Fostering a smooth transition to the faculty role.
Both new and experienced nursing faculty across the United States are struggling to meet the individual needs of an increasingly diverse and growing population of nursing students, while simultaneously attempting to balance the research, scholarship, and stewardship requirements of their institutions. Faculty development is part of the professional career journey, and involves mentorship, guidance, and more formal educational experiences. One university's faculty development program is described and addresses the role of mentors and administrators in the faculty development process, the recognized need for continued development and partnering opportunities, and outcome data from two cohorts of new nursing faculty.
Suplee
Patricia Dunphy
PD
Rutgers University, Camden, New Jersey, USA.
Gardner
Marcia
M
D001291:Attitude of Health Personnel; D002322:Career Mobility; D003479:Curriculum; D004509:Education, Nursing, Continuing / Q000458:organization & administration*; D005181:Faculty, Nursing / Q000458:organization & administration; D006801:Humans; D007318:Inservice Training / Q000458:organization & administration*; D007400:Interprofessional Relations; D008611:Mentors / Q000523:psychology; D020380:Needs Assessment; D009511:New England; D024802:Nurse's Role; D015402:Nursing Education Research; D015279:Organizational Culture; D011231:Preceptorship / Q000458:organization & administration; D015397:Program Evaluation; D012944:Social Support; D013192:Staff Development / Q000458:organization & administration*; D013338:Students, Nursing / Q000523:psychology