Abstract
Purpose: The Faculty Academy and Mentorship Initiative of Maryland (FAMI-MD), a grant-funded collaborative of nursing programs, universities/colleges, and healthcare organizations, develops clinical faculty while promoting a healthy work environment during their transition from clinician to educator. FAMI-MD offers two curricula: an Introductory Academy providing foundational content for new educators; the Advanced Academy developed in 2019 for nurses with teaching experience.
This presentation explores how the Advanced Academy prepares experienced nurses for new roles as clinical teachers equipped with skills effective in reducing incivility and promoting a safe learning environment (Layne et al., 2019).
Background: There is a need to increase the nursing faculty pool; one survey found that “noncompetitive salaries, and difficulties finding the right specialty mix” were recruitment challenges (American Association of Colleges of Nursing, 2022; National Advisory Council for Nursing Education and Practice, 2021). Workload, high stress and incivility also contribute to the national nursing faculty shortage. (Alberts, 2022; XXXX, 2022). Novice educators bring clinical expertise, but often lack experience in teaching, evaluating, and supporting students. The challenge is teaching students to care for a multicultural, aging population, while providing a learning/work environment where students and educators can thrive.
Method: Participants in the Advanced Academy complete a six-week course delivered through synchronous/asynchronous online instruction, simulated teaching encounters, and mentoring, facilitated by a three-person team of nursing faculty experts. Between sessions, students independently complete eight asynchronous modules.
Module topics related to building a supportive learning environment include:
- Federal legislation/protections for creating an inclusive/equitable learning environment;
- Preventing incivility/violence escalation in the workplace;
- Effecting positive change;
- Promoting “student engagement in learning”;
- Personal and professional advocacy;
- Becoming an inclusive teacher,
- Fostering a “culture of safety”.
Simulated teaching encounters require participants, as faculty, to facilitate a difficult post-conference. Another simulation, titled “Mentorship”, casts participants in a “mock” job interview asking how they would respond to inappropriate student behavior or challenging clinical situations, thus providing an opportunity to use reflective listening skills.
Focus groups were conducted as the final synchronous session by two external evaluators with expertise in qualitative research. One served as facilitator while the other acted as recorder to ensure consensual validation. University IRB approval and participant written consent were obtained. Qualitative thematic analysis elicited key findings from focus groups.
Findings: Themes
- Course Design and Delivery- “communication was effective”; “online sessions helpful”
- Course Impact on Clinical Instruction Role. Facilitator effectiveness-“Facilitators established their credibility”; “offered rich information in the discussion boards...”
- Course Impact on Professional Development as a Nurse Educator- “The Academy was pretty awesome! I wish I had done it before my first clinical with students because I really learned a lot of strategies...”
- Overall Evaluation of the Advanced Academy-Participant felt that “requiring the course could streamline how full-time faculty work with adjunct faculty.” Another noted: “You’re going to learn things that you thought you knew.”
Implications: Instructors who teach strategically, attuned to the needs of students in a supportive/inclusive environment, carry their enthusiasm to the next generation of nurses, cultivating supportive work environments.
Notes
Presenter-authored article on same topic:
Seldomridge, L., Hall, N., Hauck, B., Jarosinski, J., Reid, T., & Payne, B. (2021). Faculty Academy and Mentorship Initiative (FAMI)-Maryland Addressing the Nurse Educator Shortage. Maryland Nurse Journal, 22(2), 9–19.
References:
Albers, H.L. (2022). Addressing bullying and incivility in clinical nursing education. Teaching and Learning in Nursing, 17, 4, Oct. 2022, 433-437.ISSN: 1557-3087 https://doi.org/10.1111/jonm.12836
American Association of Colleges of Nursing (2022). Nursing Faculty Shortage Fact Sheet. Special Survey on Vacant Faculty Positions for Academic Year 2022-2023. https://www.aacnnursing.org/Portals/42/News/Surveys-Data/2022-Faculty-Vacancy-Report.pdf Retrieved: Aug. 20th, 2023.
Jarosinski, J.M., Seldomridge, L.A., Reid, T.P. & Willey, J. (2022). Voices of Nursing Program Administrators, Nurse Educator. 47(3), 151- 155.doi: 10.1097/NNE.0000000000001139
Layne, D., Anderson, E. & Henderson, S. (2019). Examining the Presence and sources of incivility within nursing. Journal of Nursing Management, 27, 7, 1505- 1511. https://doi.org/10.1111/jonm.12836
National Advisory Council for Nursing Education and Practice.(2021, June 10). NACNEP report: Preparing nurse faculty, and addressing the shortage of nurse faculty and clinical preceptors. https://www.hrsa.gov/sites/default/files/hrsa/advisory-committees/nursing/reports/nacnep-17report-2021.pdf
Sigma Membership
Lambda Eta
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Nurse Educators, Continuing Nursing Education, Nursing Faculty, Faculty Development, Learning Environment, Nursing Education, Personnel Shortage -- Maryland
Recommended Citation
Jarosinski, Judith M.; Brown Reid, Tina P.; Seldomridge, Lisa A.; Hall, Nicole; Hauck, Brad; and Payne, Beverly, "Creating Supportive Learning Environments for Novice Nurse Educators: The Advanced Academy Experience" (2026). Creating Healthy Work Environments (CHWE). 129.
https://www.sigmarepository.org/chwe/2024/presentations_2024/129
Conference Name
Creating Healthy Work Environments
Conference Host
Sigma Theta Tau International
Conference Location
Washington, DC, USA
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-03-06
Funder(s)
Maryland Health Services Cost Review Commission
Creating Supportive Learning Environments for Novice Nurse Educators: The Advanced Academy Experience
Washington, DC, USA
Purpose: The Faculty Academy and Mentorship Initiative of Maryland (FAMI-MD), a grant-funded collaborative of nursing programs, universities/colleges, and healthcare organizations, develops clinical faculty while promoting a healthy work environment during their transition from clinician to educator. FAMI-MD offers two curricula: an Introductory Academy providing foundational content for new educators; the Advanced Academy developed in 2019 for nurses with teaching experience.
This presentation explores how the Advanced Academy prepares experienced nurses for new roles as clinical teachers equipped with skills effective in reducing incivility and promoting a safe learning environment (Layne et al., 2019).
Background: There is a need to increase the nursing faculty pool; one survey found that “noncompetitive salaries, and difficulties finding the right specialty mix” were recruitment challenges (American Association of Colleges of Nursing, 2022; National Advisory Council for Nursing Education and Practice, 2021). Workload, high stress and incivility also contribute to the national nursing faculty shortage. (Alberts, 2022; XXXX, 2022). Novice educators bring clinical expertise, but often lack experience in teaching, evaluating, and supporting students. The challenge is teaching students to care for a multicultural, aging population, while providing a learning/work environment where students and educators can thrive.
Method: Participants in the Advanced Academy complete a six-week course delivered through synchronous/asynchronous online instruction, simulated teaching encounters, and mentoring, facilitated by a three-person team of nursing faculty experts. Between sessions, students independently complete eight asynchronous modules.
Module topics related to building a supportive learning environment include:
- Federal legislation/protections for creating an inclusive/equitable learning environment;
- Preventing incivility/violence escalation in the workplace;
- Effecting positive change;
- Promoting “student engagement in learning”;
- Personal and professional advocacy;
- Becoming an inclusive teacher,
- Fostering a “culture of safety”.
Simulated teaching encounters require participants, as faculty, to facilitate a difficult post-conference. Another simulation, titled “Mentorship”, casts participants in a “mock” job interview asking how they would respond to inappropriate student behavior or challenging clinical situations, thus providing an opportunity to use reflective listening skills.
Focus groups were conducted as the final synchronous session by two external evaluators with expertise in qualitative research. One served as facilitator while the other acted as recorder to ensure consensual validation. University IRB approval and participant written consent were obtained. Qualitative thematic analysis elicited key findings from focus groups.
Findings: Themes
- Course Design and Delivery- “communication was effective”; “online sessions helpful”
- Course Impact on Clinical Instruction Role. Facilitator effectiveness-“Facilitators established their credibility”; “offered rich information in the discussion boards...”
- Course Impact on Professional Development as a Nurse Educator- “The Academy was pretty awesome! I wish I had done it before my first clinical with students because I really learned a lot of strategies...”
- Overall Evaluation of the Advanced Academy-Participant felt that “requiring the course could streamline how full-time faculty work with adjunct faculty.” Another noted: “You’re going to learn things that you thought you knew.”
Implications: Instructors who teach strategically, attuned to the needs of students in a supportive/inclusive environment, carry their enthusiasm to the next generation of nurses, cultivating supportive work environments.
Description
The Faculty Academy and Mentorship Initiative of Maryland (FAMI-MD) develops clinical faculty while promoting a healthy work environment during their transition from clinician to educator. The Advanced Academy prepares experienced nurses for new roles as clinical teachers equipped with skills effective in reducing incivility and promoting a safe learning environment.