Nurse Educator最新文献

Background: Workplace violence negatively affects the professional development of nursing students.

Objectives: To investigate nursing students' exposure to violence, violence-management competence, and therapeutic communication during clinical practice.

Methods: A descriptive, cross-sectional, correlational study involves 530 nursing students. Data were collected between September 2024 and February 2025 using a Sociodemographic Form, the Workplace Violence Competence Scale, and the Therapeutic Communication Skills Scale.

Results: Violence was reported by 32.8% of students, mainly verbal (60.9%) and psychological (47.1%), often by patients or relatives. Communication skills correlated positively with violence management competence, explaining 18.1% of the variance. Higher self-confidence, problem-solving, voluntary choice of profession, and prior education were associated with better outcomes.

Conclusions: Nursing students are at substantial risk of violence during clinical practice, and their ability to manage it is enhanced by therapeutic communication and supportive factors, underscoring the need to strengthen curricula and faculty preparation.

Background: Nursing education programs across the US continue to face ongoing shortages of nursing faculty.

Purpose: This study examined salary differences between nursing faculty and other nurses using 2022 National Sample Survey of Registered Nurses data and identified specific factors contributing to these disparities.

Methods: Descriptive statistics and chi-square tests were used to compare unadjusted salary differences and demographic and professional characteristics between nursing faculty and other nurses. An ordinary least squares regression model examined the association between nursing job titles and annual salaries.

Results: The average unadjusted annual salary of nursing faculty was $8677 lower than all other nurses ($81 617 vs $90 435). The adjusted annual salary of nursing faculty was $18 346 less than staff nurses, $19 863 less than charge nurses, and $27 526 less than front-line managers.

Conclusions: Persistent salary disparities between nursing faculty and other nursing roles may discourage nurses from pursuing academic careers.

Background: Amid a 50% surge in enrollment to address the nursing shortage, our undergraduate nursing program onboarded 17 new faculty within 16 months. Most were experienced clinicians with little or no teaching experience.

Problem: Traditional onboarding focused on operational logistics and failed to address pedagogical development, leaving new hires underprepared for academic roles and increasing risk for burnout and attrition.

Approach: A Director of Faculty Development role was created to lead a structured, multi-phase initiative. Key components included individual and group mentorship, peer observation, instructional workshops, and updated teaching resources. The program was refined over 2 years through ongoing feedback and evaluation.

Outcomes: Participants reported greater teaching confidence, stronger peer connections, and improved role clarity. The initiative supported retention and instructional quality during a period of rapid change.

Conclusions: Strategic onboarding that emphasizes mentorship, flexibility, and pedagogical support can facilitate faculty success and strengthen program stability during rapid expansion.