Staff development to university faculty: reflections of a nurse educator.
OBJECTIVE
Transition of a staff development instructor to faculty in a baccalaureate nursing program.


OBJECTIVE
This article is a reflection of the transition of a staff development educator in a large medical center to that of a faculty member in a small school of nursing. The seriousness of the faculty shortage and the factors that have led to it serve as a background for this discussion as the need for educators in nursing programs is of high priority. To qualify for an academic position, the educator should have teaching experience, educational preparedness, and clinical expertise.


METHODS
This paper is based on a review of the literature, newsletters from the American Association of Colleges of Nursing and the National League for Nurses, and personal experience.


CONCLUSIONS
The intent of this reflection is to encourage other hospital-based educators and clinicians to consider a career change to academia. Clinically expert faculty can strengthen nursing programs and facilitate the education of nursing students on essential competencies for clinical practice.
Beres
Janith
J
School of Nursing, Florida Gulf Coast University, Fort Myers, FL, USA. jan@jberes.com
D000046:Academic Medical Centers; D000223:Adaptation, Psychological; D001291:Attitude of Health Personnel; D002321:Career Choice; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D005181:Faculty, Nursing / Q000458:organization & administration*; D006801:Humans; D009720:Nurse Clinicians / Q000193:education / Q000458:organization & administration / Q000523:psychology*; D024802:Nurse's Role; D010563:Personnel Turnover; D011361:Professional Competence; D012579:Schools, Nursing; D013192:Staff Development / Q000458:organization & administration*