title: For faculty, by faculty: a case study of learning to teach online.
abstract: The shortage of nursing faculty and the need for MSN-prepared faculty to have access to doctoral education and remain in their teaching roles has resulted in a growing number of nurse education programs moving online. A better understanding of how best to support faculty during this transition is needed. This case study describes the experiences of faculty at one institution as they participated in a grassroots effort to learn about online teaching. Six themes related to the faculty development experience were identified: 1) plugging in; 2) peer sharing, modeling and community building; 3) multidimensional learning; 4) role-shifting and meta-learning; 5) paradigm shifting; and 6) sustaining momentum. Findings are connected to recommendations related to how best to prepare faculty to ensure that quality nursing education continues.
authors.affiliation: University of Tennessee, Knoxville, TN, USA. tpaulus@utk.edu
authors.forename: Trena M
authors.initials: TM
authors.lastname: Paulus
authors.forename: Carole R
authors.initials: CR
authors.lastname: Myers
authors.forename: Sandra J
authors.initials: SJ
authors.lastname: Mixer
authors.forename: Tami H
authors.initials: TH
authors.lastname: Wyatt
authors.forename: Debra S
authors.initials: DS
authors.lastname: Lee
authors.forename: Jan L
authors.initials: JL
authors.lastname: Lee
mesh_terms: D004506:Education, Nursing; D005178:Faculty; D006801:Humans; D020407:Internet; D007858:Learning; D013663:Teaching / Q000379:methods*