

Methods

A qualitative, exploratory, descriptive and contextual design for theory generation was selected in this study to describe a model to facilitate transformative learning in nursing education. Concept analysis of transformative learning was done in the first stage of the main study using Walker and Avant’s eight step approach to clarify the conceptual identification and meaning. The results of concept analysis guided data collection in the second stage. Eleven individual agenda semi-structured interviews were conducted with nurse educators to explore and describe their perceptions regarding how transformative learning can be facilitated in nursing education. Matrix building approach was used to analyse the collected data. The third stage constituted the conceptualisation of findings from the second stage using relevant literature within the elements of practice theory. The fourth stage focused on the description and evaluation of a model to facilitate transformative learning in nursing education.

Findings

Four themes and nine sub-themes emerged and were conceptualised within the six elements of practice theory namely the context, agent, recipient, dynamic, process and procedure and outcome.

Conclusion

The relation statements provided the basis for model description. Reliable method was used to describe and evaluate the model. The refinement of the model by experts in model development and qualitative research was made.

Predictors of self-perceived levels of creative teaching behaviors among nursing school faculty in Taiwan: A preliminary study

BACKGROUND

Many nursing programs include a capstone project as part of the nursing curriculum. In Taiwan, these courses involve development of healthcare products. A student's success can depend on faculty's ability to employ creative teaching behaviors.

PURPOSE

To examine the relationship between demographic and teaching characteristics, personality traits, and self-perceived levels of creative teaching behaviors for capstone nursing faculty.

METHODS

This study used a cross-sectional, descriptive, correlational study design. Faculty (N = 53) were recruited from healthcare schools in Taiwan. Data from self-report questionnaires included variables for demographic and teaching characteristics, perceived levels of creative personality traits (imagination, curiosity, adventure, challenge) and creative teaching behaviors (autonomous learning, creative thinking, characteristics/motivations, environment/opportunity). Hierarchical multiple regression identified predictors of creative teaching behaviors.

RESULTS

Mean total scores for creative teaching behaviors were high for nursing faculty; characteristics/motivations were the lowest subscale score. The creative personality trait of curiosity significantly and positively influenced the perception of high levels creative teaching behaviors.

CONCLUSIONS

High scores for curiosity significantly predicted high scores for creative teaching behaviors for nursing faculty. These findings suggest faculty who perceive themselves as having low levels of creative teaching behaviors might benefit from training to increase levels of curiosity.

Incivility among nursing faculty: A multi-country study

BACKGROUND

In nursing programs, incivility can be a main issue affecting future registered nurses, and this may threaten patient safety. Nursing faculty play an important role in this scenario to reduce incivility.

PURPOSE

The aim of this study was to assess incivility among nursing faculty in different countries.

METHOD

This descriptive (cross-sectional) study was conducted to assess the extent of incivility among nursing faculty by using Incivility in Nursing Education-Revised tool and a non-probability (convenience) sampling method was used. Three hundred ninety-five nursing faculty in 10 countries distributed in four continents participated in this study.

RESULTS

The results indicated that levels of incivility among participants in different countries were significantly different. Also, there was a significant difference (F = 9.313, P value = 0.000) among the nursing faculty concerning the behaviours that have been rated as disruptive. Furthermore, there was a significant difference (F = 6.392, P value = 0.000) among participants regarding uncivil behaviours that have occurred during the past 12 months.

CONCLUSION

Regular assessments are needed to highlight uncivil behaviours and reduce them by making policies and rules in order to enhance academic achievement in nursing education.

Effect of creativity training on teaching for creativity for nursing faculty in Taiwan: A quasi-experimental study

BACKGROUND

Creativity and innovation are considered important core competencies in Taiwan for nursing students. Teachers play a critical role in the development of student creativity. Although studies have investigated creativity training, there is no consensus on how best to evaluate the effectiveness of the training.

OBJECTIVE

To evaluate whether a teaching for creativity module (TCM) can enhance teaching behaviors and self-efficacy of teaching creativity for capstone course nursing faculty. The TCM intervention was taught in two stages by experts in diverse areas of industrial design. A 2-day teaching creativity workshop was followed by reinforcement of creativity skills in the classroom with nursing and design faculties teaching side-by-side for 6 h of the 18-week capstone course.

DESIGN

This quasi-experimental study employed a pretest-posttest design to compare an intervention and control group.

PARTICIPANTS AND SETTING

Capstone course nursing faculties were recruited from five science and technology universities in Taiwan.

RESULTS

Forty-two capstone faculty members participated; 21 completed the TCM intervention and 21 were in the control group. Analysis of covariance (ANCOVA) demonstrated the TCM intervention group had significantly better post-test mean scores for creative teaching behaviors and self-efficacy of teaching creativity than the control group. Our findings suggest participation in a creativity workshop and reinforcement of teaching skills with classroom interdisciplinary teacher training can augment teaching for creativity of nursing faculty.

CONCLUSION

The findings of this study indicate that an intervention program in creativity can increase teaching behaviors as well as perceptions of self-efficacy regarding teaching for creativity, which could foster student creativity. These findings have important implications for educational settings, as they suggest that the workshop and reinforcement of learning with hands-on guidance in creativity with interdisciplinary teaching should be integrated into the curriculum, which could facilitate student creativity by increasing teaching behaviors and improving self-confidence regarding teaching creativity.

The impacts of faculty caring on nursing students' intent to graduate: A systematic literature review

Objectives

To examine the current studies about the impacts of faculty caring on nursing students’ intent to graduate and provide recommendations. The nursing profession continues to face nursing shortages. One of the solutions recognized to alleviate the shortage is increasing the number of students graduating from nursing schools. It lacks a literature review synthesizing the current research about the impacts of faculty caring on nursing students’ intent to graduate and indicate areas for future research.

Methods

This is a systematic literature review. The search of the literature was guided by the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). Databases searched included MEDLINE via PubMed, CINAHL, PsycINFO, and ProQuest Search. Search terms included ‘attrition,’ ‘dropouts,’ ‘graduation rate,’ ‘faculty,’ ‘instructor,’ ‘professor,’ ‘nursing,’ and ‘caring.’

Results

Ten articles met the inclusion criteria. The articles were conducted in the Associate Degree of Nursing and the Bachelor of Science in Nursing programs. Nursing faculties played a significant role in students’ intent to graduate by building students’ confidence, creating a compassionate learning environment, and promoting students’ competence. Faculties’ caring behaviors, including respecting students, showing empathy, and using caring communication skills, were essential characteristics to affect students’ learning environments.

Conclusions

The findings indicate that students’ perceptions of faculty caring can affect their perceptions of the learning environment and sense of belonging, and therefore, impact their intent to graduate. Students’ perceptions of their instructors’ caring behaviors are instrumental in motivating them to continue learning. The capacity of faculty caring plays a significant role in students’ success.

Strategies for successful promotion for clinical track nursing faculty

Successful promotion of faculty yields multiple benefits including career advancement, recognition for productivity and contributions to the organization, and an increase in financial compensation for the individual. In academic settings, particularly in research intensive institutions, time and resources often are focused on supporting tenure track faculty to be successful in obtaining promotion and tenure. Although most nursing programs have substantial numbers of clinical track faculty (CTF), there may be less emphasis around planning and resources for performing activities that will lead to successful promotion for nontenure track faculty. Consequently, at the time of initial faculty appointment, CTF must begin promotion planning. This paper provides practical advice for CTF preparing for promotion including planning the promotion trajectory and identifying and facilitating the collection of evidence supporting the areas of teaching, scholarship, practice, and service. Examples are provided of activities engaged in by CTF that would serve as evidence to support promotion.

Factors associated with job satisfaction among graduate nursing faculties in Nepal

Background

Job satisfaction among nursing faculty is critical to improving quality of nursing education, producing future nurses who will contribute directly to the health of patients at a local and national level. This study explores factors associated with job satisfaction among graduate nursing faculties in different universities of Nepal.

Methods

A cross-sectional study was conducted among nursing faculty with at least one year of teaching in their respective institutions. A 36-items job satisfaction questionnaire with 6-point Likert type responses was administered online. The questionnaire was pre-tested with 30 faculties pooled from multiple institutions. Link to the final survey was sent via e-mail to 327 nursing faculties working in 39 nursing colleges. Respondents were contacted by phone as a follow up to the email to politely remind them about the survey. Data analysis was carried out with SAS University Edition software. Chi-Square test and t-test were used for simple descriptive analysis. A multivariate binary logistic regression model was used to identify the significant factors associated with nursing faculties' job satisfaction. Adjusted odds ratio was calculated and significance was considered at p ≤ 0.05 with 95% confidence interval.

Results

The response rate was 54.4%. After retrospective cleaning of data, usable response rate was 52.3% (n = 171). The average age of the nursing faculties was 36.8 ± 7.0 years. Based on the overall job satisfaction score, 36.8% nursing faculties were satisfied with their current job. The coefficient for Cronbach's alpha was 0.895 suggesting very good reliability of the overall measure. The significant factors associated with job satisfaction were the involvement of the faculties in decision making process related to the department (OR = 4.83) and adequate access to reference materials (OR = 2.90).

Conclusions

This study suggests that nursing faculties have positive attitude towards their job but are dissatisfied with the benefits offered to them and the operating condition of their institutions. Expanding the teaching learning resources, such as reference books, subscription to journals, and continuing education opportunities for nursing faculties through participation in professional meetings would be helpful in improving the quality of nursing education in Nepal.

Rebuilding the research enterprise of a historical research intensive college of nursing

BACKGROUND

Maintaining a productive research enterprise within a college of nursing is multifaceted and complex. It is especially challenging when a college's mission transitions to address other priorities, and later attempts to re-emerge in the competitive funding environment and re-establish a productive research portfolio.

PURPOSE

To describe how a college is rebuilding the research enterprise to meet the established research mission after a decade of marginal research productivity.

STRATEGIES

Targeted multi-level strategies at the university, college, and individual levels are being implemented to enhance the research infrastructure and faculty capacity to increase research productivity.

IMPACT

In the past five years, compared to the previous five years, annual faculty publications have doubled, annual extramural funding per tenure track faculty increased by 72%, and the College's average extramural sponsored award funding per year increased 118%. National Institutes for Research rankings moved from no ranking (2013) to top 31 (2017).

DISCUSSION

Early results are positive and efforts to maintain and further grow the research enterprise will require sustained effort to meet ongoing challenges.

The impact of burnout on doctorate nursing faculty's intent to leave their academic position: A descriptive survey research design

BACKGROUND

Despite the fact that the great demands placed on many nursing faculty put them at high risk for job burnout; there are limited studies exploring the relationship between burnout and leaving their academic positions.

OBJECTIVE

The objective of this study is to address the national nursing faculty shortage by examining demographics, teaching preparation in the doctoral program, and burnout to determine intent to leave nursing academia among PhD and DNP-prepared nursing faculty.

DESIGN

A descriptive survey research design was used to identify the most significant factors related to faculty intent to leave their academic position.

SETTINGS

An online national survey of doctorate faculty throughout the U.S. was administered.

PARTICIPANTS

Full-time nursing faculty who had earned a PhD or DNP degree in nursing with four or less years ofteaching experience after doctoral program graduation were recruited.

METHODS

Data was collected from an the online survey posted on Qualtrics. Logistical regression models were used to interpret data significance.

RESULTS

A total of 146 nursing faculty responded to the online survey. 51.4% of the respondents (n = 75) had a DNP degree and 48.6% (n = 71) had a PhD degree. 61% of the respondents were over the age of 50 with the remaining 39% of the respondents between ages 20 and 49. PhD-prepared faculty reported higher emotional exhaustion compared to DNP-prepared faculty. Findings revealed that degree type (PhD versus DNP), age, and emotional exhaustion and depersonalization in burnout were significant predictors related to intent to leave nursing academia.

CONCLUSIONS

To address the nursing faculty shortage issue, it is critical to create supportive and positive working environments to promote the well-being of nursing faculty, provide additional emotional support for the specific PhD-prepared faculty needs that contribute to burnout, and encourage nurses to begin an academic career earlier to help retain nursing faculty in academic settings.

The Simultaneous Experiences of Being a Nurse Faculty Member and PhD Student: A Phenomenological Inquiry

The demand for nursing faculty with doctoral degrees has prompted universities to devise strategies to hasten doctoral preparation. Insufficient preparation of nursing faculty negatively impacted the ability of colleges of nursing to enroll qualified applicants. In 2011, 75,000 applicants were turned away (AACN, 2012). Interview data from 11 participants were analyzed for themes and structure of meanings that led to a description of the essence of the phenomenon. Six related themes revealed the experiences of simultaneously being a nurse faculty member and PhD student. Starck's (2004) Middle Range Theory of Meaning provided a framework for gaining a deeper understanding of this phenomenon. The findings revealed the obstacles, sacrifices, pain, and rewards of being a nurse faculty member and PhD student simultaneously. The participants embraced numerous positive aspects including personal and professional growth. Therefore, understanding this experience is fundamental in eliciting support for the journey towards a PhD.

Preparing nurses to intervene in the tobacco epidemic: Developing a model for faculty development and curriculum redesign

As the largest group of health professionals, nurses have a tremendous potential to help curb the tobacco epidemic. However, studies conducted across a range of global settings continue to indicate that both practicing nurses and nursing student have limited knowledge, skills and confidence needed to implement evidence-based tobacco cessation interventions. A contributing factor is the limited inclusion of tobacco control content in nursing curricula. Additionally, there is limited understanding of nurse educators' knowledge and perceptions about teaching tobacco dependence content. This paper presents the Loma Linda University School of Nursing's concurrent experience with both faculty development and curriculum redesign in the area of tobacco dependence prevention and treatment. An internal survey was administered at baseline and at 2-year follow-up to assess faculty's knowledge, perceptions and practices related to teaching tobacco dependence content and skills (n = 42). Faculty and curriculum development strategies and resources utilized, evaluation findings and subsequent lessons learned are described. The findings have implications for nursing programs seeking to enhance their curricula and commitment to ensuring that their graduates are prepared to provide evidence-based tobacco cessation interventions with each patient they encounter.

[Experience of Role Adaptation from Nurse to Member of the Nursing Faculty]

PURPOSE

The purpose of this qualitative study was to evaluate the experience of role adaptation from nurse to member of the nursing faculty.

METHODS

Data were collected from 13 members of a nursing faculty through in-depth interviews. The main question asked was "Could you describe your experience from being a nurse to becoming a member of the nursing faculty?" Qualitative data from the field and transcribed notes were analyzed using Strauss and Corbin's grounded theory methodology.

RESULTS

The core experiential category of role adaptation from nurse to member of the nursing faculty was 'striving for survival from culture shock'. The participants used the following three interactional strategies: 'recognizing everything and entering the school environment', 'self-reflection on being a professor and integration of experiences', and 'finding a way of adapting'.

CONCLUSION

The participants tried to adapt to life as a professor and reflected on and integrated their experiences into their new life on the faculty. College faculty need to understand the impact of changes and challenges faced by new professors during role adaptation and to support this adaptation through mentorship and organized orientation programs.