Graduate student seminars as a faculty development activity.
Because most new nurse academicians are prepared as expert clinicians, rather than as educators, they lack the skills and knowledge of effective teachers when they accept a position in an educational institution. In this article, the authors discuss a program in which graduate students being prepared as entry-level nurse educators have the opportunity to practice the art and science of teaching in a supervised environment in which seminar participants are their peers, novice faculty, and seasoned faculty. Teaching seminars conducted by graduate students are a successful component of faculty development in teaching. Graduate students, known as faculty interns, are able to share their newly acquired skills and lived experiences with novice faculty not prepared as nurse educators and seasoned faculty who need updates on current educational practices and strategies.
Zsohar
Helen
H
University of Utah College of Nursing, Salt Lake City, Utah 84112, USA. helen.zsohar@nurs.utah.edu
Smith
Jackie A
JA
D000223:Adaptation, Psychological; D001291:Attitude of Health Personnel; D004509:Education, Nursing, Continuing / Q000458:organization & administration*; D005181:Faculty, Nursing / Q000458:organization & administration; D017408:Guidelines as Topic; D007722:Health Knowledge, Attitudes, Practice; D006301:Health Services Needs and Demand; D006801:Humans; D007397:Internship, Nonmedical / Q000458:organization & administration*; D007400:Interprofessional Relations; D008611:Mentors / Q000523:psychology; D024802:Nurse's Role / Q000523:psychology; D010379:Peer Group; D011231:Preceptorship / Q000458:organization & administration*; D011361:Professional Competence; D012944:Social Support; D013192:Staff Development / Q000458:organization & administration*; D013663:Teaching / Q000458:organization & administration