Other Titles
PechaKucha Presentation
Abstract
Nursing programs often hire clinical nurse experts into faculty roles and assume they will acquire pedagogical expertise and develop as scholarly writers soon after they begin teaching.1,2 The transition into a faculty role requires support for evidence-based teaching, scholarship, and formation of supportive peer and mentor relationships.3 However, budget, time, and professional development staff are limited. Lack of professional development and insufficient mentorship in the faculty role are key reasons nurse faculty leave academia.3 Faculty retention is critical to addressing the nurse-faculty shortage and preparing the future nursing workforce.4
A faculty development academy was established in a large nursing program and is sustained by an alumni endowment. The academy co-directors support new faculty in teaching and scholarship and encourage progressive career development through faculty ranks. The academy provides a structured program for evidence-based instructional design, scholarly dissemination, formation of mentor relationships, and evaluation of innovative teaching strategies.
The academy’s teaching arm provides workshops, resources, and consultations for high-quality instructional design, use of learning technology, and evaluation of teaching strategies. The scholarship arm provides consultations, a scholarship incentive program, and facilitation of mentor relationships to disseminate scholarship. The academy productivity outcomes are quantified, evaluated, and reported annually to the college community. Measurable growth in teaching quality and scholarly output includes 4-5 publications and 8 workshops annually, contributing to faculty retention and career progression. This self-sustaining model can be adapted at other institutions to support faculty development, ensure optimum capacity for student enrollment, and increase scholarly dissemination in nursing education. Evidence-based faculty development programs based on this model can help academic nursing programs address a critical shortage of faculty and prepare a competent nursing workforce for the future.5
Notes
References:
1. Bakewell-Sachs S, Trautman D, Rosseter R. Addressing the nurse faculty shortage: filling the gap requires collaboration and preparation. Am Nurse J. 2022;17:8-13. https://www.myamericannurse.com/wp-content/uploads/2022/07/Addressing-the-nurse-faculty-shortage.pdf. Accessed November 7, 2024.
2. Fang D, Zangaro GA, Kesten K. Assessment of nursing faculty retirement projections. Nurs Outlook. 2024;72(2):102135. doi: 10.1016/j.outlook.2024.102135
3. Anderson M, Taylor N, Rowley T, Owens C, Iacob E. Understanding factors influencing nursing faculty departure and intentions. Nurse Educ. 2024;49(4):222-226. doi: 10.1097/NNE.0000000000001612
4. American Association of Colleges of Nursing. Nursing faculty shortage fact sheet. Published October 2022. https://www.aacnnursing.org/news-data/fact-sheets/nursing-faculty-shortage. Accessed November 7, 2024.
5. Cox CW, Jordan ET, Valiga TM, Zhou Q. New faculty orientation for nurse educators: offerings and needs. J Nurs Educ. 2021;60(5):273-276. doi: 10.3928/01484834-20210420-06
Sigma Membership
Epsilon
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Faculty Development, Mentoring and Coaching, Teaching and Learning Strategies
Recommended Citation
Tornwall, Joni and Overcash, Janine, "Support, Retain, and Elevate New Nurse Educators: A Model for a Faculty Development Academy" (2025). International Nursing Research Congress (INRC). 138.
https://www.sigmarepository.org/inrc/2025/presentations_2025/138
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
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.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Support, Retain, and Elevate New Nurse Educators: A Model for a Faculty Development Academy
Seattle, Washington, USA
Nursing programs often hire clinical nurse experts into faculty roles and assume they will acquire pedagogical expertise and develop as scholarly writers soon after they begin teaching.1,2 The transition into a faculty role requires support for evidence-based teaching, scholarship, and formation of supportive peer and mentor relationships.3 However, budget, time, and professional development staff are limited. Lack of professional development and insufficient mentorship in the faculty role are key reasons nurse faculty leave academia.3 Faculty retention is critical to addressing the nurse-faculty shortage and preparing the future nursing workforce.4
A faculty development academy was established in a large nursing program and is sustained by an alumni endowment. The academy co-directors support new faculty in teaching and scholarship and encourage progressive career development through faculty ranks. The academy provides a structured program for evidence-based instructional design, scholarly dissemination, formation of mentor relationships, and evaluation of innovative teaching strategies.
The academy’s teaching arm provides workshops, resources, and consultations for high-quality instructional design, use of learning technology, and evaluation of teaching strategies. The scholarship arm provides consultations, a scholarship incentive program, and facilitation of mentor relationships to disseminate scholarship. The academy productivity outcomes are quantified, evaluated, and reported annually to the college community. Measurable growth in teaching quality and scholarly output includes 4-5 publications and 8 workshops annually, contributing to faculty retention and career progression. This self-sustaining model can be adapted at other institutions to support faculty development, ensure optimum capacity for student enrollment, and increase scholarly dissemination in nursing education. Evidence-based faculty development programs based on this model can help academic nursing programs address a critical shortage of faculty and prepare a competent nursing workforce for the future.5
Description
New nurse educators often enter academia with substantial expertise in clinical practice but little experience in teaching and scholarship. Learn how one nursing college uses evidence-based strategies to support new nurse faculty development, retention, and career progression. Explore approaches to sustaining faculty development programs and measuring outcomes.